I. Mobile Learning Case Summaries
The article “Abductive science inquiry using mobile devices in the classroom” by Sohaib Ahmed and David Parsons is interesting. The article was about 86 high school students who used a mobile device app called ThinknLearn which allowed students to enter data and answer multiple choice questions in sync while they performed the experiment. The second article I read was “Exploring the use of mobile technologies for the acquisition of clinical skills.” This was a small case of 8 midwifes that used ipods to watch information videos on how to perform examinations on newborns from birth up to 8 weeks old. They were able to watch the videos in sync while they performed the procedure. The third article I chose was “Mobile Learning: Two case studies of supporting inquiry learning in informal and semiformal setting,” that discussed semi-formal learning of forty 14-15 year olds in an after school club that used nQuire along with software to complete simple inquiry experiments at home (observing rotting bananas, smelling different cheese, etc.) and informal learning of five adults during GeoCatching activities.
II. Mobile Learning Challenges, Advantages, and Applications
The main challenges with mobile learning in these studies included usability, access to devices, access to wireless networks, learner motivation, system support, social support, and technological support. Advantages included “just in time” information, learner control, location situated learning, increased access to information, and the ability to support inquiry processes. The impact on learners’ lives allows more choices in the learning process and allows the learner to connect information in context in the exact time that they need it. Kukulska-Hulme and Traxler (2007) claim that mobile technologies are particularly suited for supporting personalised, situated, authentic and informal learning: these include location based inquiries which may be semi-formal. Jones, et. al (2013) stated that mobile devices (e.g. smart phones) that can be used in different locations and include a camera to aid identification are valuable digital resources. They enable learners to locate resources and information in context (p.22). Mobile devices allow learners participate in ready-to-hand activities that allow then to interact with their environment. Pea (2006) noted that Martin Heidegger first introduced the complex concept of ready-to-hand (zuhanden) to describe the condition of interacting with the world as mediated through the use of objects when we care about them, objects whose design allows us to remain engaged in the tasks to be accomplished, rather than to focus on the devices themselves (Heidegger, i927h973; Winograd & Flores, i987) ( p.429) Ahmed et. al (2012) stated that one of the main reasons for developing a mobile web application in classroom settings was to provide an environment which assisted students where they are performing hands-on-activities. In comparison with desktop machines, it is suggested that the use of mobile devices within classroom activities offers different learning experiences in which students can access digital information and means of communication with other students or instructors with convenience, efficiency and immediacy (Curtis, Luchini, Bobrowsky, Quintana, & Soloway, 2002).
III. Mobile Learning Integration
This video shows how mobile learning is used at McGill University for an environmental biology laboratory experiment. This is an example of how I would like to use mobile technology, having students interact with their environment, with mobile devices in a ready-to-hand inquiry based experiment.
Video 1: “Using mobile technology to engage students in inquiry-based learning”.
The main insights that these cases gave me into integrating mobile computing in my specific context of chemistry laboratories for undergraduate college students include providing “just in time” information, implementing ready-to-hand activities, supporting location situated learning, and facilitating scientific inquiry. I think mobile learning could be integrated in an environmental chemistry laboratory course to assist with location situated learning as they collect and analyze water and soil samples. The EcoMobile (see Lesson 6 blog post for summary), Geocatching, and YouTube video on Environmental Biology at McGill University cases show how mobile devices can be used to assist in collecting data at specific locations. The EcoMobile, midwife clinical skills, abductive science inquiry, and nQuire cases showed how mobile learning can provide access to information and questions just in time for the user. Providing access to material at anytime also increases learner control over their learning. I think mobile learning could provide student access to laboratory information, including specific techniques that will be used to conduct the experiment. Also, mobile learning could be used to facilitate structured inquiry learning experiences as demonstrated in the abductive science inquiry and nQuire cases where students exploration was guided by a series of questions in sync with the activity at hand. The YouTube below shows an example of how Abilene Christian University is using mobile technology to prepare students for laboratory. These cases show various ways to integrate mobile technology into a lesson.
https://www.youtube.com/watch?v=wea7yc_Wb_s
Video 2: Mobile learning at Abilene Christian University by Cynthia Powell.
References:
Ahmed, S., & Parsons, D. (2012). Abductive science inquiry using mobile devices in the classroom. Computers & Education. 63: 62–72 Doi: 10.1016/j.compedu.2012.11.017.
Clay, C. (2011). Exploring the use of mobile technologies for the acquisition of clinical skills. Nurse education today, 31(6), 582-6. Elsevier Ltd. doi:10.1016/j.nedt.2010.10.011
Jones, A. C., Scanlon, E., & Clough, G. (2013). Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings. Computers & Education, 61, 21–32. http://doi.org/10.1016/j.compedu.2012.08.008
Pea, R. D. and H. Moldonado. WILD for learning: Interacting through new computing devices anytime, anywhere. Cambridge handbook of the learning sciences. Sawyer,K. ed. New York. Cambridge University Press. 2006. 0521607779. pp. 427-441.
Hi Dana, I agree with Linda, you found the perfect YouTube video to demonstrate examples of using mobile in environmental chemistry. It was an interesting challenge that each group used their device for something completely different. To make sure that idea was feasible, the instructors talked to each group before they were allowed to split off on their separate explorations. One article I read, “The Impact of Mobile Learning on Students’ Learning Behaviors and Performance: Report from a Large Blended Classroom” supported the benefits of allowing students to set their own goals. Page 692 stated, “Allowing students to set their learning goals could boost motivation, thus encouraging their immersion in the learning process,” (Wang et al, 2009).
I like this pre-approval approach in the online environment as well, which would require a statement of topic selection well before project execution. It is intimidating from a student perspective to have to commit to a topic before the bulk of the research is done, but on the other hand, it really helps to have the teacher’s expert guidance from the beginning. It is confidence-building and motivating to have an approved goal to work towards.
Reference:
Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students’ learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. doi:10.1111/j.1467-8535.2008.00846.x
Hello Dana:
I was fascinated with your blog post this week! Great job!
Your examples of just-in-time learning were fantastic. The McGill University video was a great example of incorporating mobile technology in learning. I especially loved how some of the students went above and beyond the assignment by creating a YouTube video describing various trees. I think that is one of the greatest strengths of using mobile technology in learning: Most students are already familiar with and enjoy using these devices in their personal lives, so when given the tool in an educational setting, they are able to “just run with it.”
I also read the Clay 2011 article where midwives used the video files while performing newborn exams. Seeing the mobile device used here as “sort of a review,” I started to think where I could use this type of technology. As I teach accounting and Excel, there are many times the students could use a little refresher of the principles while completing homework. Short videos can be created that show a short, quick demonstration of a certain accounting or Excel principle that the students could access anywhere, anytime to help them in completing their out-of-class work.
Thank you for your thought-provoking blog this week; it really got me thinking.