1. What is mLearning and how can it be used to support learning and teaching in Econometrics? MODULE: Applied eLearning Project 7th December, 2010 Lucía Morales 1

2. Agenda Introduction mLearning Mobile Technologies & Econometrics? Critical Thinking in Finance Rationale for Study Aim of this Study Expectations 2

3. Introduction mLearning Not only reading is learning but also doing is learning. Learning to swim through swimming is our major method.” Mao Zedong (1936) New technologies are conceived to be the panacea to minimise the education costs, and maximise students’ learning experiences (Naismith et al. 2004) Other studies show that there are limitations associated with the use of technology when supporting learners (Kukulska-Hulme, 2009; Lowendahl and Harris, 2009) and that barriers must still be overcome in order to achieve success in this domain 3

4. mLearning The literature analysing mLearning is very recent but growing faster, with the first published studies around 2000 (McConatha, Praul and Lynch 2009). mobile learning has emerged as an educational application from advances in mobile computing and handheld devices (i.e. phones, smart phones, PDAs, pocket PCs or laptops), intelligent user interfaces, context modelling, wireless communications and networking technologies (Wi-Fi, Blue Tooth, GPS, GSM, GPRS, 3G) (Muyinda, 2007). Nevertheless, a clear distinction between classroom and mobile learning needs to be established. 4

5. Mobile Technologies and Econometrics? 5

6. Critical Thinking in Finance Duron et al. (2006) conclude that “critical thinkers are considered to be able to raise vital questions and problems, formulate them clearly and gather and assess relevant information, use abstract ideas, think open-mindedly, and communicate effectively with others” (p. 160). Current economic and financial climate, it is important that critical thinking skills are a central part of finance courses, as these skills represent a valuable asset in the work place 6

7. Rationale For Study The researcher has more than five years of experience teaching economics and finance courses. During this time it has been possible to observe how the majority of students struggle when econometrics softwares are used to support their learning experience. Consequently, the researcher seeks to study and develop a learning artefact (econometric application) to be used in a mobile device (smart phones or tablet PCs) by postgraduate students undertaking a master course in finance at Dublin Institute of Technology (DIT). 7

8. Research Questions What is the role of mLearning in delivering econometrics courses to postgraduate finance students? Does the iPad or iPhone represent an initial movement toward integration of mLearning in postgraduate finance courses? How can the iPad or iPhone be used to enhance learning in a MSc. in Finance with econometrics? 8

9. Research Expectations The aim of this study is to explore the positive and negative effects of new technology in higher education. It specifically focuses on analysing the concept and practice of mobile learning (mLearning) in higher education, and how blended learning could be used to enhance students’ progress. This project aims to examine whether blended learning can help integrate the use of technology (with a special emphasis on mobile learning technologies) into students’ learning experiences. 9

10. Progressions on the study Literature Review is at advanced stage. This sections is updated and reviewed on continuous basis. First econometric Demo has been created. This is a work in progress. It is expected that the material will be completed at the end of January. The researcher is learning how to create an application for a smart device. It is expected that this will be done at the end of February. 10

11. References Beckmann, E. A. (2010). Learners on the move: mobile modalities in development studies. Distance Education, 31(2), 159-173. Brown, T. H. (2004). The role of m-learning in the future of e-learning in Africa. In O. U. o. H. K. Press (Ed.), Distance education and technology. Issues and practice (pp. 197-216). Hong Kong: In D. Murphy, R. Carr, J. Taylor & W. Tat-meng (Eds.). Bullen, M. (2003). Andragogy and University distance learning education. . Retrieved from http://www.umsl.edu/~henschkej/henschke/andragogy_and_university_distance_education.pdf Burge, L. (1998). Beyond andragogy: some explorations for distance learning design. Journal of Distance Education, 3(1), 5-23. Burr, V. (2003). Social Constructionism (first ed. Vol. 1). New York: Routledge. Chan, S., and Ford, N. (2007). mLearning and the workplace learner: Integrating mLearning ePortfolios with Moodle. Paper presented at the Proceedings of the Mobile Technologies & Applications Conference. Educase. (2010). 7 Things you Should Know About ... Mobile Apps for Learning [Electronic Version]. Educase Learning Initiative. Retrieved 14th November 2010 from http://creativecommons.org/licenses/by-nc-nd/3.0/. Friedman, T. (2005). The world is flat: A brief history of the 21st century (first ed. Vol. 1). New York: Farrar, Strauss and Guiroux. Goh, T., & Kinshuk, D. (2006). Getting Ready For Mobile Learning - Adaptation perspective. Journal of Educational Multimedia and Hypermedia, 15(2), 175-198. Granić, A., Ćukušić, M., & Walker, R. (2010). mLearning in a Europe-wide network of schools. Educational Media International, 46(3), 167-184. Kelly, D. Lifelong Learning in Higher Education: A Strategy for the Future. Paper presented at the European Association of Institutional Research (EAIR) Kim, G. M., & Ong, S. M. (2005). An Exploratory Study of Factors Influencing mLearning success. Journal of Computer Information Systems, 46(1), 92-97. Knowles, M. (1980). The modern practice of adult education: from andragogy to pedagogy. Cambridge: Prentice Hall. Kukulska-Hulme, A. (2009). Will mobile learning change language learning? . ReCALL, 21(2), 157-165. Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W., & Wong, L.-H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology, 41(2), 154-169. 11

12. References cont. Lowendahl, J. M., & Harris, M. (2010). Gartner Higher Education E-Learning Survey 2008-2009: Poised for the Next Step? McConatha, D., Praul, M., & Lynch, M. (2009). Mobile Learning in Higher Education: An Empirical Assessment of a New Educational Tool. The Turkish Online Journal of Educational Technology – TOJET July 2008 ISSN: 1303-6521 volume 7 Issue 3, 7(3), 15-21. Milrad, M. (2007). How should learning activities using mobile technologies be designed to support innovative educational practices? . In M. Sharples (Ed.), Big issues in mobile learning: Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative (pp. 28-30). Nottingham. Muyinda, P. B. (2007). MLearning: pedagogical, technical and organisational hypes and realities. Campus-Wide Information Systems, 24(2), 97-104. Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature Review in Mobile Technologies and Learning. Birmingham: University of Birmingham. Penga, H., Sua, Y.-J., Choua, C., & Tsaib, C.-C. (2009). Ubiquitous knowledge construction: mobile learning re-defined and a conceptual framework. Innovations in Education and Teaching International, 46(2), 171-183. Peters, K. (2007). m-Learning: Positioning educators for a mobile, connected future. International Review of Research in Open and Distance Learning, 8(2). Pew, S. (2007). Andragogy and pedagogy as foundation theory for student motivation in higher education. Student Motivation, 2(1), 14-25. Roschelle, J. (2003). Unlocking the learning value of wireless mobile devices. . Computer Assited Learning, 19(3), 260-273. Sharples, M. (2000). The Design of Personal Mobile Technologies for Lifelong Learning. . Computers and Education, 34, 177-193. 12