Case Study Analysis:
“My-Mini-Pet: a handheld pet-nurturing game to engage students in arithmetic practices”
General information
Digital pet-nurturing games have been around roughly since 1995 with the development of Pokemon (Nintendo, 1995) and Tamagotchi (Bandai, 1996). The reason for the development of such “games” is to present educational content to children in a playful was as to increase motivation to engage in the learning activities that must occur in order to nurture the “animal.” I was interested in this case specifically because I was eleven years on in 1996 and had a Tamagotchi. I remember when you were only cool if you had one of these handheld pets. Though not discussed in this piece, many of my friends also had Nano babies, puppies, or cats in the time that the Tamagotchi pets were popular. Upon further investigation, I learned that these Nano pets are still available and now come in other species as well—including a turtle and a pony (http://www.virtualpet.com).
While these “pets” were the rage 15 years ago, today My-Mini-Pet takes their place as the en mode version of virtual pet nurturing. While there was some learning involved with earlier digital pets, the newer versions make the learning that children must engage in more concrete-they must use arithmetic in order to meets the needs of the pet. While the “pets” of yesteryear were more of a chore for students—in fact I found mine more bothersome than my living dog, My-Mini- Pet is “designed to be a child’s learning companion” (Liao et al 2010, p. 78).
Analysis
Who were the learners?
In the specific case were My-Mini-Pet was tested and analyzed, the learners were nine 10-year old fourth graders students (6M; 3F) from Taiwan (p. 82). However if we are thinking about the pets in terms of all learners, any elementary aged student could potentially use and benefit from the pets.
What characteristics did they have?
The common characteristics among the small group of students who piloted the pets were that they all had parent permission, they did not have familiarity with the content or software used, and they were not participating in any other extra-curricular activities during the time of the study (p. 82). Other than these factors, the subjects of the study had diverse characteristics which include not only gender, but initial ability in math (p. 86).
Technology
The technology used with My-Mini-Pet includes the use of a personal digital assistant (PDA). Each student piloting the game was given a PDA with wireless capability. The My-Mini-Pet platform is accessed online via the wireless internet capabilities of the PDA.
Objectives
The objectives of the study were very clear:
1. To help Motivation/ sustain learning
It is believed that the caring for a “pet” will help or influence children in four ways. First, they can experience physical changes such as decreased blood pressure and stress. Secondly, caring for a pet can help children who are shy or have ADHD. Third, caring for something else, such as a pet, can help children better connect with their feelings and develop a sense of empathy for others. Lastly, children can learn to interact more with their pet—thus developing social skills. All of these things together factor into motivation. When children feel good about something, when they feel like there are accomplishing something, helping, and making connections, they are more likely to stick with whatever activity they are engaged in. In this case, that sense of motivation and engagement with the “pet” will also increase learning opportunities because they way they nurture their pet is through further learning.
2. Instant Feedback
The appearance of a child’s pet reflects his or her success in the learning activities. For example, earning a high score or getting answers correct may give one’s pet glasses or a scarf as opposed to no change in appearance if there is no increase in achievement. This immediate change helps children to monitor and reflect on progress and make changes when necessary. There is also instant feedback with the pet’s moods and expressions. When the child does something good, the pet will be happy; when a child is consistently incorrect, the pet will be upset.
3. Pet as Facilitator
While I don’t think anyone would argue the value of a teacher along with any mobile learning activity, one of the objectives of the pet is to allow the pet itself to be the facilitator of the learning. Thus, the student is incredibly mobile in his or her learning because one is not waiting for the facilitation by another person. The pet gives either immediate feedback or delayed feedback as is the case in the “mini-game” (table 5). The student does not have to wait for someone else to make corrections or give feedback; the pet does the work.
Games as Mobile Learning Components
How did the game play?
The game is played basically by the student or subject completing tasks in order to earn EduCoins. These EduCoins are used to buy food, medications, etc. The higher quality activities and material items the student is able to buy, the more healthy and happy his or her pet will be. Therefore, students must continually engage in the learning games (arithmetic) in order to be able to feed, entertain, and care for the animal.
How did the mobile games work for achieving learning objectives?
My-Mini-Pet system seemed to work well for increasing student achievement through instant feedback. Students generally did better on the post-test than on the pre-test. However, as is admitted by the authors, there were only nine participants and no control group. The findings from the study were “positive” but not all factors have been considered. The students did seem motivated by the product because they described their “pet” as “cute” and were observed as discussing their pets’ appearance, etc. with other students. To this objective reader, it just does not seem like enough went into this study to really give readers enough information about how well the learning objectives were achieved.
Pedagogical underpinnings
The one strong element of this study was the pedagogical underpinnings. I think the researchers certainly have certainly developed their background knowledge; there just is not enough experimentation to go with it at this point.
The one pedagogical theory is mentioned straight-out: ARCS. Students are motivated by novel ideas. The act of learning while also keeping a “pet” alive is motivating to many students. It gets their Attention, the caring for a pet is Relevant, the thriving of the pet from one’s achievement helps build Confidence, and creates a sense of Satisfaction.
The other theory that applies to this study is Behaviorism. Students receive instant feedback and are given an opportunity to correct errors and thus change their behaviors in order to nurture their pet. The instant feedback is key in the learning process in this case since the pet is the facilitator of the learning and not another person.
Saturday, April 02, 2011
Saturday, March 26, 2011
Mobile Learning in Developing Countries
“Mobile learning for HIV/ AIDS healthcare worker training in resource limited settings”
General information
Mobile learning in this case was used to help educate healthcare workers in Peru about how to care for those with HIV/AIDS. 70% of the those in need of treatment do receive it in Peru, so it is crucial that healthcare workers (HCWs) have a means for up-to date training methods. Using Smartphones, workers were trained and evaluated using multiple choice tests.
Analysis
Objectives / Goals /Needs
The goal in this case was to make education materials accessible to people who would normally not have access due to their location. Peru is a developing country and having advanced technological materials is not possible. However, the clinics could access wireless internet and thus use inexpensive Smartphones for training and education. The needs of the area involve not only how one is educated, but what they are educated on. According to the case, HCWs had limited access to training opportunities, poor coordination with training centers, and training that did not meet regional standards (Zolfo et al 2010).
The overarching goal for the patients and HCWs involved in this case was to allow them to have access to state-of-the –art care despite their location.
Constraints / Obstacles
One of the biggest obstacles in this case is location. In this developing country electricity and access to computers is limited. Therefore, HCWs and their trainers had to come up with a way to access the training materials needed without the use of these amenities. Due to the past absence of these things, HCWs were ill-trained and not equipped for the job. This is good neither for the clinics nor for the patients. Therefore, HCWs needed to find a way overcome this obstacle so that the workers are competent enough to treat HIV/ AIDS patients.
In addition, because two different devices were used in the study, the mobile learning platform applications could not be the same for each. Therefore, there were some compatibility issues with using the technology. Peru itself has limited access to educational materials, so a means to extend the realm of research was necessary.
Solution
The solution was to use Smartphones—in this case the iPhone or the Nokia N96. The reason this is a viable solution is because the Smartphones themselves are relatively inexpensive as compared to a computer and one does not necessarily need electricity to use them. Inexpensive solar panels were used to charge the batteries for the phones and back-up batteries are also relatively inexpensive.
To develop the training materials, designers used iClone and Moviestorm. Users also used Moodle and Facebook for discussions. These programs allow for student progress to be tracked, thus holding HCWs accountable for staying up-to date and educated. HCWs were given pretests, given an opportunity to view the 3D module from iClone and Moviestorm, given discussion questions to use on Facebook, allowed to make phone calles using Skype, and were eventually post-tested.
The issue with different applications for the different phones was solved by simply using the applications that corresponded with the particular phone. Therefore, everyone that the iPhone could do could be accomplished by the Nokia users as well. However, in surveys, most HCWs preferred the capabilities and delivery methods of the iPhone over the Nokia.
Pedagogical underpinnings
Due to the pre-test/ post-test format I think behaviorism fits with this case to a certain extent. Learners get immediate feedback as to what they have done and that in turn affects how they perform on the next area of the module. The situated learning theory is also a large part of this because the learners are literally learning right on the job with their mobile learning devices. They are discussing, reflecting, getting feedback, and working right where they are treating people.
Work Cited:
General information
Mobile learning in this case was used to help educate healthcare workers in Peru about how to care for those with HIV/AIDS. 70% of the those in need of treatment do receive it in Peru, so it is crucial that healthcare workers (HCWs) have a means for up-to date training methods. Using Smartphones, workers were trained and evaluated using multiple choice tests.
Analysis
Objectives / Goals /Needs
The goal in this case was to make education materials accessible to people who would normally not have access due to their location. Peru is a developing country and having advanced technological materials is not possible. However, the clinics could access wireless internet and thus use inexpensive Smartphones for training and education. The needs of the area involve not only how one is educated, but what they are educated on. According to the case, HCWs had limited access to training opportunities, poor coordination with training centers, and training that did not meet regional standards (Zolfo et al 2010).
The overarching goal for the patients and HCWs involved in this case was to allow them to have access to state-of-the –art care despite their location.
Constraints / Obstacles
One of the biggest obstacles in this case is location. In this developing country electricity and access to computers is limited. Therefore, HCWs and their trainers had to come up with a way to access the training materials needed without the use of these amenities. Due to the past absence of these things, HCWs were ill-trained and not equipped for the job. This is good neither for the clinics nor for the patients. Therefore, HCWs needed to find a way overcome this obstacle so that the workers are competent enough to treat HIV/ AIDS patients.
In addition, because two different devices were used in the study, the mobile learning platform applications could not be the same for each. Therefore, there were some compatibility issues with using the technology. Peru itself has limited access to educational materials, so a means to extend the realm of research was necessary.
Solution
The solution was to use Smartphones—in this case the iPhone or the Nokia N96. The reason this is a viable solution is because the Smartphones themselves are relatively inexpensive as compared to a computer and one does not necessarily need electricity to use them. Inexpensive solar panels were used to charge the batteries for the phones and back-up batteries are also relatively inexpensive.
To develop the training materials, designers used iClone and Moviestorm. Users also used Moodle and Facebook for discussions. These programs allow for student progress to be tracked, thus holding HCWs accountable for staying up-to date and educated. HCWs were given pretests, given an opportunity to view the 3D module from iClone and Moviestorm, given discussion questions to use on Facebook, allowed to make phone calles using Skype, and were eventually post-tested.
The issue with different applications for the different phones was solved by simply using the applications that corresponded with the particular phone. Therefore, everyone that the iPhone could do could be accomplished by the Nokia users as well. However, in surveys, most HCWs preferred the capabilities and delivery methods of the iPhone over the Nokia.
Pedagogical underpinnings
Due to the pre-test/ post-test format I think behaviorism fits with this case to a certain extent. Learners get immediate feedback as to what they have done and that in turn affects how they perform on the next area of the module. The situated learning theory is also a large part of this because the learners are literally learning right on the job with their mobile learning devices. They are discussing, reflecting, getting feedback, and working right where they are treating people.
Work Cited:
Zolfo, M., Iglesias, D., Kiyan, C., Echevarria, J., & Fucay, L. Llachsahuanga, E., deWard, I., Suarez, V., Llaque, W.C., Lynen, L.(2010). Mobile learning for hiv/aids healthcare worker training in resourse-limited settings. Research and Therapy, 1-6.
Thursday, March 10, 2011
Mobile Technology for Learning and Training in Corporations
W505 Mobile Learning
Mobile Technology for Learning and Training in Corporations
“The e-learning Guild’s Learning Solutions: Practical Applications of Technology for Learning”
General information
This case study revolves around a company out of North Palm Beach, Florida called
Sales Quenchers. This company specializes in what they refer to as “just-in-time” reference materials. These are basically small, pocket-sized cards with sales tips and training content. Essentially, they make flashcards. However, the problem is that these physical cards cannot be changed unless reprinted. The can become outdated quickly and the use of actual “physical” material is becoming outdated as well. Thus, the company decided to “quench” the limitations by creating digital versions of the cards that could be accessed via mobile phone, home/ office computer, or personal digital assistant (PDA).
Analysis
Learners/trainees, context, and goal
The first category of learners is of course the sales trainees. After all, they would be the chief users of the new mobile-friendly training materials. The whole point of Sales Quenchers is to train potential sales professionals by providing the materials needed to educate one on how to be a successful sales person. Thus, these sales-people would work with the digital information from Sales Quenchers, delivered to their mobile devices.
The customers who hire Sales Quenchers also benefit from the use of mobile learning devices to deliver training materials. According to the case study (Learning Solutions, 2008), managers (i.e. customers of Sales Quenchers) would “have a means to track completions of assignments, and measure retention of information” (p. 2). Customers could also design and launch personalized content and constantly keep information updated. There is a great deal of choice for the customers as they can choose their own “Learning Nuggets” that they want from pre-recorded content (podcasts, documents, etc.).
Though both trainees and customers of the company benefitted from the digitization of training content, there are some constraints and conditions present. First, Sales Quenchers had to transform their information from analog to digital. After that step was accomplished, the company had to be educated on online methods and different ways of thinking about the delivery of content. Sales Quenchers had to change the customer support methods to accommodate learners new the digital trainer/ trainee community. New tools had to be developed in order to make sure that materials could be delivered and used easily, billing could be carried out efficiently, and integration with third party systems could be enabled. Also, Sales Quenchers had to develop ranges of subscriptions to the service different types of customers. Thus, while digitization of materials and delivery via mobile devices makes the process efficient and cost-effective, it is not without constraints.
The overarching goal of teaching both trainers and trainees the use of digitized training systems was to keep information up-to-date, keep information personalized and specific, hold trainees accountable for their learning, analyze date quickly and efficiently, and lower costs.
Technology
The technology used by Sales Quenchers is meant to be used on cell phones, PCs and PDAs. Thus, basically any device with an internet connection (WLAN, WIFI, LAN, etc.) could feasibly use the technology. Sales Quenchers developed its programming to allow users to learn/ train on his or her own pace and time. Managers can then access, review, and analyze data that is created through the trainees’ activity. One of the systems used is called CellCast—which allows for mobile devices to effectively recognize and use the services. SMS messaging, email, and podcasts are also technology components used.
Design solution
The learning content is the training materials for sales trainees. Trainers can launch training modules and materials as needed or required. The integration of mobile technology and the learning design is basically based on e-learning. There does not seem to be an instructor led component. According to the case study, the learning experience is based on CellCast providing daily content to one who subscribes to Sales Quenchers. The trainees or customers receive information via SMS message, email, or recording. Subscribers answer questions or take tests, and rate content. The only time subscribers/ trainees need or use an instructor is when the instructor tracks and analyzes progress, scores, survey results, and billing reports.
As mentioned in the technology section, mobile technology is delivered and managed using the CellCast platform and is delivered to mobile devices via SMS message, email, and podcasts. It seems that the learning design from Sales Quenchers is separate from the actions of the actual learners. It is a program that is managed and launched from a remote location to the mobile devices and then used as a learning tool at one’s own pace, time, and location.
Pedagogical underpinnings
As I have noticed with several other cases, the situated learning theory and the activity theory fit well into this case. It seems that the activity theory fits well with most mobile learning activities because mobile devices allow for students to learn in their own environments and take into account cultural differences that may exist due to their physical environments. The activity theory also implies that learners are provided with tools for solving problems in their own context. With Sales Quenchers, the context is a sales training program. If one wants to become a better sales-person, they used the tools provided and apply them wherever necessary.
One of the great perks of Sales Quenchers using mobile learning for training purposes is that recordings and other materials from experts in the field can easily be uploaded and used by trainees. This type of learning uses expert opinions, is authentic to the learners/ trainees, and allows learners to experience different perspectives and modes of learning. Thus, the situated learning theory certainly applies to what Sales Quenchers is using in their company.
Works Cited:
Chong, N.J. (2011, January 24). Pedagogical underpinnings [Online Forum Comment]. Retrieved from https://oncourse.iu.edu/portal/site/SP11-BL-EDUC-W505-15701/page/6d59fe84-aae5-46d6-a08e-4d1a299d9086
Sales quenchers case study: delivering learning nuggets by smartphone. (2008). Learning Solutions e- magazine.
Mobile Technology for Learning and Training in Corporations
“The e-learning Guild’s Learning Solutions: Practical Applications of Technology for Learning”
General information
This case study revolves around a company out of North Palm Beach, Florida called
Sales Quenchers. This company specializes in what they refer to as “just-in-time” reference materials. These are basically small, pocket-sized cards with sales tips and training content. Essentially, they make flashcards. However, the problem is that these physical cards cannot be changed unless reprinted. The can become outdated quickly and the use of actual “physical” material is becoming outdated as well. Thus, the company decided to “quench” the limitations by creating digital versions of the cards that could be accessed via mobile phone, home/ office computer, or personal digital assistant (PDA).
Analysis
Learners/trainees, context, and goal
The first category of learners is of course the sales trainees. After all, they would be the chief users of the new mobile-friendly training materials. The whole point of Sales Quenchers is to train potential sales professionals by providing the materials needed to educate one on how to be a successful sales person. Thus, these sales-people would work with the digital information from Sales Quenchers, delivered to their mobile devices.
The customers who hire Sales Quenchers also benefit from the use of mobile learning devices to deliver training materials. According to the case study (Learning Solutions, 2008), managers (i.e. customers of Sales Quenchers) would “have a means to track completions of assignments, and measure retention of information” (p. 2). Customers could also design and launch personalized content and constantly keep information updated. There is a great deal of choice for the customers as they can choose their own “Learning Nuggets” that they want from pre-recorded content (podcasts, documents, etc.).
Though both trainees and customers of the company benefitted from the digitization of training content, there are some constraints and conditions present. First, Sales Quenchers had to transform their information from analog to digital. After that step was accomplished, the company had to be educated on online methods and different ways of thinking about the delivery of content. Sales Quenchers had to change the customer support methods to accommodate learners new the digital trainer/ trainee community. New tools had to be developed in order to make sure that materials could be delivered and used easily, billing could be carried out efficiently, and integration with third party systems could be enabled. Also, Sales Quenchers had to develop ranges of subscriptions to the service different types of customers. Thus, while digitization of materials and delivery via mobile devices makes the process efficient and cost-effective, it is not without constraints.
The overarching goal of teaching both trainers and trainees the use of digitized training systems was to keep information up-to-date, keep information personalized and specific, hold trainees accountable for their learning, analyze date quickly and efficiently, and lower costs.
Technology
The technology used by Sales Quenchers is meant to be used on cell phones, PCs and PDAs. Thus, basically any device with an internet connection (WLAN, WIFI, LAN, etc.) could feasibly use the technology. Sales Quenchers developed its programming to allow users to learn/ train on his or her own pace and time. Managers can then access, review, and analyze data that is created through the trainees’ activity. One of the systems used is called CellCast—which allows for mobile devices to effectively recognize and use the services. SMS messaging, email, and podcasts are also technology components used.
Design solution
The learning content is the training materials for sales trainees. Trainers can launch training modules and materials as needed or required. The integration of mobile technology and the learning design is basically based on e-learning. There does not seem to be an instructor led component. According to the case study, the learning experience is based on CellCast providing daily content to one who subscribes to Sales Quenchers. The trainees or customers receive information via SMS message, email, or recording. Subscribers answer questions or take tests, and rate content. The only time subscribers/ trainees need or use an instructor is when the instructor tracks and analyzes progress, scores, survey results, and billing reports.
As mentioned in the technology section, mobile technology is delivered and managed using the CellCast platform and is delivered to mobile devices via SMS message, email, and podcasts. It seems that the learning design from Sales Quenchers is separate from the actions of the actual learners. It is a program that is managed and launched from a remote location to the mobile devices and then used as a learning tool at one’s own pace, time, and location.
Pedagogical underpinnings
As I have noticed with several other cases, the situated learning theory and the activity theory fit well into this case. It seems that the activity theory fits well with most mobile learning activities because mobile devices allow for students to learn in their own environments and take into account cultural differences that may exist due to their physical environments. The activity theory also implies that learners are provided with tools for solving problems in their own context. With Sales Quenchers, the context is a sales training program. If one wants to become a better sales-person, they used the tools provided and apply them wherever necessary.
One of the great perks of Sales Quenchers using mobile learning for training purposes is that recordings and other materials from experts in the field can easily be uploaded and used by trainees. This type of learning uses expert opinions, is authentic to the learners/ trainees, and allows learners to experience different perspectives and modes of learning. Thus, the situated learning theory certainly applies to what Sales Quenchers is using in their company.
Works Cited:
Chong, N.J. (2011, January 24). Pedagogical underpinnings [Online Forum Comment]. Retrieved from https://oncourse.iu.edu/portal/site/SP11-BL-EDUC-W505-15701/page/6d59fe84-aae5-46d6-a08e-4d1a299d9086
Sales quenchers case study: delivering learning nuggets by smartphone. (2008). Learning Solutions e- magazine.
Friday, March 04, 2011
Mobile Technology in Higher Education
Mobile Technology for Teaching and Learning in Higher Education
General Information:
Dewsbury College, Thomas Danby College, and Bishop Burton College
These three colleges located in the U.K. have begun using mobile technology in order to increase access to technology. Dewsbury wanted to make their technology more user-friendly and pedagogically sound and felt that their current methods of only using laptops and projectors was not achieving that goal. Thomas Danby wanted to allow basic skills learners to practice at their own pace, which was could not happen when technology is only accessible in the classroom. Bishop Burton wanted to allow students to use technology in outdoor environments. In order for that to be possible, the technology had to be mobile and lightweight.
Southern University at New Orleans (SUNO)
SUNO experienced special circumstance that forced them to adopt mobile technology in order to stay open. After the Hurricane Katrina devastation, the university found itself without a place to meet and experience education. Thus, new methods and theories had to be developed in order to allow students to continue their studies there and allow new students to enroll. SUNO is considered Minority Serving Institution (MSI) due to that fact that the great majority of the attendees are African American. Certain challenges arise with MSI because according to Omar and Koong (2008), “most of their student bodies are from underserved or high risk populations that do not have the same economic luxury to have the latest high technology gadgets” (p.6).
SUNO faculty members usually have heavy teaching loads and most of the technology used in the school must be funded by grants or given as gifts from corporations (Omar; Liu & Koong, 2008). After the campus was demolished by the hurricane, SUNO had to set up the university in trailers. Obviously, it would be difficult to conduct a normal university environment in this situation, so a new strategy was implemented which made SUNO a hybrid school complete with both on-site classes and classes established by the new Department of Mobile Learning. Both single courses and complete degree programs were put into place with the inception of this new department.
Analysis
People:
In the first case involving Dewsbury, Thomas Danby, and Bishop Burton colleges, the target groups vary based on the actual school. Dewsbury use their mobile technology in outreach centers which teach courses on early childhood education. Thus, preservice teachers who plan to work with young children would be using the PDAs at their job-sites at Dewsbury. Students at Thomas Danby are working on basic skills. Thus the target group is English speakers of other languages (ESOL). Bishop Burton College is a vocational college that specializes in agriculture. Thus, students are often outside on jobsites. Dewsbuy and Danby support urban, multicultural communities, thus students come from many different backgrounds and bring different experiences to the classroom community.
In the SUNO case, the target group using the technology is predominantly minority (in this case African American) students. The mobile learning community was developed in response to Hurricane Katrina, thus some of the students could have been directly affected by that devastating event. Since SUNO is an MSI, it is likely that many of the students struggle financially.
In addition to the students acting as target groups for mobile learning, the faculty of SUNO is also very much involved with the mobile learning that is taking place. As mentioned previously, faculty at MSI campuses are usually underfunded and over-scheduled. However, using mobile learning is not way to provide more time for instructors. In fact, it is a great deal of work to implement an effective online course. Faculty members at SUNO “implement a model for teaching and learning that would meet the needs of all learners through the use of best practices, adaptive technologies, and instructional techniques” (p. 10). Faculty are also given incentives for successful implementation of mobile learning. Thus, not only are students at SUNO benefitting and learning from the use of mobile technology, faculty members are evolving teaching strategies and theories as well.
The two cases analyzed are very different. The colleges in the U.K. are three very different institutions that serve different groups of people. However, one commonality between the U.K. schools (especially Dewsbury and Thomas Danby) and SUNO is the support of education of minority or multicultural communities. Another commonality is the need for mobile learning in order to achieve the best possible education. For the U.K. colleges, the need is due to job-site based education. At SUNO, the need is due to the lack of an adequate physical compus.
Needs or Objectives:
An addition commonality is the need for mobile learning in order to achieve the best possible education. For the U.K. colleges, the need is due to job-site based education. At SUNO, the need is due to the lack of an adequate physical campus.
While the case studies involving the U.K. institutions seemed to center mostly around student needs as students who are “on-site” for education, faculty also needed the technology to make their teaching most effective. Faculty at the colleges wanted to “support a variety of learning preferences” (HEFCE 2005). In order to do this, staff changed websites to fit on a PDA and enabled the use of hyperlinks and audio files. Particularly at Danby, faculty wanted to provide a way for students to use “drill for skill” formative assessments as they are learning basic English skills. Bishop Burton college needed to use the technology to collect, store, and interpret data from the field (perhaps literally—an agricultural field).
At SUNO, the needs and objectives regarding the use of mobile technology were more for survival than just for making the lives of students and faculty easier and more interactive. Without much of a physical campus left after the hurricane, SUNO had to do something in order to allow students to access the university. Thus, the need for more online courses and degree programs was very real. In addition to just needing the courses and the infrastructure to run the programs, students also needed a reliable classroom-like experience while learning via mobile technologies. This means having interaction with a qualified faculty members and being able to access educational resources regardless disaster or other extenuating circumstances. In addition, mobile-learning had “favorable economics” which is important for students who may be struggling financially and would not be able to go to a typical “bricks and mortar” institution.
Solutions:
The colleges in the U.K. all met their needs of needing mobile, on-the-job-site technology and personal learning tools through adopting the use of the Personal Digital Assistant (PDA). This required more than just going to the local electronics store and purchasing a piece of equipment, however. According to the case study, “resources will work best if they are built for use on PDAs” (HEFCE 2005). Thus, special technology had to be implemented in order for the PDA to do its job. However, once the infrastructure was in place, PDAs allowed for data collection and storage, making calculations, and personalized learning. Plus, “the technology adds an element of ‘cool’ to workplace learning” (HEFCE 2005).
The solution to the needs and issues at SUNO were a bit more involved than just adding the use of PDAs and PDA-friendly technology. As mentioned, the use of mobile technology was essentially part of the disaster recovery plan for the school. In order for the physically destroyed campus to be revived in a time efficient manner, a solution other than rebuilding the physical building had to be put into place. Due to the initial lack of a place to study, SUNO’s enrollment went down significantly (3681 students to 700). Without a viable solution, the university could not survive financially. Thus the Department of Mobile Learning was introduced. The ability for students to take classes and earn degrees online was supported by the fact that mobile learning would allow for the communication and computer technology to converge. It would also allow workers in all economies to access education and stay knowledgeable and skilled without interruption (i.e. by natural disasters), allow students of all economic backgrounds and financial situations to access education, and for institutions, colleges, and universities to compete (Omar; Liu & Koong, 2008).
In order to SUNO’s solution to be successful, faculty had to implement at least one online course in his or her area. Not only did a course have to be developed, the faculty member was also expected to successfully “teach the course.” This meant using the Blackboard course management system effectively and communicating with students. In fact, students enrolled in could expect to always hear from their instructor within 24 hours of online communication (email, Blackboard, etc.). For the successful implementation of online courses and the use of the management system, professionals uses a Wireless Local Area Network (WLAN) using Cisco equipment. Having a secure, reliable network was key in the a successful solution for SUNO because without a sound infrastructure behind the ideas, a successful learning community can never come to life.
Pedagogical Underpinnings:
Both cases seem to involve the Activity theory to some extent. According to Chong (2011-e-lecture), this theory can:
• Take into account socio-cultural differences from learners’ environments.
• Provide learners with tools to address problems in their own context.
• Provide learners with a way to clarify and transform their learning gains in their own context.
I certainly think this applies to both the colleges in the U.K and also SUNO. However, though some of the same pedagogical underpinnings can apply to both cases, the institutions are definitely very different in their learning theories. For example, the U.K. colleges seem to support the situated learning theory in that learners are in naturally authentic contexts using their mobile learning devices, they are collaborating with other learners, they are listening to experts in their field, and they are able to use the mobile technology to formulate reflections. In addition, Thomas Danby College seems to apply behaviorism as well. According to Chong (2010), behaviorism, as it applies to mobile learning
• Provides learners with instant feedback.
• Repeats learning activities, returning positive reinforcements to learners’ correct responses.
This is especially for the ESOL students. They PDAs at the college are used to allow students to drill at their own pace and get instant feedback on how they are doing. The programs developed and used for the PDA in this field allow students to use mobile technology to have control over their own learning and reinforce themselves.
All of the U.K. colleges in the case also seem to believe in constructivism. The reason I say this is because constructivism is based on background knowledge and experience in the real world. The colleges are teaching in real world, job-site settings. Students simply use their mobile learning devices and technologies to help them construct additional knowledge.
In addition to the activity theory, SUNO developed its own learning model for the use of mobile technology.
While this model is personalized for SUNO, to me it looks like a more specified version of the activity theory. The reasoning for this is that they establish a subject, and object, and means of achieving the goal.
In addition, much of the theory behind using mobile technology at SUNO revolves around the importance of communication between knowledge systems. This was demonstrated in the high expectations of the faculty delivering the program, in the thorough development of a secure network, and also in the expectations of the student. Thus, the conversation theory also seems to be a large part of the learning theory behind the mobile learning at SUNO.
Works Cited
Chong, N.J. (2011, January 24). Pedagogical underpinnings [Online Forum Comment]. Retrieved from https://oncourse.iu.edu/portal/site/SP11-BL-EDUC-W505-15701/page/6d59fe84-aae5-46d6-a08e-4d1a299d9086
Higher Education Funding Council, (2005). Mobile learning and teaching with pdas. United Kingdom: Joint Information Systems Committee.
Omar, A., Liu, L.C., & Koong, K.S. (2008). From distare recover to mobile learning: a case study. International Journal Mobile Learning and Organisation, 2(1), 4-17.
General Information:
Dewsbury College, Thomas Danby College, and Bishop Burton College
These three colleges located in the U.K. have begun using mobile technology in order to increase access to technology. Dewsbury wanted to make their technology more user-friendly and pedagogically sound and felt that their current methods of only using laptops and projectors was not achieving that goal. Thomas Danby wanted to allow basic skills learners to practice at their own pace, which was could not happen when technology is only accessible in the classroom. Bishop Burton wanted to allow students to use technology in outdoor environments. In order for that to be possible, the technology had to be mobile and lightweight.
Southern University at New Orleans (SUNO)
SUNO experienced special circumstance that forced them to adopt mobile technology in order to stay open. After the Hurricane Katrina devastation, the university found itself without a place to meet and experience education. Thus, new methods and theories had to be developed in order to allow students to continue their studies there and allow new students to enroll. SUNO is considered Minority Serving Institution (MSI) due to that fact that the great majority of the attendees are African American. Certain challenges arise with MSI because according to Omar and Koong (2008), “most of their student bodies are from underserved or high risk populations that do not have the same economic luxury to have the latest high technology gadgets” (p.6).
SUNO faculty members usually have heavy teaching loads and most of the technology used in the school must be funded by grants or given as gifts from corporations (Omar; Liu & Koong, 2008). After the campus was demolished by the hurricane, SUNO had to set up the university in trailers. Obviously, it would be difficult to conduct a normal university environment in this situation, so a new strategy was implemented which made SUNO a hybrid school complete with both on-site classes and classes established by the new Department of Mobile Learning. Both single courses and complete degree programs were put into place with the inception of this new department.
Analysis
People:
In the first case involving Dewsbury, Thomas Danby, and Bishop Burton colleges, the target groups vary based on the actual school. Dewsbury use their mobile technology in outreach centers which teach courses on early childhood education. Thus, preservice teachers who plan to work with young children would be using the PDAs at their job-sites at Dewsbury. Students at Thomas Danby are working on basic skills. Thus the target group is English speakers of other languages (ESOL). Bishop Burton College is a vocational college that specializes in agriculture. Thus, students are often outside on jobsites. Dewsbuy and Danby support urban, multicultural communities, thus students come from many different backgrounds and bring different experiences to the classroom community.
In the SUNO case, the target group using the technology is predominantly minority (in this case African American) students. The mobile learning community was developed in response to Hurricane Katrina, thus some of the students could have been directly affected by that devastating event. Since SUNO is an MSI, it is likely that many of the students struggle financially.
In addition to the students acting as target groups for mobile learning, the faculty of SUNO is also very much involved with the mobile learning that is taking place. As mentioned previously, faculty at MSI campuses are usually underfunded and over-scheduled. However, using mobile learning is not way to provide more time for instructors. In fact, it is a great deal of work to implement an effective online course. Faculty members at SUNO “implement a model for teaching and learning that would meet the needs of all learners through the use of best practices, adaptive technologies, and instructional techniques” (p. 10). Faculty are also given incentives for successful implementation of mobile learning. Thus, not only are students at SUNO benefitting and learning from the use of mobile technology, faculty members are evolving teaching strategies and theories as well.
The two cases analyzed are very different. The colleges in the U.K. are three very different institutions that serve different groups of people. However, one commonality between the U.K. schools (especially Dewsbury and Thomas Danby) and SUNO is the support of education of minority or multicultural communities. Another commonality is the need for mobile learning in order to achieve the best possible education. For the U.K. colleges, the need is due to job-site based education. At SUNO, the need is due to the lack of an adequate physical compus.
Needs or Objectives:
An addition commonality is the need for mobile learning in order to achieve the best possible education. For the U.K. colleges, the need is due to job-site based education. At SUNO, the need is due to the lack of an adequate physical campus.
While the case studies involving the U.K. institutions seemed to center mostly around student needs as students who are “on-site” for education, faculty also needed the technology to make their teaching most effective. Faculty at the colleges wanted to “support a variety of learning preferences” (HEFCE 2005). In order to do this, staff changed websites to fit on a PDA and enabled the use of hyperlinks and audio files. Particularly at Danby, faculty wanted to provide a way for students to use “drill for skill” formative assessments as they are learning basic English skills. Bishop Burton college needed to use the technology to collect, store, and interpret data from the field (perhaps literally—an agricultural field).
At SUNO, the needs and objectives regarding the use of mobile technology were more for survival than just for making the lives of students and faculty easier and more interactive. Without much of a physical campus left after the hurricane, SUNO had to do something in order to allow students to access the university. Thus, the need for more online courses and degree programs was very real. In addition to just needing the courses and the infrastructure to run the programs, students also needed a reliable classroom-like experience while learning via mobile technologies. This means having interaction with a qualified faculty members and being able to access educational resources regardless disaster or other extenuating circumstances. In addition, mobile-learning had “favorable economics” which is important for students who may be struggling financially and would not be able to go to a typical “bricks and mortar” institution.
Solutions:
The colleges in the U.K. all met their needs of needing mobile, on-the-job-site technology and personal learning tools through adopting the use of the Personal Digital Assistant (PDA). This required more than just going to the local electronics store and purchasing a piece of equipment, however. According to the case study, “resources will work best if they are built for use on PDAs” (HEFCE 2005). Thus, special technology had to be implemented in order for the PDA to do its job. However, once the infrastructure was in place, PDAs allowed for data collection and storage, making calculations, and personalized learning. Plus, “the technology adds an element of ‘cool’ to workplace learning” (HEFCE 2005).
The solution to the needs and issues at SUNO were a bit more involved than just adding the use of PDAs and PDA-friendly technology. As mentioned, the use of mobile technology was essentially part of the disaster recovery plan for the school. In order for the physically destroyed campus to be revived in a time efficient manner, a solution other than rebuilding the physical building had to be put into place. Due to the initial lack of a place to study, SUNO’s enrollment went down significantly (3681 students to 700). Without a viable solution, the university could not survive financially. Thus the Department of Mobile Learning was introduced. The ability for students to take classes and earn degrees online was supported by the fact that mobile learning would allow for the communication and computer technology to converge. It would also allow workers in all economies to access education and stay knowledgeable and skilled without interruption (i.e. by natural disasters), allow students of all economic backgrounds and financial situations to access education, and for institutions, colleges, and universities to compete (Omar; Liu & Koong, 2008).
In order to SUNO’s solution to be successful, faculty had to implement at least one online course in his or her area. Not only did a course have to be developed, the faculty member was also expected to successfully “teach the course.” This meant using the Blackboard course management system effectively and communicating with students. In fact, students enrolled in could expect to always hear from their instructor within 24 hours of online communication (email, Blackboard, etc.). For the successful implementation of online courses and the use of the management system, professionals uses a Wireless Local Area Network (WLAN) using Cisco equipment. Having a secure, reliable network was key in the a successful solution for SUNO because without a sound infrastructure behind the ideas, a successful learning community can never come to life.
Pedagogical Underpinnings:
Both cases seem to involve the Activity theory to some extent. According to Chong (2011-e-lecture), this theory can:
• Take into account socio-cultural differences from learners’ environments.
• Provide learners with tools to address problems in their own context.
• Provide learners with a way to clarify and transform their learning gains in their own context.
I certainly think this applies to both the colleges in the U.K and also SUNO. However, though some of the same pedagogical underpinnings can apply to both cases, the institutions are definitely very different in their learning theories. For example, the U.K. colleges seem to support the situated learning theory in that learners are in naturally authentic contexts using their mobile learning devices, they are collaborating with other learners, they are listening to experts in their field, and they are able to use the mobile technology to formulate reflections. In addition, Thomas Danby College seems to apply behaviorism as well. According to Chong (2010), behaviorism, as it applies to mobile learning
• Provides learners with instant feedback.
• Repeats learning activities, returning positive reinforcements to learners’ correct responses.
This is especially for the ESOL students. They PDAs at the college are used to allow students to drill at their own pace and get instant feedback on how they are doing. The programs developed and used for the PDA in this field allow students to use mobile technology to have control over their own learning and reinforce themselves.
All of the U.K. colleges in the case also seem to believe in constructivism. The reason I say this is because constructivism is based on background knowledge and experience in the real world. The colleges are teaching in real world, job-site settings. Students simply use their mobile learning devices and technologies to help them construct additional knowledge.
In addition to the activity theory, SUNO developed its own learning model for the use of mobile technology.
While this model is personalized for SUNO, to me it looks like a more specified version of the activity theory. The reasoning for this is that they establish a subject, and object, and means of achieving the goal.
In addition, much of the theory behind using mobile technology at SUNO revolves around the importance of communication between knowledge systems. This was demonstrated in the high expectations of the faculty delivering the program, in the thorough development of a secure network, and also in the expectations of the student. Thus, the conversation theory also seems to be a large part of the learning theory behind the mobile learning at SUNO.
Works Cited
Chong, N.J. (2011, January 24). Pedagogical underpinnings [Online Forum Comment]. Retrieved from https://oncourse.iu.edu/portal/site/SP11-BL-EDUC-W505-15701/page/6d59fe84-aae5-46d6-a08e-4d1a299d9086
Higher Education Funding Council, (2005). Mobile learning and teaching with pdas. United Kingdom: Joint Information Systems Committee.
Omar, A., Liu, L.C., & Koong, K.S. (2008). From distare recover to mobile learning: a case study. International Journal Mobile Learning and Organisation, 2(1), 4-17.
Friday, February 25, 2011
Stage 2--1: Mobile Technology for Classroom Teaching
W505 Mobile Learning
Stage 2—1: Mobile Technology for Classroom Teaching
Holly Area School District: Aerohive
General Information:
Holly Area School District in Holly, Michigan is a school system, like many, that found that their desire and need to use technology in schools could not be easily accommodated due to outdated or nonexistent reception in the schools. Teacher and administrators wanted to be able to use mobile learning devices, but without cell phone reception, it would be very expensive to make possible. Thus, instead of installing and enable 3G, the district decided that a voice-over Wi-Fi solution was the most affordable way to solve their dilemma.
This idea was very important to staff in Holly because their goal was to achieve modern, 21st century teaching and learning styles for students. Students are often no longer motivated by the use of pencil and paper or even basic computer applications. Thus, a move to use Mac Books, iPads, iPhones, and iPods occurred. The school ended up going with Aerohive for its “controller-less architecture,” as well as reliable performance, management, security, deployment, and cost.
Analysis:
1. Technology:
The mobile technology used in this case involves using a Wireless Fidelity network. Wi-Fi networks are able to connect to the internet when they are within range of a wireless LAN (local area network). These small range networks work through a series of “hotspots.” Aerohive allows for Wi-Fi usage without expensive controllers, such as those used for enabling 3G within a building.
The mobile devices uses are mostly Apple devices. MacBooks, iPads, iPhones, and iPods are among the devices used in the Holly Area School District. At the time of publishing this case study, 100 iPads had been distributed to students, 20 iPhones were being used by teachers and staff, and 10 other Wi-Fi enabled phones were being used. Additionally, there were 1,500 computers in the district. According to the article, these numbers are “an every changing scenario…that’s what [they] have now, but [it] is changing every day (Aerohive, 2010).
Some of the programs enabled by using Aerohive and the Wi-Fi networks created are Skype—which allows teachers and administrators to receive and make phone calls. This makes the cost of using mobile phones much more affordable. Teachers are using their own iPhones and iPads for “formative assessments, differentiated instruction, and remote desktop control for truly mobile teaching in the classroom” (Aerohive, 2010). In addition, as far as programming goes, any program that can be used on a computer with a LAN can be used in some fashion using a Wi-Fi network—if it is web-based. Thus, there is unlimited potential for programming that can be used in the classroom.
Using the Apple products, according to Holly’s director of technology, Matt Mello, affects teaching and learning simply because of the content in the products and they way it is designed. He says, “ I can do a night and day comparison between a traditional windows environment and Apple. We have seen an immediate jump in engagement and learning” (Aerohive, 2010). While Mello does not go into detail about the actual content different between the Apple and the windows environment, one can assume he is referring to the vast options in applications and also the specificity of certain apps.
2. Learning Design:
The technology used at Holly was integrated into the learning context through using mobile phones, iPads, MacBooks, and other wireless capable devices to keep students engaged in the learning environment. The use of these mobile devices allow teachers to meet wirelessly and students to interact with their teachers and one another. In this article, Aerohive does not go into detail about specific activities used at Holly. However, because of the aps available on Apple products, it seems that students and teachers could do almost anything using the devices. While some devices would be more useful than other for specific tasks, there is no reason why basically any activity done in a traditional classroom setting could not be applied to the mobile devices given that the devices and networks are readily available. Students can communicate with each other and their teacher in a variety of ways. They can write and respond to writing. They can research, use specified learning programs, and of course, be entertained. While it all sounds like fun, the teacher must still be structured and have specific learning outcomes in mind. Students still need to learn the same skills, mobile technology and devices just allow them to do it in a more engaging way.
3. Pedagogy:
Many pedagogical underpinnings could apply to this case. One that stands out to me from the description of use in the article is the conversation theory. After all, the conversation theory, in my understanding, is the relationship among communication between different knowledge systems. In this case, the student, the teacher, and the mobile device are all working together, conversing, to achieve a common goal. Learners have their own tools to control their own learning and their own reflection on the learning without becoming uninvolved with the teacher.
Another pedagogical theory that comes to mind is the situated learning theory. Students who have mobile learning devices, as those in Holly, have access to learning activities that are relevant to them—simply because of the fact that they are using engaging technological devices and applications. This theory allows for students to easily watch and listen to experts, collaborate, and reflect on their learning. The Attention, Relevance, Confidence, and Satisfaction (ARCS) model, is also a part of using these mobile devices in the classroom. Most students—especially student who may not have an iPhone or iPad or iPod at home may be very engaged and motivated to learn if using a device. Learning to use the device in itself can build confidence and satisfaction—then all of the learning that occurs because of that will just build on that.
Critique:
The brief description of what Aerohive is helping Holly Area School District achieve definitely fits into my definition of mobile learning—basically, “learning on the go.” While it would have been useful to have some more descriptive examples of what Holly is doing with the mobile devices and learning programs they are using, I can infer that their learning is in fact mobile. Even the comment about how the number of mobile devices in the school is ever-changing supports another element of my definition—that mobile learning is never the same twice. As more students and teachers are exposed to the potentials of mobile learning, the more change the learning activities with undergo. As the students because more comfortable using the technology, their learning potential evolves and grows as well.
There are limitations to the mobile learning going on at Holly. First, while the cost of using Aerohive for the Wi-Fi networking is less than using traditional controllers, it is still an additional cost for schools. Many schools are struggling in this economy and any extra cost may not be possible. Thus, the use of mobile learning is limited in many cases. In addition, the article does not say how many students the district serves, but I wonder how many students really get to use the iPads or computers on a daily basis in every classroom. Those devices can get expensive as well, and limiting the number purchased limits the number of students that can benefit from the devices. While Aerohive claims to have great performance, manageability, security, easy deployment, and comparatively low cost, nothing is faultless. Power outages happen, networks go down, and thus mobile learning could be achieved.
As a personal example, I decided to use my iPod touch today in the classroom. We were analyzing poetry through song, but as we were getting ready to do our work…the networks failed and no one could access anything that required a Wi-Fi connection, LAN connection, or basically any other mode of technology possible for that matter. This is not typical, but it is something that CAN happen and is thus always a limitation of using mobile devices—or any piece of technology for that matter.
This case could have been better if it was less of a sales-pitch for Aerohive and more of a description of the mobile learning it makes possible. I would have liked to see some more examples of how teachers are using the Wi-Fi that Aerohive makes possible and how they are using the Apple products to make their teaching more effective. I chose to analyze this case because it seemed the most like my school—something that could happen in a middle school or a high school. My school has Wi-Fi throughout, but we have few mobile learning devices. I would like to know more about how these schools are implementing the devices with students—not just how the staff is able to communicate with others more easily.
Source:
http://www.aerohive.com/resources/casestudy/Holly.html
Stage 2—1: Mobile Technology for Classroom Teaching
Holly Area School District: Aerohive
General Information:
Holly Area School District in Holly, Michigan is a school system, like many, that found that their desire and need to use technology in schools could not be easily accommodated due to outdated or nonexistent reception in the schools. Teacher and administrators wanted to be able to use mobile learning devices, but without cell phone reception, it would be very expensive to make possible. Thus, instead of installing and enable 3G, the district decided that a voice-over Wi-Fi solution was the most affordable way to solve their dilemma.
This idea was very important to staff in Holly because their goal was to achieve modern, 21st century teaching and learning styles for students. Students are often no longer motivated by the use of pencil and paper or even basic computer applications. Thus, a move to use Mac Books, iPads, iPhones, and iPods occurred. The school ended up going with Aerohive for its “controller-less architecture,” as well as reliable performance, management, security, deployment, and cost.
Analysis:
1. Technology:
The mobile technology used in this case involves using a Wireless Fidelity network. Wi-Fi networks are able to connect to the internet when they are within range of a wireless LAN (local area network). These small range networks work through a series of “hotspots.” Aerohive allows for Wi-Fi usage without expensive controllers, such as those used for enabling 3G within a building.
The mobile devices uses are mostly Apple devices. MacBooks, iPads, iPhones, and iPods are among the devices used in the Holly Area School District. At the time of publishing this case study, 100 iPads had been distributed to students, 20 iPhones were being used by teachers and staff, and 10 other Wi-Fi enabled phones were being used. Additionally, there were 1,500 computers in the district. According to the article, these numbers are “an every changing scenario…that’s what [they] have now, but [it] is changing every day (Aerohive, 2010).
Some of the programs enabled by using Aerohive and the Wi-Fi networks created are Skype—which allows teachers and administrators to receive and make phone calls. This makes the cost of using mobile phones much more affordable. Teachers are using their own iPhones and iPads for “formative assessments, differentiated instruction, and remote desktop control for truly mobile teaching in the classroom” (Aerohive, 2010). In addition, as far as programming goes, any program that can be used on a computer with a LAN can be used in some fashion using a Wi-Fi network—if it is web-based. Thus, there is unlimited potential for programming that can be used in the classroom.
Using the Apple products, according to Holly’s director of technology, Matt Mello, affects teaching and learning simply because of the content in the products and they way it is designed. He says, “ I can do a night and day comparison between a traditional windows environment and Apple. We have seen an immediate jump in engagement and learning” (Aerohive, 2010). While Mello does not go into detail about the actual content different between the Apple and the windows environment, one can assume he is referring to the vast options in applications and also the specificity of certain apps.
2. Learning Design:
The technology used at Holly was integrated into the learning context through using mobile phones, iPads, MacBooks, and other wireless capable devices to keep students engaged in the learning environment. The use of these mobile devices allow teachers to meet wirelessly and students to interact with their teachers and one another. In this article, Aerohive does not go into detail about specific activities used at Holly. However, because of the aps available on Apple products, it seems that students and teachers could do almost anything using the devices. While some devices would be more useful than other for specific tasks, there is no reason why basically any activity done in a traditional classroom setting could not be applied to the mobile devices given that the devices and networks are readily available. Students can communicate with each other and their teacher in a variety of ways. They can write and respond to writing. They can research, use specified learning programs, and of course, be entertained. While it all sounds like fun, the teacher must still be structured and have specific learning outcomes in mind. Students still need to learn the same skills, mobile technology and devices just allow them to do it in a more engaging way.
3. Pedagogy:
Many pedagogical underpinnings could apply to this case. One that stands out to me from the description of use in the article is the conversation theory. After all, the conversation theory, in my understanding, is the relationship among communication between different knowledge systems. In this case, the student, the teacher, and the mobile device are all working together, conversing, to achieve a common goal. Learners have their own tools to control their own learning and their own reflection on the learning without becoming uninvolved with the teacher.
Another pedagogical theory that comes to mind is the situated learning theory. Students who have mobile learning devices, as those in Holly, have access to learning activities that are relevant to them—simply because of the fact that they are using engaging technological devices and applications. This theory allows for students to easily watch and listen to experts, collaborate, and reflect on their learning. The Attention, Relevance, Confidence, and Satisfaction (ARCS) model, is also a part of using these mobile devices in the classroom. Most students—especially student who may not have an iPhone or iPad or iPod at home may be very engaged and motivated to learn if using a device. Learning to use the device in itself can build confidence and satisfaction—then all of the learning that occurs because of that will just build on that.
Critique:
The brief description of what Aerohive is helping Holly Area School District achieve definitely fits into my definition of mobile learning—basically, “learning on the go.” While it would have been useful to have some more descriptive examples of what Holly is doing with the mobile devices and learning programs they are using, I can infer that their learning is in fact mobile. Even the comment about how the number of mobile devices in the school is ever-changing supports another element of my definition—that mobile learning is never the same twice. As more students and teachers are exposed to the potentials of mobile learning, the more change the learning activities with undergo. As the students because more comfortable using the technology, their learning potential evolves and grows as well.
There are limitations to the mobile learning going on at Holly. First, while the cost of using Aerohive for the Wi-Fi networking is less than using traditional controllers, it is still an additional cost for schools. Many schools are struggling in this economy and any extra cost may not be possible. Thus, the use of mobile learning is limited in many cases. In addition, the article does not say how many students the district serves, but I wonder how many students really get to use the iPads or computers on a daily basis in every classroom. Those devices can get expensive as well, and limiting the number purchased limits the number of students that can benefit from the devices. While Aerohive claims to have great performance, manageability, security, easy deployment, and comparatively low cost, nothing is faultless. Power outages happen, networks go down, and thus mobile learning could be achieved.
As a personal example, I decided to use my iPod touch today in the classroom. We were analyzing poetry through song, but as we were getting ready to do our work…the networks failed and no one could access anything that required a Wi-Fi connection, LAN connection, or basically any other mode of technology possible for that matter. This is not typical, but it is something that CAN happen and is thus always a limitation of using mobile devices—or any piece of technology for that matter.
This case could have been better if it was less of a sales-pitch for Aerohive and more of a description of the mobile learning it makes possible. I would have liked to see some more examples of how teachers are using the Wi-Fi that Aerohive makes possible and how they are using the Apple products to make their teaching more effective. I chose to analyze this case because it seemed the most like my school—something that could happen in a middle school or a high school. My school has Wi-Fi throughout, but we have few mobile learning devices. I would like to know more about how these schools are implementing the devices with students—not just how the staff is able to communicate with others more easily.
Source:
http://www.aerohive.com/resources/casestudy/Holly.html
Wednesday, August 04, 2010
Analysis of RPG Game "Sleuth: Shades of Mystery"
Sleuth: Shades of Mystery
General information
The game begins by the player taking on an identity. Player identities can range from a reporter to a retired lawyer. The goal of the game is to solve a case that the game provides. Players can interview suspects, collect evidence from both the crime scene and suspects’ homes, and interview alibis. All evidence collected is kept in a case file and when a suspect has pieces of evidence against him or her and a motive is known, the detective can accuse him or her of the crime. It is recommended that a suspect have 3 pieces of evidence against him or her before accusation. As “detectives” solve crimes, each crime gets more difficult and it becomes more challenging to find information about suspects and clues.
Analysis based on Csikszentmihalyi’s Flow Theory
o Task that the learners can complete: I had never played the game before and was able to determine who committed the crime. It may take more time for some students than others, but finding the suspect is definitely a task that can be completed through finding evidence and asking the right people the right questions. The player is not overwhelmed by the need to find the suspect, small parts like finding evidence then asking questions lead the player in the right direction.
o Ability to concentrate on task: The game is very entertaining as you can find clues hidden in drawers and in vases so you are constantly focusing on the game world and the screen. I think students would definitely be drawn to the set-up of the game and be able to concentrate on solving the crime.
o Task has clear goals: Most students today are familiar with crime solving shows like C.S.I. and will be familiar with the goal of solving a crime. Furthermore, the game explains the goal of each case at the beginning of the case.
o Task provides immediate feedback: This element is not so obvious. There is no score being kept regarding time and while certain parts of the game do cost money like staying in a hotel or making keys, the money does not seem to be a huge concern either. One can look at the “case file” and see how he or she is progressing on the case. They can see what evidence they have on each suspect, how many evidence pieces are against each suspect, and review what they know. If players do not notice the case file right away however (as I did not), then even this feedback will be absent. Players are given hints throughout the game and are given feedback after someone is accused as to whether or not they accused the correct person or not. However, there is not a great deal of immediate feedback, positive or negative, within play time of the game.
o Deep but effortless involvement: The game world created is unlike anything we would experience in real life and players can become involve easily. Thus, this element is definitely present.
o Exercising a sense of control over their actions: Players go where they want, ask what they want, and collect what they want through this game. One can even decide to take evidence or not take evidence that will help with the case, so the player has total control over the play.
o Concern for self disappears during flow: During this game, detectives can illegally obtain keys from a locksmith and break into suspects houses (at least in the case I solved). I felt no fear in doing this, though I did wonder if I waited to do this too close to when the suspects were supposed to return home (as I determined through earlier questioning) if detectives can get “caught.” This never happened for me, but since it is a game world, it did not matter to me anyway. Thus this element of flow exists.
o Sense of duration of time is altered: Detectives have a deadline to meet in the game which is days from when the case begins. I was able to go through about 4 days worth of play in about 20 minutes. I could also “sleep” or have a drink at the local bar in order to make time pass more quickly. I would say the players sense of time is undoubtedly altered.
In conclusion, “Sleuth: Shades of Mystery” contains all of the elements of “flow” needed for students to become motivated learners in the game. The only lacking element I found was immediate feedback, but even that existed to an extent. I know I found myself in a state “flow” as I was playing the game. I didn’t even realize how much time had passed since I started playing it. Once again, I have discovered a new time passer (or waster) for those much needed breaks in mundane, required work in my day.
Wednesday, July 28, 2010
Analysis of Hearts-- Digital and Non-digital
Hearts
General information
Hearts is a “trick” based card game played by four people. The goal of the game is to have the least number of points. So, one must try to get rid of their cards and avoid receiving or winning a “trick” with point cards involved. All heart cards receive 1 point and the Queen of spades is 13 points. All other cards are 0. At the beginning of each hand, you pass three cards to alternating players going counter-clockwise. There is strategy to this in that you want to keep cards that will allow others to take the tricks but also consider the cards you will be receiving. This takes practice!You want to avoid winning tricks with hearts and the Queen of Spades so that you do not receive points. Once someone reaches 100 points, the game is over and the person with the least number of points at that point wins.
Game components
The game is generally the same whether one is playing digitally or “manually.” There are of course some differences. For example, the rules on the digital version can be found on the website or software program you are using. I used the digital version provided by Microsoft on my computer. That version will explain the rules, give you tips if you want it to, and keep score for you. The rules portion of the digital is definitely stronger than the non-digital version as one can refer back to them as needed. You can also find “tips and tricks” online to use on the digital version that can help you.
Interaction is definitely stronger in the non-digital version. I played the game with my husband, mother, and father after dinner one night and it was actually very comical as none of us are really “experts” at the game. I was trying to teach them (though I just self-taught myself). We were laughing and talking and that is something you do not get with the digital versions. You can “chat” with people if you are using Yahoo games or another game site, but if you are using the form that comes on many computers, there is no interaction.
Chance occurs in both versions and I don’t know exactly how the “robot” players work on the digital games, but they are probably programmed by people who really understand the game. I have a better chance of winning with my family because they are more likely to make errors. Thus, the element of chance is greater when playing the non-digital version.
In my definition of games that I have presented on different occasions, I have mentioned that a game must represent some form of reality. I am beginning to think differently about that because what is “reality” about cards? I guess higher cards winning over lower cards is a life-comparison to government forms, but that is a stretch to me. Thus, neither is really a representation of reality; it is just amusing and a way to make you think.
Interaction
I mentioned interaction previously as that is one of my components of games within my definition. As mentioned, there is much more interaction between players in the non-digital version. The types of communication I observed and participated in with Hearts did not necessarily have to do with the game. Some of it did as my family is very competitive and will make comments to each other when a Queen of Spades or Heart is thrown out and causes someone else to get point, but some of the communication is just light, every day conversation. There were times when everyone was studying cards and not talking at all, but most of the time everyone was just chatting and having fun.
Playing this game took a lot of cooperation because we were all learning (and are still learning). My family is familiar with a similar game called Euchre, so they used their skills in that game to help with Hearts. My family asked me questions as we played and we also figured things out as we went. It took several hands of the game before everyone felt comfortable with the game. We also worked together when scoring to make sure all of the math was correct and everyone received the points they were supposed to receive.
I think I was most engaged in the non-digital game as the person who made everyone play, but my family all wanted to learn the game too. In the digital version, I was very engaged and it, like many of the other games I have discovered, became addicting. Much of that was because I wanted to keep playing until I really understood the strategies. I did not really know how to play the game before, so I read the rules and then just started trying it out. I am a competitive person, so I really want to beat the “robot” players.
Being better at playing a game than my family members is motivation to play and being better than the robots is motivation as well. I think that my students would be motivated to play this game because there is a tangible goal: to have the least number of points. There is a logical way of meeting that goal: don’t win tricks with hearts or the Queen of Spades.
Conclusion:
While anyone can learn to play this game, students with a converging learning style (http://www.businessballs.com/kolblearningstyles.htm) would probably respond best to learning the game because it takes thinking and active experimentation at first. Students can read about the game and strategies to use, but it is not until active play that one really understands what cards to give up in the beginning and what cards to lead with in hands. I am definitely still learning, but I think Hearts may be a game I teach to my students. It does not directly relate to my classroom content, but there are times when it is appropriate for students to play games that are not related directly to instruction. I would use this game in after-school activities, recess times, and perhaps even after a test day.
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