What is mobile learning? M-LANG project Ref. n. 2014-1-NO01-KA200-000425 Interactive Exchange Workshop on how to use response systems and ICT tools for creating interactive learning Patras, Greece 26/9/2016 – 30/9/2016 What is mobile learning? See our way through mobile learning with definitions and examples of applications Facilitators: HIST - Norway IFM - Spain The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Purpose of the session Exchange practices on mobile learning at transnational level Explore the use of response tools in a practical approach Build new and shared knowledge about how to use mobile learning
Structure of the session Presentation of the objectives of the workshop. (Hist) (5 mn) Team activity and brainstorming to share purposes main definitions. (Intro 15 minutes). (IFM) 3. Presentation of 2 activities using SRS as examples of mobility (IFM) (15 mn) 4. SRS, PELE reminder and answers to some (Hist) (20 minutes) 5. Work in groups according to specific tasks related to: Mobile learning practical examples (research, personal experiences) Using response tools in and out of the classroom: propositions, possibilities and limitations (Work in groups 40 minutes) 6. Sharing the results of workgroups and the different experiences and methods used at national level. (Sharing results 15 minutes)
Presentation 5 minutes Presentation MOBILE LEARNING Presentation of the objectives and main tasks of the workshop (HIST).
Brainstorming 15 minutes Main definitions MOBILE LEARNING (IFM) 1.Can you come up with three words about the notion of mobile learning? Write them down on a postit. Find at least two persons sharing similar notions. 2. Sharing definitions and elaborating a common one. Sharing and adding elements on Padlet (deliverable) : http://tinyurl.com/zalayzt JOHN: Is it possible to this at the technical level in a hotel in Greece? Is it - an outdoor activity - or an indoor activty - is it to use handheld devices in training - is it to learn from content presented through Apps at home or at school - is it an alternative to use of PC - is is a game or an App on a tablett - is it to apply tools that provide responses fast - receive a podcast and certainly many other types of activities like this. The list could be long. Superficially, it appears from the outside to be learning via mobile devices such as smartphones, MP3 players, laptops and tablets. Certainly, these are important in enabling mobile learning. "Early definitions of [mobile learning], which focused predominantly on the attributes of mobile technology, have given way to more sophisticated conceptualisations suggesting that mobility is the central issue (Winters, 2006). This denotes not just physical mobility but the opportunity to overcome physical constraints by having access to people and digital learning resources, regardless of place and time." Kukulska-Hulme (2010) But mobile learning is more than just using a mobile device to access content and communicate with others – it is about the mobility of the learner. According to Mike Sharples, a leading authority in the field, mobile learning can be defined as:
Sharing 15 minutes Context and implications on learning and teaching MOBILE LEARNING Mobility : the tool (iphones, tablets), the person (going out of the class), the status (who is in charge in the class ?). Important elements for mobile learning: Technology: tool, access Resources and features (abundance) Nomadism : learn anytime, in any place Situation: learning in and from the situation (situated language learning, incidental learning) JOHN : In Norway we dont talk about mobile learning. We talk about tools, services and methods that may be used to collect and provide fast feedback in order to increase learning outcome and to change the way a group interact and communicate. Which device the students select to use is rather irrelevant. Consequences : Facilitates task based approach. Emphasis on learner’s autonomy and engagement
Sharing 15 minutes Context and implications on learning and teaching Possible issues? Video
Sharing 15 minutes Context and implications on learning and teaching Possible issues? - student perceptions; - time taken to set up un activity, waste of time - - students being off task What other issues come to mind for you ?
Sharing 15 minutes Context and implications on learning and teaching: examples MOBILE LEARNING (IFM) Have you used response tools in outdoors activities? -> one example from the French Institute Have you used response tools to enhance other form of mobility ? -> another example from the French Institute JOHN: Are you thinking on Apps here ? What is the cooenction to fast feedback ? https://www.youtube.com/watch?v=Bm2MdjplKec
How does it work : 20 minutes Applications MOBILE LEARNING (HIST) Response systems In this project, we talk about tools, services and methods that may be used to collect and provide fast feedback in order to increase learning outcome and to change the way a group interact and communicate. Reminder of the use of SRS, PELE, EVAL (30 mn) Technical issues and questions JOHN : Why dont just start by asking a few questions to address the various opinions in the audience, and in that sense apply the tools? MOBILE DEVICES Challenge for learners and for teachers Maybe soon it won’t be necessary to speak a foreign language. You will just have to use your phone and it will speak for you. Generalization from studies: -popularity of certain activities as voice recording, photos, videos planning, structuring, organizing Good fit for daily routines : going to work Game to fil that time Highly motivational in terms of language learning Variety of mobile medias: opportunities of communication in lots of different ways, voice, texting, social media, instant messaging Who are these learners? Adults, may or may not be registerde on a language course but all of them do some informal learning using a mobile device to support their learning. They seek out resources and start to use it. Or it’s been recommended or they stumble upon it. In a sense they are self directed learners. They follow a passion for a topic. They self remediate (identify their weaknesses and find ways to correct them). They do need support and to combine formal and informal learning. At times, the two are disconnected. They need to get support, study with “mobile stdy buddies”. That os what they want. There are many opportunities.
Work in groups 40 minutes + sharing 15 minutes TASKS SCENARIOS FOR MOBILE LEARNINGS -> how different tools may support learning methods? Task 1 : use SRS, PELE and EVAL in and out of the classroom. Ideas and examples. General type of activities. (share on padlet : http://tinyurl.com/zalayzt ) Task 2 : Response systems: limitations and solutions in different contexts What are the advantages of this tool? In which context, with what public can they be used? Think about 10 principles (reminder for best practices) to go mobile with your class (before, during, after the class)and share them here: http://tinyurl.com/zhw6bf8 JOHN : Is it possible to address methods and scenarios here, and maybe link those with tools that may help you in achieving these methods ? What would you like to add as (new?) functionality into response tools in order to support language learning, including applying new/other types of methods ? Kahoot (which is a game) and Socretive. Why is it interesting to look at the tools and not methods? I would expect that the project team as well as the teachers would like to discuss learning methods and how various tools may be used to support those ? For instance, with Kahoot the concept is to answer as fast as possible with the most correct answer. How will/could that support learning for various types of learners ? How do you handle the weak students that may win the game by jus guessing fast ? What about those who dont know, but are forced to guess at one alternative ?
Work in groups 40 minutes + sharing 15 minutes TASKS 1. Sharing general type of activities - http://tinyurl.com/zalayzt 2. Sharing principles - http://tinyurl.com/zhw6bf8 (IFM) 3. Conclusion (HIST) JOHN : Is it possible to address methods and scenarios here, and maybe link those with tools that may help you in achieving these methods ? What would you like to add as (new?) functionality into response tools in order to support language learning, including applying new/other types of methods ? Kahoot (which is a game) and Socretive. Why is it interesting to look at the tools and not methods? I would expect that the project team as well as the teachers would like to discuss learning methods and how various tools may be used to support those ? For instance, with Kahoot the concept is to answer as fast as possible with the most correct answer. How will/could that support learning for various types of learners ? How do you handle the weak students that may win the game by jus guessing fast ? What about those who dont know, but are forced to guess at one alternative ?
MATERIALS AND DELIVERABLES Mind map for brainstorming and tool for sharing ideas : general definition and ideas of activities for “nomad” learning Deliverables Brainstorming: http://tinyurl.com/zhw6bf8 Best practices and 10 principles for the use of mobile tools in and out the classroom: situated learning (tool: tricider -> http://www.tricider.com/brainstorming/3YkVLvkgpPR ) Multilingual glossary