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Et 502 assignment 1 susmita1
1. Assignment
• Using the concepts that we have covered to
date, please create a presentation for students in
the middle school (Classes VI - X) that includes
the following:
1. Vision document for mobile learning
2. Curriculum for Science
3. Evaluation mechanism in each curricula (note
the Science curriculum must have practical
sessions and evaluation of practical)
4. Business model
NU ET 502 | Assignment 1 | Susmita Pruthi 1
6. Current Capabilities and Applications
• Basic mobile phone features include:
– Making and receiving calls
– Sending and receiving text messages
– Basic office tools e.g. calculator
• Advanced* mobile phone features include:
– Bluetooth
– Camera capable of taking stills and more commonly now
video
– (e-book readers, games)
– Recording audio
– GPS / location aware
– Web browser to connect to the internet
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7. Opportunities and Challenges
• It is estimated that there are around 350-400 different mobile
devices to cater for.
• There are a small number of key players emerging, each with
their own operating systems and hardware such as
Microsoft, Apple, Google Android and RIM.
• It would make sense to start by accommodating whichever
are the most commonly used, and also to use any common
standards where possible to reach as many devices as
possible.
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8. Institutional Goals
• Mobile learning aligns well with many goals of
educational institutions, including:
1. Curriculum redesign
2. Personalisation of learning
3. Student satisfaction
4. Digital literacies
5. Reducing costs (doing more with less)
6. Graduate attributes and employability
7. Enhancing assessment and feedback
8. Widening participation
9. Improving student engagement and retention
10. Energy efficiency
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9. Tangible Benefits of Mobile Learning
• There are many tacit benefits of mobile learning but those that
can be measured and made tangible include the following.
– Personal, private and familiar (reduce perceived barriers to learning)
– Pervasive and ubiquitous
– Fit into the lives of learners (allow for productive ‘dead’ time - e.g. when
travelling or queuing)
– Portable - allow anywhere, anytime learning
– Immediacy of communication (including speech and data-sharing)
– Allows access to learning by those in dispersed communities and
isolated situations
– Contextualisation through location-aware features such as GPS.
– Allows data to be recorded and learning processes captured wherever
they happen.
– Access to mentors, tutors and others learners on-the-move.
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10. Tangible Benefits of Mobile Learning
– Perceived as an acceptable way for learners to receive reminders and
chasers - and to manage their time
– Bite-sized e-learning resources can be delivered to learners (especially
useful for basic skills or work-based learning)
– Abstract (representational) and concrete (environmentally-situated)
knowledge can be integrated.
– Peer-to-peer networks make learning more student-centred.
– Promotes active learning
– Enable new learning environments
– Increases accessibility for learners with special educational needs
– Encourages reflection in close proximity to the learning event
– Reduces technical barriers to e-learning
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11. •
•
activities that promote learning as a change in learners' observable
Behaviourist actions
activities in which learners actively construct new ideas or concepts
Constructivist based on both their previous and current knowledge
activities that promote learning within an authentic context and
Situated culture
Collaborative activities that promote learning through social interaction
activities that support learning outside a dedicated learning
Informal and lifelong environment and formal curriculum
Learning and teaching activities that assist in the coordination of learners and resources
support for learning activities.
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12. A Conversational framework for the
effective use of learning technologies
Laurillard (2002)
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14. Pedagogical Framework for Mobile
Learning
High Transactional Distance (H)
Park (2011)
HI HS
Individual Socialised
Activity (I) Activity (S)
LI LS
Low Transactional Distance (L)
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15. A Model for Framing Mobile Learning
Koole (2009)
Device
Usability
Device aspect Learner aspect
Mobile
Learning
Social Interaction
technology technology
Social aspect
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16. A Model for Framing Mobile Learning
Koole (2009)
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17. Possibilities: Mobile media in Education?
#1: A new wrapper #5: Physically
for existing media Embedded
forms Information
#2: Physically
#6: Augmented
Contextualized
Reality
Knowledge
#3: Place Based
#7: Apps
Learning
#8: Mobile
#4: Mobile Data
Educational
Collection
Gaming
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18. Making Mobile Learning Ubiquitous
• Learners can never lose their work unless it is purposefully
Permanency deleted. In addition, all the learning processes are recorded
continuously in everyday.
• Learners have access to their documents, data, or videos from
Accessibility anywhere. That information is provided based on their
requests. Therefore, the learning involved is self-directed.
• Wherever learners are, they can get any information
immediately. Therefore learners can solve problems quickly.
Immediacy
Otherwise, the learner may record the questions and look for
the answer later.
• Learners can interact with experts, teachers, or peers in the
form of synchronies or asynchronous communication.
Interactivity
Hence, the experts are more reachable and the knowledge is
more available.
• The learning could be embedded in our daily life. The
Situating of problems encountered as well as the knowledge required are
instructional all presented in the nature and authentic forms. It helps
activities learners notice the features of problem situations that make
particular actions relevant.
• Learners can get the right information at the right place with
Adaptability
the right way.
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19. A New Learning Model
Middle School Curriculum Approach
Through Mobile Learning Paradigm
20. Vision
To enable a culture and
environment of ubiquitous
learning amongst the
middle school learners for
science subject using the
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23. Assumptions
• Limitations Acknowledged
– of the Wireless Network: heterogeneity of fragmented networks; frequent
disconnections; limited communication bandwidth
– imposed by Mobility
– of the Mobile device
• Identification of the Level of adoption on the basis of Mobility
hierarchy, sample applications, and technological affordances from
Gay, Rieger, and Bennington (2002).
• Identification of Transactional Distance & Learner Autonomy (By
Moore) at the various elements of the teaching-learning framework
• Hence,
– Each student shall have access to a smart phone device
– The teaching-learning framework would be relooked and re-aligned
– a lot of content, assessment formats would need to be created to suit the
platform, framework, pedagogy
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24. Framework
• Using the Flipped classrooms as the base, the in-
class, out-class & online work is structured as follows:
– Each concept to have a Pre-learning module available for
student learning aligned to dates as per defined Lesson Plan
– Each concept to be broken down to nuggets of 2-3 minutes*
– Each nugget to ensure links for additional learning –weblink
• The nuggets can be used as in-class learning or out-
class learning, as the facilitator requires
* The nuggets could further be supported by branching of learning on the basis of
assessment status enabling learner-specific learning path.
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25. Framework
– Each nugget to include one or many of the following, as
applicable:
• Voice over supported Animations explaining the concept
• Videos to show the concept –
earthquake, tsunami, animals, plants, microscopic
movements, monuments, documentaries, experiments
• Simulations – for cause and effect analysis or for experimentations
• Teacher created presentation, video explaining the nugget
• Link to ask a Query (could be answered immediately or taken up by
the teacher during the class)
• Link to access Discussion Forum on the nugget
• Problem statement that the learner must collaborate and answer
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28. Framework
– Learner to be assessed
• For the pre-knowledge
• For the knowledge assimilation during the module
• For the end-of-nugget
– The Assessments could be completed using different
methods: Gaming, simple MCQs, Situation based approach
with T/F, record answers etc
– All three data to be sent back to the teacher
– In-class discussion happens basis the reports received by the
teacher. Teacher facilitates closures, misconceptions
– In-class session to extend the activities, projects, presentations
– Any practical simulation, if required is repeated by the
students in class
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29. Framework
– Follow up action is basis the outcome of the in-class session
• Remedial for the required low performers
• Next nugget
• Collaborative Project
• Research & Discussion on a forum
• Assessment
and so on
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30. Business Model
• The student must pay for the device when they come into the 6th standard. Ideally
upfront payment or a max of two installments
• The school gets a bulk deal from the vendor that covers the device for 2 years. The
device may need a change after two years – technology upgrade, solution
upgrade, vendor no longer supports
• The school gets a bulk deal from an ISP – gets best price, gets the ‘Friends’ network
benefits, gets good price for 3G, assurance of bandwidth and uptime
• The school to get an in house team to start collating the content for putting the
Framework or outsource it to a vendor.
• The ISP may support on hosting the Learning Management System also
• The student to be charged additionally for the service. Price will be determined by
the following factors:
– Number of Students under the scheme
– Whether addressing it internally or through a vendor
– Whether it is the complete curriculum for the class or in phased manner across
three years
NOTE: A student may be charged up to 2000/- to 3000/- per year
NU ET 502 | Assignment 1 | Susmita Pruthi 31
Level 1 – focuses on content and ability of students to self-regulateLevel 2 – focuses on asynchronous group work i.e. in a workflowLevel 3 – focuses on synchronous group workLevel 4 – focuses on collaboration and communication
Level 1 – focuses on content and ability of students to self-regulateLevel 2 – focuses on asynchronous group work i.e. in a workflowLevel 3 – focuses on synchronous group workLevel 4 – focuses on collaboration and communication
Level 1 – focuses on content and ability of students to self-regulateLevel 2 – focuses on asynchronous group work i.e. in a workflowLevel 3 – focuses on synchronous group workLevel 4 – focuses on collaboration and communication
Level 1 – focuses on content and ability of students to self-regulateLevel 2 – focuses on asynchronous group work i.e. in a workflowLevel 3 – focuses on synchronous group workLevel 4 – focuses on collaboration and communication
Level 1 – focuses on content and ability of students to self-regulateLevel 2 – focuses on asynchronous group work i.e. in a workflowLevel 3 – focuses on synchronous group workLevel 4 – focuses on collaboration and communication
Level 1 – focuses on content and ability of students to self-regulateLevel 2 – focuses on asynchronous group work i.e. in a workflowLevel 3 – focuses on synchronous group workLevel 4 – focuses on collaboration and communication
