28/4 microlearning conference 2006, June, 8 - 910/12 Mobile Learning by Prof. Gerhard SchwabeI wasn't there so I can't tell how it was. There is an abstract of Mobile Learning Presentation (PDF in german) available. I quote the following from it:
Unterschiedlichen Typen des Lernens
- freier Kontext
Ermöglicht das Lernen überall und jederzeit, wobei der ökonomische Mehrwert hiermit die Nutzung toter Zeit wäre.
- formaler Kontext
CSCW (computer supported cooperative work) mit den ungelösten Problemen des Missbrauchs und des Kontrollverlusts.
- digitaler Kontext
Lernspiele, wobei mit dem Umfeld ein relativ geringer Kommunikationsaustausch stattfindet – im Kern «passiert» alles im Computer.
- natürlicher Kontext
Ermöglicht das Verschmelzen von Alltag und Lernen, wobei die Daten eine Ad-hoc-Auswertung erfahren – das Sammeln und Verarbeiten von Daten verschmilzt.
- sozialer Kontext
Steuert Verhaltensrichtungen, indem das soziale Umfeld des Benutzers immer präsent ist.
14/11 New Microlearning.org site / KnowledgepulseMartin informed me about the new microlearning.org site which he calls a work-in-progress. (Criticism or kudos directly to him. )
On the site he also mentions Microlearning with Knowledgepulse which is more in the realm of this blog;)
Related:
Learning 2.0
Applying the principles of Web 2.0 to the learning field will dramatically change the value of online learning. 05/10 Mobile Learning by Prof. Gerhard Schwabe, December 6, University of ZurichSomething for the agenda;)
December 6, 2005, 17:15-18:30
Mobile Learning
Prof. Gerhard Schwabe, Information Management Research Group, ifi
See also:
December 13, 2005, 17:15-18:30
Wikis, Blogs und Foren als Instrumente der Lehre, Projektplannung und des Community buildings
Prof. Dr. Clemens Cap, Department of Computer Science, Universität Rostock
Lectures take place at University of Zurich, main building, Rämistrasse 71, Raum KOL F 101
See also:
Mobile Learning with a Mobile Game: Design and Motivational Effects (PDF)
Does Team Size Matter in Mobile Learning? (PDF)
and more here:
553 Ringvorlesung: Educational Engineering
Via Netzlernen17/9 MobiLed – Mobile phones in informal and formal learningFLOSSE Posse
With partners from SA, Indian, Brazil, US and Finland we are planning a new project called MobiLed – Mobile phones in informal and formal learning in developing countries. The project itself is still under construction, but in the workshop next week we will already generate some scenarios and produce video mock-ups out of them.
I like these projects between coutries as different as the above ones. And in case they search a mobile blog solution, let me know.
PS: This bit is probably the most interesting:
By the way: I do not believe on the MIT Media Lab’s $ 100US PC project. PC is not the way to go in developing countries. PCs are clumsy. I have wrote about this before and so did Douwe before me.
Via Smartmobs 08/9 New Mobile Learning Sites14/6 What Can You Learn from a Cell Phone?What Can You Learn from a Cell Phone? Almost Anything!
by Marc Prensky
Japanese students have long learned everything from business to cooking through "manga," graphic novels that are now becoming popular in the West as well. At a recent computer show, a Japanese company handed out a manga pamphlet (about its "middleware" software) that could easily be displayed one frame at a time on a cell phone—similar to the so-called "mobile manga" that has recently become a phenomenon in Japan (Karen Raugust 2004). It follows that in many cases, our mobile phones will be able to replace our textbooks, with the limited screen size of the phones being, in fact, a positive constraint that forces publishers to rethink their design and logic for maximum effectiveness, rather than just add pages.
I sure love that development;)
In Japan, Masayasu Morita, working with ALC Press, evaluated the use of English language lessons formatted differently for computers and cell phones. He found that 90% of cell phone users were still accessing the lessons after 15 days, compared to only 50% of computer users (2003). Another Japanese company, Cerego, strongly supports using cell phones for learning. Outside of Asia, however, I have found that the number of people learning with cell phones or doing research on cell-phone-based learning is exceedingly small.
[...] Of course PDA-based research will be useful, but we will not be on the right track until educators begin thinking of using the computing and communication device currently in the students' pockets to support learning.
Since I read about the Sony building site case in 2003 where they switched from PDA's back to cell phones, I can only subscribe to this. Do not use tools where people need to first understand how they work - this won't work. Use their daily tools which they already know inside out.
KAYWA - promo plug - has always believed in this paradigma, that's why our mobile blogging solution works on wml, xhtml, i-mode capable phones.
Despite what some may consider cell phones' limitations, our students are already inventing ways to use their phones to learn what they want to know. If educators are smart, we will figure out how to deliver our product in a way that fits into our students' digital lives—and their cell phones. Instead of wasting our energy fighting their preferred delivery system, we will be working to ensure that our students extract maximum understanding and benefit from the vast amounts of cell-phone-based learning of which they will, no doubt, soon take advantage.
Educators, let's be smart;)
If any of you are reading this and you are interested to experiment with mobile learning, you could start with mobile KAYWA weblogs. Do not hesitate to contact me, if this is the case. 20/5 ... and increasingly, that device is a mobile telephoneThis time I really quote a lot and I do hope that this is ok with Ellen D. Wagner. I'll send her an email to confirm that. If not I'll remove some of the quotes.
Until the early months of 2005, there would have been no strong reason for looking beyond notebook and handheld computers—at least not in North America. However, with the expansion of 3G (third-generation) networks and the increasing availability of “smartphones”—integrated communications devices that combine telephony, computing, messaging, and multimedia—users in Asia and Europe are finding that their broadband connectivity and their computing needs can be met through a single device. And increasingly, that device is a mobile telephone.
[...] unlike most other mobile devices used in education, devices such as PDAs or tablet computers, there is very little extra effort required to get people to adopt and use mobile phones. Rather, people can be offered more things to do with the mobile phones to which they are already attached and with which they are already reasonably competent.
[...] As we shared what we called our “insiders’ view” on where mobile learning is headed, Colleen Carmean, a session attendee, made the following observation in her conference weblog: “Scanning international horizons makes them [Robson and Wagner] much more optimistic than the people in the room, but they seem to sweep away much of the resistance and heel-digging, as they ask us to clap our hands, say ‘I believe,’ and imagine a higher ed that is capable of adaptation and change.”
[...]
Lessons E-Learned
- Learning is a deeply personal act that is facilitated when learning experiences are relevant, reliable, and engaging.
- Different kinds of learning demand appropriate strategies, tools, and resources.
- Technology in and of itself may not guarantee better learning.
- The better the experience and the more intentional the results, the greater is the likelihood that learning will occur.
[...]
The rich mobile Internet experience
A rich mobile Internet experience includes the following attributes:
- Ubiquity: How widely available is the media player that will be required for the viewer to see the application on the device display?
- Access: How widely available is the wireless network that will distribute the mobile content?
- Richness:Do pages load quickly? Do animations play in a smooth and seamless manner? Does the streaming media (media that is consumed—read, heard,
viewed—while it is being delivered) flow at a sufficiently rapid rate?
- Efficiency: How large is the client that will be required to make use of a particular media player? How fast will the application load and play?
- Flexibility: Will the application be viewable on a variety of devices? Can content designed for use with one kind of device or operating system be played on other devices with some expectation of comparable quality?
- Security: Is the interactive mobile device protected from worms and viruses? Is the shared content protected from being intercepted by unintended recipients?
- Reliability: Will content be displayed in a consistent manner, regardless of the browser, device, and screen size?
- Interactivity:Does the application allow users to interact freely with the display and the content?
[...]
Current Mobile Trends in Education
Current trends suggest that the following three areas are likely to lead the mobile movement: educational games, language instruction, and performance-support and decision-support tools. In particular, gaming has taken the wireless world by storm, and there is every reason to believe that educational gaming will provide mobile learning with its first big “win,” in terms of adoption.
from Enabling Mobile Learning
Via weiterbildungsblog 08/3 Learning Communities in the era of Ubiquitous Computing, Milano, June 1318/2 MICROLEARNING 2005, Innsbruck, June 23 - 24, 2005MICROLEARNING 2005 :: Learning & Working in New Media Environments
International Conference
June 23 - 24, 2005 :: Innsbruck (Austria)
We'd like to invite all practitioners and researchers interested in innovative learning technologies and didactics, especially m-learning, and/or in new concepts of "microcontent" and an ubiquituous "metaweb",
More information at www.microlearning.org
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