PhdPresentation

From LearnSpace

The research Problem

Engaging today's learners

"A junior at the university, Eric wakes up and peers at his PC to see how many instant messages (IMs) arrived while he slept. Several attempts to reach him are visible on the screen, along with various postings to the blog he's been following. After a quick trip to the shower, he pulls up an eclectic mix of news, weather, and sports on the home page he customized using Yahoo. He then logs on to his campus account. A reminder pops up indicating that there will be a sociology quiz today; another reminder lets him know that a lab report needs to be emailed to his chemistry professor by midnight. After a few quick IMs with friends he pulls up a wiki to review progress a teammate has made on a project they're doing for their computer science class. He downloads yesterday's chemistry lecture to his laptop; he'll review it while he sits with a group of students in the student union working on other projects. After classes are over he has to go to the library because he can't find an online resource he needs for a project. He rarely goes to the library to check out books; usually he uses Google or Wikipedia. Late that night as he's working on his term paper, he switches back and forth between the paper and the Internet-based multiplayer game he's trying to win." Oblinger, D., & Oblinger, J. (2005). Is It Age or IT: First Steps Toward Understanding the Net Generation. In D. Oblinger & J. Oblinger (Eds.), Educating the Net Generation (Vol. 2005, pp. 10-29): EDUCAUSE. [1] (http://www.educause.edu/books/educatingthenetgen/5989)

Example of Net Gen Technology Integration:
http://boss.streamos.com/download/capi001/steriogram/apple/video/apple_v300.mov

Example of Today's Academics (http://ltxserver.unitec.ac.nz/~thom/movies/Symposium_movie_small.mov):
http://www.youtube.com/watch?v=-jn0HBIkF_U

Research Questions

(1). What are the key factors in integrating WMDs within tertiary education courses?

(2). What challenges/advantages to established pedagogies do these disruptive technologies present?

(3). To what extent can these WMDs be utilized to support learner interactivity, collaboration, communication, reflection and interest, and thus provide pedagogically rich learning environments that engage and motivate the learner? To what extent can WMDs be used to harness the potential of current and emerging social constructivist e-learning tools?

Background

Social Software

'Social Software' - interactive collaborative software, is one of the key features of what has been termed 'Web2' (O'Reilly, 2005).

http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html

Web2 definition (http://ltxserver.unitec.ac.nz/~thom/offline/Web2.htm)

Web2 is about:

Moving beyond CONTENT
Ease of use
Interactivity
Collaboration & sharing
Customization
Personal Publishing

Download the following PDF and read the chapter: "Social Networks" by Leon Cych - its a good overview of the potential of social software in education. [2] (http://ltxserver.unitec.ac.nz/~thom/pdfs/Emerging_Technologies_Accessibility.pdf)

Educause article on NextGeneration eLearning Systems

Web2.0 is even getting coverage in the NZHerald (http://ltxserver.unitec.ac.nz/~thom/pdfs/NZHeraldweb2.pdf)

http://www.go2web20.net/ Web2.0 Roundup (http://ltxserver.unitec.ac.nz/~thom/offline/G02Web2.htm)

http://web2.0awards.org/ Web2.0 Awards (http://ltxserver.unitec.ac.nz/~thom/offline/Web2Awards.htm)

http://www.socialmeter.com/ Social Meter (http://ltxserver.unitec.ac.nz/~thom/offline/socialmeter.htm)

Wireless Mobile Devices

Cell phones

M600 demo movie (http://ltxserver.unitec.ac.nz/~thom/movies/m600_1Mbps_Stream.mov) (50s)

K610 demo movie (http://ltxserver.unitec.ac.nz/~thom/movies/k610_1Mbps.mov) (39s)

Optus 3G promo [3] (http://www.optus.com.au/portal/site/personal/menuitem.f964080410d0513327b868108c8ac7a0/?vgnextoid=01ead5a86611e010VgnVCM10000029867c0aRCRD)

PDAs

Treo750 (http://euro.palm.com/europe/en/products/treo750v/index.html) specs (http://ltxserver.unitec.ac.nz/~thom/pdfs/treo750v_datasheet_en.pdf)

Treo680 (http://www.palm.com/us/products/smartphones/treo680/tour/main.html)

Telecom Treo650 demo (http://www.telecom.co.nz/binarys/treo650_telecom.html)

PSP

Overview (http://ltxserver.unitec.ac.nz/~thom/movies/PSP.mov)

Wireless Laptops/TabletPCs/UMPCs

http://umpc.com/Devices.aspx

UMPC Devices (http://ltxserver.unitec.ac.nz/~thom/offline/UMPC.htm)

Research so far

Social Software on WMDs

Almost everyone has a Mobile Phone - so how can they be used to support learning?

Prensky, M. (2005). What can you learn from a cell phone? Almost anything! Innovate, 1(5), http://www.innovateonline.info/index.php?view=article&id=83.

Blogs (http://ltxserver.unitec.ac.nz/~thom/offline/TCBlogTest.htm)
Photo sharing (http://ltxserver.unitec.ac.nz/~thom/offline/Flickr.htm)
Video Blogging (http://ltxserver.unitec.ac.nz/~thom/offline/YouTube.htm)
Wikis (http://ltxserver.unitec.ac.nz/~thom/offline/PBWiki.htm)
Social Book marking (http://ltxserver.unitec.ac.nz/~thom/offline/Shadows.htm)
Learning Management Systems (http://203.110.5.250/moodle/)
ePortfolios (http://203.110.5.250/elgg/)
Podcasting (http://ltxserver.unitec.ac.nz/~thom/offline/Podomatic.htm)
RSS (http://ltxserver.unitec.ac.nz/~thom/offline/Newsgator.htm)
Instant Messaging (http://ltxserver.unitec.ac.nz/~thom/offline/Meebo.htm)

Blogging on mobile phone (http://ltxserver.unitec.ac.nz/~thom/Tutorials/Kablog.swf)

RSS on mobile phone (http://ltxserver.unitec.ac.nz/~thom/Tutorials/Litefeeds.htm)

Opera Mini on mobile phone (http://ltxserver.unitec.ac.nz/~thom/Tutorials/OperaMini.htm)

Palm Overview Movie (http://ltxserver.unitec.ac.nz/~thom/Movies/PalmLifeDriveScreenCast_final.mov)

Interactive Palm Demo (http://ltxserver.unitec.ac.nz/~thom/LifeDriveDemov.mov)

Kaywa Reader Flash overview (http://ltxserver.unitec.ac.nz/~thom/movies/episode2.swf) (1min)

For more in depth overview of Palm applications [CLICK HERE (http://ltxserver.unitec.ac.nz/mediawiki/index.php/WirelessPalms#Example_applications.)]

For more in depth overview of Mobile Phone applications [CLICK HERE (http://ltxserver.unitec.ac.nz/mediawiki/index.php/MlearningOverview#Mobile_Phones)]

Pedagogical Framework

Teaching and learning innovations are best implemented when informed by learning theory. A pedagogical framework for implementing social software tools via wireless mobile devices can be developed by drawing on concepts from constructivism, social constructivism, communities of practice, and a conversational model.

Constructivism

Active learners construct their knowledge from experiences guided by the expert teacher. Piaget, Dewey, Bruner...)

Social Constructivism

Based on Vygotsky. Learning is seen as the result of active participation in a ‘community’ where new meanings are co-constructed by the learner and his/her ‘community’. This communication approach favours learning technologies which support communication between communities of learners (Evans, 2005)

Collaborative learning and Communities of Practice

"Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor" (Wenger, 2005).

The Technology Steward

The Technology Steward (Wenger et al., 2005) is a member of the community with a grasp of how and what technologies can enhance the community. They act as a guide to the rest of the community as the community learns to utilize and benefit from technology.

An example Community Of Practice (http://ltxserver.unitec.ac.nz/~thom/movies/D2Dsymposium06.mov)

http://www.youtube.com/watch?v=kUuJ-gW_vuc

Conversational Model

Diana Laurilard (2001) developed the conversational model of learning, based upon a Socratic conversation between student and teacher. According to this model, technologies that enhance communication between the student and teacher can thus enhance learning.

“New mobile and context-aware technology can enable young people to learn by exploring their world, in continual communication with and through technology” (Sharples, 2005).

Choice of Technologies

Social Construction of Technology

Technologies (hardware and software) will be chosen according to their fit with the underlying pedagogies guiding the project. However, often there are more factors influencing the ultimate choice of technologies used in a learning situation than those that present the best pedagogical fit. Often the ‘best’ technology for a particular situation does not become the mainstream choice. The social construction of technology (Bijker) is one approach to analysing technological development and survival.

Communities of Practice

Imply the key role of the Technology Steward.

Methodology

Qualitative Research

Qualitative research provides rich data for educational situations (Hoepfl, 1997).

Action Research

The approach of action research provides a close fit with the researcher’s own view of education (transformative – seeking to produce change) and preference for qualitative rather than quantitative research. Action research also provides a close fit with the chosen underlying pedagogy - social constructivism.

Participatory Action Research

The research will involve a partnership between the researcher, the course academic staff, and the students involved in each successive trial. The researchers role will be that of the prime collector of data, and the technology steward (Wenger et al., 2005) within the communities of practice developed for each trial. The research approach is thus participatory action research (Wadsworth, 1998).

Trial Outlines (http://ltxserver.unitec.ac.nz/~thom/WMDtrials.htm)

Trial Steps

Each trial will run for one semester (12 weeks). However, academic staff training will begin several weeks before each trial to get them up to speed before involving their students.

(8 weeks before semester trial) Install (if not already) Wireless network in main teaching areas of the School/department.
(7 weeks before semester trial) Set-up appropriate resources to support the implementation of the mobile devices (e.g. desktop synchronization software).
(6 weeks before semester trial) Introduce teaching staff to technology, brainstorm new pedagogies for use with the wireless mobile device.
(weeks 5 – 1 before semester trial) Device capability overview with Teaching Staff.
(4 weeks before trial) Integrate technology into project/assessment.
(1 week before semester trial) Choose students to participate in trial (sign Acceptable Use Policy, & insurance for loan equipment – if appropriate for trial).
(Week 1 of trial) Device capability overview with students.
(Weekly during trial) Device training with staff & Students.
(Week 12) Evaluate Trial (student & staff feedback).
(During semester break) Plan to integrate wireless WMDs into curriculum requirements for following semester.
(The following semester) Extend Trial to other students and staff.

Data Collection

Primary Data (http://ltxserver.unitec.ac.nz/~thom/PrimaryData.htm)

Secondary Data (http://ltxserver.unitec.ac.nz/~thom/SecondaryData.htm)

Technical Support

Management of Social Software

The research project will focus on free web hosted solutions, and open source software installed on the researcher’s Mac OSX Server based at Unitec. These software tools will be client platform independent (i.e. they will run on any of the chosen WMDs).

Blogs

Wikis

Photo sharing

Social Book marking

Podcasting

Video Blogging

Instant Messaging

RSS

Hardware Resources

Test Server for trials

Production Server for trials

Redundancy and Backup Contingencies

Data Treatment

Analysis

The data collection instruments provide a combination of qualitative and quantitative data for analysis. Pre and Post trial survey data for each action research trial will be collated using Microsoft Excel, enabling tabular and chart display of quantitative data. Long answer questions, and focus group discussions will be collated in Microsoft Word for analysis of themes and key reflections for following research cycles. Student and Tutor Blogs will also form a written record of participant reflections throughout each trial. Trials that use an eportfolio system, such as elgg, will provide a collection of student work and social networking.

Qualitative research data analysis software tools will be explored to highlight trends within the qualitative data for the research. Such tools include: nVivo, Nud*ist (QSR International, 2006), CAQDAS (Computer Aided Qualitative Data Analysis Software) (Fielding & Lee, 2006). Such software provides tools for verification of themes and insights gathered from qualitative data that are otherwise difficult to defend. The software allows searching transcribed qualitative data for keywords or phrases. Survey comments, and focus group question responses can be analysed this way. CAQDAS is also useful in guarding against any researcher bias or selectivity of data.

Ethical Considerations

Ethics approval

Server Security

Wireless Network security

Partnerships with courses/classes

Anonymity of research participants

Informed Consent

Time frame

Research proposal development. (2006)
Research proposal confirmation. (September/October 2006)
Action Research Trials. (2007 – 2008)
Final evaluation/analysis of research trial results. (2009)
Theses write up. (2009)
Thesis submission. (2009)

Lessons Learnt

In preparation for this research, two pre-research trials were run at Unitec during 2006. These trials prompted some of the thinking behind this paper, particularly regarding the importance of the role of the technology steward when introducing new technologies and pedagogies into existing courses.

Do not assume students’ technology skills. While most students will use instant messaging to communicate with peers, their knowledge of enabling technologies such as RSS can be surprisingly limited.
Timetable ample preparation and on-going support. Weekly technology integration tutorials are suggested here.
Lack of Tutor engagement or integration of the technology de-motivates students. Tutors must model the use of the technology and be actively engaged in the collaborative community.
Do not assume student connectivity – a surprising number of students still have no internet access at home, and limited access to campus WiFi hotspots.
Do not over-complicate the integration of the technology into the course delivery and assessment. Keep it simple.
Test the LMS server external connection settings – make sure they are assigned appropriate priority on the network/firewall.

Challenges

When implementing mobile learning environments there are many practical and big picture issues to consider.

Small screen size - how to view/present information in a class setting?
Mobile device setup – who will install software and configure the devices...?
Personal nature of the devices.
Dealing with the variety of device models (particularly mobile phones).
Technical support.
Meaningful/relevant integration into the course delivery and assessment.
Student preferences.
Which technology to choose in an ever changing field.
Network/security issues.
Moving beyond repurposing content to creating collaborative mobile learning environments.

Preliminary Conclusions

Wireless mobile computing facilitates the development of collaborative learning communities, enhancing student-student and student-tutor communication and interaction. Wireless Mobile Devices coupled with open-source Social Software tools potentially provide the basis for enhancing teaching and learning in virtually any discipline, providing an environment that stimulates reflection, critique, collaboration, and user generated content (i.e. a social constructivist environment). However, the crucial element in the success of implementing mobile learning is the intentional integration into the teaching and learning aspects of a course.

References

Download full PHD Proposal paper as pdf HERE (http://ltxserver.unitec.ac.nz/~thom/pdfs/phdproposal.pdf).

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