Mobile Learning

Chirmside Derek at the Light in the Shadows blog recently reflected on mobile learning:

I’m interested in the open source options that allow you to text or pxt into your personal space.

Sakai is just one open source Learning Environment type product I have heard that has mobile connection for students: SMS (Texting) to and MMS (picture from cell phone) to a personal learning space. I’d be interested in anybody who has used this.

If this functionality in Sakai is indeed present, it’s an excellent innovation, and more interesting to me than the (still useful) Moodle for Mobiles extension, which allows mobile quizzes to be delivered to learners’ mobile phones.

I’m impressed that both of these Open Source initiatives already demonstrably exceed the innovation shown by any of the major commercial LMSes in the support of mobile learning. Blackboard’s support of “mobile learning” through its Backpack add-on is just a way to package content for off-line use on laptops, rather than engaging with the pedagogy of m-learning at all, while WebCT has no m-learning capability at all.

technorati tags:sakai, moodle, mms, sms, lmses, m-learning, mlearning, mobile-learning, mobile learning, mobilelearning, lms, education, vle, learning

Steve Dembo, author of tech42.com has posted up a super video presentation entitled “Mobile Learning Redefined“. His “redefinition” centres around using the technology already in the pockets of students, rather than the introduction of “new” technologies. He covers a number of approaches already covered in this blog (such as 2D Barcodes, mobile web site tools, and moblogging), but also brings up a few new ideas worth exploring, such as:

• QuizFaber – QuizFaber creates multiple-choice quizzes for the mobile web
• Flickr – features a mobile version of Flickr.
• Mobilicio.us – Mobilicio.us allows you to remotely access your bookmarks, and Del.icio.us mona allows you to remotely save bookmarks
• Remote Podcasting – Gcast.com allows you to call a phone number to leave a message, which is instantly published as a podcast.

Check out the video here (warning: large file, 43MB).

“Mobile Learning Redefined”

(via Learning in Hand)

technorati tags:mlearning, m-learning, mobile-learning, mobilelearning, mobile learning, 2d barcodes, 2d barcode, semacode, datamatrix, data matrix, education, educational technology, ed tech, steve dembo, teach42.com

The recent addition of geotagging (the ability to add geographic location data to each photo you upload) in Flickr may enable Flickr to be used for situated, location-based, socially connected mobile learning approaches.

The Flickr maps support display of individual accounts, Flickr groups, particular dates, or even custom filters; or alternatively, a learner might choose to zoom in on a particular area to explore the all of the images associated with a particular place.

If you’d like to try it out, why not join and contribute to our “mlearning” Flickr group, then add geotags to your images and view them on the mlearning Flickr map!

technorati tags:flickr, map, maps, geotag, geotagging, mlearning, mobilelearning, m-learning, mobile-learning, clcommunity, networkedlearning

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Following my discovery of the Mobile Barcode extension for Firefox, I’ve had a bit of a rummage around for other extensions for the fantastic Firefox browser that support mobile learning.

• MoblogUK Extra: Adds a search to the front page, inline tag prompts and auto linking to moblogUK.
• XHTML Mobile Profile: allows your Firefox browser to view WAP webpages designed for mobile phones (MIME-type vnd.wap.xhtml+xml). Useful for mobile content developers. Another extension, WML browser, would also be useful for this purpose.
• Small Screen Renderer: “Turn your Firefox into a cellphone browser. It adds a new menu entry ‘Small Screen Rendering’ under the View menu. Just select it to have the page you are currently browsing redisplayed in a cellphone style.”
• Unplug and/or VideoDownloader: Allow you to save embedded videos from YouTube, etc, to your computer for later viewing. DownloadHelper has similar video downloading functionality, as well as built-in image downloading support.
• TinyURL Creator: Creates a short URL for a web page from within the browser, so that it can be more easily input into a mobile device – similar to WAPUrl.
• GMiF (Google Maps in Flickr): enables mapping of geotagged (location specified) images in Flickr, using Google Maps. GeoURL is another extension that can be used to locate web pages relating to a geographical location – useful for developing location-based m-learning.
• Podcast Search Toolbar: Searches over 10,000 podcasts, and has an integrated internet radio feature to listen to audio online.
• Pix2Fone: Allows you to save any web image or mp3 sound file for later retrieval via WAP on your mobile phone, in a mobile-optimised format.

technorati tags:sms, mlearning, m-learning, mobile-learning, mobilelearning, mobile, learning, clcommunity, talo

Repost of posting to EdNa forums, with other commentary here. A summary of previous theorisings on this model, here and here, supplemented with diagrams.

We can classify mobile learning activities using an activity-based model of the “Four R’s of Mobile Learning”.

In a reflection of the “Three R’s” of the essential pre-Net Generation skills (Reading, wRiting, and aRithmetic), the “Four R’s” of Net Generation learning reflect the current sociocultural shifts in thinking and learning for an increasingly mobile twenty-first century. Defined from a learner-centric viewpoint, these are:

Record : The learner as a gatherer and “builder” of new knowledge

• The learner may use a portable device to capture, preserve, memorise, note, or create information.
• The information recorded may be in response to a prompt from the portable device itself; or in response to a stimulus from a situated learning environment or their teacher.
• The information may be recorded to the portable device itself; or the portable device could serve as a conduit for storing the information remotely.
• Underpinned by a Constructivist theory of learning

Reinterpret: The learner as an analyst of existing data to discover new knowledge

• The learner may use the portable device to discover, process or enhance existing data so that it is transformed into new information, or “remixed” to enhance learning. In these conditions, the mobile device enhances or supplements the learner’s own senses or processing abilities.
• Underpinned by a Constructivist theory of learning

Recall: The learner as a user of existing information and resources

• The learner may use a portable device to recall information, events, experiences or stories, stored on the portable device (e.g. iPod recording), or by using the device to access information remotely (e.g.on the internet).
• Underpinned by a Connectivist/Instructionist theory of learning

Relate: The learner as part of a social context and a network of knowledge

• The learner may use a portable device to communicate with other people; for example, with other learners, or with a teacher (i.e. in a learning relationship).
• The learner can use the device to communicate directly and synchronously (e.g. mobile phone conversation), or access asynchronous communication services (e.g. web discussion board or weblog).
• They can also recommend and share resources, for example, linking mobile devices (usually wirelessly) and sending a file from one to the other.
• Communicative and collaborative: underpinned by a Social Constructivist theory of learning

Related activities include Mobile Assessment (self, formative and summative assessment), and Teaching and Learning Support (tools to help teachers and learners, such as mobile gradebooks, rollbooks, etc.)

Mobile Learning Ideas

Record : The learner as a gatherer and builder of new knowledge

• Moblogging: (Remote Record) using a mobile device to record audio, video, or (most commonly) images and save them to the web in a reverse-chronological format with text annotations.
• http://moblog.co.uk/blog/mobilelearning example
• Social aspects of blogs – other learners/teacher can access and comment
• Done on PDA or Phone
• Database/Form Entry: (Local Record) inputting data into a mobile device that can later be reviewed or assessed. Example applications include:
• Dance moves database demonstration – uses XSForms by Grandasoft (freeware)
• Recipe database
• List of vocabulary/glossary
• Database of procedures
• Generally done on a PDA

• Recording media: learners can record audio and video to devices like mobile phones, audio players, and PDAs. Example applications include:

• Recording a class or lecture for later review as an mp3 file NoteM demonstration
• Recording a mock “interview” or interaction for review or assessment
• Recording a video (e.g. “Changing a Tyre”)
• Done on PDA, Phone, audio device, digital camera
• Journal Using Calendar: If an online blog is not appropriate, Outlook Calendar can be used to diarise and record events, class notes, assessment deadlines, and more.
• Why? Because this is what PDAs were originally designed for, they perform these functions well.
• May also be possible (though less convenient) on some mobile phones.
• Freehand Drawing: Ability to quickly sketch drawings, diagrams, and jot notes could be useful on PDAs. MobilePencil is a good product for this.

Recall: The learner as a user of existing information and resources

• Accessing a local Learning Object: I’m using a very broad definition of “Learning Object” – includes learning video or audio file, a learning interaction such as a Flash activity, even a document. Some examples:
• Podcast/Vodcast: an audio or video file stored for later viewing/listening – TEDTalks and Motorbike Tips for New Riders examples
• Flash-based learning activity – New Practices in Flexible Learning examples
• Accessing a remote Learning Object: as above,
  but not stored on the mobile device itself, but at another location in
  “cyberspace” – a network server, a PC, or the Internet.
• Text content pages on WinkSite – Project management example at http://winksite.com/guideto/projman

• Accessing an RSS feed: what’s awesome about mobile RSS aggregators is that they allow “real time” updates of information to a mobile device.
• Mobile Web Search: Google mobile is an example – provides mobile web search from a connected mobile phone or PDA
• SMS-based information service: these require a bit of preparation. A service is set up by a commercial provider that enables a student to send a text to a number, which then returns some information. For example:
• a student sends an SMS with the word “impasto” to 131234
  (example only). They then receive a dictionary definition of the term
  back via SMS.

Relate: The learner as part of a social context and a network of knowledge

• Ad-hoc networking: Programs such as “Proximity Mail” enable PDAs within Bluetooth range (approx 10 metres) to form an ad-hoc networks allowing instant messaging. Other products also allow file exchange, and operate on the longer-distance (100m) 802.11b wireless protocol. Examples of use:
• Learners engaged in local text-based chat in a quiet environment e.g. art gallery, lecture
• Learners share learning materials and resources in real time,
  as they discover them in their browsers or write down their own
  learning experiences
• Instant Messaging: the preferred communication
  channel of the Net Generation. IM types include SMS/MMS between mobile
  phones, MSN Messenger (installed in Pocket PCs), and other IM products
  can be installed which operate over wireless Internet (802.11a/b/g).
  One of the most comprehensive is Agile Messenger, which supports five of the most commonly used IM clients on Pocket PCs: Yahoo, ICQ, MSN, AOL and XMPP.
• Voice Chat: most commonly implemented in mobile
  phones, but also possible to accomplish from a PDA with a suitable
  Messaging Client installed. Some include “Press To Talk” functionality
  that allows PDAs connected to wireless internet to operate like Walkie
  Talkies.
• Mobile Blogging:
• Winksite demo (text), Moblog.UK
  demo (moblog)
  
• Mobile Discussion: Asynchronous communication tool. Truly Flexible Mobile Learning – anywhere, anytime participation.
• Winksite demo
• Mobile Chat: Synchronous communication tool. Text-based group chat, allows group interaction using mobile phones (Winksite)/PDAs (ProximityMail)
• Winksite demo
• Mobile Wikis: Collaboration tool.
• No free implementations (yet), but some well-documented reasons why these are/will be a Very Good Thing for learners.

Reinterpret: The learner as an analyst of existing data to discover new knowledge

• Location-specific (potentially, situated) learning: PDA used as a processing tool to provide contextual information to learner. GPS, 2D-Barcodes, RFID tags connected with learning materials.
• Data mining: searching a mobile database for trends and patterns in data
• 2D Barcodes: a “bridge” between print/screen and mobile devices.
• A QR Code could be a link to whole range of resources. Instead of a studentcopying down homework tasks, they can simply capture the information, or a linkto it, with a camera snap. When they get home, they gain access to, say, adel.icio.us (or mobilicio.us) page, wheretheir resources are assembled. Some of the resources might even be mobilethemselves, such as resources developed in mobileprep – a mobile phone flashcard creator.
• This example links to a Wikipedia page on the video game Grand Theft Auto.With a click of their camera button, the user gets access to the information directly on their mobile device:
• 

technorati tags:4rs, mobilelearning, m-learning, mobile-learning, pda, model, pedagogy, 2dbarcode, qrcode, recall, relate, record, reinterpret

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An interesting innovation – only available in the USA on selected Nokia handsets at the moment, but with potential educational applications if it’s made more widely available.

Zonetag, a research product being dveloped by Yahoo, allows the user to upload photos to their Flickr account with automatic location-specific tagging, based on their current cellphone tower.

A related Social Web tool, Socialight (http://socialight.com/index) allows people to post location-specific notes using words, pictures and sounds.  A WAP version operates from a WAP-enabled phones, and a mobile application is available for Motorola iDEN mobile phones.

technorati tags:flickr, moblog, moblogging, mlearning, m-learning, mobilelearning, zonetag, yahoo, nokia

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I wrote quite recently that I didn’t think that “Mobile Learning 2.0″ was very close, yet. As sheer chance would have it, though, I’ve had a few resources pass my way this week that have kept me thinking about how close mobile technologies are getting to integration with Web 2.0 in a way that will truly enable “M-Learning 2.0″.

The first of these resources was a paper from the recent Ausweb conference on mobile wikis. It draws attention to a number of existing and developing mobile wiki systems that will make wikis not only collaborative, but remotely accessible and updateable.

The second resource that I’ve been really impressed with is a site called filemobile. It describes itself as “powertools for bloggers,” and it’s not wrong. While it’s only in alpha (very early) stages of development, it’s already quite powerful as a means of posting any media (photos, audio, video) from a mobile device to the full range of popular blog sites and products, including edublog (wordpress) blogs.

Then there’s http://mobilicio.us, a site enabling you to get your del.icio.us page on your mobile phone… great for mobile, web-based bookmarking!

Finally, a very tight integation of a number of Web 2.0 sites with mobile phones, using a free-to-download Java client called Mobileglu. It’s able to aggregate Flickr, Blogger, moblog.uk, del.icio.us, RSS, and other popular services to your mobile device using a downloadable Java Client; and the client can even upload content to Flickr, moblog.uk, or Blogger profiles from compatible mobile phones. Unfortunately, my Samsung D600 doesn’t appear to be fully compatible, but it’s an impressive venture into the integration of mobile technologies and Web 2.0 services nonetheless.

In conclusion, while mobile integration is just touching the tip of the huge number of Web 2.0 tools (and on a side note, one of the best ways to discover new ones is via the Web2.0Slides site), the age of Mobile Learning 2.0 is approaching fast.

technorati tags:mobilelearning, mlearning, mlearning2.0, web2.0, socialweb, mobilewiki, moblog

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Last night, at the “Tomorrow’s World” Conference in London, Jane Knight of Learning Light posited that mobile learning encompasses and complements the concepts of Web 2.0 through things like moblogging, vlogging, and collaborative learning. In her presentation, she introduced the term “Mobile Learning 2.0″ and exhorted her audience to remember they “heard it here first”.

Well, you heard it here second. I suppose it’s the jargon that had to happen, in the wake of Web 2.0 and E-Learning 2.0… but in my view, we’re not quite there yet. While mobile learning may have begun to utilise some Web 2.0 tools, and as I’ve previously mentioned, also supports some of the same philosophies and learning theories, we’re a fair way yet from mobile versions of the kind of content and functionality that drives Web 2.0. In truth, we’re not really even at the point where “E-Learning 2.0″ has properly caught up with the range of newly available online services, to make sense of how Web 2.0 tools can be used for best practice teaching and learning, as I discussed with colleagues from around Australia in this forum last month.

Bearing in mind my previous post – that Content is Key – we’ve yet to see the kinds of services now available on the web, on any mobile platform. Web 2.0 is underpinned by a philosophy of a “read-write web”; but at the moment, interactivity between mobile devices and online services is relatively limited. Interactive Web 2.0 sites, such as Wikipedia, are only provided in read-only form for mobile devices (Wapedia); other online collaborative Web 2.0 sites like Writely, and Social Web tools like MySpace, have yet to release mobile interfaces or even support for mobile devices through things like incorporated QR Codes. Perhaps the biggest arena of mobile learning, podcasting, is characterised by a mobile consumption, rather than a mobile interaction, paradigm.

We’ll see true integration of mobile devices with Web 2.0 when Web 2.0 tools begin to show signs of that integration: for example, widespread availability of interactive mobile interfaces, ability to upload live podcasts from mobile devices, and addition of QR Codes to web-based pages to make transfer of data to mobile devices easy (such as on this blogging site in the top right corner – the “Kaywa Code”). The change in philosophy will also be apparent in the software that becomes deployed on mobile devices: software that easily links mobile devices together, facilitating the direct exchange and sharing of information in new, social ways – probably even ad-hoc mobile networking, as designed into Alan Kay’s “$100 laptops”.

My killer-app idea for Mobility 2.0? An ad-hoc client that works on any “local” wireless technology (e.g. bluetooth or 802.11) to discover other users in the local area and enable free text and voice-based chat, information sharing and file exchange.

Mobile learning certainly shows great potential to be deployed in ways that are consistent with the philosophies of Web 2.0. However, we need better integration between Web 2.0 and mobile platforms, and indeed, between mobile platforms, before I’ll personally be bold enough to claim the age of Mobile Learning 2.0 has arrived.

technorati tags:mobilelearning2.0, mobilelearning, mlearning, m-learning, socialweb, web2.0, mlearning2.0, pedagogy, philosophy

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Flickr Moblogging…

I just connected this blog with my Flickr account, immediately turning it into a moblog. The Flickr site is capable of interfacing with all of the major blog protocols, including the WordPress protocol (used here at edublogs.org), allowing me to post images and posts to this blog from my mobile phone or PDA using email.

While the process of connecting up social web (Web 2.0) services in this way may be a bit more complicated that an out-of-the box moblogging solution like that at http://moblogs.co.uk, it’s a great solution for experienced bloggers who want more convenience and functionality, and the ability to post images directly to the web.

(This post was posted using the Flickr email blogging service).

Moblogging is the practice of being able to update an online journal (or “web log” – or “blog” for short) using a mobile device. Since early 2006, a number of services have sprung up, presenting moblogging as a new, viable option for learning activities.

One that is already in use by teachers here at CIT is moblog.co.uk, which allows users to create free accounts. After a simple sign-up process, a user needs to define the email address they wish to send to to update their blog, and provide the service with the information on the email addresses that will be used to send updates (for authentication purposes). Once this is done, the moblogger can easily email updates to their moblog, using a phone or PDA (or even a normal desktop computer). The user can even attach picture or movie files which then display in their moblog as graphical content.

How can educators use moblogs? One immediate and practical use that a teacher at my Institute suggested, is as an ongoing online journal, recording examples a learner may encounter of applications of their area of learning. In marketing, for example, the teacher could ask the students to record examples of advertising using various advertising strategies: using fear, humour, or expertise, for example. Students could attempt to hunt down advertisements with a different strategy each week, and students would be able to view each others’ moblogs and comment on the various examples presented by their peers.

An activity like this would enable students to become active learners in their own environments. Whether they were at home and noticed a promotion on a food item, or at a library and spotted a great newspaper ad, the learner would be able to record and communicate their influences using their moblog.

While strict moblogging requires the use of a relatively recent mobile handset (capable of recording pictures and sending emails), issues of equity are somewhat addressed by this particular service, as learners could use a desktop PC to participate fully in moblogging activities using standard email (combined with, say, a standard digital camera); alternatively, the teacher could ensure that all assessment requirements could be equally met by the use of a normal, non-mobile blogging service. Moblogging would then simply provide a convenient, mobile alternative for those students who chose it as their journalling approach.

My example mobile learning moblog can be accessed at http://moblog.co.uk/blog/mobilelearning. I’ll continue to add content to this moblog to make it an example of what’s possible with moblogging!