1. Learners experiences of real-time simulation activities using SMS text messaging Sarah Cornelius Phil Marston Alastair Gemmell Chris Aldred www.abdn.ac.uk

2. Source: www.vaison-la-romaine.com Simulation example 1: flood disaster

4. Simulation example 2: mentoring TQAL Project

5. What is an SMS simulation? Replication of authentic situation Communication through SMS Real time Requires decision making by learners Personalised scenario and outcome Application of theoretical knowledge to practical situation

6. Research Flood sim Final year undergraduates On-campus students Assessed activity at end of course Questionnaire respondents = 15 Interviews –2 students, tutor + ed tech. Mentoring sim Professional, work-based learning Off-campus Non assessed activity at start of course Questionnaire respondents = 14 Interviews –3 students, tutor + ed tech.

7. General characteristics Flood sim Established community of learners Mobile phone as extension of self Texters Enthusiastic about innovation (especially in relation to assessment) Mentoring sim New community of learners Mobile phone for convenience Talkers Enthusiastic about innovation (learning to develop own practice)

8. Implications of real time Flood sim participants more likely –to look forward to arrival of next message –to enjoy the real time aspect Mentoring sim participants more likely –that activity intrudes negatively on other aspects of life –that messages arrived at inconvenient times

9. Emerging issues Flood sim –Engagement –Emotional involvement –Different perspectives on course content –Alternative assessment approach Mentoring sim –Technical and briefing issues affected experience –Issues of control and communication for learners

10. Making SMS sims work Design virtual context* –persistent, consistent, realistic physical and social scenario where txt is an appropriate tool for communication, with sensitivity to learners real context Briefing –Develop understanding of virtual context, learners role, timing of activity Familiarisation –Pilot run to ensure technical competence and prepare for disruption Simulation –Promote cognitive engagement, disrupt, technical issues Reflection –Assessment, discussion – articulation of experiences * see forthcoming ALT-J article

11. Where next? Further development of technical tools and user interface for academics Exploration of issues of virtual context, presence, disruption, curiosity… New application areas: including medical and educational scenarios Sarah Cornelius s.cornelius@abdn.ac.uks.cornelius@abdn.ac.uk Cornelius S and Marston P (in press) Towards an understanding of the virtual context in mobile learning. ALT-J 17(3) With thanks to: