1. Designing for Formal, Non-Formal and Informal m-Learning John Cook, Claire Bradley, Richard Haynes, Debbie Holley john.cook@londonmet.ac.uk c.bradley@londonmet.ac.uk r.haynes@londonmet.ac.uk d.holley@londonmet.ac.uk

2. Introduction Informal Learning: Learner initiated Ownership by learner Mobile Device: Owned by / for learner Balance: Control, freedom and skills for learning Learner Empowerment

3. Case study 1: The mobile local history tour http://www.mobilehistory.co.uk

4. Aims Learning in-situ ‘beyond the museum’ Tangible vertical historic model Sensory richness: audio, images, text Multi narrative constructivist learning Discover the history of an area

5. The Mobile History Tour 8 short connected walks Audio guide Each walk ends at a ‘Dig’ - a scene of historic importance Digs explore history through: - audio ‘eye-witness’ accounts - images – drawings, photos - historic maps

6. Mobile History Tour Evaluation All endorsed the PDA as a tour enhancer 90% enjoyable and stimulating 100% discovery of the area 90% played detective looking for clues Negative aspects: awkwardness of equipment, and security of use

7. User comments “I didn’t have to look to read anything” “Audio provided real depth to the tour, and highlighted areas of surprising interest” “Voices describing social history brought it to life” “Seeing things I’d not normally notice” “For those interested in local history I’d say its an attractive way to gain local knowledge whilst enjoying yourself”

8. Case study 2: Learning objects for Java programming http://www.londonmet.ac.uk/ltri/learningobjects/pda.htm

9. Aims To adapt an existing online learning object on Java programming for the PDA PDA object could offer increased flexibility for students – place of use Research questions: –Would adaptation compromise the design, pedagogic integrity and functionality? –How appropriate is the PDA for delivering learning objects and what are its strengths and weaknesses?

10. The Java learning objects Small, self-contained resources that focus on one learning objective Authored in Macromedia Flash Designed to be engaging, interactive, easy to understand Include text descriptions, visual animated examples, step-throughs of programming code, interactive models, interactive quizzes (SAQs) Encourages active constructivist learning and uses scaffolding to aid understanding

11. Student feedback PDA version offered an enhanced learning experience It was more interactive which they liked They all liked the use of audio for explanations, and 3 said that they learn more quickly and effectively from listening rather than reading They could all see themselves using a PDA for learning, wherever they wanted to learn – on the way to university, on holiday, lying on the bed relaxing PDA was smaller and more convenient to carry than large textbooks, A4 lecture notes, laptop Disadvantages of cost of devices and security of use

12. Student comments PDA version: “The PDA was more comfortable to use and provided a more interactive learning process with the sound effects” Enhancements to learning: “I can use the PDA wherever I am, bus, tube, car, etc. It is better than a book because of its interactivity” “It provides an opportunity for the learner to learn at their own time and at their own pace”

13. Future work in RLO-CETL Planning on integrating rich multimedia learning objects with flexible, mobile formal, non-formal and informal learning opportunities in its future work Marketing and modern language learning Questionnaire on various issues was handed to "Studying Marketing and Operations" students Results ‘interesting’ and positive in terms of receptiveness to informal and non-formal learning opportunities.

14. Contact details John Cook: john.cook@londonmet.ac.uk Claire Bradley: c.bradley@londonmet.ac.uk Richard Haynes: r.haynes@londonmet.ac.uk LTRI: http://www.londonmet.ac.uk/ltri Mobile History Tour: http://www.mobilehistory.co.uk Java While Loops: http://www.londonmet.ac.uk/ltri/learningobjects/pda.htm