Event Tools for Communication, Collaboration and for Mobile Learning Hugh Davis Learning Societies Lab ECS The University of Southampton, UK

Event 2 The Research Questions What is the need for Communication tools in on-line learning? Do we need on-line communication in blended learning? How can community be replicated on line? Do VLEs impose a particular pedagogic approach? How does mobility add value to learning?

Event 3 Communication and Interaction Tools Synchronous Text Chat Whiteboards Video Conferencing (1-1) IP Phone (Skye etc) (1-1) Group Meeting tools –Access Grid –Net Meeting –Flash Meeting MUDs “Real Time” Simulations Voting Tools Asynchronous Forums /Threaded Discussions –Moderated? – lists Noticeboards Wikis Answer Gardens Blogs? Turn Playing Games and Simulations (e.g. Chess)

Event 4 What are the benefits of on-line communication? We understand that from our models of learning that conversation and feedback are an essential component of learning – but surely these are best done face to face? Yes but… Distance learning Maintaining the record Monitoring/Assessing contributions Discussion/argumentation/criticism is a undertaken more carefully when written than when oral Possible to balance contributions better

Event 5 What are the benefits of Asynchronicity? Synchronous tools remove the geographic barrier to communication. Asynchronous tools remove the temporal barrier. We do not all have to work at the same time. –Time to think –Time to revise, reformat, spell check –Particularly time to evidence the argument There is evidence that we get a much broader range of contributors when discussion is async. –Some people may be worried about making statements without the evidence to back them up –Some people may be very shy –Some people may need more time (particularly those for whom English is not their first language

Event 6 The Cost of NOT doing communication in on- line learning Students are on their own –They may feel isolated –They may feel uncared for (lack of feedback etc) –They have no-one to discuss and refine their ideas with –They cannot ask anyone for help or advice Distance learning that is done without adequate communication and interaction soon leads to dropout and failure –The University of Phoenix experience) Good practice ensures that communication is built in e.g. tutorials. Best practice ensures that students participate in a range of e- Activities that bind student into a community

Event 7 But can you force community? Because of the importance of communication and community many teachers require students to make contributions (typically to a discussion board) –Some students will not see the point (particularly in campus based courses) –Some will lack confidence to post –Others will lurk There is a big debate about how to persuade students to participate Contributions are often assessed –By the tutor –By the student –By the student’s peers Well designed eActivities make participation natural

Event 8 Mobile Tools Laptops and tablet PCs (battery life?) Palmtops/PDAs (screen size? internet access?) Mobile Phones (screen size?) Podcasts (how is this better than a walkman?) GPS The HEFCE and DfES eLearning Strategies both make the assumption that students/pupils will all soon be carrying around an affordable device about the size of a current PDA with all the above functionality, and which can simply be docked (like a memory stick) for better I/O But do we learn from these devices? –Affordances? –Informal or formal?

Event 9 Mobile Learning (?) AdministrationInformation Management Learning Mobile versions of current static activities Electronic CalendarNote takingLanguage learning for cab drivers on mobile phone Activity enhanced by being “on the move” SMS reminders of deadlines Experimental results fed straight to analysis software Access to pictures of current location in a different season/era Activities dependent on mobility Field Trip LogStoring photo and notes on a picture in an art gallery A contest sensitive audio description of the items in a museum

Event 10 Questions to discuss At the end of the next lecture