Mobile Development - Augment, Scaffold & Transform

1. Mobile Development:
Augment, Scaffold and
Transform Learning
John Cook with help of Carl Smith, Claire
Bradley and Debbie Holley
Learning Technology Research
Institute/HALE

2. Structure
• Jargon buster
• Current research focus
• Look at two EC projects
• Discussion

3. Jargon Buster
• MOBILE LEARNING. “Mobile learning … is not about
delivering content to mobile devices but, instead, about
the processes of coming to know and being able to
operate successfully in, and across, new and ever
changing contexts and learning spaces.” (Pachler,
Bachmair and Cook, 2010, p. 6)
• LOCATION BASED LEARNING. “Location-based
learning takes advantage of the ability of mobile
devices to know where they are located and deliver
information that is time-and-place-relevant.” (Horizon,
2009)

4. Jargon Buster
• VISUALISATIONS. Formats can include images,
maps, 2-D or 3-D animation, 3D models, timelines and
Augmented Reality (AR) environments.
• AUGMENTED REALITY (AR). “Technology that
extends the picture of the world you can see through
your phone.” (Guardian, 2010).

5. Current Research Focus
• Conduct theoretical and applied
research into the application of
mobile devices to
–augment,
–support and
–transform learning.

6. Current Research Focus #1
• In one strand of his work, John investigates the use of
theory to assist reviews of, or plans for, the deployment
of mobile phones for learning in the context of
– a Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010)
– and the notion of User-generated contexts (Cook, Pachler and
Bachmair, accepted),
– which John has refined into an analytical tool called a ‘typology-
grid’.
• This approach has already been successfully used and
critiqued in various workshops (for example Cook,
Treasure-Jones, Pachler, 2011).
• Not the focus of this talk; but slides available:
http://slidesha.re/brbzjB

7. Current Research Focus #2
• In a related strand of work, John and team take
a Design Research method to investigating
mobile devices as mediating tools for learning
(Cook, 2010; Cook, 2011; Smith et al.,
accepted).
• In this talk I will focus on the above work as it
applies to two EC Life Long Learning projects:
– CONTSENS (completed)
– mLeMan (just kicked off)

16. Augmented Reality
Example: Street Museum:
Augmented Reality on the
streets of London

17. Visualisations
Allow people to study objects that are
too fragile to be physically handled, to
reconstruct past events and
landscapes, or to see behind the
scene ‘on location’

18. CONTSENS Project
• Completed 2 year project.
• £265,000 project involved a European-
wide consortium headed by Ericsson
Education, Ireland.
• John Cook led the LTRI team.
• LTRI awarded £50,000.

21. “The ability to be in a particular position but get a
variety of views/different visual perspective was a
very useful opportunity. The whole thing also got
everyone talking in a way I hadn't experienced on
field trips to Fountains before.”

24. “The information given was underlined by the
'experience' of the area and therefore given context
in both past and present.”

25. “it was triggering my own thoughts and I was
getting to think for myself about the area and
the buildings.”

26. mLeMan
• LTRI is a partner in a new EC-funded project
called mLeMan (m-Learning Manager).
• This new Leonardo da Vinci project
• Led by Plovdiv University in Bulgaria and has a
total budget of 475,351 euro.
• The total budget for LTRI is 84,731 euro or
£70,657. John Cook leads for LTRI.
• Other mLeMan partners are from Ireland, Italy,
Austria and Bulgaria.
• mLeMan started October 2010 and runs for 24
Months.

27. • mLeMan aims to develop and mainstream
– Europe wide skills recognition and qualification service for m-
Learning Managers, and other individual management level,
charged with planning, sourcing, implementing or evaluating m-
learning solutions.
• This project takes place in the context of
– the growth of m-learning, which itself is being facilitated by widespread
mobile device development and availability, and
– (ii) a paucity of programs at managerial levels in the field (as a prelude
and stimulus to m-learning design and development activities) which
has lead to the need for qualifications and integrated EC-wide approach
to building a ‘Certified m-Learning Manager’ community.

28. Outputs
• Skills set for the job role of m-Learning Manager:
– this will be defined by the needs of the m-learning market and take into account current
Vocational Education and Training (VET) and qualifications systems changes (such as the
shift to learning outcomes and competence-based systems).
• m-Learning Manager Training Program:
– units of learning outcomes (LOs), LOs and
– steps of LOs, multimedia learning resources in the form of task for performance in four
languages.
• DALA System (Development, Assessment, Learning, Assessment) with
functions:
– set skills card, self assessment, create a learning portfolio, check learning references,
attend courses online.
• A Report with the results from the training and conclusions about DALA
effectiveness, learnability and relevance to the specific vocational skills of
m-learning market;
• Dissemination-certificates issued by EU Certificates Association (www.eu-
certificates.org)

29. Current Focus: Method
• Previous case study: the urban education project
(CONTSENS) uses in situ mobile visualisation techniques
to explore how the organisation and re/structuring of
educational institutions related to educational discourses
and policies of the past.
• This will inform the next case study on how new forms of
pedagogy which take advantage of technological
innovation can be designed into future leaning spaces.
• Because of the known lack of ability to locate multiple
stakeholder viewpoints into these 21st Century educational
situations a design based research methodology will be
implemented.

30. Method:
• Two commercial architectural firms have
been sourced: Bryanstonsquare (BSF) +
Islington City Learning Centre (experts in
specialist IT projects in Education)
• A use case analysis will be carried out to
determine what techniques they currently
use and to visualise their own architectural
interventions within existing schools and
establish how these methods could be
improved.

31. Current Focus: Identify Problem
• 'Building Schools for the Future‘ (reproducing school designs of
the past - 20% of the £45 billion budget ).
• The educational vision underpinning learning spaces of the future
should be radically different from those which informed the school
design of the 19th and 20th centuries.
• Design information visualisation scenario. Very Generic
• Currently very difficult to locate multiple stakeholder viewpoints
into designing future educational situations. Marginalised groups
• The key stakeholders that should be involved in the redesign of
learning spaces should be teachers, learners, parents, architects
and the local community.

32. Develop an Educational Scenario:
• Use mobile augmented and mixed reality techniques to support in
situ design visualisation when a learning space is being planned or
redesigned. Niche: needs to be mobile
• Explore what range of technological interventions can be used to
widen the range of participation in the redesign of these learning
spaces?
• How can we use visualisation to solve a design problem across the
contexts of different stakeholders?
• How can we design AR experiences that support design
visualisation and critical thinking

33. Evolution of Form

34. References
• Cook, J., Treasure-Jones, T. and Pachler, N. (2011). Using a Theory to Review and
to Plan Mobile Learning Deployment. Accepted for Computers and Learning
conference (CAL11).
• Cook, J. (2011). Design Research Approach to Putting Learning into Context with
Mobile Devices. Invited talk at ELI 2011, Second International Conference on
eLearning and Distance Learning. Riyadh, Saudi Arabia, 21-23 February 2011.
• Cook, J., Pachler, N. and Bachmair, B. (accepted). Ubiquitous Mobility with Mobile
Phones: A Cultural Ecology for Mobile Learning. E-Learning and Digital Media.
Special Issue on Media: Digital, Ecological and Epistemological. (email for pre-print)
• Smith, C., Bradley, C., Cook, J. and Pratt-Adams, S. (accepted). Designing for Deep
and Active Learning: Putting Learning into Context with Mobile Devices. In Anders D.
Olofsson and J. Ola Lindberg (Eds), Informed Design of Educational Technologies in
Higher Education: Enhanced Learning and Teaching. IGI Global. Due 2011.
• Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for
Development. International Journal of Mobile and Blended Learning, 2(3), 1-12. (see
http://bit.ly/czg9k6  or email for pre-print)
• Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency,
Practices. New York: Springer. Publisher's page: http://bit.ly/7i5asL

35. Email: john.cook@londonmet.ac.uk
Home page: http://staffweb.londonmet.ac.uk/~cookj1/
Twitter: http://twitter.com/johnnigelcook
Slideshare: http://www.slideshare.net/johnnigelcook
Music wiki: http://johnnigelcook.wetpaint.com/page/Music
Johnnigelcook
or Jonni Gel Cook!

36. Thank You
Discussion