dossier m-learning GROUPE COMPAS
dossier m-learningGROUPE COMPAS
the questions
why mobile?
why learning?
the chapters of the dossier
facts about mobiles
definitions of mlearning
the concepts and comments
exemplary cases & bibliography
why m?quantity & quality
“One and a half billion people, all over the world, are walking around with powerful computers in their pockets and purses. The fact is they often do not realize it, because they call them something else. But today’s high-end cell phones have the computing power of a mid-1990s personal computer (PC)-while consuming only one one-hundredth of the energy. Even the simplest, voice-only phones have more complex and powerful chips than the 1969 on-board computer that landed a spaceship on the moon.” (Prensky, 2005)
“These facts, and the range of computer-like functionality offered by top-of-the-range devices, are leading some observers to speculate that many people in the not so distant future will start to see the mobile phone as an alternative to a PC. For example Jeff Hawkins, inventor of the Palm Pilot, was recently quoted (Stone 2004) as saying, ‘One day, 2 or 3 billion people will have cell phones, and they are not all going to have PCs … The mobile phone will become their digital life’. Clearly, neither view is likely to be completely objective, but the fact that the debate is happening is an indication of how powerful and sophisticated mobile devices are becoming.” (Attewell, 2005)
practices
“As the citizens of the world use mobile technology to complete everyday tasks and to socialize with friends and colleagues, they will demand access to learning materials using mobile technology. Also, other sectors of society such as business, are allowing citizens around the world to use mobile technology to complete everyday transactions. Hence, education and training have no other choice but to deliver learning materials on mobile devices. ... Rather than acquiring another technology to receive learning materials, people throughout the world will want to access learning materials on their existing mobile devices.” (Ally, 009)
facts about mphones
facts 2008mobile phones
over 4 billions = 61% penetration rate (number per 100 habitants)
1998 = 0 mp
fixed telephone lines
1.3 billions = 19 %
internet
6.7 billions = 23%
broadband
(fixed) = 6.1%
mobile = 5%
ITU. Measuring the Information Society The ICT Development Index 2009
astonishing growthThis is not only faster than any other technology in the past, but the mobile phone is also the single most widespread ICT today
The number of Internet users, on the other hand, has grown at a much slower rate, in particular in the developing world, where at the end of 2007 only 13 out of 100 inhabitants used the Internet. Fixed Internet access in developing countries is still limited, and, where available, often slow and/or expensive. High-speed (broadband) connections are rare and mobile broadband, while increasing steeply in high-income countries, is still insignificant in most developing countries.
Access to the Internet via mobile cellular networks has grown rapidly with the increasing availability of IMT- 2000/3G networks and enabled devices, including mobile handsets and data cards that allow users to access the Internet over the mobile cellular network using their computers.
ITU. Measuring the Information Society The ICT Development Index 2009 (p.1)
developing regions
39.2% penetration (2007)
64% of the world’s subscriptions (2007)
44% (2002)
28% Africa (2007)
4% (2002)
the highest mobile growth
but the lowest rate
mphones distribution
reduction of mdivide
Since growth rates continue to be strongest in those regions where penetration is relatively low, the mobile cellular divide is expected to be reduced further over time. (p. 3)
internet
23% in the world (2007)
55.4% in developed countries (2007)
12.8% in developing countries (2007)
5% in Africa (2007)
fixed & mobile broadband/subscriptions
60% in the world (2007)
55.4% in developed countries (2007)
12.8% in developing countries (2007)
0.2% fixed broadband in Africa (2007)
0.9% mobile broadband Africa (2007)
internet access
minternet
With limited availability of fixed networks in many developing countries, where wired access is often restricted to major urban centers, it is difficult to provide people with fixed broadband access. However, mobile broadband has a major potential to expand the availability of high-speed Internet access, especially given the spread of mobile cellular networks and their wide population coverage. This is also supported by the growing use of mobile phones for data applications (SMS, MMS, m-commerce and m-banking), the rise in the number of countries that are launching IMT-2000/3G networks and the increased use of data cards that allow people to use the IMT-2000/3G networks to connect their computer to the Internet. ITU estimates that by the end of 2008, there were close to 335 million mobile broadband subscribers.
• vocal communication, SMS, internet, radio, TV, podcast, video (seeing, taking), pictures (seeing/taking), internet, emails, voice recording, agenda
non-educational existing practices
developed countries
• Augmented reality
• Handheld augmented reality U. Graz
• Savannah
• Create a scape
non-educational existing practices
developed countries
• exchanging - receiving money
• mpesa Safaricom
non-educational existing practices
developing countries
• communicating, even with no money
• please call me
non-educational existing practices
developing countries
• setting up a business or making money
• village phone
• pedal phone
• Selling airtime as currency
• call box Cameroon
• mobile phones in Kenia
• hello Africa
• mobile revolution African (Kenya)
non-educational existing practices
developing countries
• asking for advice
• question box
• AMIS: connecting farmers in Cameroon
non-educational existing practices
developing countries
• texting, chatting, sharing• MXIT free instant messaging for portable phones (GPRS/3G) and
PCs, developed in South Africa
• MXIT Swatziland
non-educational existing practices
developing countries
the MXIT case in South Africa:
big diffusion between children and teenagers
big troubles with parents and teachers
Meraka Institute invents a maths application
• Dr. Math or Maths for MXIT, that is: Using MXIT to learn (2007)
• Imfundo Yami Imfundo Yetho
• the growth of a virus: “Although this project originated at one school, “word of mouth” advertising (also known as “viral” advertising) where learners told their friends about the MXit contact ensured that the number of learners grew and the geographical location of the learners spread throughout the country.” (Butgereit, 2007)
• but no evidence about results: “At the time of writing this paper, we do not have any hard numerical data on whether any of the participants in Math on MXit actually increased their marks in mathematics or not.” (Butgereit, 2007)
from non-educational to educational: innovation by colonisation
mlesson: multiple practices
portable phones are at the centre of multiple practices, including economic practices
diffused practices are not necessarily the same in developed and developing countries, in rural and urban regions
observing developing countries and rural regions is not a mere corollary action for the understanding of the mobile innovation, but a necessary condition
mlesson : innovationm seems to illustrate a trend: when an existing, diffused technology meets a need, new practices seem to spread quite naturally
remember that innovation is not the same as invention:
invention = a new idea
innovation = new ideas that are applied in practice, and successfully
so, what about innovation as colonisation?
hypothesis: the fact that technologies are just there, and that they are part of a net of existing practices, is a facilitating condition for transforming invention into innovation
suggestion: exploit existing practices (as MXIT) for introducing educational applications
prediction : the mobile phone will beat OLPC machines for spreading mlearning in developing countries
madvantages
Advantage of a technology which:
is there yet, and almost everywhere
is (potentially) multi-modal
is part of a net of existing practices
mphones characteristics
technologies & productsmobile phones - low cost handset
PDA standalone
HP iPaq
PDA phone
RIM Blackberry
Nokia N-Series T
HTC Touch
Palm Pre
smartphone
Iphone
gamephones
Nintendo DSI
Sony playstation portable PSP
• phone
• 1G: voice
• 2G: SMS + media content
• 2.5 G: higher data rates, internet
• 3G: higher data rates, high bandwith internet
market
• "Compared to the second quarter of 2008, global sales of mobile phones were down about 6.1 percent. This was the third consecutive quarter that fewer mobile handsets were sold worldwide when compared to the previous year. But analysts noted that the decline was at a much slower pace in the most recent quarter compared to the first quarter in 2009, in which the drop was 9.4 percent. Still, demand for smartphones remained high. And sales in this category actually grew 27 percent compared to the same quarter a year ago. For several quarters now, smartphones have represented the fastest growing segment of the mobile market, and this has been in spite of a global recession. Analysts believe the trend is the result of many consumers waiting to upgrade their phones, and those who do upgrade are gravitating toward more sophisticated smartphones. ... As the economy picks up again, low-cost cell phones are also expected to sell well over the next few years. Market research firm Juniper Research predicts in a recent report that low-cost handset shipments will increase by 31 percent in 2014. And as smartphone sales also increase, Juniper says that the high end and low end of the cell phone market will dominate, with these two categories accounting for 79 percent of the mobile devices sold by 2014. Meanwhile, sales of midrange devices are expected to fall more than 41 percent during that period." CNET, 2009
limits and problems
screen: too small
batteries: short life
platforms: too many
cost: too high (in developing countries)
no internet (in developing countries)
resistance (teachers and parents of developed countries)
the future
Sixth sense
Samsung pico projector phone
Samsung crest solar
hot issues
the future of TEL: telephone or computer (OLPC)?
outsiders (developing countries, lifelong learning, school drop out)
mobile phones in the classroom: distraction or help? repression or exploitation?
a risk for health?
context-responsiveness
augmented reality
why learning? (why this quantitative condition should affect the world of education, or represent a new horizon for learning?)
because mphones are more and more like computers
because they are mobile,
in the sense of anytime, anywhere
in the sense of allowing fluid practices between technologies
in the sense of allowing fluid practices between technology and the context of the real world
because they are communication devices allowing collaboration between peers and between learners and educators
definitions of mlearning
a domain of e-leaningMobile learning is a special domain
of e-learning made possible by mobile technologies: portable phones, PDAs, smartphones, and in general what is called ‘handheld devices’.
As computers, mphones make digital contents accessibles, to a greater number of people than computers do. Doubting of the potential of mphones for learning is equivalent to questioning the role of computers in education and learning. It is perfectly understandable for digital natives.
“The evolution in education and training at a distance can be characterised as a move from dlearning (distance learning) to elearning (electronic learning) to mlearning (mobile learning).” (Keegan, 2003)
“Cell phones are not just communications devices sparking new modalities of interaction between people; they are also particularly useful computers that fit in your pocket, are always with you, and are nearly always on. Like all communication and computing devices, cell phones can be used to learn. So rather than fight the trend of kids coming to school carrying their own powerful learning devices—which they have already paid for—why not use the opportunity to their educational advantage?” (Prensky, 2005)
at the essence: mobility
But theories of mobility go beyond the technological aspect, and also beyond the mobile device.
Mobility is rather a set of practices that start to expand in our lives: practices that make us access content and knowledge from different devices at different places and times, to pass with fluidity from a formal way of learning to informal ones, differently distributed in the city or perfectly portable through handheld devices.
Hence a new place becomes available through the web site which is consulted before, through the GPS which locates us on place, through information gathered via internet phone while on staying, or through variously uploaded programs that are accessible via phone; through messaging with experts or friends; through contents accessed at various fixed points of the new location; these contents stay available on the way back, and they are enriched by notes taken on place.
a theory of mobilityMobility is synonymous of fluidity of practices.
At the level of education and learning it is this fluidity, rather than technology itself that should be addressed, and this with the aim of exploiting practices made possible by technology and technology only at its best.
Mobile technologies are not bound to one specific method and educational approach (say constructivist or situated), but rather fits with all those educational practices that require a personalized, situated, authentic and informal form of learning.
“patterns of social interaction [that] are dynamically reshaped and renegotiated through our everyday activities significantly freed from spatial, temporal and contextual constraints” (Kakihara and Sørensen, 2002, p. 1760).
“research attention should be directed at identifying those simple things that technology does extremely and uniquely well, and to understanding the social practices by which those new affordances become powerful educational interventions.” (Roschelle, 2003, p.268)
“Research into mobile learning then becomes the study of how the mobility of learners, augmented by personal and public technology, can contribute to the process of gaining new knowledge, skills and experience. The challenge here is to define the role of pedagogy and theory in this process.” (Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. & Vavoula, G., 2009, p. 22)
anytime, anywhere
learning freed from specific and dedicated learning
contexts:i.e. formal contexts of
learning or the classroom, time constraints, infrastructures
informal learningadult learning
disaffected learnerslife-long learning
autonomous learningdeveloping countries
& rural regions
everybody
“Mobile learning through the use of wireless mobile technology allows anyone to access information and learning materials from anywhere and at anytime.
As a result, learners have control of when they want to learn and from which location they want to learn.
Also, all humans have the right to access learning materials and information to improve their quality of life regardless of where they live, their status, and their culture. Mobile learning, through the use of mobile technology, will allow citizens of the world to access learning materials and information from anywhere and at anytime.
Learners will not have to wait for a certain time to learn or go to a certain place to learn. With mobile learning, learners will be empowered since they can learn whenever and wherever they want. Also, learners do not have to learn what is prescribed to them. They can use the wireless mobile technology for formal and informal learning where they can access additional and personalized learning materials from the Internet or from the host organization.
Workers on the job can use the mobile technology to access training materials and information when they need it for just-in-time training. Just-in-time learning encourages high level learning since learners access and apply the information right away rather than learn the information and then apply the information at a later time.
Educators and trainers are empowered since they can use the mobile technology to communicate with learners from anywhere and at anytime. At the same time, educators and trainers can access learning resources from anytime and anywhere to plan and deliver their lessons.” (Ally, 2009)
“Mobile learning is unique in that it allows truly anywhere, anytime, personalised learning.” (Attewell, 2005)
fluidity
possibility of passing from one application to another
and from one technology to another, from the phone, to
the computer, to an information point
pervasive informationembedded technology
blended learning
context
learning where you are, immersed in the real
context, situated between objects, people, that can enter into the process of
learning
external scaffoldingpersonalisation
out of the box
communicationlearning from peers & tutors
in formal and informal conditions,
asking questions, social constructivism,
communities of practicepeers
direct relationship with teacher,
anonymous communcations,
reminders
communities
personnalisation
(relative) autonomy
other conditions made available by mlearning:
a theory of cognition
a theory of mobility (stemming from the practices made possible or current by the mobile phone) interrogates
theories of cognition as situated and scaffolded
theories of learning as continuous, multimodal, social
not a theory of educationa theory of education does not necessarily stand behind mlearning practices:
one can choose mlearning because it enhances situatedness, personalisation, socialisation, continuous learning, autonomy
one can choose to use mobiles because of the absence of alternatives
scenario rural areal of developing country with poor connectivity, no computers, no teachers
one can choose to use mobiles because they are pervasive
scenario better integrating than fighting: since students in the classroom have mphones, and use them for extra-learning activities in classroom, or for cheating, let them be integrated in learning activities
social advantages
no alternative
it is just there --> no need for further investment
it is always on --> no need to create a practice of use, just to inject new practices in the practice, or to use the phone to answer other needs than the one which are just addressed
referencesAlly, M. (ed.), 2009
Attewell, 2005Attewell & Savill-Smith, 2005
Kakihara & Sorensen, 2002Keegan, 2003Keegan, 2005
Kukulska-Hulme, 2009, 2008, 2007, 2006Kukulska-Hulme, et al., 2009Kukulska-Hulme & Bull, 2009
Kukulska-Hulme & Shield, 2008Kukulska-Hulme & Traxler, 2005Kukulska-Hulme & Wible, 2008
Prensky, 2005Roschelle, 2003Sharples, 2005Traxler, 2007
Traxler é Dearden, 2005
History
new wave of the 2000 EUEU Leonardo da Vinci & Ericcson
2000-2002 From e-learning to m-learning - supported by EU Leonardo da Vinci framework, coordinated by Ericcson Ireland
book of the project
2003-2005 Mobile learning; the next generation of learning - supported by EU Leonardo da Vinci framework, coordinated by Ericcson Ireland
book of the project
2006-2008. The impact of new technology on distant learning students - supported by EU Leonardo da Vinci framework, coordinated by Ericcson Ireland
book of the project
The role of mobile learning in Europe - supported by EU Socrates framework, coordinated by Ericcson Ireland
books of the project 1 & 2
EU IST
2001-2004 Mlearning project - coordinator LSDA
Attewell, 2005
Attewell & Savill-Smith, 2005
2002-2004 MobilLearn
2009 Motill
in Europe
UK
Molenet - LSN
Learning with mobile technologies - LSRI Nottingham
Book (BECTA): Mobiles in secondary schools
Harthnell-Young, 2006
Handler - University of Birmingham
Uniwap - University of Helsinki
in the worldUniversity of Wollongong, Australian Learning and teaching council
m-learning - investigation and application project
Stanford University
Nokia/Standford University mobile learning research - investigation, forum
Pocket school: exploring mobile technology for underserved children - application project
Dunia Moja - application project
The World Bank
The use of mobile phone in deeloping countries in education - investigation project
in developing countries
Motto Captura Denmark, Sensus Denmark, Unviesity of Stellenbosch
2007-2009 MELFA - literacy program
University of Pretoria, Nokia, Meraka Institute Helsinki, ...
MobilED - literacy program
Millee - literacy program India: english
Meraka Institute, South Africa
Dr. Math
the role of academia
• provide evidence
• proved value of mlearning
• provide conceptual analysis and cognitive basis
how m-learning?(how mlearning could affect the world of education, or represent a new horizon for learning?)
mlearning products
research & application projects
non-learning practices
developed countries
developing countries
• literacy & numeracy:
• m-learning project & toolkit
• school matters:
• wapeduc
• language:
• mobile ESL Athabasca
adapting existing modules to mlearning
• home (or else) + classroom
• Math4mobile
• museum + classroom
• My Art Space project
mixed formal and informal
• phone + tv + radio
• Fallakhair, et al., 2007
mixed media
• creating content
• OOKL
• Dream catcher
• Create a scape
production
• taking notes, text or video/picture, voice recording
• Kukulska-Hulme & al, 2009
annotation in context
• distance collaboration
• Dunia Moja Project
communication & sharing
• asking questions
• question box
• Dr. Math
• receiving tips and reminders
• Brown, 2003
• administration, organisation
• Brown, 2003
basic communication
• geo-localisation
• Frequency 1550
• object recognition
• Beaudin, et al., 2007
ubiquitos sensing, context awareness
• no teachers, or support to unexperienced teachers
• text to teach
• millee
• mobilED
tutoring or tutoring the tutor
• games
• games for literacy programs
• millee
gaming
• the millee case of personalisation of contents on uses and habits of the target population
• observe how indian children play
• reproduce the games as digital games for portable phone