2010 The Impact of Mobile Learning - Examining What It Means For Teaching and Learning

 

The impact of  mobil ile e lea learn rniing  Examining what it mean ans s fo for  r  teac te achi hing ng an and d le lear arni ning  ng 

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The e imp impact of Th mobi mo bille lea learn rniing  Examining what it means for teaching and learning   Jill At  Jill Atte tew wel ell, l, Ca Carrol Sa Savi vill ll-S -Smi mith th and Rebecca Douch

Consulting | Outsourcing | Research | Technology | Training

 

Published by LSN www.lsnlearning.org.uk LSN is committed to providing publications that are accessible to all. To request additional copies of this publication or a different format, please contact: Information and Customer Centre LS LSN N Floor Fifth Holborn Centre 120 Holborn London EC1N 2AD Tel 020 7492 5000 Fax 020 7492 5001 [email protected] Registered with the Charity Commissioners Authors: Jill Attewell, Carol Savill-Smith and Rebecca Douch Copyeditor: Copye ditor: Jenny Warner  Designer: Desi gner: Joel Quarte Quarteyy Printer: Newnorth Print Ltd, Kempston, Bedford CIMS 090068RS/07/09/3000 ISBN: 978-1-84572-820-5 © LSN 2009  You ar  You are e wel welco come me to co copy py th this is pu publ blic icat atio ion n for for in inte tern rnal al us use e wit withi hin n you yourr org organ anis isat atio ion n. Otherwise, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, means, electronic, electronic, electrical, chemical, optical, photocopying,, recording or otherwise, without prior written permission of the photocopying copyright owner. Further information For further information about the issues discussed in this publication please contact: Jill Attewell, LSN Tel 020 7492 5000 [email protected]

 

Contents 1 Executive summary and key messages

1

2 The benefits of mobile learning

6

3 Introduction

11

4 The impact of MoLeNET on attendance, retention and achievement

23

5 Learner and teacher reactions to mobile learning

37

6 The impact of mobile learning on teaching and learning

39

7 Mobile learning for literacy and numeracy

50

8 Mobile learning for languages and ESOL

53

9 Mobile le learning fo for le lear arn ners with le learning di diff ffiiculties an and/or di disabilities

54

10 Widening participation including learners not in employment, education or training

57

11 Work-based learning

59

12 Employer engagement

65

13 Learner engagement, participation, interest and enjoyment

67

14 Self-confidence and self-esteem

74

15 Enhanced communication

76

16 Additional benefits and affordances of mobile technologies

78

17 Exploding myths

80

18 Health and safety

86

19 Distance travelled by MoLeNET institutions

87

20 The future and sustainability

93

 Appe  Ap pend ndix ix 1 MoLeNET 2007/08 colleges and consortia

96

 Appen  App endi dix x 2 Glossary

98

 

1

1 Exec Execut utiv ive e su summ mmary ary an and d ke key y messages

What is mobile learning? There are several definitions of mobile learning. The MoLeNET programme uses a broad definition – the exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of  teaching and learning. Learners involved may or may not be mobile. Learning can take place in any location, and at any time, including traditional learning environments, such as classrooms, as well as other locations including the workplace, at home, community locations and in transit.

What is MoLeNET? MoLeNET is the UK’s, and probably the world’s, largest and most diverse implementation of mobile learning, involving approximately 20,000 learners and 4000 staff in 115 colleges and 29 schools. The Learning and Skills Council (LSC) and consortia led by English further education (FE) colleges have together invested over £12 million in MoLeNET during 2007 to 2009.

Overview This publication reports the findings of research carried out by LSN and practitioner  researchers trained by LSN at the end of the first year of MoLeNET (2007/08) and focuses on the impact of MoLeNET on teaching and learning. During this year  approximately 10,000 learners were involved in 32 projects (see Appendix 1 for a list of the colleges and schools involved in these 32 projects). Each project received between £100,000 and £500,000 of capital funding from LSC and contributed between £20,000 and £100,000 to the programme. Participating institutions also contributed a great deal of staff time, overheads, resources and enthusiasm. LSN developed and delivered a support and evaluation programme. The aims of the programme were to: 

support colleges in the introduction of mobile learning – both within the programme and in preparation for further mobile learning beyond the life of the programme



ensure distribution of capital funding in an equitable and efficient manner that will maximise benefit to the sector 



seek evidence that the introduction of mobile learning can have a significant and positive impact on teaching and learning.

The research and evaluation strategy developed by LSN recognised that each of the 32 projects had their own aims and objectives, and these varied considerably depending on the learners involved, the learning contexts, the subjects and level concerned, the technologies and pedagogy employed and the local priorities being addressed. For this reason the strategy had at its heart 32 practitioner-led action research projects, the findings of which fed into a comprehensive national evaluation.

 

2

The impact of mobile learning: Examining what it means for teaching and learning

The decision to employ action research was informed by a desire to ensure that mobile learning would not stop when MoLeNET funding ran out. Action research is an approach that explicitly aims to encourage improvement and assist in the management of change. It was hoped that the use of action research would ensure that the usefulness of mobile learning was sufficiently demonstrated and measured to encourage further  expansion and embedding post MoLeNET.

The technology Handheld technologies used included personal digital assistants (PDAs), mobile phones, smartphones, MP3 and MP4 players (eg iPODs), other portable multimedia players, handheld gaming devices (eg Sony PSP, Nintendo DS), ultramobile PCs (UMPCs), mini notebooks or netbooks (eg Asus EEE), handheld GPS devices, handheld voting devices and specialist portable technologies used in science labs, engineering workshops or for environmental or agricultural study. Projects also invested in infrastructure equipment to enable connectivity for downloading, uploading and/or  on-line working via wireless networks, mobile phone networks or both, and linking to institutional systems, eg virtual learning environments (VLEs) and management information systems (MIS).

Projects aims The individual MoLeNET projects had a variety of different aims; these can be grouped into the following themes: 

Improving teaching and learning, including personalisation and assessment



Improving learner retention and achievement, including improving motivation, behaviour and confidence which can lead to retention and achievement improvement

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Improving learning, progression and employability for learners with learning difficulties and/or disabilities (LLDD)



Improving communication and interoperability between learners, teachers and systems



Improving learning outside the classroom



Improving, developing and supporting vocational study, work-based learning and apprenticeship apprenticeshipss



Widening participation and improving access to learning



Strengthening collaboration and communication between institutions, including collaboration collabor ation in preparation for Diploma delivery.

A few projects also aimed to evaluate the impact of mobile learning to inform future strategy. Most projects reported successful achievement of their aims or significant progress towards them. Some also reported a variety of additional positive outcomes. Several projects did not fully achieve all their aims and a few projects produced limited and disappointing results because of a combination of challenges and difficulties within consortia. In some cases project’s aims rather ambitious in view of their  unfamiliarity with the newthe technologies andwere the relatively short timescale. This latter  problem was exacerbated in many cases by delays in delivery of popular technologies especially in the run up to Christmas 2007.

 

Executive summary and key messages

 3

Impact on learner retention, achievement and progression A comparison of the (mostly predicted) retention data for nearly 5000 FE college learners (approximately half the total 2007/08 MoLeNET learners) with LSC national in-year retention rates for 2006/07 suggests an improvement in retention of 8%. A comparison of the (mostly predicted) achievement data for nearly 5000 FE college learners (approximately half the total 2007/08 MoLeNET learners) with LSC national in-year achievement rates for 2006/07 suggests an improvement in achievement of 9.7%. In considering this information it is important to bear in mind that the MoLeNET  figures are based on predicted not final, actual Individual Learner Record (ILR) figures. It has not been possible to control for the many factors other than the introduction of mobile learning that could have affected retention and achievement. Some practitioner researchers and project managers reported that retention and achievement improvement improvement strategies were running in parallel with MoLeNET. Initiativess that involve re-thinking delivery, Initiative delivery, and particularly those that involve special attention to the personalised learning needs of specific groups of learners, are likely to lead to improvements in retention and achievement whether or not these involve new technologies. However, the findings of the research carried out at project or institution level by practitioner researchers include support for the quantitative findings. Nearly all (89%) of the MoLeNET learners for whom progression data was received were found to be progressing to further learning or employment.

Learner opinions of mobile learning  Of over 900 learners who responded to an SMS survey, 91% agreed that mobile learning did help or may help them to learn; 93% believed that it did or sometimes did make learning more interesting; and 84% wanted to do more mobile learning in future.

The impact of using mobile technologies for teaching and learning The findings of the practitioner-led action research suggest that using mobile technologies in teaching and learning can:  encourage and support learning at any time of day, in any location including in college or school, at home, in the workplace, on field trips and in transit 

make learning more convenient, accessible, accessible, inclusive and sensitive to learners’ individual needs and circumstances



make learning more interesting, more enjoyable and therefore more attractive to learners



encourage non-traditional learners and learners who have not succeeded in traditional education to engage in learning and to improve their self-confidence and self-esteem



help to overcome the digital divide between those learners who have broadband access at home and those who do not



help teachers to provide differentiated learning activities to suit different learning styles or preferences and different ability levels

 

4

The impact of mobile learning: Examining what it means for teaching and learning



enable teachers to maintain a supportive dialogue (synchronous and/or  asynchronous) with learners regardless of their location and including learners who attend colleg college e infrequently



enable technological support for teaching and learning in the normal learning location (which could be a classroom) in contrast to the previous experience of  learners having to go elsewhere to use computers



improve access to learning resources and guidance for learners in remote settings

 

enable embedding of e-learning into work-place and work-based learning encourage and support both independent (including discrete learning) and collaborative learning



support revision and help learners who have missed lessons to catch up



include formative assessment that is more enjoyable for learners and less threatening than paper-based activities



improve the speed and quality of feedback to learners during learning



improve the speed of completion and quality of coursework and assignments



improve learners’ concentration, focus and behaviour 



facilitate peer assessment and self assessment



improve andlearners supporthave assessment especially for work-based learners.evidence-gathering Tutors, assessors and reacted very positively to the use of  mobile technologies. However the following caveats also apply.

 



Mobile learning is not a single solution to delivering or supporting learning. There are many possible combinations of technology and pedagogy which may, or may not, be appropriate.



Careful planning and preparation are required when introducing mobile technologies, particularly if large numbers of learners and devices are to be involved.



Staff training, support and time to experiment, become confident with the technology and plan are critical to success.



A differentiated approach, in terms of both pedagogy and the technology used, is required, tailored to needs of specific individual learners or groups and their  particular context, to maximise the benefits of mobile learning.



Production of learning materials for use on mobile devices can be time consuming and a steep learning curve is involved for teaching staff.



The advantages of mobile learning are not fully realised if materials consist solely of existing materials simply converted to a format that fits onto a mobile device. It is necessary to start from the lesson objective, take into account the needs of the particular learners involved and establish how the capabilities of specific mobile technologies can be used to enhance delivery.

Executive summary and key messages

5

Further effects of mobile technologies for learners Other reported effects of giving learners mobile technologies included: 

improved communication communication between learners and tutors and between college collegess and employers



learners feeling more trusted and valued by their college or school



work-based learners and learners with learning difficulties or disabilities feeling



a stronger sense of belonging to the institution improvements in learners’ organisation and time management due to using calendars, tasks, reminders and alarms on handheld technologies.

Myths Some views that MoLeNET projects found to be unfounded or exaggerated were: 

mobile technologies might somehow be inappropriate or too difficult for learners with learning difficulties and/or disabiliti disabilities es



all young people automatically understand new technology and require no training to use them – the ‘digital natives’ concept



allowing the use of mobile technologies, particularly mobile phones, in schools and colleges would make it difficult for teachers to control classes and would encourage inappropriate behaviour 



providing expensive, portable equipment for learners, especially the young and/or  disadvantaged, would result in high levels of damage, loss and theft – less than 2% of the handheld technologies purchased were damaged, lost or stolen.

The future MoLeNET projects were very fortunate in that they received significant funding for the capital costs involved in introducing mobile learning. Most institutions participating in MoLeNET projects agreed that large-scale provision of handheld technology free of  charge to learners is unlikely to be sustainable in the long term. Also, in the case of  mobile phones and mp3/mp4 players, many learners already own these technologies and some have expressed reluctance to carry an additional college/school provided device. Suggestions relating to ensuring the financial sustainability of mobile learning included:

 



enabling learners to use their own mobile devices for learning and to access college/school resources



wireless networks throughout colleg college/school e/school campuses



taking advantage of reasonably priced data-only mobile network contracts



requiring learners to purchase mini notebooks/net books as part of the standard equipment required for their course



including the cost of mini notebooks/net books in course fees



generally expecting learners to provide their own mobile technology and only providing it to those learners who cannot afford to buy their own



enabling learners to purchase mobile technologies through their college or school and pay for these in instalments.

6

2 Th The e ben benefit efitss of of mob mobil ile e lea learn rnin ing  g 

As their 2007/08 MoLeNET projects drew to a close project managers and practitioner  researchers were asked to draw on their experiences and research findings to identify key benefits of mobile learning for learners, staff and institutions. The benefits they identified are listed below organised into categories.

Benefits for learners Engagement/motivation 

Increased engagement, motivation and enthusiasm for learning



Improved independent learning, ownership of learning and self-motivation



Improved punctuality and attendance



Increased out-of-college learning



Increased participation in extra-curricu extra-curricular lar activities



Increased participation by learners with learning difficulties and disabilities disabilit ies (LLDD).

Competence/achievement 

Improved progress



Assignments completed earlier and/or to a better standard



Increased achievement for disadvantag disadvantaged ed learners



 



Increased rate of completion for some learners Development of manual and dexterity skills for learners with learning difficulties and disabiliti disabilities es



Increased ICT and m-technology literacy/competence



Allowed peer-to-peer assessment



Encouraged e-learning and access to on-line materials



Wider use and creation of different media



Allowed alternative alternative methods for evidencing achievement and opportunities to collect different types of evidence for portfolios



Rapid access to relevant multimedia learning content for skill development



Recognition of achievement and sharing of expertise



Increased level of communication skills due to a new, close, working relationship with their tutors.

The benefits of mobile learning

Personalisation 

A more personalised curriculum



More independent learning opportunities



Greater independence, learners gain control of the access



New ways of learning



Greater control over time, location, format and pace of learning



Ability to review and repeat learning activities to suit individual



Alternative, Alternativ e, own-paced, revision and reinforcement resources resources and activities



Improved differentiation.

Enjoyment/confidence 

Increased confidence in m-learning and technology in general



Learning more interesting, more fun or more ‘cool’



Learners more interested in the way learning is delivered



Blended lessons more engaging



Ability to reinforce learning through self-tests, at learners’ own pace



Positive Positiv e effect on the self-esteem



Encouraged confidence in learners’ own learning potential and passion for further learning



Being supported in learning when away from the class or on long-term absence



Pupils introduced to technology they will be expected to manage in the world of work



Increased access to, and awareness of, internet and m-technology in their own ‘life skills’.

Mobility, accessibility, accessibility, convenience and communication

 



Learning in the workplace, home and college at a location to suit learner



Increased peer interaction, increased scope for communication and collaboration



Easy capture and storage of data and evidence for portfolios and assessment



Improved access to learning materials and the internet via wireless networks



Increased access to technology in non-IT classrooms



Increased flexibility flexibility and variety in learning activities



Access to peer-assessment tools/techniques in self-regulat self-regulated ed groups



Improved tutor/learner communications including text messaging



Simple non-written methods of logging and presenting work



Ability to interface with Web 2.0 sites seamlessly



More on-demand access to online resources, especially for learners in practical subjects where access to ICT is not always available



Allows the learner to learn in privacy if they want to



Improved links between field-work and class-based learning – able to take resources to different locations easily.

7

8

The impact of mobile learning: Examining what it means for teaching and learning

Benefits for staff  Increased teaching opportunities 

Increased access to/use of technology in non-IT classrooms



Access to resources that enhanced engagement



Recording of learners’ activity in and outside the session



Support for teaching and learning in the field



Greater flexibility in planning and delivering lessons



Improved learner attendance patterns enabling purposeful progress progress through the scheme of work and reduced workload supporting absentees.

Increased skills/confidence of teachers 

Increased confidence in using e-learning and m-learning



Encouraged staff creativi creativity ty



Provided an opportunity to think about/assess new pedagogies



Provided an opportunity to develop own skills



A change in culture, staff are interested in creating, developing and adapting learning scenarios and content for mobile learning.

Improved motivation, communication and collaboration 

Staff motivation and inspiration because of high-quality equipment



Access to just-in-time, appropriate support



Opportunities for the teachers involved to meet and exchange innovative ideas and good practice



Sharing of best practice and collaboration between staff and with other  m-champions and staff in other colleges



Improved channels of communication between teachers, assessors and learners.

Changing awareness/perception awareness/perception of technology technolog y 

Changing perceptions and working practices about what is learning and how and where learning can take place



Awareness-raising of using mobile devices with e-portfolios



Increase in the knowledge of mobile technology and the practical applications associated with it.

Benefits for institutions Increased awareness/interest in m-learning 

 



Increased organisational awareness of the potential of m-learning



Increased interest in using mobile devices in teaching and learning



Opportunity to raise the profile of information and learning technology (ILT) across the college and demonstrate the benefits for learners and staff 



Increasing organisational knowledge of effective practice using mobile learning technologies

The benefits of mobile learning



9

A change in culture across the organisation in the use of mobile learning and mobile devices to enhance and enrich the learning experience.

Improved infrastructure/resources/skills base 

Increased provision of technology to support teaching and learning



Efficient and cost-effective integration of technology into learning spaces



Huge increases in the flexibility of learning environments



Improvement in wireless infrastructure



Enhanced learning infrastructur infrastructure e



Deployment of state-of-the-art technology for use across the organisation.

College e-learning strategy 

Advancement/embedding Advancement/em bedding of college e-learning/ILT e-learning/ILT strategy



Opportunity to ‘take stock’ and think about new cross-college learning and teaching methodologies



The development of the skill base of teaching and support staff in line with the college ILT strategy.

Raising college profile  The experience of leading a major and innovative project helps to keep the college at the leading edge of e-learning developments 

Enhanced reputation and credibility as a lead college that can be relied on for  effective project delivery.



Increased local profile and prestige

Improved collaboration 

Strengthened relationships with local schools



Sharing experiences and resources with other colleges



Opportunity to discuss ideas and benefit from expertise of partner  organisations/colleagues



Increased links and improved trust between partner institutions



The benefits and experience of leading a partnership project



Success of cross-college collaboration.

Learner-related benefits for the college

 



Improved success rates



Improved learner behaviour 



A buzz from learners about being at the leading edge



Improved retention



Improved attendance



Opportunity to hear the learner voice.

10

The impact of mobile learning: Examining what it means for teaching and learning

Benefits for the sector 

 



Increased awareness and experience of mobile learning



More mobile learning expertise available in the sector to support future development



On-going development and sharing of learning materials, resources, tools and ideas



An on-line community of practice established



Some beneficial relationships with suppliers developed and will provide a basis for  future negotiation of services.

11

 3 In Inttroduction

MoLeNET Early in 2007 the Learning and Skills Council (LSC) decided that mobile and wireless technologies and the concept and practice of mobile learning were well enough established to justify investment in a significant implementation of mobile learning within English further education (FE). As a result the Mobile Learning Network (MoLeNET) was establishe established. d. Evidence for this had been provided by the success of initiatives such as Wolverhampton Council’s Learning2Go and the findings of several research and development projects and trials. These included the m-learning project (2001–04) led by the Technology Enhanced Learning Research Centre (originally part of the Learning and Agency and now LSN) and supported by the European Union and,Skills in theDevelopment UK, the LSC. However, there seemed to be a shortage of mobile learning experts, experienced practitioners and good practice exemplars. To enable significant implementation the LSC made available £6 million of capital funding in the 2007/08 financial year. LSC and LSN agreed an innovative funding model involving shared-cost projects. LSN invited proposals for such projects, with the aim of introducing or expanding mobile learning within colleges or consortia led by colleges, and 32 projects were selected (see Appendix 1 for a list of the colleges and schools involved in these 32 projects). Each project received between £100,000 and £500,000 of capital funding from LSC and contributed between £20,000 and £100,000 to the programme. Participating institutions also contributed a great deal of staff time, overheads, resources and enthusiasm. LSN developed a Support and Evaluation Programme to:  assist participating colleges and their partners to implement mobile learning 

provide continuing professional development (CPD) for staff involved



provide an on-line environment for sharing knowledge and resources



support a mobile learning community of practice



support mobile learning expertise capacity-building



work with practitioners and their institutions to assess the effectiveness and impact of the initiative and projects.

The formal aims of the programme were to:

 



support colleges in the introduction of mobile learning, both within the programme



and in preparation for further mobile learning beyond the life of the programme ensure distribution of capital funding in an equitable and efficient manner that will maximise benefit to the sector 

12

The impact of mobile learning: Examining what it means for teaching and learning



seek evidence that the introduction of mobile learning can have a significant and positive impact on teaching and learning.

Research strategy and methods The research and evaluation strategy developed by LSN recognised that each of the 32 projects had their own aims and objectives and these varied considerably depending on the learners involved, the learning contexts, the subjects and level concerned, conce rned, the technologies technologies and pedagogy employed employed and the local priorities being addressed. This is one reason why the research and evaluation strategy had at its heart 32 practitioner-led action research projects the findings of which fed into a comprehensive national evaluation, with components designed to help answer  national questions, as illustrated in figure 1. The choice of action research was also informed by a desire to ensure that mobile learning would not cease when MoLeNET funding ran out. Action research is an approach that explicitly aims to encourage improvement and assist in the management of change. It was hoped that the use of action research would ensure that the usefulness of  mobile learning was sufficiently demonstrated and measured to encourage further  expansion and embedding after MoLeNET. The ‘accessibility and inclusion’ project in figure 1 below drew on the experiences and findings of MoLeNET projects involving learners with learning difficulties and/or  disabilities. These, together with examples from other mobile learning projects, contributed to the Go Mobile! publication produced by LSN in partnership with JISC TechDis (2008). Figure Figur e 1 MoLeNET progr programme amme resear research ch strate strategy gy

LSN LS N

Project level evaluation

Meta-analysis

Institution impact

Action research projects data and findings

Distance travelled by whole college/shool Learner voice

Analysis of bid aims/objectives, project plans and project reports

SMS quizzes, ‘diary room’ videos, interviews Knowledge café

Geo-demographic context MOSAIC postcode analysis college/schools and learners

Overview Number/types of  partners, learners, subjects, levels, learning contexts, technology

 

Post project practitioners workshop

Teacher voice videos, interviews/ focus groups, intended v actual outcomes

 32 pra practi ctitio tioner ner-le -led d actio action n research projects and accessibility and inclusion project

LSN training and assistance

Retention and achievement ILR estimates, comparison with previous ILR

Introduction

13

The programme definition of action research is: a research approach with the fundamental aim of helping professionals (teachers, managers) to improve practice and understand change processes, using a cyclical process to diagnose issues for  investigation, plan research strategies, implement, review and reflect on findings. However, the timescale of the projects limited the number of cycles that could be involved. Each project was required to nominate a lead practitioner researcher (LPR) to lead the action research within their project and to liaise with LSN researchers about research and evaluation. LSN researchers developed training courses for the LPRs and worked with them to refine their action research plans and ensure that their research was directly relevant to their projects and that the methods they proposed were practical and appropriate. LSN researchers also visited the projects to provide further training and offer assistance and advice on data collection and analysis. A Moodle virtual learning environment (VLE) course was developed for research and evaluation materials, knowledge-sharing, discussion and on-line support of practitioner researchers. The overview and geo-demographic data collected and analysed provides a context for the other research and evaluation findings and assists interpretation of the quantitative data relating to retention and achievement by providing an indication of how representative the sample of learners was of the total national and further  education populations. This interpretation is further supported by the collection and analysis of a wealth of qualitative data via the action research projects and directly from teachers and learners. LSN recognised that without using experimental research methods, including control groups and strict attempts to isolate all variables that could affect outcomes (an approach that is very difficult to follow in education, not least because many educators do not consider it to be ethical), it would not possible to state with certainty that any impact observed was solely due to the introduction of mobile learning. However, an holistic consideration of all of the qualitative and quantitative data and direct involvement of practitioners in the research process does provide some confidence in apparent impact.

The research population Some geo-demographic research was carried out to ascertain how representative the MoLeNET learners were of the national and FE learner populations. The findings indicated that the population in the catchment areas of the colleges involved in MoLeNET were generally representative of the national population over the age of 15 and that the learners involved seemed (on the basis of a sample of nearly 5000 or  about 50% of all MoLeNET learners) to differ from the national picture by over or under  representing some groups as detailed in the rest of this section.

Methodology Postcodes were collected for the institutions and learners involved in the MoLeNET  projects and used to carry out a geo-demographic analysis to:

 



gain an understanding of the socio-economic characteristics of the local areas that providers taking in the project cater for



highlight key characteristics in relation to the levels of access the population in the catchment areas have to technology



compare the above with national characteristics to ascertain whether MoLeNET  institution catchment areas are representative of England and, if not, how they differ.

14

The impact of mobile learning: Examining what it means for teaching and learning

Sixty-five of the participating institutions submitted home postcodes for 5617 learners. Using Mosaic UK (see below), socio-economic background and additional geographical information including region and county areas were attached to the learners. When the postcodes were merged with the geographical information, 98% (5527) were matched successfully. The analysis in this section is based on the 5527 postcodes that were matched and represents about half of all learners involved in MoLeNET.

Mosaic UK  Socio-economic information and information about likely access to technology were based on the social grouping application Mosaic UK. Mosaic UK is a geo-demographic application developed by Experian that classifies the UK population into 61 socioeconomic types, aggregated into 11 main social groups. Each type and group represents a distinct part of the population, and carries detailed descriptions of aspects including socio-demographics, lifestyles, culture and behaviours. The 11 main Mosaic groups are outlined in figure 2. Figur Fig ure e 2 Mo Mosa saic ic gro group upss Group

 

Names

Description

A

Symbols of Success

Career professionals living in sought-after locations

B

Happy Families

Younger families living in newer homes

C

Suburban Comfort

Older families living in suburbia

D

Ties of Community

Close-knit, inner-city and manufacturing town communities

E

Urban Intelligence

Educated, young, single people living in areas of transient populations

F

Welfare Borderline

People living in social housing with uncertain employment in deprived areas

G

Municipal Dependency

Low income families in estate-based social housing

H

Blue Collar Enterprise

Upwardly mobile families living in homes bought from social landlords

I

Twilight Subsistence

Older people living in social housing with high care needs

J

Grey perspectives

Independent older people living in social housing with high care needs

K

Rural Isolation

Independent people with relatively active lifestyles

Introduction

15

Mosaic UK also provides detailed comparison statistics on a range of household consumer patterns regarding recreational activities, product preferences and use of  different forms of technology. This last category was selected as the most relevant source of information for this project and the technologies selected for comparison were personal computers, personal organisers or palm-tops, connection to the internet, broadband access at home, email at home, Sky Digital TV, DVD players, MP3 players and internet-connected games consoles. The profile reports outline how households within each Mosaic group and type compare with all households in the UK in terms of higher- or lower-than-average levels of access to the different technology types.

Profile of provider catchment areas – population and technology use Population When the various counties and their corresponding populations were aggregated, the proportional distribution of the catchment areas seemed on the whole very similar to the general 15+ population of England. The only groups that appeared to be slightly over-represented in the project were: 

Group E ‘Urban Intelligence’: Educated, young, single people living in areas of  transient populations (11% compared to the 9% for England)



Group F ‘Welfare Borderline’: People living in social housing with uncertain employment in deprived areas (7% compared to 5%) but the difference is minimal.

Technology Tec hnology use us e Each Mosaic group is associated with a level of use of technology. The Mosaic groups with, on average, the highest levels of access to technology are: 

Group A ‘Symbols of Success’: Career professionals living in sought-after locations



Group C ‘Suburban Comfort’: Older families living in suburbia



Group E ‘Urban Intelligence’: Educated, young, single people living in areas of  transient populations

Together these groups represented 38% of the MoLeNET population in 2007/08. The Mosaic groups with, on average, the lowest levels of use of technology are:  Group D ‘Ties of Community’: Close-knit, inner-city and manufacturing town communities 

Group G ‘Municipal Dependency’: Low-income families in estate-based social housing



Group J ‘Grey Perspectives’: Independent older people living in social housing with high care needs.

Together these groups represented 30% of the MoLeNET population in 2007/08. The MoLeNET project covered a population group similar to the national picture in relation to levels of technology use. There was a slightly higher proportion of individuals in the MoLeNET project with higher-than-average levels of technology use compared to the national average but the difference was minor.

 

16

The impact of mobile learning: Examining what it means for teaching and learning

Profile of the learners Characteristics of learners The Mosaic profile of the learners is widely spread and there is no dominant group. The largest proportion of the population is classed as Group D ‘Ties of Community’: close-knit, inner-city and manufacturing town communities – this accounts for 19.8% of the learners. This was followed by Group C ‘Suburban Comfort:’ Older families living in suburbia with 16.1%. Two other groups followed closely behind – Group H ‘Blue Collar Enterprise’: Upwardly mobile families living in homes bought from social landlords (13.0%) and Group B ‘Happy Families’: Younger families living in newer  homes (12.3%). All other groups fell below 10%. When the main Mosaic groups were further disaggregated into social type of learner, some types had had distinctly higher proportions proportions of learners compared compared to all the other  other  types. The four top Mosaic types are illustrated in figure 3 below. All other types fell between 0.4% and 3.4%. Figure 3 To Top p four Mosaic types in in MoLeNET MoLeNET researc research h Mosaic type

% of all learners

D26 ‘South Asian Industry’: Communitie Communitiess of lowly paid factory workers, many of them of South Asian descent

5.8%

H46 ‘New Town Materialism’: Social housing, typically in ‘new towns’, with good job opportunities for the poorly qualified

5.0%

C17 ‘Small Time Business’: Small business proprietors living in low density estates in smaller communities

4.1%

D23 ‘Industrial Grit’: Owners of affordable terraces built to house nineteenth-century heavy industrial workers

3.8%

In comparison to the national average there is a notably higher representation of  learners from several groups: 

Group K ‘Rural Isolation’: People living in rural areas far from urbanisation



Group B ‘Happy Families’: Younger families living in newer homes



Group G ‘Municipal Dependency’: Low-income families living in estate based social housing

Compared to the national average, there were notably lower than average proportions of learners:

 



Group A ‘Symbols of Success’: Career professionals living in sought-after locations



Group E ‘Urban Intelligence’: Educated, young, single people living in areas of  transient populations



Group I ‘Twilight Subsistence’: Older people living in social housing with high care needs



Group J ‘Grey Perspectives’: Independent older people with relatively active lifestyles.

Introduction

17

Comparison of MoLeNET learner population to England’s FE learner  population Learner data for the FE sector was gathered from the Individualised Learner Record (ILR) database for 2006/07. In comparison to the general FE learner population across higher representation of learners from the following groups England there is a notably higher representation in the MoLeNET project: 

Group K ‘Rural Isolation’: People living in rural areas far from urbanisation



Group H ‘Blue Collar Enterprise’: Upwardly mobile families living in homes bought from social landlords

and slightly more: 

Group J ‘Grey Perspectives’: Independent older people with relativel relativelyy active lifestyle.

Compared to the general FE population there was lower  lower than than average representation of learners from the following Mosaic groups: 

Group E ‘Urban Intelligence’: Educated, young, single people living in areas of  transient populations



Group F ‘Welfare Borderline’: People living in social housing with uncertain employment in deprived areas



Group I ‘Twilight Subsistence’: Older people living in social housing with high care needs.

The technology In 2007/08 the MoLeNET projects purchased over 10,000 handheld devices. Figure 8 below provides a breakdown by type of device. Ultramobile personal computers (UMPCs), are typically 7-inch-screen mini laptop and tablet PC-type devices including more expensive machines like the Samsung Q1 (see figure 4) and cheaper mini notebooks or netbooks, particularly the Asus EEE (see figure 5) which first became available as the 2007/08 projects were starting. Figur Fig ure e 4 Sa Sams msun ung g Q1

 

18

The impact of mobile learning: Examining what it means for teaching and learning

Figu Fi gure re 5 As Asus us EE EEE E

Portable games devices include the Nintendo DS (see figure 6) and the Sony PSP (see figure 7). Figur Fig ure e 6 Ni Nint ntend endo o DS DS

 

Introduction

19

Figu Fi gure re 7 So Sony ny PS PSP P

Projects also purchased enabling infrastructure technology (such as servers and wireless routers), equipment to support the operational needs of mobile learning (such as storage, charging cupboards and trolleys), complementary technologies (such as electronic whiteboards to interoperate with sets of handheld devices), some larger portable computers for staff developing learning materials for mobile learning (such as laptops and MacBooks) and a few Nintendo Wii games consoles, which were mostly used with learners who have learning difficulties or disabilities. Figure Figur e 8 MoLeNE MoLeNETT phase phase one – handheld handheld technol technologies ogies purcha purchased sed 1% 5%

3%

30% Smartphones 30%

PDA PD A UMPC MP3/MP4 players 7% 24% 24 %

Video cameras Digital cameras Portable games devices

Projects aims The MoLeNET projects had a variety of different aims; these can be grouped into the following themes: 

Improving teaching and learning, including personalisation and assessment



Improving learner retention and achievement, including improving motivation, behaviour and confidence which can lead to retention and achievement

improvement  Improving learning, progression and employability for learners with learning difficulties and/or disabilitie disabilitiess

 

20

The impact of mobile learning: Examining what it means for teaching and learning



Improving communication and interoperability between learners, teachers and systems



Improving learning outside the classroom



Improving, developing and supporting vocational study, work-based learning and apprenticeship apprenticeshipss



Widening participation and improving access to learning



Strengthening collaboration and communication between institutions, including collaboration collabor ation in preparation for Diploma delivery delivery..

A few projects also aimed simply to evaluate the impact of mobile learning so that the findings could inform future plans. Most projects reported successful achievement of their aims or significant progress towards them. Some also reported a variety of additional positive outcomes. Several projects did not fully achieve all their aims and a few projects produced limited and disappointing results because of a combination of challenges and difficulties within consortia. In some cases the projects’ aims were rather ambitious in view of their unfamiliarity with the new technologies and the relatively short timescale of MoLeNET phase one. This latter problem was exacerbated in many cases by delays in delivery of popular  technologies especially in the run up to Christmas 2007. However, many of the institutions have clear plans to continue to pursue their aims or to expand their use of mobile technologies in the 2008/09 academic year. This provides evidence of some embedding of mobile learning into these institutions and an indication that sustainability may be achieved.

Practitioner-led action research questions All lead lead practitioner researchers were asked to formulate three research research questions to be addressed by their practitioner-led action research. Generally the questions were linked to the aims and objectives of the projects but sometimes other areas of  particular interest were investigated. The lead practitioner researchers were asked to develop a plan for how they would address each of the questions. A planning form (see figure 9) helped practitioner researchers to decide for each question the data needed to answer the question and the actions and research methods needed to collect the data. They also received training from LSN plus ongoing support and advice.

 

Introduction

Figure Figu re 9 Act Action ion resea research rch plan planning ning form form

 Acti  Ac tion on res resea earc rch h pla plan n Project title:

N ame of lead practitioner   Researcher:

Lead college name:

Date:

Research questions:

Success criteria:

Action required for implementation

Person responsible

By when

Data collection and analysis

Research methods

The projects’ research questions can be categorised into five main themes: 

learning and teaching with mobile technologies



the impact of the use of mobile learning on learners’ ‘soft skills’ or on motivation, engagement or enjoyment



the use of mobile devices, their functionality and the skills needed to use them



the impact of mobile learning on retention, achievement, progression and attendance



broader pedagogical and management of learning matters, including learning materials development, use with VLEs, assessment and continuing professional development (CPD).

 Addr  Ad dres essi sing ng na nati tion onal al an and d lo loca call pr prio iori riti ties es MoLeNET project managers were asked which national priorities their project addressed. The graph in figure 10 indicates numbers of projects addressing each of  the national priorities (all projects addressed several priority areas).

 

21

22

The impact of mobile learning: Examining what it means for teaching and learning

Figure 10 Nation National al priorities priorities address addressed ed by MoLeNET MoLeNET 2007/08 2007/08 projects projects 14–19 year olds Literacy Numeracy NEETs Science Languages and/or ESOL WBL Diplomas Inclusion/equal opportunity/accessibility Personalisation Recruitment/retention/achievement/ progression/attendance Commnity cohesion 0

5

10

15

20

25

30

Number of projects Projects were also asked which local priorities their projects addressed. The list of  local priorities identified overlapped considerably with the list of national priorities addressed. The graph in Figure 11 shows the numbers of projects addressing each of the local priorities. Figure 11 Loca Locall priorities priorities addressed addressed by by 2007/08 2007/08 MoLeNET project projectss Learners with learning difficulties and disabilities Literacy and numeracy Improving teaching and learning Improving retention, success and attendance Work-based learning/vocational study NEETs Personalisation Independent learning any place any time Diplomas Enhancing partnerships with colleges/community Urban rural divide 0

2

4

6

Number of projects

 

8

10

12

23

4 The imp impact act of MoL MoLeNE eNET T on atte attenda ndance nce,, retention and achievement

Twenty-two projects had aims related to improving attendance, retention, achievement and/or progression: 14 of these reported improvement in one or more of these areas. Achieving improvements in these areas is always difficult and the MoLeNET projects also had some specific difficulties. These included the relatively short timescale of the project (in some cases the project ended before learners completed their course); the project not spanning an entire academic year; and grades not being available in time to be included in the report. Many project reports noted that factors other than the introduction of mobile learning could have contributed to improvements recorded in these areas and that it is extremely difficult to isolate a single reason for changes observed. Retention, achievement and progression data for all learners involved in MoLeNET  projects was requested from all colleges taking part in MoLeNET projects. By the time of analysis this data had been received for about half the learners. Many projects also reported improvements in attendance and suggested that such improvements were likely to lead to improvements in retention and achievement in future. Predicted or actual learner outcomes (depending on the data available to the institutions at the time of reporting) in terms of achievement, retention and progression were submitted. Colleges were asked to complete a spreadsheet for all learners involved, which mirrored some of the fields in the LSC’s Individual Learner Record (ILR). Some projects also reported their own research findings on the impact of mobile learning on attendance, retention, achievement and/or progression. These included predicted and actual data, feedback from staff and learners, and anecdotal comments. The sections below include an analysis of the retention, achievement and progression data together with supporting and illustrative relevant qualitative, and in some cases, additional quantitative data collected by the practitioner researchers. Throughout this report findings and quotes from practitioner research are generally attributed to the lead college of MoLeNET consortia although in some cases the findings may have been generated by another consortium partner.

 Atte  At tend ndan ance ce The major ‘hard’ indicators of institutional performance are retention and achievement rates. Attendance is clearly one early indicator of likely future outcomes that affect achievement and poor attendance is often an early warning of possible drop-out that directly affects retention data. Nine projects found evidence of improvements in attendance. They reported the following findings relating to attendance, including more detailed findings from two studies – Eccles consortium and Regent consortium.

 

24

The impact of mobile learning: Examining what it means for teaching and learning

Eccles consortium used the indicator of absenteeism as one marker, comparing the absence rate with the previous year. Their hypothesis was that learners who are engaged and motivated by their courses will have a lower absence rate than learners who are not engaged by their course. Their findings are outlined below. 

All Level 2 vocational courses, except Travel and Tourism, had improved attendance (see figure 12).



There was little difference for academic courses.



The largest difference to BTEC which involved only male learners, whereas courses suchrelated as Animal CareSport, and Travel and Tourism, with predominantly female cohorts, had below-average attendance for this type of course, with Travel and Tourism attendance falling below the previous year’s level. This information has given rise to speculation that the use of the mobile technology may appeal more to male learners and could possibly have been a disincentive to female learners but more research would be required to fully justify this conclusion. 

The researchers felt that college strategies other than mobile learning may have also contributed to the improvements in attendance by vocational learners.

Figure 12 12 Attend Attendance ance data data provide provided d by Eccles Eccles consortium consortium Course

Level

Year 2006/07

Year 2007/08

Difference

Average

2

80.0%

84.0%

+4.00%

BTEC Animal Care

2

78.9%

80.7%

+1.80%

BTEC Sport

2

81.0%

88.8%

+7.80%

BTEC Travel and Tourism

2

83.6%

81.1%

-2.50%

Regent College and its partner, Gateway College, College, monitored class attendance recorded by teachers. Regent did notice some improvements (see figure 13) but they advise that it is ‘difficult to isolate one factor that contributes to attendance’, and that attendance depends on many factors, some intrinsic and some extrinsic to the learner. Teacher  focus groups commented: If students knew in advance that they would be using a ‘desirable’ piece of  equipment, they would be looking forward to the lesson. We believe formal integration of m-learning into schemes of work and lesson plans would help with attendance Figure 13 13 Attend Attendance ance data data provided provided by by Regent Colleg College e Course

 

2006/07

Attendance

Difference

BTEC Level 1 Business Studies

92%

94%

+2%

BTEC Level 1 Art

93%

89%

-4%

BTEC Level 1 IT

78%

84%

+6%

Level 1 Key Skills IT

70%

71%

+1%

OCR Level 1 Health and Social Care

87%

91%

+3%

Challenge Course (pre-Level 1)

92%

98%

+6%

The impact of MoLeNET on attendance, retention and achievement

25

Regent consortium researchers also reported that when teachers used the right equipment (eg the Nintendo DS or Wii) to provide learners with enjoyable study breaks, the learners looked forward to lessons and that could have affected attendance although the teachers insisted that the requirements of the course must come before enjoyment. Teachers Teachers also warned that if technology is used inappropriately inappropriately,, learners may not bother to attend lessons. Some suggested that if material to be delivered in the lesson could be accessed online learners may feel that little extra benefit is gained from attendance. This suggests that Regent consortium teachers are starting to think about appropriate pedagogy for mobile learning. The following institutions also reported on the impact of using mobile learning on attendance. Brockenhurst College reported that ‘attendance and retention data indicated improvements (from an already high base in relation to sector benchmarks) for some learners involved in the project’, and ‘increased motivation among learners has contributed positively positively to improved attendance for some learners’. This was demonstrated using a questionnaire, where 8% of learners considered it had absolutely improved their attendance and 20% felt it possibly had. Cardinal Newman College reported that mobile learning could help motivate the learners to have a consistently high level of attendance. They cited data relating to a group of ICT learners, where attendance was 97% compared with the rest of the cohort which averaged at 95%. Coulsdon College asked teachersenthusiasm whether using had improved attendance. One teacher reported ‘increased andAmeos motivation, causing the learners to show off to each other’ and noted that ‘these students would not normally have come in’. College, a computing tutor reported that class attendance had improved At Lewisham College, by 10% across two groups. This also compared favourably with the other two course groups who were studying the same qualification, but not using the PDAs. The tutor  predicted: ‘As for the success rate, because we’ve now got the higher rate of  attendance it then should follow that the success rate also increases.’ One reason given for this improvement in attendance was that the loan of a PDA depended on 80% attendance. Matthew Boulton consortium used Sony PSP handheld gaming devices in an attempt to re-engage disaffected learners and improve their numeracy skills. The researcher  noted ‘there were improvements in attendance and attainment compared with previous years, and the learners seemed genuinely more engaged’.  Accring  Accr ingto ton n and and Ro Ross ssen enda dale le used group text reminders to keep in touch, keep learners engaged and motivated to turn up to classes. The learners knew that ‘the tutor would text them if they didn’t come in!’. Rotherham consortium monitored retention and used text reminders for nonattendance. They report a 10% increase in attendance and are planning to extend this system to include texts for recognition of positive contributions. There are circumstances in which absence from college is hard or impossible to avoid but some MoLeNET projects reported that the use of mobile technologies helped to minimise the negative impact of this. Oaklands consortium described one such case: When Peter’s close passedRachael away, heJones. was able useRachael his Varionoticed III to communicate both with Sally andfriend his teacher, Sallytoand that Peter  was quite depressed and that there was a change in his personality, so they set him tasks and kept him busy using the personal calendar in the device.

 

26

The impact of mobile learning: Examining what it means for teaching and learning

Peter could contact either Sally or Rachael at any time and says that this helped him stay on course, as he came close to dropping out. He also completed almost all his coursework on the Vario, stating that because he took it with him everywhere he went, he was able to do work when he felt up to it as opposed to having to book a computer in Learning Resources when they were available.’ (Names altered for anonymity)

A Regent consortium learner was able to keep up to date with work while on extended leave because of the materials downloaded onto her iPod for her. At  Ac  Accr cring ingto ton n and and Rossendale the ability to access the VLE and to take learning outside the classroom for those unwilling to attend or intimidated by college has been helpful for learners with Asperger’s Syndrome.

Retention and achievement Introduction and overview A comparison of predicted retention and achievement data for nearly 5000 collegebased learners out of the approximately 10,000 2007/08 MoLeNET learners, studying in-year retention a wide range of subjects at a variety of levels, with LSC national in-year  retention and achievement rates for 2006/07 suggests an improvement in retention of 8% and an improvement in achievement of 9.7% (see figures 16 and 20). In considering this information it is important to bear in mind the following points.  The MoLeNET figures are based on predicted not actual ILR data. 

It has not been possible to control for other factors that could have affected retention and achievement.



Some practitioner researchers and project managers reported retention and achievement improvement strategies strategies running in parallel with MoLeNET.



Initiatives that involve re-thinking delivery, Initiatives delivery, and particularly those that involve special attention to the personalised learning needs of specific groups of learners, are likely to lead to improvements in retention and achievement whether or not they involve new technologies.

However, qualitative data collected by practitioner researchers via teacher interviews, questionnaires and focus groups provides some support for the suggestion that improvements in retention and achievement have resulted from the use of mobile technologies. Some teachers reported improved retention and achievement that they believed to be a direct result of the introduction of mobile learning. This qualitative data, and more qualitative data collected by via lesson observations and by teachers and learners responding to LSN’s SMS surveys, suggests that mobile learning has improved the quality of teaching, resulted in better learner engagement and improved attendance. All these effects are believed to have a positive effect on retention and achievement. The sample In total 75 colleges and 18 schools participated in the MoleNET programme for  2007/08 and nearly half of them submitted predicted ILR data for analysis.

 

The impact of MoLeNET on attendance, retention and achievement

27

Figure 14 Summary of colleges colleges that submitte submitted d data data – MoLeNET 2007/08 No. of colleges submitting da data

All MoleNET participation colleges

% of colleges submitted da data

Number of lead colleges

26

32

81.3%

Number of partner colleges

23

43

53.5%

Total

49

75

65.3%

They submitted information on 4810 learners which represents approximately half of  all learners estimated to have been involved in MoLeNET in phase one with records for  slightly more females (53.7%) than males (46.3%). The national gender ratio is females 58.2% and males 41.8% so the gender profile of the MoLeNET sample is not significantly different (see figure 16). Figure Figur e 15 gende genderr ratios ratios – sampl sample e and nation national al MoLeNET le learners

ILR 2006/07

Gender

Frequency

Percent

Frequency

Percent

Female

2,170

53.7

1,532,814

58.2

Male

1,874

46.3

1,102,389

41.8

Total

4,044

100.0

2,635,203

100

Retention The retention rate was calculated by comparing the total number of learners who have completed their study or are continuing or intending to continue their study programme with the total records (learner completed + learner continuing/intending to continue + learner withdrawn + learner transferred to another course or provider). Due to the timescales of the data collection process, colleges were asked to submit predicted completions so the rates presented for MoLeNET learners indicate overall completion rates rather than actual results. The national comparator used was national in-year retention rates for LSC-funded FE learners (see figure 16). In-year retention rates were based on ILR 2006/07 completion data and calculated using the ILR field A34 Completion Status. The formula applied is similar to that used on the MoLeNET data collected (ie total number of learners continuing/intending to continue and learner completed records divided by the total number of learner continuing/intending to continue and learner completed, learner  withdrawn and learner transfer). Only completions for LSC-funded learners have been included in the national in-year rate. The total national in-year retention rate for 2006/07 was 85.3%. This is slightly lower than the benchmarking data LSC retention rate for the same year of 87.0% (source: ILR www.lsc.gov www.lsc.gov.uk/provide .uk/providers/Data/statistic rs/Data/statistics/success). s/success). The business definitions used by the LSC vary slightly from the methodology applied in this analysis (for example: ‘Retention Rate – completers’ is the number of aims that have been completed divided by the total number of aims, excluding those that were transferred, and is based on mapped ILR databases). The rates are distinct as the data sources and definitions used for the calculations vary slightly, so please note these variations when comparing the results.

 

28

The impact of mobile learning: Examining what it means for teaching and learning

Figure 16 MoLeNE MoLeNETT predicted predicted retention retention rates compared compared to national national ILR in-year in-year 2006/07 Learner transferred to another course or provider 

Learner withdrawn

Learner continuing/ intending to continue & Learner completed 0

10

20

30

40

50

60

70

80

90

100

Percent In-year retention retention rates – National ILR 2006/07 2006/07 Retention Retentio n rates (MoLeNET (MoLeNET Learners – predicted

Projects’ action research findings concerning retention Research carried out at a number of colleges found improvements in their retention rates. In some cases practitioner researchers or project managers commented that it was difficult to attribute such changes to mobile learning as they need to be considered in conjunction with other strategies for improvement taking place in the colleges. Some colleges reported increases in retention in some courses but not others, and some colleges stated that due to the short timescales involved retention rates could not be measured (although they often went on to comment on it). Improvements in retention  Aylesb  Ayle sbury ury co conso nsorti rtium um compared retention, achievement and success statistics with ILR data for the last three years to help determine if their MoLeNET project had had an impact on the success rates for the department working with learners with learning difficulties and disabilities. In 2007/08 the retention rate was 92% but, as retention had improved by 2% year on year for the past three years, the college concluded that it is likely that this improvement would have been maintained without the influence of  the MoLeNET project. Brockenhurst College stated: ‘attendance and retention data indicated improvements (from an already high base in relation to sector benchmarks) for some learners involved in the project’. They believe that for their 16–19 year olds increased motivation has contributed to improved attendance and retention. Bournville College noted that their current retention data ‘indicates a positive effect’. Chichester consortium reported that ‘learners felt inspired to complete courses’. Coulsdon College reported their retention rates for similar cohorts were 74% in 2005/06, 84%, in 2006/07 84% and 100%in 2007/08, an improvement which ‘may have been due to mobile learning’. East Berkshire explained that technologies have enabled a group of theirconsortium 14–16-year-old learners tomobile accesslearning and complete their qualifications, progressing to careers in engineering as a result.

 

The impact of MoLeNET on attendance, retention and achievement

29

Eccles consortium aimed to address success and retention rates at Levels 1 and 2 and report increased retention and achievement in addition to heightened engagement and improved quality of work with access to mobile technologies. However, they noted that the: ‘overall improvement the college has experienced is not due solely to the trials having taken place and must be attributed to the other strategies the college has been using during the year’. Eccles consortium particularly focused on male retention, which was perceived as a common problem across the Level 2 vocational courses of colleges involved in the project. The retention rate achieved across all the vocational courses was 93.2% and for the courses involved in MoLeNET the rate was 97.73%, with male retention on many courses 100% (see figure 17). Figure Figur e 17 Ecc Eccles les consortium consortium male learner learner retention retention and achievement achievement rates rates Course

No. of learners

Male learners

Male retention

BTEC Animal Care

7

2

100%

BTEC Media

9

5

100%

BTEC Sport

11

11

100%

BTEC Travel and Tourism

12

2

100%

GCSE Maths IT Practitioners

14 13

8 8

100% 100%

BTEC Catering

14

5

80%

BTEC Beauty Therapy

18

0

BTEC Public Services Level 1

14

9

89%

BTEC Public Services Level 2

14

10

100%

NVQ Football Coaching

12

10

100%

Total

138

70

97%

Eccles consortium also reported that teachers noticed improved self-esteem, development collaborati collaborative ve skills and increased engagement learners were provided withof small manageable portions of learning via mobilewhere technologies. Matthew Boulton College described the involvement of ESOL learners and learners categorised as NEET (ie not in education, employment or training) in a Numeracy Uplift Project using Sony PSPs. The member of staff who led the initiative said: The project was initially about getting bums on seats and keeping them there. The  games  ga mes th thems emsel elves ves wer were e fun fun for for the the stu studen dents ts bu butt they they wer were e also also desi designe gned d to to tes testt the their  ir  numeracy skills. The project was successful and not only was retention increased but  the students tended to be more well behaved in the classroom. Oaklands Consortium reported that, following a bereavement, a learner became depressed and was close to dropping out. He was given a Vario III handheld device so that he could communicate with the tutor and his teacher at any time, and assigned tasks using the personal calendar. This helped him stay on course, and he completed almost allwas his able coursework the he device because took it with him everywhere went. He to workon when felt up to it, asheopposed to having to book a he computer in the Learning Resources Centre.

 

 30

The impact of mobile learning: Examining what it means for teaching and learning

Regent consortium asked the question ‘Can m-learning improve retention rates?’ It can be seen from figure 18 below that all courses where mobile learning was used increased their retention rates: Figure 18 Regen Regentt consortiu consortium m retentio retention n rates rates Course

Retention 2006–2007 %

Retention 2007–2008 %

BTEC Level 1 IT

93

94

BTEC Level 1 Art

93

95

BTEC Level 1 Business

88

97

OCR Level 1 Health and Social Care

85

95

Challenge

94

96

Key Skills IT Level 1

85

87

Also learner and teacher focus groups gave anecdotal evidence that mobile learning can help keep learners on track. One Health and Social Care learner became pregnant during the academic year and some of her work was put onto Apple iPods so she could keep up her studies. An IT teacher believes that using the Nintendo DS and Nintendo Wii games as a study break or homework treat helped to retain some of her  learners on their course. However, Regent consortium also noted that: Cause and effect are very difficult to measure in pass rates and retention rates. It is very difficult to isolate one factor, such as mobile learning, and state that it affected  student success rates. We would need to establish matched control groups and keep all other variables constant (which would be virtually impossible and probably  unethical). At Boston College, College, retention and achievement data for 2007/08 was not available. However, they did note that all the learners who were given devices were on two-year  courses, and all learners had been retained.  Accring  Accr ingto ton n and and Ro Ross ssen enda dale le Col Colleg lege e stated that predicted retention data showed that all the learners who worked with mobile devices had been retained; all learners will have achieved and that retention and achievement rates for the group will exceed the figures for the previous year. Staff and learners found that mobile technology had a great deal of potential for engaging learners, increasing enjoyment and improving retention and achievement. It also encouraged learners to feel part of the wider  college community by enabling them to access the VLE and the materials within it. Lowestoft College reported improvements in retention data for three courses (see figure 19). Figure Figur e 19 Lowe Lowestoft stoft coll college ege retentio retention n data data Course

 

Retention benchmark

Retention 2006/07

Retention 2007/08

ESOL Entry 1 (day)

79%

N/a

90%

Plumbing (16–18)

83%

86%

94%

Pre-Vocational Studies

82%

80%

93%

The impact of MoLeNET on attendance, retention and achievement

 31

Retention data for the pre-16 Motor Vehicle group was not available but it was reported that these learners successfully used the MDA-Touch devices, mainly for internet access and taking photographs of tasks completed for portfolio evidence. Researchers reported that the responses they received from this group indicated that the use of  mobile technologies had been influential in maintaining retention and improving motivation. All learners indicated that the technology had made their learning more interesting and had encouraged them to stay on the course. Projects’ predictions of possible impact where retention data was not available Chichester consortium stated:  Althoug  Alth ough h the the tria triall was was too too shor shortt to to meas measur ure e rete retenti ntion on and and achi achiev eveme ement, nt, it was  gener  ge neral ally ly exp expre ress ssed ed by by all all st staff aff ac acro ross ss bo both th pro proje ject ctss and and col colle lege gess inv invol olve ved, d, tha thatt a positive outcome would be seen in time. Also: Qualitative evidence from the Asus users indicates ... this could also demonstrate improved retention through increased motivation and support with learning, better  access to support while in the workplace and improved access to resources. Cornwall consortium stated that it was ‘very difficult to ascertain whether there had been a distinct and measurable improvement in retention and achievement’ as a result of the use of the devices, although there were isolated cases where improvement was evident. The short length of the project was the overarching reason for the lack of findings in this area but it was hoped that more evidence will become apparent over the next few months and following academic year. It was, however: ‘evident, from feedback from both teachers and learners, that motivation and engagement were greatly improved’ and ‘if improvement in motivation and engagement can be correlated to improvement in retention and achievement then it seems likely that some positive findings will become evident in the near future in these areas’. City College Norwich consortium was unable to confirm whether retention and achievement rates were improved by accessing individualised learning programmes via the smartphone. The short project span – November 2007 to July 2008 – meant that there was insufficient time to test and resolve technical issues and the device’s contribution to individualised learning was not sufficiently embedded within the curriculum. However ‘qualitative data confirms a rise in levels of self-esteem, which the tutors felt would have a positive impact on retention and achievement, recorded in groups of learners from disadvantaged backgrounds and “lower” achievers (compared to their peers)’. Worcester consortium stated that even though one site recorded increments in retention and achievement, it is unclear what, if any, effects the vodcasts (video podcasts) had on this, as both courses – beauty therapy and computer maintenance – already had action plans to address retention, achievement and destination which were actively implemented throughout the year, whereas vodcasts were only introduced in the second half of the year. ‘It is however a reasonable assumption to suggest that they supplemented teaching and learning in some difficult areas and that their use as a contributory factor in the improvements made in these courses during 2007/08’. The retention rate increased from 57% to 87% for beauty therapy and from 61% to 82% for computer maintenance.

 

 32

The impact of mobile learning: Examining what it means for teaching and learning

Gloucestershire College stated that in the timeframe of the project it would be difficult to establish if the availability of the technology had contributed to retention, because: MoLeNET did not take place over the whole year and mobile learning was not used in every session therefore it can only be a small part of the picture ... There have been major changes at the college, notably a new building in the docks area in Gloucester, which has had a positive impact on the learners and would be a contributory factor to the college’s improvement in retention and achievement … but the biggest factor in the college’s improvement in retention and achievement has been through the improvement in the quality of the teaching and learning process. However, …anecdotal evidence and focus groups with learners do show that the installation of  the infrastructure and the use of mobile devices in some lessons has been positively  received by learners and they thought such devices should be used for learning in the  futu  fu ture re.. Also: …all the learners who took part in the project completed their programme successfully  and are either progressing to further education, paid or voluntary work. Lowestoft reported that feedback from pre-16 Motor Vehicle learners indicated that the ‘use of mobile technologies had been influential in maintaining retention and improving motivation, with all learners indicating that it had made their learning more interesting and had encouraged them to stay on the course’.

 Achi  Ac hiev evem emen entt Achievement rates for MoLeNET learners were calculated by comparing the total number of ‘Fully achieved’ records with the total number or records (ie Achieved + Partially + Not achieved). Due to the timescales of the data collection process, colleges were asked to submit predicted outcomes and therefore the rates presented for  MoLeNET learners are indicative of the overall outcome rather than actual results. The national comparator used was national in-year achievement rates for LSC-funded FE learners. In-year achievement rates were based on ILR 2006/07 outcomes data and calculated using the ILR field A35 Learning Outcome. The formula applied is similar to that used on the MoLeNET data collected (ie total number of Achieved records divided by the total number of Achieved, Partial achievement and No achievement). Courses with unknown learner outcomes or where exams have not yet been taken or study continues have not been included. Only outcomes for LSC-funded learners have been included in the national in-year rate. The total national in-year achievement rate for 2006/07 was 71.1%. This is lower than the Benchmarking data LSC achievement rate for the same year of 88.6% (source: ILR www.lsc.gov.uk/provide www.lsc.gov .uk/providers/Data/statistic rs/Data/statistics/success). s/success). The business definitions used by the LSC vary slightly from the methodology applied in this analysis (eg Achievement Rate for known outcomes is the number of aims that have been fully achieved divided by the number of aims that have been completed and have a known outcome over the length of the learner’s course and are based on mapped ILR databases). The rates are distinct as the data sources and definitions used for the calculations vary slightly therefore please note these variations when comparing the results. As illustrated in figure 20, predicted achievement forthe theprevious sample of nearly 5000 MoLeNET learners in 2007/08 was 9.7% higher than year’s national in-year achievement rate.

 

The impact of MoLeNET on attendance, retention and achievement

 33

Figure 20 Predicte Predicted d MoLeNET achievement achievement rates compared compared with with national national in-year rates rates for 2006/07 2006/07

No achievement

Partially achieved

Achieved

0

10

20

30

40

50

60

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90

100

Percent In-year achievement achievement rates – National ILR 2006/07 Achievement Achievem ent rates rates (MoLeNET Learners – predicte predicted d

Projects’ action research findings concerning achievement A number found improvements in achievement. was, however, noted thatof it colleges is difficult to attribute such changes to mobileItlearning as theyfrequently need to be seen in conjunction with the other strategies for improvement taking place in the colleges. Some projects reported that the short timescales involved meant achievement rates could not be measured. Some consortia reported that improved achievement was found by some partners in a consortium and not by others, and some colleges reported improved achievement for  learners on some courses only. Reported improvements in achievement  Aylesb  Ayle sbury ury co conso nsorti rtium um compared achievement, retention and success statistics statistics with ILR data for the last three years to help determine if their MoLeNET project had had an impact on the SLDD department’s success rates. For 2007/08, predicted achievement was 89%, compared with 82% for 2006/07 and 85% for 2005/06. Furthermore, achievement levels were ‘predicted to rise significantly, by 7% in this academic year’. Aylesbury consortium researchers stated that although it is hard to prove a direct link between the MoLeNET project and improvement in achievement, anecdotal evidence suggests that this rise could be due to both learners and tutors being very motivated by using the mobile learning technology. At Cardinal Newman College, College, UMPCs were used for ICT AS coursework. When the highest grades are compared year-on-year, there were improvements – 72% A and B grades in 2008 compared with approximately 44% in 2007; and almost 80% A to C grades in 2008, compared with approximately 42% in 2007. The college attributed this to the use of UMPCs, in conjunction with a faster feedback system, which meant that learners could ask questions at any time including outside lesson time. Boston College gave mobile devices to learners on two-year courses in order to measure retention and achievement data over a longer period. They reported that all learners who completed courses, achieved, and that lesson observation grades improved.

 

 34

The impact of mobile learning: Examining what it means for teaching and learning

Eccles consortium wanted to improve male learners’ achievement levels by at least 3%. They reported positive results for Level 1 and 2 vocational courses, thought to be a result of greater motivation. Eccles consortium researchers speculated that mobile learning may have appealed to male learners because of their familiarity with other  technologies, their willingness to experiment, and ‘experimentation skills developed by game playing’. At Matthew Boulton College a study with learners categorised as NEET, which began before the MoLeNET project, aimed to improve numeracy skills through the use of handheld gaming devices (Sony PSPs). The project found improvements in attendance and attainment compared to previous years and reported that learners seemed more engaged. The research conducted by the Stockport consortium found that learners believed that using mobile devices had aided their achievement. The learners also reported feeling that they were trusted and valued by the college as a result of being provided with mobile technologies that they found attractive and perceived as expensive. One Worcester consortium site reported that achievement was maintained at 100% for  beauty therapy and increased from 75% to 78% for computer maintenance. They stated that it was unclear what effects the project’s vodcasts had on this, as there were existing plans to address retention, achievement and progression that were actively implemented throughout the year. However, they speculated that mobile learning could have contribute contributed. d.  Ac  Accr ingto ton n and andsuggested Rose Ro send ndal ale ethat Colle Col lege gelearners reportedwould that validated datathat wasretention not available, butcring indicators the achieve and and achievement for the group would exceed the figures for the previous year. They predicted that all seven learners classified as NEET would achieve the qualification and stated that ‘100% retention and achievement may well have something to do with the project!’. Regent consortium asked the question – can m-learning improve student pass rates? From test results, final pass rates were estimated and small increases were predicted for BTEC Level 1 Art (from 97% to 100%), BTEC Level 1 IT (from 92% to 93%), and Level 1 Key Skills IT (from 90 to 92%). However, no change was predicted to the Challenge pre-Level 1 course (at 100%), and small decreases were expected in BTEC Level 1 Business Studies (from 93% to 89%, and OCR Level 1 Health and Social Care (from 100% to 98%). The reasons for these small changes were not clear. Lowestoft College reported improved achievement rates for 2007/08 compared to 2006/07 for various courses although there was no change for some and even a small decrease for Plumbing for ages 16–18 from 89% in 2006/07 to 86% in 2007/08. However, particularly good increases in achievement were noted for ESOL Entry 1 courses (50% to 83%) and Preparing for Employment (75% to 89%). Learners on these courses reported that mobile technologies made them more interesting. The college concluded that the use of mobile technologies ‘had been influential in improving motivation’. Other feedback where short timescales meant achievement could not be measured Chichester consortium stated that ‘although the trial was too short to measure retention and achievement, it was generally expressed by all staff across both projects and colleges involved that a positive outcome would be seen in time’. Assessors reported that using the Asus EEE machines for workplace learning brought about improvements in the quality (better spelling, presentation and use of photos in assignments), quantity and submission of work from candidates and that was expected to have a significant impact on achievement. Early or earlier completion and submission of coursework was also reported with the greatest difference where

 

The impact of MoLeNET on attendance, retention and achievement

 35

learners did not previously have access to a computer outside college. One tutor  reported that learners in her group – hairdressing apprentices who attend college just one day per fortnight – had completed their coursework three months sooner  than previous groups. Assessors also considered that quicker links could be made between theory and practice, enabling learners to understand more easily. A focus group was held with 10 hairdressing apprentices who confirmed that the Asus machines helped them with their coursework. They saw not using pen and paper as a ‘big benefit’, especially when preparing assignments and if they had bad handwriting. They also appreciated being able to use the machines to search the internet for  examples to include in their coursework. Cornwall consortium reported that it was very difficult to ascertain whether there had been a distinct and measurable improvement in retention and achievement as a result of the use of mobile technologies devices, although there were isolated cases where improvement was found. However, feedback from both teachers and learners indicated that motivation and engagement were greatly improved and this would be likely to lead to improvements in achievement in future. At Havering College a focus group of Modern Foreign Language learners stated that they believed their use of the Asus EEEs had improved their understanding of words and phrases. The impact of this on examination grades was not known at the time of reporting. At Lewisham College the computing class tutor reported that she could not yet tell whether improved but that class attendance definitely improvedachievement by 10% and had ‘As for the success rate,the because we’ve nowhad got the higher rate of attendance it then should follow that the success rate also increases’. City College Norwich consortium stated that they were unable to confirm a positive impact on achievement due to the use of smartphones but they believed that: There appears to be sufficient evidence to support the view that measured over a longer period, during which time issues with the internet access could be resolved, mobile learning would be shown to make a significant contribution. There is clear  evidence that the device has increased levels of self-esteem, particularly within disadvantaged and ‘lower’ achieving groups which may have an impact on their  achievement. Gloucestershire College reported that retention and achievement had risen but it was impossible to determine if MoLeNET had contributed to this because of other  measures occurring at the same time. Gloucestershire noted that improvements in the quality of the teaching and learning processes were a significant factor.

Progression Progression, including continuing to another learning opportunity or to employment, which may include work-based learning opportunities, is an indicator of positive lifechance outcomes for learners.  Actu  Ac tual al/pr /pred edict icted ed da data ta su submi bmitt tted ed to LS LSN N Nearly all (89%) of the MoLeNET learners for whom progression data was received were found to be progressing to further learning or employment. The two main progression routes for learners in the sample were continuing to further education or continuing in their existing programme. The next most common outcome was progression into employment (including Apprenticeships). A few people progressed to higher education. See figure 21 below.

 

 36

The impact of mobile learning: Examining what it means for teaching and learning

Figure 21 MoLeNE MoLeNETT learners’ learners’ progr progressio ession n by destina destination tion Unknown Other  Undertaking voluntary work Continuing to an Apprenticeship Continuing to higher education (University Going to paid employment Continuing existing programme Continuing to further education study 0

5

10

15

20

25

30

35

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Projects’ action research findings concerning progression Very little of the evidence collected directly by the projects relates to learner  progression. However a few lead practitioner researchers made relevant comments. Gloucestershire that all the who took part in their project their programmereported successfully and arelearners progressing to further education or tocompleted paid or  voluntary work.  Accring  Accr ingto ton n and and Ro Ross ssen enda dale le reported that all but one of the learners in one group classified as NEET had gone on to apply for (progress to) college courses on the main college site. The researcher speculated that the use of mobile devices may have encouraged a sense of belonging that encouraged this progression. The South Thames consortium reported that increased collaboration with, and learner  progression between, consortium institutions, including the college, schools and a learning centre, was a significant outcome of their project.

 

 37

5 Learn Learner er and tea teache cherr reac reactio tions ns to mobile learning 

LSN carried out two text message surveys looking for first-hand feedback on the experience of mobile learning from learners involved in MoLeNET projects and their  teachers. The survey used a Tribal Group plc system designed for text message quizzes. Both surveys consisted of six questions (labelled A to F) with two or three numbered multiple-choice answers for each question. Institutions were also provided with a unique code to act as an identifier. An example of a text response from a learner is ‘MOLE 132213 SHIP’ and from a teacher ‘TEACH 132213 SHIP’. The ‘MOLE/TEACH’ identifies whether the respondent is a learner or teacher respectively, the numbers refer to the answers for each of the six multiple-choice questions, and the ‘SHIP’ identifies the institution. A prize of an iPod Touch for one teacher and one learner was offered to encourage participation. Complete responses to the surveys were received from 902 learners and 112 teachers across 46 institutions. This represents approximately 10.5% all the learners identified as involved in the project and just under 7% of all teachers, across over half of all institutions involved in MoLeNET. At three institutions some online and paper responses from learners or teachers unable to respond via SMS were passed on by project managers and added to the data.

Responses from learners The following charts in Figure 22 summarise learners’ responses regarding their  experience of mobile learning and 84% said they would like to do more mobile learning in future. Figure Figur e 22 Lear Learners’ ners’ opinions of mobile mobile learnin learning  g  Learners:: Does using mobile technology Learners

Learners:: Does mobile technology help you Learners

help you to learn?

to learn in different places?

9% 22%

22%

 Yes  Y es 78%

69%

No Maybe

Learners: Does using mobile technology Learners: makes learning more interesting?

Learners:: Does mobile technology help you to Learners learn at different times?

7%  33%  Yes  Y es No

25% 60%

Sometimes

 

 38

The impact of mobile learning: Examining what it means for teaching and learning

75%

Responses from teachers The following charts summarise teachers’ responses regarding their experience of  mobile learning and 89% said they would like to use mobile technologies in their  teaching in future. Figure Figur e 23 Te Teacher achers’ s’ opinions opinions of mobile mobile learning  learning  Has mobile technology helped your students to learn?

Teachers: Does mobile technology help you Teachers: to learn in different places?

2% 25%

 Yes  Y es

25%

73%

No

2%

73%

Maybe

Teachers: Does using mobile technology Teachers: makes learning more interesting?

Teachers: Does mobile technology help you to Teachers: learn at different times?

 3% 14% 26%  Yes  Y es No

71%

86%

Sometimes

Effect of time used on learner and teacher reactions Statistical analysis was carried out to assess whether there was any relationship between the length of time learners and teachers had been using mobile technology and the way they answered the SMS survey questions. For both learners and teachers, although there was a slight increase in positive responses for those who had been using mobile technologies for longer, there did not appear to be a strong correlation between the length of time used and the answers to the questions. Our conclusion is that if there is a ‘Hawthorne the effect’ (ie a temporary effect due to the novelty of the technology or of the project) the duration of the project was not long enough for this to become apparent. Further research to be carried out in phase two of MoLeNET may provide further insight. Also, slight improvements in positive responses over time may be explained by teachers and learners’ increasing confidence in using the technologies and applying them in teaching and learning contexts.

 

 39

6 The The impa impact ct of of mobi mobile le lea learn rnin ing g on on teaching and learning 

Nine projects stated that improving teaching and learning was a local priority that their mobile learning project aimed to address. Other projects as outlined below had related aims. 

Chichester consortium hoped to improve the quality and range of resources available through mobile learning, thus providing high-quality support and meeting learners’ needs.



Bournville wanted to enhance delivery for Train to Gain learners through a mobile learning ‘toolkit’ targeting weak areas within the curriculum.



Regent consortium wished to develop staff skills.



Lewisham aimed to broaden staff experience and confidence by allowing them to set up projects and analyse learner performance to identify successful mobile learning practice.



Brockenhurst aimed to ‘provide a 21st-century teaching and learning environment’, by enhancing formal and informal learning methods through mobile learning technologies, and to further develop a culture of innovation through communication with staff and learners.



Brockenhurst and Cardinal Cardinal Newman colleges colleges aimed to improve their understanding of mobile technologies and related infrastructure and to develop their use for  teaching and learning.



For Gateshead consortium science teaching was high priority, with an aim to expand the curriculum and widen participation by using mobile technologies to support science demonstrations in schools.



Kingston specifically aimed to improve the quality of teaching within the vocational curriculum and reported success in doing this:

Tutors have expressed enormous enthusiasm for the efficient way in which KAMPUS [the MoLeNET project] UMPCs can facilitate access to relevant learning activities for  their students and for the greatly increased flexibility this provides them within planning and delivering lessons. Lesson observations confirm the positive impact of the project on the quality of teaching in vocational subjects.

Teaching and learning in any location, location, at any time time The size and weight of mobile devices gives them portability which potentially greatly expands the scope for learning to take place in locations other than the classroom, the IT suite or indeed the institution. Their use is consequently less restricted by timetables than desktop computing generally. This portability also has advantages within classrooms in that learners and learning need not be tied to a desk.

 

40

The impact of mobile learning: Examining what it means for teaching and learning

Over three-quarters of the 32 projects investigated or at least commented on these advantages of mobile learning. While there were inevitably technical issues and barriers to be overcome, most of the projects reported very positive impact. Some examples of their feedback follow. It is clear that learning can be effectively accessed out of the traditional classroom. This can be achieved in many ways, eg access to the College VLE using a mobile  gadg  ga dget, et, us using ing a smar smartp tphon hone e durin during g a wor workk exper experien ience ce,, using using a came camera ra pho phone ne to to  find  fi nd loc locat ation ionss for for an art art pho photo to sho shoot, ot, usi using ng an an iPod iPod for for vi video deo/au /audio dio dow downlo nloads ads,, etc. etc. (Regent consortium)

The evidence obtained would indicate that the MDA-Touch pocket PC has been used   forr a rang  fo range e of act activ ivit ities ies bot both h insid inside e and and outsi outside de of of the the cla class ssro room. om. The ra range nge of  activities completed outside the classroom includes taking pictures of products needed for Enterprise Project, recording information when off-site, multi-media texting (receiving), e-mailing photographs to college and students sites, internet  access, used for off-site visits and when traveling on coaches to extend learning, taking photographs of community challenge, used on work experience to evidence involvement in tasks and activities, used to provide evidence from workplace for  portfolios, used by learners to help with off-site work including employment and  homework, used by learners within the home with other family members to develop language skills. (Lowestoft College)

MoLeNET project learners have reported continuing their learning while travelling by car, on the train, by bus or even walking. They are able to fill this transit time with preparation activities, coursework, quizzes, revision, research and reflection. A Bournville learner stated that their device ‘brings much help when not in college or at home, as I travel up and down the country a lot I find it very useful’. Learners also reported appreciating that the devices enable them to access the internet, email, MSN messenger and research sources while on the move. Before the project, 20% of Worcester consortium mature learners who responded to a questionnaire stated that they learnt while ‘out and about’. The post-project questionnaire revealed that 56% of the respondents now engaged in learning while ‘out and about’. Respondents explained that listening to learning materials on an MP3 player was useful as it did not require being in a specific place or staying still. However, one learner commented that this auditory learning style does not work for all learners and when a learner at Norwich was asked if they could type up notes on the bus home, they replied: ‘What, sitting on a bus?!!’ Cornwall college installed a wireless network on the bus used to transport learners from schools in the Camelford area to the College (approximately a one-hour journey) so that learners could use mobile devices to access the internet en route. They had some technical problems, and issues with the internet speed and battery life, which were quite frustrating for the learners but feedback was generally positive and the researcher reported that participants ‘enjoyed using the device and would like to have access to them on the bus in the future’.

Enabling continuous supportive dialogue and spontaneous learning  Gloucestershire claims that key benefits for staff have been changing perceptions of how and where learning can take place and the ability to engage with learners at external locations. Brockenhurst learners used the voice recording tools on mobile devices ‘to help learn scripts for drama performances’ wherever they were. They also used an mLog to reflect on their learning experiences. The project manager commented:

 

The impact of mobile learning on teaching and learning

41

Personal access to the device at all times meant that learners could record reflections when they wished (including on the bus on the way to/from college) and maintain an asynchronous supportive dialogue with staff which enabled them to improve their learning. Eccles consortium found: ‘The devices allowed the learners to have consistency of support away from the session or away from the tutor no matter the location or the setting.’ Projects have found mobile devices can provide opportunities for learners to engage in learning outside timetabled sessions in various locations. Matthew Boulton consortium explained that the wireless infrastructure and ‘allowing the learners more choice in where they learn, including in ‘their traditional recreational areas, results in empowering them and stripping away the traditional constrictive timetable’. They stress, however, that tasks should still be directed and managed carefully in order to promote achievement. Huddersfield consortium believe that the wide availability of  WiFi and the ability to access technology 24 hours a day has contributed to learners collecting more evidence for their portfolios. Mobile devices have also provided opportunities for ‘spontaneous’ as opposed to planned learning. Learners at Brockenhurst explained: ‘Whenever I have a question in my head I can just quickly use the internet to answer it, by using the MDA to go on websites’; ‘It is quick and easy to look things up on the internet at that time rather  than having to wait until you get to a pc or home’ and ‘I think these are really useful because when I remember something that I should have logged earlier I can do it wherever I am, thus improving my work’. New College Swindon consortium learners agreed saying: You don’t always get to carry your books around with you but you probably always carry your iPod around so if you want to look at something you can look at your iPod  instead of waiting to get home and look at your books’ and When you have 10 minutes between appointments you can go and look something up, send an email, do whatever.

Supporting homework and enabling additional study Having access to technology and in some cases the internet too, has meant that many learners have been able to continue to work and learn in their own time, whether on directed tasks or additional study of their own choosing. New College Swindon consortium found that many learners enjoy learning at home, particularly in their own rooms. Eccles consortium reported benefits for learners with learning difficulties or disabilities in being able to access learning at home. Their research showed that a learner using a mobile device to support independent living at home achieved a specific task much more quickly, and with no additional support or prompting at assessment, than a learner in a similar position using traditional support materials. Regent consortium learners were able to download programmes from Teachers TV onto their devices and watch these in their own time. Huddersfield consortium found mobile devices enabled learners to prepare for activities and to review work in their  own time at home, saving classroom time to focus on ‘key learning outcomes’. Huddersfield consortium also report that 88% of learners asked had accessed the VLE at home, with 65% identifying the flexibility of mobile learning as a motivating factor in terms of time and location.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Matthew Boulton consortium learners downloaded listening tests and used the preloaded short videos and questions for revision and assessments outside the classroom at the end of term. ESOL learners downloaded and watched foreign language films and used Skype on their mobile devices to practise communicating with other learners in English. Also an A-level Biology lecturer gave learners homework to complete during lunch and reported that ‘The canteen and the surrounding tabled area would often feature learners working on their coursework via mobile learning’. The lecturer added that the learners were able to deal with any minor technical problems and explained that she felt this was because they had taken ownership of the devices. Kingston reported that ‘because of the intervention in classes with UMPCs they (learners) were using Blackboard at home and out of the College to access learning materials, review video footage to help with haircuts, re-run quizzes to test their  knowledge’. One learner explained that this was useful because ‘we’ve just had that Easter weekend, haven’t we? If we wanted to get on with some ... work … Della’s work, then we could just, if we didn’t know what we was doing, we could just’ve gone on there at home and then looked and kind of got the basic concept of it.’ A New College Swindon consortium learner commented that having access to technology outside the classroom means there is freedom to look something up that has not been understood, whereas in the classroom there is not necessarily that level of choice about what will be studied. Bournville learners are able to access the resources they need wherever they are and they report that mobile devices have enabled them to keep better contact with their   Accr cring ingto ton n and and Ros Rossen senda dale le have uploaded work and resources to the VLE, where tutor. Ac tutor. learners can access it at any time wherever they are using their Asus EEEs. Because the visual materials used are at a suitable level, those with lower levels of literacy are still able to access learning without support, which further reinforces the flexible nature of mobile devices for learning. Coulsdon specifically investigated investigated whether mobile devices could encourage independent work outside of literacy lessons, and found that 85% of the learners were using their device outside class at least once a week. However some learners at Havering  Havering reported reported that they did not need a mobile device to encourage them to complete extra college work at home as they already had access to a computer and, in some cases, they preferred to use a desktop PC when it was available.

Mobile technologies in the classroom Perhaps the most obvious advantage of mobile technologies for learning is that learning need not be restricted to a classroom or to a desk. However, they can also be very useful in a classroom context. Six projects reported that one benefit of mobile technologies is enabling learners to stay in the classroom to access learning materials and tasks, rather than having to go to an alternative location to use computers. Huddersfield consortium noted ‘the iPod touches have been a useful addition to allow learners to work on texts when there is no PC present’ and Boston found the PDAs allowed ‘learners to work on their coursework assignments in their classroom where they could be supported by their lecturer rather than the alternative of working the Learning Resource Centre’ where they would not have that support and ‘where computers are not always available’. Similarly, Brockenhurst’s drama learners ‘used mobile internet access to look up references and resources while working in studios or labs (where access to ICT is not always immediately available)’.

 

The impact of mobile learning on teaching and learning

43

A learner at Brockenhurst explains:  As I do BTE TEC C Perf Perfor ormi ming ng Arts Arts,, whic which h is mai mainl nlyy a pra pract ctic ical al co cour urse, se, we don’ don’tt get get mu much ch computer time in our lessons during the week – it was great to research my current  plays and playwrights in the lesson rather than having to wait for a free lesson to do research. I have been able to look up the books on the internet and find the ISBN and  availability for the plays I need, this has avoided traipsing round searching for the book I need. As I don’t have the internet at home the MDA (mobile device) has been a great help at home so that I don’t fall behind in class, seeing as there is not always enough information in the books I use. Boston reported that ‘during a formal teaching observation involving external inspectors…use of [mobile] technology in class was noted as a positive factor in retaining the interest of the learners involved’. It was also identified as an example of model practice which should be disseminated further. A tutor in the Cornwall consortium added that the mobile devices have been ‘very, very useful for research for questions/ideas in class without going to a computer room’. Norwich,, a tutor explained that before the smartphones she would send Similarly, at Norwich her learners to the library for research but now could incorporate research into the class activities enabling learners to respond quickly to questions and discussion points. Boston added that enabling learners to work on their coursework in class, as opposed to the learning resource centre, has meant that the lecturer is able to support the learners effectively. A Cornwall consortium learner endorses these points: ‘they have helped me in lessons as I can do my coursework even if we don’t have a computer room booked. They have been helpful as I can gain the internet and get information I need when I need it’.

Supporting collaborative learning  Mobile technologies are able to encourage and support both independent and collaborative collabor ative learning. Coulsdon College reported: During the course of the project, learning moved from a more traditional style to a collaborative style. Learners tend to work together, initially maybe for technical support, but then for peer learning support. This is particularly true where activities involve building project responses (marketing and advertising campaign was a good  example of this – with collaborative preparation, and also collaborative presentation of the results) but also warned: There were a few learners, however, who did not respond as well to the more practical, active approach to learning. They might have preferred the more traditional approach to learning, as ethos for learning is different for them. Learning styles do have a part  to play. Kingston found ‘UMPCs are most effectively deployed when learning activities focus on interactivity, collaboration, collaboration, assessment and access to web-based multimedia content such as video resources’ but believe ‘UMPCs do not provide an effective alternative to desktop or conventional laptop machines for authoring long documents or for extended personal productivity.’

 

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The impact of mobile learning: Examining what it means for teaching and learning

Mobile learning outside the classroom Learning outside the classroom Almost one-third of projects aimed to improve learning outside the traditional setting of the classroom, with half indicating that they had achieved at least one of their  objectives in this area.  Aylesb  Ayle sbury ury co conso nsorti rtium um used Wildkey software outside the classroom and provided new learners with mobile devices to help them to navigate their way around the college. Aylesbury consortium also and aimed to use mobile devices at outreach to of the support small animal care horticulture entry-level learners at thecentres beginning new academic year. At Brockenhurst Brockenhurst,, learning logs have been used to enable learners to reflect on their  learning, and these has now been made available on personally owned mobile devices to use at any time and in any place, via the Windows Mobile mLog software. Eccles consortium has successfully explored the potential of hybrid PDA/phone devices, with 3G capability, to enhance learning outside the classroom. Huddersfield consortium learners used GPS and GIS systems on mobile devices outside the classroom to support geography fieldwork. Within the Gloucestershire project, National Star College used mobile devices with learners with learning difficulties and disabilities (LLDD) outside the college, to support them in completing activities in real-life situations. Learners have identified the mobile devices as a resource that has helped them to achieve these tasks. consortium, aimed to Two projects, Rotherham consortium and New College Swindon consortium, create and design an infrastructure for the use of podcasts, which could allow learning materials to be accessed, on demand, outside the classroom. Rotherham consortium mentioned that their aim was to supplement content, and provide revision material for  absent learners. They reported that this aim had provided the most successful outcome, even though infrastructure problems caused some remote access problems, as it had surpassed expectations in terms of the quantity and quality of learning available. New College Swindon consortium also achieved this aim via the launch of the website at http://Mypodcast.newcollege.ac.uk http://Mypodcast.newcollege.ac.uk

Excursions and field trips MoLeNET projects reported several examples of mobile devices enhancing Tower er Hamlets’ research compared recent trips with past college/school excursions. Tow trips where mobile devices weren’t used. They found that learners now have access to a far wider range of resources than merely pen, paper and worksheets. Photo story and slideshow records of other visits and artefacts from the planned visits were used to prepare for a trip. During the trip learners were able to use their devices to capture and record images and sounds, and teachers explained that learners appeared to discuss pictures taken on the PSPs more intently than those taken on their own mobile phones. After using their mobile devices on the trip more learners visited the relevant website to find more details or compare their experience. Teachers also created follow-up activities using the mobile devices and the visual stimuli collected by the learners, which learners reportedly completed more enthusiastically. Tower  Hamlets believes that use of the mobile technology ensures continuity of the learning experience and reports developing links with a number of local museums to build on existing good practice.

 

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Learners at Gloucestershire used their Asus EEEs to keep in touch with peers in the UK and also partner countries while on a trip to Finland. They posted daily reports and photographs onto the VLE using the wireless devices. Similarly, staff were able to quickly and easily report directly to the VLE when visiting Turkey to inspect workbased learning for learners with learning difficulties and/or disabilities. On a field trip to the Isle of Arran and another to Iceland, learners at Havering  Havering used used their PDAs for emails, coursework, taking photos for coursework and the GPS facility to locate sites. Learners mentioned that the PDA saved time when they arrived back at college as they were able to type up notes while on the field trip. The tutor was also able to provide feedback on coursework to learners who were not on the trip. At  Accr  Ac cring ingto ton n and and Ro Ross ssen enda dale le,, learners took their mobile devices on their annual trip to Cornwall and were able to capture a wide range of evidence through photographs, videos and recordings of their thoughts. Langdon (Eccles consortium) successfully used mobile devices with learners with learning difficulties and/or disabilities on a trip to Manchester’s Transport Museum to gather evidence for their portfolios. Due to the amount of enthusiasm for using mobile technologies on such trips, they are now planning to train other staff to make the best use of the equipment. Their advice includes the warning that taking technology away from an institutional setting can introduce problems: When using the mobile devices on excursions, unexpected obstacles can arise; (eg weather, time constraints) and advise anticipation of potential problems is required. This can be alleviated by carrying out a risk assessment and contingency planning. Considerable time management and planning for use of mobiles should be built into any trip schedules – not assumed that use ‘on-the-go’ is always possible.

Preparation and materials development Projects found that the preparation teachers undertook before introducing mobile technologies into lessons was important. As Chichester consortium pointed out: ‘It was recognised early on that the initial preparation time was worthwhile.’ When planning, teachers need to consider how mobile learning can be integrated into practice in a way that takes advantage of the potential of the technologies and makes sense to learners. Gloucestershire identified a risk ‘that materials that could be paper  or PC based are simply converted to a format to go onto a mobile device rather than starting from the lesson objective and establishing how mobile learning will enhance the delivery’ and discovered that: Initially some staff were converting worksheets and using them in sessions as tasks under the guise of ‘mobile learning’. Learners quickly recognised this and through the focus groups identified they didn’t find this useful – learner feedback is vital in evaluating any new developments. Huddersfield consortium reported: Teachers and trainee teachers have applied themselves to the problems and  opportunities for technology to have a positive impact on learning outcomes through re-engineering of learning activities. Gateshead consortium suggested: There are two contrasting approaches to introducing mobile technologies to support  teaching and learning. It is possible to present the learners with the technology and  allow them to use it as a generic means of supporting their learning activity. The learners enjoy experimenting with the technology and can find some interesting and 

 

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The impact of mobile learning: Examining what it means for teaching and learning

unexpected ways in which to use it (eg photographing a Powerpoint slide as an alternative to note taking). This approach provides learners with a flexible tool that  can be used to meet their specific needs. Predominantly in [Gateshead consortium’s Supporting Science in the Field project] a different approach has been taken – an approach where specific teaching and learning activity has been carefully planned by  teachers to make maximum use of the mobile technologies. With this approach, planning is of key importance, with opportunities for use of  technology pre-planned into schemes of work, lesson plans and assignments. This approach has advantages in that learners can more readily see direct advantages in having the technology, and learners will usually be more focused on the task in hand. In the longer term, a good balance of the two approaches is probably needed, allowing learners the scope and ownership to find their own way with the technology, while also encouraging teachers to adapt resources/activities to provide appropriate opportunities to use the technology. Some projects found that ‘production of materials for use on mobile devices proved time consuming’ and ‘as this was the first engagement with these technologies, a large learning curve hindered rapid development’ (Eccles partner Pendleton Colle College). ge). In some cases ‘The time it took to create the resources for the devices ... meant that in the limited time that was left ...the full potential of what could be achieved with the devices was not met’ ( Eccles Eccles consortium ). Projects found that a one-size-fits-all strategy was not appropriate to maximise the benefits of mobile learning. Bournville’s project ‘identified early on the need to differentiate the approach used to teaching and learning across all learners’ groups’ and found that ‘in order to achieve this, close collaboration with the curriculum was essential’ including a strategy ‘to identify the most appropriate content of the learning resources to be developed and the most appropriate format for delivery of these (via the mobile device)’. Bournville believes that: ‘Learners need to know and understand the aim of the learning and why they need to learn it’ and that formative assessment needs to be given a high priority as ‘when this is incorporated into the learning experience the quality of learning will improve’. Therefore: all the teaching and learning resources were structured to provide this information to the learner and many included self-assessment opportunities. In addition, the project developed an instance of the VLE (Moodle) that incorporated all the learning resources distributed to the learners via the mobile device and included assessment  and feedback opportunities through the use of quizzes and forums to provide  feedbac  feedb ackk to to both both le lear arner nerss and and te teach achers ers on thei theirr pro progr gres ess.’  s.’ 

 Asse  As sess ssme ment nt an and d fe feed edba back ck Formative assessment A third of projects aimed to improve assessment opportunities and processes, and most of them achieved that aim. Evidence from the MoLeNET 2007/08 projects suggests that the use of mobile technologies has affected assessment by: 

changing the way assignments, coursework and portfolios of evidence are assessed because of the introduction of mobile methods of collecting evidence

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enabling new methods to assess learners’ understanding and progress through quizzes designed to be accessed and completed on mobile devices

 

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opening up new opportunities for peer and self-assessment

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making formative assessment more enjoyable and less threatening for learners.

Lewisham, Matthew Boulton consortium and City College Norwich consortium aimed Lewisham, to use their MoLeNET projects to provide more innovative and flexible assessment opportunities for their learners. Lewisham explained: MyLearning Author was used to create multiple-choice quizzes, using sound where possible to assist learners with dyslexia and other learning difficulties and appeal to the learning andof auditory questioning responded to through the different kinaesthetic touchstyles: screenvisual interface the PDAs. Matthew Boulton consortium aimed to use mobile devices for both formative and summative assessment and to integrate results from both types of assessment to support identification of learners’ progress and individuals at risk. The college feels that they have successfully achieved this aim through the MoLeNET project: Mobile learning has allowed greater flexibility for both the teacher and the learner. This has had particular impact on A-level students where assessment grades are automatically collated using an online mark book. Most of the learners agreed that they believed that mobile assessment could help them to learn better. A Matthew Boulton consortium member of staff reported: ‘The students have really taken to the iPods so it seemed only natural that we utilise them to get the students to complete formative assessment tasks’. Also, an electronics tutor who had been delivering interactive learning content directly to students’ mobile phones, felt that the mobile technologies enabled him to deliver assessment more effectively: The use of mobile technology within the classroom has allowed me to create assessments based on what the students are currently working on, and provide instant feedback to them in an electronics working environment. The assessments are randomised so students can’t cheat or copy each other. He also felt that being able to complete assessments ‘in situ’ supports recall: Mobile learning has provided me with assessment opportunities in an environment  that has, in the past, been entirely paper based. Either that or the students are only  assessed the following week when they’ve forgotten it all. I still assess them the  foll  fo llowi owing ng week week on a st stand andar ard d PC, PC, but but now th they ey see seem m to to reme rememb mber er eve every rythi thing. ng. Norwich found that most of the learners asked were using their smartphones for  sending files/videos/pictures files/videos/pictures to their assessor for assessment. Regent consortium used Senteo voting systems, Nintendo DS ‘Brain Training’ and Tribal ‘MyLearning’ Author-created Author-created activities. Consequently, they were able to provide learners with instant feedback and easy tracking of improvement. Cornwall consortium learners used the Nintendo DS to carry out informal skills assessments. Teachers reported that this was more successful than the previous method as the learners were not aware they were being assessed and so did not feel under pressure. Boston’s learners completed educational quizzes on their PDAs, which were subject specific when produced by their lecturer/as lecturer/assessor. sessor. Lowestoft used quizzes and games to develop and assess skills and reported that an additional advantage was that learners could complete these quizzes at home. Staff at Norwich could see the benefit of using mobile devices for multiple-choice past papers to check on progress throughout the year.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Tutors at Tower Hamlets used their digital recorders to record learners practising speaking and listening. They found that the devices enabled them to manage this exercise much more effectively than traditional voice recorders. cring ingto ton n and and Ros Rosse send ndal ale e mobile phones were used to demonstrate the At Accr At Ac assessment site used for online testing to learners. Staff at Gloucestershire used the GPS facility on their mobile devices, alongside the relevant software, to track the progress of learners working independently in the town centre from a distance and in an unobtrusive manner. Many of the tutors at Kingston carried out authored quizzes on the UMPCs and a mixture of feedback, generally positive, was received regarding the ease of doing this with mobile devices. However, some tutors experienced technical problems and several teachers suggested that it would be better if the quiz could be created by someone other than themselves. Many learners at Kingston reported a preference for whole-class whole-class quizzes as opposed to individual quizzes, perhaps because this was what they were used to or maybe because they enjoyed having an element of competition. However, some of the mature learners felt that the quizzes took up time that could be better spent on other  tasks; others were just not very impressed, ie ‘…so the odd quiz and things to test your knowledge is quite fun to do from time to time but other than that I can’t really see how much more they could be used during the lesson time’. One Kingston teacher set up assessment so that when learners had completed the quizzes they were directed to a blog where they could write about their experience and reflect on their achievements. This teacher noted how the learners supported each other in the completion of the quizzes on the devices and found the activity enjoyable. Feedback from teachers indicated that assessment using mobile devices was considered to have been delivered in a more innovative and engaging way, improving the learner experience.

Peer assessment and self-assessment Matthew Boulton consortium used mobile devices to facilitate peer assessment for IT and ESOL learners. The learners produced quizzes for their peers at the same or a lower level and, in the case of the ESOL learners, learners from different partners within the consortium communicated about their assessments via Skype. One ESOL learner commented: I enjoyed creating the quizzes. I recorded my voice, looked for images and thought of what to say. Then I put the quiz together. It was fun doing other people’s quizzes. Brockenhurst learners set up mLogs to record and reflect on what they had learnt and report having used these learning logs regularly. One learner also described using the voice-recording facility on their mobile device to record their singing lessons so that they could listen to themselves and improve their performance in future rehearsals. Learners at National Star College used timeline video footage of tasks they had completed to see how they had progressed. Learners working on developing independence in the community were also able to use their mobile devices to monitor  and reflect on their progress in developing the required skills. Norwich focused on incorporating peer assessment using mobile devices. They felt that this aim had been partially achieved: ‘The partnership with Cambridge Education and utilisation of PbyP for online peer assessment has had limited roll-out as access via the m-learning devices was limited. Where it has been rolled out it has been very successful. successful.’’

 

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Rotherham consortium also used recordings of learners for peer assessment.

Feedback  Following assessment of assignments, coursework, portfolios and quizzes learners Following obviously require feedback from their tutor, assessor or peers. Some projects reported on how the use of mobile devices affected this stage of the assessment process. Huddersfield consortium participants were asked how long it took for them to receive feedback after uploading data, and over half reported that they received feedback the same day, within 99% receiving feedback within the week (evidence from tutors showed slightly lower frequency in checking for uploaded evidence, with 40% checking daily and 90% once a week). Both learners and tutors reported keeping in touch not only through face-to-face meetings but also via emails, telephone calls, text messaging, and even chat rooms. Over half of the respondents asked said they preferred face-to-face meetings as they felt this was more personal and feedback could be understood more quickly and easily. They felt that electronic methods should, where possible, be supplementary rather than a replacement for face-to-face feedback. Cardinal Newman believed that the speed of feedback possible using the UMPCs and the fact that learners could ask their tutors questions at any time, including outside lessons, was a key factor in the measured increase in AS coursework grades in 2007/08 compared with the previous year. Learners at Norwich used their mobile devices to have their work checked before assessment. At Boston Boston,, learners used Active Sync or Bluetooth to share files so that assignment requirements and deadlines could be checked. This process was demonstrated during a lesson observation involving external inspectors, and was identified as an example of model practice to be disseminated across the programme in future. Similarly, a construction learner at Lewisham used the recording facility on his PDA to record information about the evidence he needed to gather immediately after  receiving feedback from his tutor. Another learner explained how the mobile devices were useful for sending grammar exercises to the teacher for feedback. A learner at Regent consortium described how they were able to take photographs on their PDA and send them to their teacher for ‘instant’ advice. It was felt that this had a motivating effect on the learner. Learners at Bournville reported that being able to communicate with their assessor, tutor and peers using the mobile device had been beneficial for their learning, with 60% reporting that their assessor or tutor has contacted them monthly and 40% reporting weekly contact. All the learners asked reported that they have received regular electronic feedback (via email) from their assessor or tutor; one learner added: ‘I like being able to send work to be checked via internet rather than tutor having my folder for several days at a time.’ Learners at Ac at Accr cring ingto ton n and and Ros Rossen senda dale le were able to use their mobile phones to access information on their inspection reports. Additionally, learners in the ‘Choices’ group at Accrington and Rossendale were able to use their Asus EEEs to access and complete quizzes, receive immediate feedback and send the results to their tutor. This would not previously have been possible because of the way materials were presented and learners’ levels of literacy. Havering the At Havering  the tutor accompanying learners on an excursion to the Isle of Arran was able to provide coursework feedback via PDAs to learners not on the trip.

 

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7 Mobi Mobile le lea learn rnin ing g for for lite litera racy cy and and numeracy

Eighteen projects reported addressing the national priority of improving literacy with a variety of devices including PDAs, smartphones, MP3 players, iPods and Nintendo DSs. They were used for creating, listening to and watching podcasts, learning scripts, note-taking, preparing assignments, working on literacy activities embedded in real-life situations, interactive literacy work, role-play and SMS. Projects using the Nintendo DS used games specifically available for these such as ‘Brain Training’. Sixteen projects reported addressing the national priority of improving numeracy. Cornwall consortium chose Nintendo ‘Brain Training’ as the vehicle for numeracy improvement exercises, while New College Swindon consortium learners used ‘Live Maths’ online resources. Learners downloaded materials to mobile devices and to esbu bury ry con consor sortiu tium m repurposed existing numeracy their computers at home. Ayl home. Ayles resources for mobile devices at their college. Seven projects highlighted literacy and/or numeracy as local priorities: 

Coulsdon made raising literacy levels the focus for their project because it is a key priority for their borough.

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Cornwall consortium hoped to improve levels of literacy and numeracy with learners aged 14–19 in one of its partner institutions by enabling access to learning support through mobile devices.

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Huddersfield consortium used, PDAs at Skills for Life weekends for families, and their ESOL learners used mobile devices for community projects involving interviewing family and community members to improve literacy and communication communicatio n skills.

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 Accring  Accr ingto ton n and and Ro Ross ssen enda dale le aimed to address the Skills for Life needs of LLDD learners through the use of mobile devices and games.

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Oaklands consortium used mobile devices to support Entry-level learners with numeracy skills and used mobile phones to evidence achievement.

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Regent consortium Level 1 learners used MP3 players to record work and practise role play. The Nintendo DS was also used for its ‘Brain Training’ and the Senteo voting system to test and refine skills.

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Stratford-upon-Avon involved a variety of different learner groups including some learners with poor literacy skills and some with learning difficulties or disabilities

Coulsdon College interviewed learners to find out if they thought using mobile technologies had improved their literacy skills, and 41% felt they had. Coulsdon also noted that using these technologies encouraged learners to remember spellings.

 

Mobile learning for literacy and numeracy

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Stratford-upon-Avon College reported that feedback on the use of mobile devices within adult literacy and numeracy classes was generally positive and noted that literacy learners perhaps gained the most benefit as the devices enable a range of  learning styles to be catered for and learners could ‘work at their own pace which is key in our classes where learners are all at different levels of learning’. They also commented: ‘One of the most beneficial uses of mobile technology was that using technology removes the stigma of poor literacy skills and feels very ‘adult’.’  Accring  Accr ingto ton n and and Ro Ross ssen enda dale le described how they have uploaded work and resources to the VLE, which learners can access at any time using their Asus EEEs. They report that, because the visual materials used are at a suitable level, those with lower levels of literacy are still able to access learning without support, which further reinforces the flexible nature of mobile devices for learning. Coulsdon specifically investigated investigated whether mobile devices could encourage independent work outside literacy lessons, and found that 85% of the learners were using their device outside class at least once a week. Over half (53%) of the learners asked felt that having used the Ameo they had communicated more with the literacy staff. A Regent consortium IT tutor used numeracy and literacy tests on the Nintendo DS as a study break for learners, and found the competitive and gaming style of these activities so successful as a motivational tool that they are now being used as a regular motivator for the learners. Regent consortium aimed to specifically develop IT and numeracy skills using MP3 players, Nintendo DSs and voting systems, and report that they were successful in achieving this aim. Cornwall consortium focused on literacy, numeracy, maths, English and post-16 performance and felt that they were successful in improving identified weaknesses in these areas. They found that mobile devices could be very beneficial for learners with poor handwriting. For example: One specific student struggles with hand writing in a big way and this does mean that even though he can explain his understanding clearly, he really struggles to be able to write anything down legibly for assessment and his own records. The PDA has enabled him to quickly type up notes, etc, without needing to be logged in to a computer or have a laptop with him, which has caused him concern at the attention it causes. However, when Cornwall consortium used Nintendo DS machines with a group of  learners with literacy and numeracy difficulties they reported that 25% of learners gave negative feedback. These learners said that using the device would distract them from doing other things they should be doing and they felt less motivated to learn with them. Cornwall consortium believe this may have been due to using the Nintendo machines, the way in which they were used and the type of learners involved. Feedback from the tutors helps to clarify this: ...there have been incidences when although they have written the correct answer, because of the poor level of writing the device has marked the sum wrong. The students therefore think that 5+2 does not equal 7... ...One of our students has a speech problem and it would not recognise his voice when he was shouting the colours. It made him very frustrated... ...Learners at times became frustrated and felt they weren’t achieving well when the (Nintendo) DS didn’t recognise their handwriting when drawing numbers on the screen – over more extended use this may allow the student to improve their  handwriting performance...

 

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The impact of mobile learning: Examining what it means for teaching and learning

The solution might be using different devices and different functionality or perhaps more time is needed for these learners to become familiar and confident with the device and therefore more able to benefit from its use. Matthew Boulton consortium used Sony PSP handheld gaming devices to re-engage disaffected learners and improve their numeracy skills. They noted: ‘there were improvements in attendance and attainment compared with previous years, and the learners seemed genuinely more engaged’. They also reported using PSPs in a Numeracy Uplift Project with disengaged learners categorised as NEET. The member of staff who led the initiative, described the outcomes: The project was initially about getting bums on seats and keeping them there. The  games  ga mes th thems emsel elves ves wer were e fun fun for for the the stu studen dents ts bu butt they they wer were e also also desi designe gned d to to tes testt the their  ir  numeracy skills. The project was successful and not only was retention increased but  the students tended to be more well behaved in the classroom.

 

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8 Mobi Mobile le lea learn rnin ing g for for lang langua uage gess and ESOL

Fourteen projects addressed the national priority of languages/ESOL. At Coulsdon College four learners from China used mobile devices for spoken and written English, while at Lowestoft learners took devices home to use with family members to support the development of their literacy and communication skills. Three projects ( Worcester Worcester consortium, consortium, Oakla Oaklands nds consortium and New College Swindon consortium ) com comme ment nted ed in part partic icul ular ar on th the e use usefu fuln lnes esss of of pod podca cast stss for for la langu nguag age e and and ESOL learners; watching, listening to and creating resources. Gloucestershire mentioned that for their project the podcast server will make things simpler for practitioners over  the next year. An Oaklands consortium Spanish teacher and an AS learner, and a French teacher and an A2 learner, taking part in the MoLeMentors project, used mobile devices to practise Spanish French speaking and writing skills. They used Twitter forBlackboard. communication, and workorwas uploaded to the discussion board area of the course This proved very successful as a pilot.

 

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9 Mobi Mobile le lea learn rnin ing g for for learn learner erss with with learning difficulties and/or disabilities

Twenty projects reported addressing issues of inclusion/equal opportunities/ opportunities/ accessibility with their learners. This included those focusing on learners with learning difficulties and/or disabilities (LLDD) and involvement of employers to promote employment of disabled people. Six projects aimed to use mobile technologies to change and improve the way that learners with learning difficulties and disabilities learn. Four of these six projects stated that they were able to achieve these aims.  Aylesb  Ayle sbury ury,, Nati Nation onal al St Star ar Col Colleg lege e (Glo (Glouc uces este ters rshir hire e con consor sortiu tium) m) and Langdon (Eccles consortium) aimed to improve employability for LLDD learners within their projects. Langdon and Aylesbury consortium reported improvements in Skills for Life, independent living skills and citizenship, and National Star College reported that improved achievement has led to learners gaining both paid and voluntary employment.  Aylesb  Ayle sbury ury,, Sto Stock ckpor portt cons consort ortiu ium, m, Wor orce cest ster er cons consort ortiu ium m and Lowestoft all aimed to reduce barriers to learning and thus increase accessibility for learners with learning difficulties and/or disabilities learners. Aylesbury consortium reported that learners now have access to more ICT equipment, which has started to transform the way they learn. They also predicted a 50% increase in recruitment for their 2008/09 Skills for  Working Life course. The Stockport consortium found some barriers to learning have been overcome by the introduction of alternative methods for learning through mobile devices, such as using images instead of written instructions. Learners at Lowestoft used mobile devices to provide evidence of tasks they had completed and Worcester  consortium investigated the use of podcasts and vodcasts for visually impaired learners. Langdon addressed employability for learners with learning difficulties and disabilities by consolidating skills through mobile learning. National Star did Star did this and also focused on independent travel skills and building citizenship skills. National Star addressed Star addressed these priorities by using mobile learning to develop confidence and independence in real-life situations, while continuing to provide a high level of support through mobile devices. Several other projects included some learners with learning difficulties and/or disabilities in their target audience, eg  Accr  Ac cring ingto ton n and and Ro Ross ssen enda dale le and Skills for Life learners. Cornwall consortium reported instances of increased learner achievement when using a PDA such as ‘one learner with handwriting difficulties used a PDA to type up notes etc, which was good because when he uses a computer or laptop this attracts the attention of others’. Another learner was helped with his organisational abilities by being able to note deadlines and homework, and a further learner who generally did not submit homework improved considerably with the introduction of the devices. East Berkshire consortium reported that one of their work-based learners who is dyslexic was able to complete an e-portfolio of evidence using their device and suggested that without the mobile technology the learner would not have produced a successful portfolio.

 

fMobile learning for learners with learning difficulties and/or disabilities

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Langdon reported on the achievements of learners with disabilities or learning difficulties related to confidence and life skills: 

Learners can be seen to progress through independent living tasks involving assessment of their confidence and competence, at a faster rate than learners not  using mobile devices.

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Learners decrease the time taken on task-related work.

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Learners using mobile devices remain focused for longer periods of time.

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 An impr improv oveme ement nt in sof softt skil skills ls is not noted ed for for le lear arner nerss usin using g mob mobil ile e devi device ces. s.

At Stratford-upon-Avon College, College, they reported that the technology skills of learners with learning difficulties or disabilities had improved but that ‘the most meaningful outcome was the variety of learner skills which have been enhanced – communicative skills, learning styles, spatial awareness and deductive reasoning’. National Star College provided devices to individuals with learning difficulties and disabilities and reported that this improved their ability to look after themselves. One learner with brain injuries following an accident was able to take responsibility for arriving at lectures on time, going for meals, asking for additional nutrition and reporting for medication. He also started to remember regular appointments like times for medication, a significant step for learners with brain injuries as re-establishing routines are re-learned. Through the use of a Bluetooth keyboard and headset, he can use the full functionality of the phone to keep in contact with friends via text or phone. This has interested hisuse speech language becauseaid. it has his understanding of the of hisand Lightwriter astherapists a communication Heimproved can also listen to his choice of music, access the photo gallery to put a face to a name, and amend his own appointments/contacts. Also at National Star College, learners with learning difficulties and disabilities have used their mobile devices to access video instructions for tasks while working on an allotment. These tasks can now be completed without mentor support. This was so successful that a range of further video sequences are being made to cover a variety of  activities on the allotment. Mobile technologies have also been used to prompt regular  routines for learners with learning difficulties in a range of contexts from ‘individualised prompting for daily routines to group prompting for workplace timekeeping’.  Accrin  Accr ingt gton on an and d Ros Rosse send ndal ale e Col Colle lege ge found that mobile technologies had great potential in terms of engaging learners (particularly those weaker in basic skills), increasing enjoyment, improving retention and achievement and encouraging learners to feel part of the wider college community by enabling them to access the VLE and the materials within it. For the ‘Choices’ group, the iPod was too difficult to use and the Asus device was preferred – learners with Aspergers’ syndrome were the most enthusiastic. The offer of working with an Asus or iPod proved a good incentive and they were offered as a reward for learners who were up to date or trying hard. The technologies were very desirable, and hence proved to be very popular. Learners with learning difficulties and disabilities with retention, organisation and time-management difficulties used the notes and alarm systems in Microsoft Outlook on their PDAs to help them to organise themselves better. Comments from learners included: 

The alarm reminded me where to go.



It helped me remember when to go to class.



Good fun using it for a diary… It has tasks so you can do to-do lists as well so you don’t forget to do things.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Langdon successful successfully ly used mobile devices with learners with learning difficulties and disabilities on a trip to Manchester’s Transport Museum, to gather evidence for  their portfolios. Due to the amount of enthusiasm for using mobile technologies on such trips, they are now planning to train other staff and make the best use of the equipment. Engaging and supporting learners with learning difficulties and/or disabilities clearly involves some extra considerations but several project managers emphasised that this does not justify excluding these learners from mobile learning. As Ayl As  Ayles esbu bury ry consortium advised: ‘When working with LLDD learners the biggest lesson learned is not to worry they can’t do it!’. However, they also advised: For LLDD learners it was imperative to use a range of devices to meet a variety of  different and often complex needs. The team decision was to pilot a range of devices with learners prior to committing to any orders for equipment. This worked really well and gave some surprising results; devices that were anticipated to be difficult  for LL LLDD DD lea learne rners rs to nav navig igat ate e aroun around d did did not ca caus use e as ma many ny is issu sues es as ant antic icipa ipate ted. d. Cornwall consortium cautioned that it was necessary to ‘be careful when selecting materials/games … particularly for those with speech difficulties and/or severe writing difficulties. Use of devices such as the Nintendo DS and ‘Brain Training’ can lead to great frustration and disengagement when the learner fails to progress’. Gloucestershire agreed, advising that: accessible content is only really accessible at point of delivery and dependent on an individual learner’s need or needs … It should be noted that an audio podcast is  fant  fa ntas asti tic, c, and and mor more e acce accessi ssibl ble e than than a print printed ed han hando dout, ut, for a lear learner ner who has a vis visua uall disability, but the same podcast is completely inaccessible for a learner with an auditory disability. (For case studies focusing on mobile learning for learners with learning difficulties and disabilities, including those involved in MoLeNET and other programmes, see also Go Mobile! jointly published by LSN and JISC TechDis, 2008.)

 

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10 Wide idenin ning g parti particip cipati ation on inc includ luding  ing  learners not in employment, education or training

Seven projects used mobile technologies in an attempt to widen participation and to improve access for a wider range of learners, including learners from deprived areas and those learners who had been traditionally hard to reach and engage with in the Stockport consortium ) sta classroom. Only one of these projects ( Stockport state ted d tha thatt the theyy hav have e not yet been able to achieve their aim but they believe that this should be achieved in the next academic year due to the publicity about m-learning within their partnership. Also seven projects reported specifically focussing on helping young people not in education, employment or training (classified as NEET).  Accring  Accr ingto ton n and and Ro Ross ssen enda dale le used iPod Touch devices with learners classified as NEET  living in sheltered accommodation whose attendance was ‘somewhat sporadic’. Tutors sent text messages to learners, which motivated them to attend and stay on course. Tutors Tutors commented that learners used the devices with enthusiasm and have felt more motivated to complete work on their own using the mobile devices outside the classroom. Accrington and Rossendale believed that being able to access to the college VLE via their mobile devices may have fostered a stronger sense of belonging for learners classified as NEET. Although attendance was sporadic, eight of the nine learners have applied for courses on the main college site. This suggestion is consistent with the findings of other projects that some work-based learners and some LLDD learners commented that the mobile device had made them feel more connected to or accepted by the college. One learner also reported feeling quite ‘important’ because they were asked to take part in the MoLeNET research. Huddersfield consortium used mobile devices with probation offender learners and NEET learners on their Xplorer programme to develop basic skills. Xplorer is a course that allows learners not in education to try a number of vocational areas to identify a new direction for study. Lowestoft’s NEET Construction learners and Prince’s Trust learners all benefited from the MoLeNET project, and Oaklands consortium targeted a learner who was very close to dropping out of their course, commenting that: ‘The MoLeNET phone enabled the learner’s tutors to keep him on track and ensured that he completed his course for the year.’ It was found that NEETs benefited and were more engaged by the use of of devices such as PSPs with cameras, Nintendo DS and ‘Brain Training’ software, and vodcasts and podcasts. Gloucestershire used the PSPs to engage their NEET learners in a learning activity, after which the teacher commented that they were ‘impressed by how much time the learners spent on the activity, the way in which they collaborated and worked together’. Norwich suggested that a potential spin-off from the MoLeNET project was that marketing could be enhanced by the use of mobile technologies and this might help to attract NEETs into the college.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Norwich aimed to reduce the number of learners at risk of becoming NEET by raising their self-esteem, while Oaklands consortium focused on providing extra support and promoting self-respect and communication to encourage learners to stay on course. Matthew Boulton consortium aimed to re-engage NEET learners through the use of  games devices. They reported a study with NEETs that began before the MoLeNET  project started, which aimed to improve numeracy skills through the use of handheld gaming devices (ie PSPs). However, because the study had not run for a year, they felt it was not possible to state whether or not the gaming devices re-engaged disaffected learners. However, the college did note improvements in attendance and attainment compared to previous years. Their tutor reported that the PSPs were fun to use, helped to secure attendance and retention, promoted engagement and improvements in behaviour. Matthew Boulton believed that if this approach were successful it would be a significant way of overcoming the multiple barriers some learners face. Boston hoped to address the fact that low levels of aspiration appear to lead to low levels of motivation and confidence to engage with learning. They reported some anecdotal evidence to suggest that motivation and engagement are increased when using mobile devices for learning. Cornwall consortium focussed on raising the standards of at-risk Key Stage 4 learners, while Coulsdon’s project engaged some of the most vulnerable learners in the borough. Lowestoft attempted to meet the local skills gap and managed to include NEET construction learners in this, while the New College Swindon consortium and Tower To wer Hamlets aimed to improve employability skills in NEET learners. Regent consortium wanted to use m-learning to help to re-engage and improve the retention and progression of those learners categorised as NEETs. They reported the following success: NEET retention is 77% ... Regent retention for Level 1 groups is 89%. compared with 88% for last year. Gateway retention for Level 1 groups averages at 94% compared  with 89.6% last year … Of the 17 students who engaged with the NEET programme 76% are progressing to college programmes next year. Responses from NEET  students on the survey were very positive.

 

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11 Wor orkk-ba base sed d le lear arni ning ng

More than half of MoLeNET 2007/08 projects (18 projects or 56%) addressed the national priority of work-based learning. In many cases they used mobile devices for  gathering and presenting evidence through e-portfolios. Eleven colleges also mentioned that work-based learning or vocational study were local priorities. Colleges’ motives for focusing on work-based learning included a desire to: 

improve access to learning resources and guidance for learners in remote settings (eg Bolton consortium, consortium, Boston Boston,, Cornwall consortium, consortium, Stockport consortium )



Brockenhurst,, Chichester  support assessors and improve assessment processes (eg Brockenhurst consortium,, East Berkshire consortium ) consortium

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consortium, Kingston ) improve the learner experience (eg Huddersfield consortium,

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Bournville,, Boston and Wolverhampton ) engage more with employers (eg Bournville embed e-learning into workplace and work based learning, and to provide real workplace opportunities for LLDD learners (  Ayl  Ayles esbu bury ry ).

Vocational subject areas in which mobile learning was deployed include hairdressing, Vocational motor vehicle, engineering, electrical engineering, industrial services, care, construction and plumbing. The main advantages of mobile learning for work-based learning were found to be: 

convenience, due to size and portability



improved access to learning and reference resources, including on-location Internet access



improved communication

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just-in-time, any-location, access to video and video recording

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support for evidence-gathering, portfolio-building and assessment.

Convenience The convenient size of mobile devices and improvements in their processing power, storage capacity and battery life have enabled the provision of technology to support learners in places where this would not have previously been possible due to space and power supply limitations. These places include riding and horticultural centres Bolton consortium ) and and a va vari riet etyy of of wor workp kpla lace cess whe where re pa pape perwo rwork rk ca can n be be imp impra ract ctic ical al,, ( Bolton such as factories, workshops, salons. Mobile technologies meant that work-based learners ‘dispensed with their folders’ and ‘used the devices in a multitude of places’ where they were able to continue their coursework and collect material for inclusion in Chichester consortium ). their assignments ( Chichester

 

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The impact of mobile learning: Examining what it means for teaching and learning

A New College Swindon consortium learner explained the benefits of mobile devices over books at work: I trained as a chef when I was 15 years old and if I had taken a book into the kitchen somebody would have hit me with something quite heavy probably and there would  be a degree of ridicule ... there are times nowadays when guys are doing complex  stuff with boilers, highly dangerous stuff with gas and you’ve got to know what you’re doing. If you’re not sure … something like this has to be a good thing. I don’t think  you would be laughed off site... I work with guys who have been in the plumbing trade for years and years … and they can’t remember everything … on site you might   get rib ribbed bed a bit bit but but if th they ey thi think nk he’ he’ss got got tha thatt on on his his iPo iPod, d, tha thatt cert certain ain bo boil iler er,, they  they  might say can I have a look?  Matthew Boulton consortium engineering learners explain why they prefer mobile technology: I hate writing because it makes a mess of my portfolio. What’s better? – this (Asus EEE), if you make mistakes you delete it and start again. This (A4 folder) is a real hassle to get into my bag! Now this (Asus EEE) – piece of cake! This (Asus EEE) is very good because it’s very light and you can carry it everywhere and use it and I like it very much. Using these computers (Asus EEE) in the workshop enables us to get work done a lot quicker. Basically are very useful, they easy use. It doesn’t takekeep muchit. space and(the it’sAsus easy EEEs) to record information whileare you areto working, save it and

Improved access to resources For work-based learners or those on work placements access to a computer and/or  the internet is often limited, if available at all. Therefore a significant advantage of  mobile devices is that they can enable learners to access learning resources and support, to continue to work on their coursework and assignments and to keep in touch with staff and peers while on placement. However, there were sometimes problems due to lack of internet access in some locations. Chichester consortium learners tried to get around this ‘they had tried McDonalds (with varying degrees of success) and Starbucks’ and when they were unsuccessful learners said they felt ‘disadvantaged’, indicating that an expectation of  any time, anywhere access had quickly become established. Lack of internet access in some locations also caused problems for learners trying to carry out research or  access course materials. The project manager recommended: ‘In future the project would need to take more account of this. Possibly in two ways: by making the materials available via a device such as a memory stick or by purchasing broadband dongles (3G, Vodaphone etc).’ Chichester consortium learners also used mobile devices to complete exercises, review notes, view images and video clips, and submit evidence electronically. electronically. They feel that more work is required in this area to ensure all learners are fully engaged but have proved that the systems and infrastructure support online submission of work. East Berkshire consortium reported that they successfu successfully lly delivered high-quality interactive teaching resources to engineering learners and work-based learners using PDAs. Stockport consortium was able to deliver key skills mobile learning materials to learners in a range of vocational subjects. Huddersfield consortium found mobile devices enabled learners to access IT on placement, thus enabling them to complete their professional practice files.

 

Work-based learning

61

Improved communication Mobile technologies can improve communication with work-based learners with use of voice calls and text messages where devices have phone/SMS contracts and/or  email communication. Where Skype was used with internet-enabled mobile devices, devices, colleges (for example South Thames consortium ) wer were e abl able e to to ena enabl ble e pho phone ne-c -cal alll communication while controlling costs. Bournville reported: One assessor’s feedback revealed that previously, when tasks had been set for  between meetings, they were sometimes not completed because learners were uncertain of what they were being asked to do – with MoLeNET regular and instant  communication ensured all learners understood, which increased the work  undertaken by learners between meetings with their assessors.

 Just  Ju st-i -inn-ti time me,, an anyy-lo loca cati tion on ac acce cess ss to vi vide deo o an and d vi vide deo o re reco cord rdin ing  g  Gloucestershire College learners working in industrial services were able to access health and safety videos loaded on their mobile devices, and this provided them with prompts and support for their own work. Learners with learning difficulties and/or  disabilities disabilit ies at the Gloucestershire consortium partner National Star College used their mobile devices off site to get video instructions for tasks on an allotment, so that they could be completed without mentor support. This was so successful that a range of further video sequences are being made to cover a variety of activities on the allotment. Chichester and their partner Sussex College created how-to guides and videos for Care learners who ‘rarely, if ever, attend the College. So their sole contact is via their  assessors’ and reported: Learners like the video concept and the consortium has received feedback they are being viewed in a variety of settings such as the bus to and from work. Including questions on the film clips helps focus attention and also encourages the learner to reflect on the learning content. At Chichester 14–16 year olds and their tutors found head cameras (head cams) a very effective way of recording outdoor activities such as sailing and kayaking: Motor vehicle/construction used their devices to project images at the learners’  workplace as well as in the college’s workshops. Tutors report that learners like the instant feedback provided by using film as they can see their mistakes immediately  and rectify them straight away. Replaying film also stimulates discussion and on a less serious side injects humour into the lesson.’ Hair and Beauty learners at Norwich used their smartphones to record their work placements and/or Saturday job achievements, to ‘enhance learning in professional practice’. cring ingto ton n and and Ros Rosse send ndal ale e described the convenience of mobile devices for  A tutor at Ac at Accr evidence collection – they enabled their learners to record themselves for evidence purposes rather than having to wait for the tutor to arrive. Accrington and Rossendale explained that the Bluetooth tool has been used effectively to send work, materials and evidence, therefore promoting a streamlined process of managing portfolios. Another member of staff added that access to the VLE using a mobile device meant the learners felt a part of the wider college community with access to the same facilities as learners based onsite.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Bolton consortium used video cameras and podcast software to create and deliver a catalogue of content and consortium partner City College Manchester (now part of  The Manchester College) set up their ‘Our Tube’ site, with functionality similar to ‘You Tube’, to support this. They explained that materials are currently available for use on some devices (more time is required to develop and provide more learning objects for  devices) and added that the ability for work-based learners to access and download content had enabled a higher standard of evidence to be submitted.

Evidence-gathering, portfolios and assessment Three-quarters of the projects involved in MoLeNET reported on the impact of mobile devices on the assessment process in their colleg college/consortium e/consortium for both college-based and work-based learners. This process involves collection and collation of evidence for  coursework, assignments and portfolios, assessment of coursework, assignments and portfolio evidence, formative assessment, peer and self-assessment and reflection, and feedback. Many learners have used the video, voice and camera recording facilities on their mobile devices to capture their work as an alternative or supplementary way to provide evidence of progress or achievement. Some examples of positive feedback from teachers and assessors are:  All stu  All studen dents ts hav have e val value ued d the the asse assess ssmen mentt pro proce cess sses es th that at hav have e accu accura rate tely ly and fa fair irly  ly  measured their capabilities and provided effective feedback as a basis for reflection. The project has enabled the students to collect a wide range of mini-assessments, both formative and non-formative, comprising professional assessor, self- and peerassessments. (Care, Bournville)

The students uploaded their portfolio of work onto the iPods and then took them out  to demonstrate to potential customers in London – the BBC, Quench Design and  Mainframe. The iPod solved what has always been a massive problem – demonstrating your work out in the field. (Performing Arts, Matthew Boulton consortium)

Asked whether use of mobile devices has improved the assessment process, tutors  Accr cring ingto ton n and and Ro Ross ssen enda dale le responded: from Ac from Definitely. The process is much smoother and faster. The students seem more engaged and willing to collect evidence. As for referencing, it is much easier to claim  for vi vide deo o foot footage age tha than n mark marking ing an obse observa rvati tion on she sheet. et. … the students have been able to demonstrate their competence in finding the information they need. All work has come back completed and to a high standard. … the students have been more confident in accessing the online site from home and  it has given them more confidence. I can also access my emails so I have the most upto-date information to hand and assessment documents. Chichester consortium tutors reported that hairdressing learners, using Asus EEE mini notebooks, who only attended college once a fortnight were able to produce coursework of a higher standard, including photographs as evidence, and that coursework was submitted earlier than by previous learners without mobile devices. While at Norwich Norwich,, hair and beauty learners used their smartphones to record their work placement or  Saturday job achievements. Hairdressing learners at Lowestoft used their mobile devices to record the step-by-step progress of their hair designs, to create PowerPoint presentations to explain what they had done, and to photograph their cutting and styling techniques for inclusion in their portfolios. Lowestoft highlighted the benefit of  being able to capture less common occurrences within the workplace without having to plan ahead or ensure the presence of the assessor/tutor.

 

Work-based learning

63

Huddersfield consortium learners collected video, audio and photographic evidence of  their work for their portfolios, with 95% of the learners asked commenting that the mobile device/learning environment had allowed them to collect evidence quicker  than with paper-based methods. It was reported that digital recordings were much easier and faster to collect and store than traditional methods. However, there were some staff concerns about the training required to use the devices and to ensure sufficient documentation of evidence was provided. Staff at Lewisham raised similar  issues, commenting that if a PDA were used only for pictorial evidence collection, and not for provision of resources, then in terms of expense it would not provide value for  money as a digital camera would fulfill the same role. Nearly all (90%) of the learners asked at Bolton consortium reported that the UMPCs, iPods, MP3 and MP4 players had significantly helped them to organise, record and recall their learning. Some learners have recorded answers to questions for evidence, which has reportedly also improved their confidence and communication skills. Bolton consortium learners have used web-cams and audio-recording facilities on mobile devices to capture portfolio evidence, and some have started to use their own mobile phones for this purpose. Evidence collection at Bournville included using mobile devices to photograph group presentations recorded on flipchart paper instead of copying down the presentations for marking. The mobile devices were also used to collect photographic evidence from their placements, which received excellent feedback from the assessors regarding the context and relevance of the evidence. Also, two of the learners who were dyslexic were able to produce PowerPoint presentations using their devices and so were able to complete their knowledge evidence more quickly. Apprentices at Boston reported easier collection of evidence for portfolios with mobile devices, in addition to developing a wide range of additional skills (‘video, photo storage, email, file management, word, excel, database’). Learners also felt that not only was it more enjoyable to use the devices for evidence collection, but also that the quality of the evidence (video evidence in particular) they were submitting was more substantial. Hairdressing learners at Lowestoft used their mobile devices to record the step-bystep progress of their hair designs; create PowerPoint presentations to explain what they had done; and photograph their cutting and styling techniques for inclusion in their portfolios. Lowestoft highlighted the benefit of being able to capture less common occurrences within the workplace without having to plan ahead or ensure the presence of the assessor/tutor. It was commented, however, that the sound quality of the video footage was not as clear as hoped, a need to review the type and functionality of mobile devices to besuggesting used in future. Trainee teachers at Lowestoft used their mobile devices to support their learners, by allowing them to capture photographic and video evidence for their portfolios, and send Bluetooth evidence from the learner’s phone to the trainee teacher’s PDA for downloading. One trainee teacher also used their device to record interviews to validate work-based evidence.  Accring  Accr ingto ton n and and Ro Ross ssen enda dale le’s ’s learners used their Asus EEEs to create evidence, using ‘Photo story’ to incorporate photographic evidence with voice-over documentation. Those work-based learners were very keen to develop their skills with PDAs and learn how they could streamline the process of evidence collection, particularly because similar technology is now prominent in many businesses.

E-portfolios A number of projects trialled the use of mobile technologies interfacing with e-portfolios for on-line collating and recording individual progress and achievement.

 

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The impact of mobile learning: Examining what it means for teaching and learning

At Lowestoft Lowestoft,, some work-based learners on Apprenticeships were able to upload photographic evidence of completed tasks via mobile devices directly to their e-portfolio and provide a written explanation of the task to complement and expand on the photographs. All Huddersfield consortium tutors asked found the e-portfolio system easy to navigate, with 70% recommending this method over the traditional paper-based system. IT staff  also supported the storage of evidence in this way. Over three-quarters of tutors asked believed that candidates found the e-portfolio system easier than the traditional paper-based system and, of these, 86% felt that candidates had uploaded more evidence because the system was easy to use. Tutors added that the e-portfolio system ‘keeps all candidates’ evidence in one accessible place’, with less risk of  losing the different types of evidence; enables candidates to check their progress ‘at a time that is convenient to them’; allows the candidate to contact the tutor at any time and access feedback online; allows evidence to be uploaded from anywhere; and is more inspiring for the learner. Learners added that they collected more evidence for their portfolios because they received good training, the tutors and the college have supported the system, and neither they nor the tutors had to carry lots of folders around with them. Staff at Boston were asked about possible barriers to introducing an e-portfolio system. They were concerned about duplication of paperwork and the fact that file sharing had not been particularly popular. They also felt a whole college approach needed to be taken. Where e-portfolios had been trialed, or were in place, it was felt that this had reduced travel commitments for assessors. Cornwall consortium reported that teachers are starting to introduce an online e-portfolio system called ‘PlanIT’ for use on UMPCs and hope to be able to develop this much further in the future.

Engaging with the examining boards It is clear that mobile devices can support and facilitate new methods of evidence collection and submission. However, for qualification purposes, these new processes require validation by the relevant examining boards. This project found excellent scope for assessment evidence to be created in diverse and different ways. Because mobile technologies offer more opportunity for instant  visual and aural evidence, staff need to be attuned to these opportunities when writing assessments and awarding bodies have to be flexible in acknowledging this evidence.  Acce  Ac cept ptab able le fil file e form formats ats,, sto stora rage, ge, pr pres esent entati ation on and and tr trans ansmi missi ssion on meth methods ods wil willl need need to be agreed to support appropriate assessment procedures. However, during discussions a number of lecturers expressed concern about how willing examiners would be to accept this type of evidence. ( Gateshead Gateshead consortium ) Boston commented that PDAs have been used successfully for evidence collection and submission to count towards National Vocational Qualifications. They reported that this system has met approval by the relevant examination boards in the vocational areas of motor vehicle and electrical engineering. Other vocational areas, however, are currently in the process of seeking clarification from their qualification authority about the validity of electronically captured evidence. Bournville noted that to ensure the whole process worked effectively, assessors who work off-site needed to be supported and fully trained to provide the necessary support and encouragement to their learners.

 

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12 Em Empl plo oyer eng engag agem emen entt

Many MoLeNET projects involve work-based learners or learners who spend some of their time learning in workplaces. To introduce mobile learning for these learners employer cooperation was required. In the light of the frequently expressed views of some employers that the education system does not do enough to ensure that learners enter the employment market with good ICT skills, for example: ‘The study shows that European employers do not believe that the education system performs particularly well in equipping future participants in the job market with the ICT skills that will be required.’ (Kolding M and Kroa V, 2007 1 ), col colle lege gess mig might ht ha have ve as assu sume med d that the introduction of leading-edge technologies into workplace and work-based learning would have been universally welcomed by employers. In practice, the level of employer cooperation and enthusiasm varied. Lewisham reported: ‘A major cause for concern throughout the project was the lack of  buy in (and refusal to participate in some cases) from employers on the Train to Gain programme.’ And: Despite the considerable efforts of account managers who were all experienced in selling the benefits of the project there was still concern from employers about taking responsibility for the devices and allowing their employees to use them while at work. This was particularly significant within the Care curriculum area and it was decided to move the focus to other areas where the employers had a more progressive approach to innovative methods of teaching and learning. They noted: The significant lesson learned was the importance of involving the employers much earlier in the process in order to motivate them and get them to participate in the project prior to creating resources and training staff and assessors in the use of the devices. Timing is important: ‘Many of our Train to Gain programmes run from January – June and because of this we have now developed a cycle for the distribution of devices to these learners.’ In some cases early apparent agreement by employers did not translate into the cooperation expected. Chichester College thought they had agreement from the management of a car manufacturer for Apprentices to use head cams to record evidence of the skills they were mastering. Unfortunately, when the technology was being deployed the company became concerned about the potential of the head cams for industrial espionage and decided not to allow their use. However, another employer expressed interest in an employee’s college However, college work and the learner was able to demonstrate what they were doing using their mobile device. Other learners felt that sharing their work with their employer could be beneficial and said they would be prepared to involve their employers more in future. 1

Kolding M and Kroa V (2007) E-skills – the key to employment and inclusion in Europe. Europe. IDC White Paper, IDC London.

 

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The impact of mobile learning: Examining what it means for teaching and learning

A Regent consortium business studies learner used their smartphone on a work placement to take photographs for assignments, and not only enjoyed using the device but also found that others were interested to find out about it too: I did my work placement at …. I used the n800 to take pictures of the placement. I enjoyed working at … They liked the way I was working and helping customers and  offered me a job … When I started using the n800 all the staff members were very  interested in it, they wanted to see how it works. At Boston one employer requested that his employee have a mobile phone and another offered pay 50% of the learner’s contribution towards the cost theagreed mobile phone. Some ofto the employers have been shown the mobile phone and of have that there are possible benefits for the learner. Lowestoft reported very positive reactions to the use of mobile devices for work- based learning, commenting that following the project two employers planned to purchase mobile devices for some of their other employees. Bournville reported that they partially achieved their aim to provide an effective and sustainable bridge between employers, learners and the college, although they found the timescale of the project too short to fully achieve this. They also reported a 6% increase in retention of the work-based learners involved in the MoLeNET project.

 

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13 Lear earner ner eng engage agemen ment, t, parti particip cipati ation, on, interest and enjoyment

As part of the process of measuring the success of MoLeNET many projects investigated the impact of mobile learning on their learners’ engagement, motivation, participation, interest and enjoyment. Evidence in this area was collected by practitioner researchers using lesson observations, staff and learner questionnaires, focus groups and interviews. Positive improvements in these areas may indicate improved teaching and learning practices and improved learner experience and attitudes, and may contribute to improvements in retention, achievement, progression and attendance. Their  findings are summarised below.

Motivation, engagement and enthusiasm for learning  Two-thirds of the MoLeNET projects reported on the impact of mobile devices for  learning learners’ motivation, engagement enthusiasm. All ofand them that this on impact had been positive for at least and some of their learners sixcommented mentioned cases where there seemed to be no impact or where there was some kind of negative impact on motivation, engagement or enthusiasm. Positive impact Learners were motivated to attend and stay on course; they used the devices with enthusiasm. NEET learners felt more motivated to complete work on their own using the devices outside the classroom. (  Ac  Accr crin ingt gton on and and Ro Ross ssen enda dale le ) 

 Ayles esbu bury ry ) Learners were excited and motivated when using the mobile devices. (  Ayl

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Mobile devices provided more motivating ways to learn and more choice about learning, thus making it possible to engage hard-to-reach learners. ( Bolton Bolton consortium )

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PDAs were used by learners to send evidence to their teacher in lessons using Bluetooth. It was felt that this use of technology helped to retain the interest of the learners. ( Boston Boston )

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91% of learners asked felt that mobile learning made learning more appealing. Staff believed that enabling learners to engage with learning at a place and time convenient to them, and ensuring a stream of information was available, encouraged motivation. Innovative uses of the devices such as podcasting and taking the Bournville ) devices abroad to share with others, also engaged the learners. ( Bournville

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Feedback from learners and staff indicated greater motivation with learning activities, which contributed positively to improved attendance for some learners. ( Brockenhurst Brockenhurst )  )

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Candidates were already motivated to undertake the course but explained that they would choose a course with mobile learning over a course without in future. Improved motivation may also have contributed to improvements in candidates’ Chichester consortium ) work and retention. ( Chichester

 

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The impact of mobile learning: Examining what it means for teaching and learning

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Low achievers felt motivated to continue with learning while completing activities on their mobile devices:

...the use of the Nintendo DS with ‘Brain Training’ removed the stigma of a maths lesson with generally disengaged learners. It improved the learner’s performance and memory of basic mental arithmetic. It also allowed basic arithmetic to be practised and improved without them becoming disengaged after a short period of time due to boredom... Time using the Nintendo DS was also given as a reward for completion of tasks, which encouraged motivation. On one occasion a teacher decided not to use the UMPCs in a lesson and noticed a considerable decrease in learners’ motivation and engagement. During another lesson, learners were so engaged with the work they were doing on their mobile devices that they actually missed five minutes of their break time. Teachers have observed an overall improvement in motivation and engagement, with learners being quieter during lessons, and one particular learner showing considerable improvement with homework submission as a result of the introduction of mobile Cornwall consortium consor tium ) devices. ( Cornwall 

Most learners completed homework outside lessons using their mobile devices, a good indicator of motivation. Staff reported learners were more engaged during classes as they could use their devices instead of writing, and were sharing their  work and supporting others. One staff member commented that learners attended who normally would not have done and that learners with low levels of motivation were much more motivated and engaged during a lesson observation where the Coulsdon ) mobile devices were used with high-quality teaching. ( Coulsdon

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Tutors noted an improvement in learners’ engagement in class. ( Eccles Eccles consortium )

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76% of learners asked agreed that using mobile technologies had made them more motivated to learn. Most would like to continue to use the technology next year. Gateshead consortium ) ( Gateshead

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Mobile technologies have increased learner motivation, and reasons for this may include ease of use, perceptions of being thought responsible and being trusted, tutors being ‘on board’, personalisation of learning, flexible learning, varied learning methods and more creative, hands-on learning. Learners have also shown increased Huddersfield consortium ) interest in other e-learning programmes. ( Huddersfield

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Assessment was delivered in a more innovative and engaging manner when using mobile devices, thus improving the learner experience. A class observation also showed higher levels of learner engagement when using mobile devices compared to before the project. ( Kingston Kingston )

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Learners often have quite short attention spans but were very engaged when using the mobile technologies and were able to show the tutor how to use them. (Lewisham)

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Mobile technologies for learning improved learner motivation and tutors believed that the devices are useful for motivation. ( Lowestoft Lowestoft )  )

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A business studies tutor used Asus EEEs with his learners to complete portfolio work and to test a podcast diary and video journal. He felt that ‘using the technology made the experience more fun and engaging for the learners’. Another tutor  explained: ‘The mobile devices have allowed the learners to be more creative in the lessons, have more choices and take some ownership of their learning. In return both their motivation and engagement in the lesson have increased.’ Additionally, Sony PSPs were used with learners classified as NEET improve numeracy skills. The tutor reported that the PSPs were fun to use, helped to secure attendance and retention and promoted engagement and improvements in behaviour. ( Matthew Matthew Boulton consortium )

 

Learner engagement, participation, interest and enjoyment

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

Qualitative feedback indicated a very positive link between using podcasting for  learning and learner motivation, eg:

You can put a wide variety of things onto it so if you have them from different lessons you can revise from all your lessons and it’s all in one place which is really tiny and   fits  fi ts in you yourr poc pocket ket and it it’s ’s not ge gett tting ing out lo loads ads of book bookss which which ta take ke spa space ce up and and you you have it all spread across your table which makes a lot of mess. And you just go upstairs after you’ve had a break or something and you just look at it and it just puts you off  straight away coz you have so much there but if you are on your iPod it’s a much smaller scale… Comments from subject tutors supported this positive feedback: I think I have been impressed by the enthusiasm of the students that have been involved in actually making the podcasts. Yeah the ones that have just been done in the classroom like this where they’ve been talking or where there has been a lecture that’s been recorded, they were there but we’ve had some students that have done special ones and they have been really enthusiastic about it and there was one group of students that were really not engaging at all but they had so much fun and so enjoyed doing the podcast and then seeing it later on and making the comments, they really enjoyed it and the lecturer was really pleased and she says that next year  when she has students that are not really engaging she will do something similar  with them as well. We did some exactly the same, really amazed with their motivation, and we did  something slightly different where we made materials to help them revise for exams and gave them to them on iPods and I was absolutely shocked because there was a meeting that X did in which we gave them so little to help them revise. They were so enthusiastic about what they had been given I was really amazed that what they  actually wanted was more and some of them had revised on the bus, some of them had revised walking going out on a Saturday night, revising in the canteen. (New College Swindon consortium) 

Low-achieving ICT and science learners used smartphones to support their learning, and although technical issues prevented them from being used as extensively as hoped, learners felt privileged and trusted. These learners tended to have low levels of self-esteem, but both confidence and motivation levels rose for those using the Norwich ) smartphones, and it is hoped that grades will also reflect this benefit. ( Norwich

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Some MoLeMentors (ie learners with mobile devices paired up with a teacher with a mobile device) showed commitment and enthusiasm in the activities they were completing, spending extra time to improve on what they have done. Also, tutors found the text messaging useful to communicate with learners who normally would Oaklands consortium ) have been difficult to engage with. ( Oaklands

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Learners felt m-learning could improve their levels of motivation, and this sentiment was supported by teachers’ feedback. An IT tutor used numeracy and literacy tests on the Nintendo DS as a study break for learners, and found the competitive and gaming style of these activities so successful that they are now being used as a regular motivator for the learners. ( Regent Regent consortium )

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PDAs with multimedia gaming ESOL software were used as an incentive for those who completed their work successfully; successfully; this encouraged learners to engage with their work in order to complete it more quickly. Photographs taken using the mobile devices on an excursion were used to support a literacy follow-up activity back in class, and that learners were enthused by the visual stimuli. ( Tower ( Tower Hamlets )

 

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The impact of mobile learning: Examining what it means for teaching and learning

Negative reports and warnings

Negative reports and warnings Technical barriers meant some learners became disheartened and disengaged, showing just how important it is for the technologies to be reliable. For some learners with low confidence the PDA was an additional burden and something else to worry about, it took a lot of time and support to get used to. (  Ac  Accr cring ingto ton n and and Ros Rosse send ndal ale e ) One learner was not particularly engaged with the device, possibly as a consequence of other issues, but the tutor concluded that mobile devices for learning may not appeal to everyone. ( Cornwall Cornwall consortium ) Although teachers of a small group of learners felt that using for  learning had increased learners’ motivation, the results from the the mobile learner devices feedback did not necessarily support this view, with 22% indicating that it had had a positive impact, 44% that it had made no difference and 33% that it had had a negative impact. ( Eccles Eccles consortium ) Pockets of resistance to using mobile devices for learning were found. These seemed to be related to the age of the learners and the amount of time spent studying at the college each week. Some older childcare learners were much more negative about the technologies than younger learners and perceived them to be demotivating, difficult to operate, infringing on class time which they would rather spend interacting with others and unnecessary as they used PCs a lot at work. Tutor feedback suggests that mature learners were less able to see the relevance of the UMPCs for learning. Kingston ) ( Kingston Construction learners were not motivated to use the devices and couldn’t imagine how they could be used to support their learning. It was felt that this could be attributed to the fact that tutors received the devices late and were not fully trained to provide the correct support and direction. ( Lewisham Lewisham ) Learners pointed out that mobile devices could become demotivating when technical problems arose. ( New New College Swindon consortium )

Concentration and focus Eleven projects commented on how the use of mobile devices for learning affected learners’ concentration and focus on tasks. Eight of these projects explained how mobile devices had had a positive impact in this area but six also mentioned circumstances where the equipment had had or could potentially have the opposite effect and be a distraction for learners. Cornwall consortium learners found that they were able to focus on their maths tasks more easily when using the mobile devices and learners at New College Swindon consortium explained how creating the podcasts as opposed to simply reading or  listening to information had helped them to remain focused on the learning content. Eccles consortium also commented that the devices enabled their learners to remain focused for longer periods of time, and a tutor at Kingston felt that sharing resources on UMPCs helped learners to focus more than they would if working alone. Other  projects reported learners being more focused on activities and learners themselves explaining that using the mobile devices to learn helped them to concentrate. However, Coulsdon noted that when the technology did not work it caused distraction, and in Cornwall some learners with learning difficulties and disabilities or poor literacy found their devices more distracting than helpful when they did not correctly recognise their handwritten or voice input.

 

Learner engagement, participation, interest and enjoyment

Cornwall consortium tutors communicated some concerns regarding the potential of 

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the Bluetooth facility (which enables learners to message one another during class), the chat facility, games on the UMPCs and the Skype telephone facility to distract learners. New College Swindon consortium learners mentioned that non-educational podcasts and music could be a potential distraction on the iPod, and most Oaklands consortium learners agreed that it was very easy to get distracted by the mobile broadband or games on their device. Kingston mentioned that the internet and social networking sites could be a distraction for learners. Although tutors felt they were managing well, a few learners felt it was an issue for them and 16% of those asked felt that the devices caused a distraction in class. Although distractions and behaviour management were an issue for some projects Cornwall consortium add that disruption mainly occurred when learners first received the mobile devices and that reinforcement of the rules at the beginning of lessons was effective. Norwich added that consideration must be given to how the devices are used and how learners will be monitored. Oaklands consortium found that learners prefer set tasks to complete and that this kind of structure minimises the possibility of learners becoming distracted.

Encouraging participation in learning activities Six projects commented on the impact of using mobile devices for learning on the willingness of learners to participate in activities. All six projects explained that mobile devices had had a positive impact on this aspect of learning although one mentioned some older learners, who had little experience of computers or mobile phones of their  own, who did not want to participate and found the prospect of using the technology  Accr crin ingto gton n and and Ros Rosse send ndal ale e ). daunting (  Ac A learner at Cardinal Newman commented that using the devices during French classes was much more fun because they could all take part instead of simply watching the teacher using the interactive whiteboard. One Cornwall consortium teacher noted that learners were becoming more confident about asking questions in class and were keen to find out how they could complete the task set using the device. Eccles consortium staff noted that one particular learner on the NVQ football coaching course, who was notorious for not participating, actually expressed his views as a result of using the mobile device. Coulsdon’s staff admitted that they were cring ingto ton n and and Ros Rosse send ndal ale e added that they surprised by the involvement of learners. Ac learners. Accr have managed to encourage learners to participate who normally would not and these learners have developed in confidence and self-esteem through the use of mobile devices and becoming ‘experts’. Data from Kingston revealed that before the introduction of mobile devices learners felt that they contributed more during small group activities than when in one large group led by the teacher, suggesting that ‘activities requiring a less teacher-focused approach could bring about an improvement in the learners’ contributions’. Pre and post questionnaires showed a reduction in tutor-led activities after the introduction of mobile technologies for learning. All the tutors asked felt that participation had improved since the introduction of mobile devices, with class observations revealing high levels of participation in lessons. Video footage of hairdressing and childcare classes showed learners participating well when using mobile technologies, and positive feedback from learner focus groups also suggested learners were participating well.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Making learning more fun or more enjoyable and improving the

learner experience Half the projects commented on whether the use of mobile devices for learning had made the learning experience fun or more enjoyable for learners. Fifteen stated that mobile learning had had a positive impact; two mentioned a negative impact on learner enjoyment. Learners at Cardinal Newman mentioned that the use of mobile devices made learning fun because it was different from normal teaching and learning methods. The mobiles enabled them to type and take video clips instead of writing everything down and also allowed them to use professional resources (hardware and software). Cornwall consortium reported that most learners enjoyed using the mobile technologies for  learning as it made learning more fun, although some of the use may have been recreational rather than educational. Nearly three-quarters – 68% of Stockport consortium learners asked and 70% at Coulsdon – felt that learning was enjoyable with the mobile devices. Coulsdon’s learners stated that the technology made homework fun and was more fun than paper-based learning activities. One learner added ‘I looked forward to coming to English’ and other learners agreed. Eccles consortium staff felt that providing learners with a new way of learning, something different, had ‘boosted their morale’ as they enjoyed using the equipment. Worcester consortium’s learners found listening to other people’s ideas about how to use the PDAs made learning fun. Norwich At than half of the learners asked feltcommented that their smartphone had made learning fun.less Some Worcester consortium learners that the mobile devices they used were not as exciting as they could have been, as they did not have photographic or video facilities. Both Cardinal Newman and Lowestoft reported that they had successfully achieved their aim of improving learner experience through mobile learning. Lowestoft reported that this was a resounding success in their project: ‘Learners were, without exception, extremely positive about using mobile devices for learning, as were the teaching staff. We already have many requests for other groups who would like to be involved in the coming year.’ Cardinal Newman added that: ‘the challenge now is to further develop the usage of the technology to wider aspects of the curriculum and also to develop its use in the pastoral side of College life’. Chichester consortium also noted that mobile learning had made a positive contribution towards improved learner experience and Eccles consortium reported: This has clearly demonstrated to us that the technology works in the hands of  students and that they enjoy using it for learning. As the curriculum staff become more accustomed to the technology, it is envisaged that innovative teaching resources will continue to be developed to maximise the learning experience of pupils.

Making learning more interesting and stimulating Thirteen projects commented on whether the use of mobile devices for learning made learning more interesting or stimulating for the learners. Twelve projects described a positive impact and one reported a mixed response from learners, with some learners believing that mobile devices had made their course much more interesting but others being less enthusiastic ( Eccles Eccles consortium ).

 

Learner engagement, participation, interest and enjoyment

Learners at Cardinal Newman talked about the educational podcasts they were using

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and explained how they make learning interesting, but that it was important that different and exciting voices were used to prevent boredom. Learners also talked about how the other mobile devices made learning more interesting because they provided a different and more interactive way to learn. One Cornwall consortium member of staff explained that interest in the subject itself  had increased since the introduction of mobile devices for learning. Huddersfield consortium reported that new ways to gather evidence using the mobile technologies were inspiring for the learners. Just over three-quarters (76%) of the learners asked at Coulsdon felt that using mobile devices had made learning more interesting, with staff explaining that it made learning more informal, and gave learners a different method for learning. Learner feedback at Kingston indicated that classes were more varied and interesting as a result of teachers using e-resources. A majority of learners at Stratford-upon-Avon agreed that using a variety of formats and resources made learning more interesting and contemporary. New College Swindon consortium learners used podcasts to support their learning and explained that creating podcasts in lessons provided more variety, creativity and control over material than they were used to: I think people are more likely to enjoy the lessons and have more passion to go to the lessons, more enthusiasm if lessons were a bit more mixed up sometimes and gave a bit more variety, and obviously making sure that the topic was covered so you do all the work. Well because it differs from the norm about how and using what media people learn like from textbooks and stuff just because in itself it’s unique and interesting and  you’re doing it yourself and you’re kind of proud of what you’ve made especially if its something new … yeah it’s motivating in the sense that you are doing it yourself. Nearly all (95%) of Worcester consortium learners asked felt that learning via podcasts made the learning experience more interesting. Learners at Lowestoft enjoyed this ‘new way’ of learning using the different facilities on mobile devices for a variety of   Accr cring ingto ton n and and Ros Rosse send ndal ale’ e’ss learners found the new way of delivering activities. Ac activities. learning materials stimulating. There was overwhelmingly positive feedback from Gateshead consortium learners who agreed that mobile devices for learning ‘really brings teaching and learning to life’. Will the novelty wear off or are there more benefits to be realised? Three projects mentioned concerns that benefits observed may be a consequence of the novelty of the mobile devices and therefore may only be short term. However,  Accr  Ac cring ingto ton n and and Ro Ross ssen enda dale le commented that although the novelty of the technologies may wear off: … there does appear to be emerging a very sound pedagogy around the potential  forr pers  fo persona onali lise sed d lear learnin ning g that that mo mobi bile le lear learnin ning g offe offers. rs. The mor more e ‘join ‘joined ed-u -up’ p’ appr approac oach h using the VLE is particularly interesting. The use of the VLE in college is growing exponentially, and the number of staff and students accessing it, utilising it for  materials, assessment, developmental activities, communication to name but a few   func  fu nctio tions ns su sudd ddenl enlyy came came tog toget ether her wit with h the the remo remote te acc acces esss all allowe owed d by by the the use use of  of  mobile learning technology and there is a growing sense of independence in the learners who are using it successfully. Putting the two together is now creating a potentially very powerful addition to teaching and learning. Regent consortium also noted that: ‘The sheer range of learners that were involved and engaged by the project is clear and the benefits that have been derived are obvious, but this is also, clearly, just the beginning.’

 

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14 Sel Selff conf confide idence nce and sel selff este esteem em

The impact on self-confidence, self-esteem and autonomy Twelve projects commented on the impact that mobile learning had had on the confidence and self-esteem of their learners. Cornwall consortium reported that some learners had become more confident when asking questions in class and shown an improvement in independence. Teachers noted that when completing quizzes using their mobile devices learners had felt encouraged to continue when they answered correctly, and that this was a particular  achievement for low-level learners. Similarly, at Norwich Norwich,, low achievers appreciated being given a mobile device and showed massive increases in confidence, self-esteem and motivation. Tutors Tutors also reported improvements in feelings of self-worth, which was thought to have positively affected learners’ attitudes towards education and also retention and achievement.  Accring  Accr ingto ton n and and Ro Ross ssen enda dale le learners used their devices to access educational games, which contributed to improvement in the confidence levels of basic skills learners. Both Coulsdon and Eccles consortia reported that the use of mobile devices had improved the confidence of their learners. Many learners at Huddersfield consortium stated that using mobile technology had increased the confidence they felt regarding fulfilling their course requirements. Lewisham provided an example of a learner, too shy to give a presentation in class, who was able to perform and record the presentation at home using his mobile device, upload it onto the VLE, then play it back in class, thus overcoming the barrier of lack of confidence.  Accring  Accr ingto ton n and and Ro Ross ssen enda dale le reported that the mobile devices had given learners with Asperger’s syndrome a route to social interaction as they had become experts at using them and so felt more confident around others. Oaklands consortium learners had used their devices to provide resources and support for other learners, with two learners in particular showing increases in confidence as a result of the filming work they had been involved in. At Norwich Norwich,, one tutor found that even when using their devices for recreational purposes learners had been sharing resources, which had contributed to group bonding and self-esteem. At Coulsdon staff also explained that the mobile devices increased teamwork and peer support, and a New College Swindon consortium lecturer explained how the mobile devices had encouraged learners to work together as a group. Oaklands consortium noted that for two of their MoLeMentors, the project had helped them to develop problem-solving skills and to work together, and that this had had a positive impact on their coursework. Kingston,, however, reported that the use of the mobile devices had had a negative Kingston impact on self-esteem for some more mature learners:

 

Self-confidence and self-esteem

… there appeared to be a competitive element in this class, where the average age

75

was 30+, as to how well individuals coped with the technology and how well they did  in the quiz … student made reference to ‘feeling stupid’ and the fact that, ‘everyone else seemed to know what they were doing’. A different student in the same class had  complained about the volume of the feedback noises on the quiz in question, and  said that the noises were ‘counter-productive’ linked to ‘feelings of self-esteem’ and  that some people would not want others to know how they were progressing in a quiz. Conversely, one reason learners at Tower Hamlets cited for enjoyed using their devices was because learning could be carried out in private, and they could also learn from each other’s mistake mistakes. s. Ac  Accr cring ingto ton n and and Ro Ross ssen enda dale le noted that learners became disheartened when devices didn’t work as hoped and that this caused confidence issues for some learners, particularly those who were already lacking in confidence; ‘One comment was that because they went wrong you were never sure if it was not working because there was something wrong with it or because you were doing something wrong.’

The impact on learners’ feelings of being valued and trusted or  belonging  A number of projects reported that some of their learners had reported feeling valued because they felt that their college/school/tutor/teacher college/school/tutor/teacher had, via the mobile device, provided them with personalised learning and additional opportunities. Disadvantaged Disadvantag ed learners at Norwich who have been provided with smartphones reported feeling ‘trusted’. Over three-quarters of Stockport consortium learners who completed the Moodle questionnaire stated that having a mobile device made them feel more valued by their college. Learners felt more supported, trusted and valued, and this, according to Stockport consortium staff, appeared to have had a positive effect on their approach to their studies. cring ingto ton n and and Ros Rosse send ndal ale e, it was possible that access to the VLE through their  At Accr At Ac devices had fostered a sense of belonging for learners classified as NEET, as eight out of nine applied for courses on the main college site. This effect of encouraging a sense of belonging was also reported for a number of work-based learners. Some learners with learning difficulties or disabilities also commented that the mobile device had made them feel more accepted in the college, with one learner reporting that they felt quite ‘important’ because they were asked to take part in the research. Oaklands consortium learners said they felt privileged to receive a mobile device although, as some jealousy had been seen from learners who were not provided with a device, tutors had had feedback that it would be preferable for all learners in a class Bournville,, learners reported feeling privileged to be provided with to have a device. At Bournville the mobile equipment.

 

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15 En Enha hanc nced ed co comm mmun unic icat atio ion n

An obvious function of mobile phones was communication either by voice, text or  email and a number of projects have reported on this and possible implications for  teaching and learning. However, in many projects such communication was limited either because the mobile devices used did not have communication ability, eg iPods, or because mobile phones were used with data contracts that did not include voice or  text messaging. The latter situation was usually due to a project or institutional strategy of controlling costs. Some projects used mobile technologies with the prime function of a ‘pocket PC’ rather than a personal communication device, eg many of the mini notebook projects, although some of the learners using these did communicate via Skype or email. In total two-thirds of the MoLeNET projects reported on the impact of mobile technologies on communication including communication between staff and learners, learners and assessors and/or learners with their peers. Brockenhurst reported that approximately half the learners asked felt that following the introduction of mobile technologies communication with their personal tutor or  Coulsdon,, 53% of the learners asked teacher had at least possibly been enhanced. At Coulsdon felt that since having the Ameo they had communicated more with the literacy staff. Oaklands consortium reported that: ‘…it is the successful integration of a new form of communication that stands out, especially to the learners on the project. Communication was greatly enhanced across the colleges, amongst the learners and tutors participating.’ Boston reported that they were able to increase communication opportunities with the introduction of mobile devices and that learners were very responsive to text messages. 30 out of the 46 Stockport consortium learners asked felt that having a mobile device had enabled them to keep better contact with their tutor. Stockport consortium’s budget did not include provision for learners to make phone calls and send texts. They experimented with dual SIM cards but, although this was initially a popular idea with many learners, technical difficulties meant the idea had to be abandoned. Learners were therefore able to send emails and only able to receive texts and calls. Some learners commented that the ability to make outgoing text messages would have enhanced communication. Some ways in which improved communication channels proved useful are outlined below.

 Atte  At tend ndan ance ce/a /abs bsen ence ce an and d wo work rk re remi mind nder erss Several projects mentioned that mobile devices had enabled tutors and learners to communicate with each other about attendance, absence, delays in arrival, lesson cancellations, room changes, and so on. Stockport consortium reported enhanced trust between teachers and learners and some learners reported that they felt more in control. Several projects reported that learners were able to find out what they had

 

Enhanced communication

missed and receive work to be completed despite missing a lesson. In some cases

77

cring ingto ton n and and Ros Rosse send ndal ale e and Norwich ) tut (eg Accr (eg Ac tutor orss use used d the their ir mo mobi bile le de devi vice cess to to sen send d group texts to learners reminding them to attend a session or about homework and assignment deadlines.

Obtaining help or advice The impact of mobile technologies on the feedback system has been discussed within the section on the assessment process. Some projects also added that the devices were useful for helping teachers and learners to keep in contact and to ask for help or  advice, particularly when they were away from the college. Cardinal Newman reported that they have managed to receive support while carrying out group work in different parts of the college by using the chat facility on their devices, with one learner learner adding that it means they don’t need to draw attention to themselves when they need to ask for help during a lesson. Oaklands consortium also reported that mobile devices enabled staff to engage less confident learners through text messages.

General contact and information sharing  Some teachers and learners used their mobile devices generally to keep in touch and to share information, files, pictures, videos and learning resources (in addition to assignments or evidence as discussed in the section on evidence gathering, assessment and feedback) with each other. Some projects explained how learners stayed in contact with and shared experiences with peers or family while on excursions, either via email, calls or blogs/wiki blogs/wikis. s. Matthew Boulton consortium ESOL learners used Skype on their UMPCs to keep in contact with friends and family from their home country as well as practising their spoken English.

Enhancing the recruitment processes Cornwall College undertook a small pilot with SMS technology by texting successful learners who applied for courses. The use of SMS on the day before a scheduled interview and on the day of the interview to remind interviewees of their interview time and date resulted in increased attendance rates from 63% at similar events of  this type to 74%.

 

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16 Ad Addit dition ional al bene benefit fitss and and affor affordan dances ces of 

mobile technologies

As well as the teaching and learning changes and benefits afforded by mobile devices, several projects described how the provision and use of mobile devices in their college/school affected the learner in other ways. Although these benefits may not directly be categorised under teaching and learning or institutional change, they can be seen to have had an impact on the experience of the learner, which then directly affects their learning experience.

The impact of mobile devices on organisation Approximately one-quarter of the MoLeNET projects reported that the introduction of  mobile devices in their college/school has had a positive impact on the way learners were able to organise matters related to their college/school work and responsibilities and also other commitments and tasks in their daily lives, including: 

setting reminders about homework and assignment deadlines

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checking timetabled sessions and exam timetables

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recording exam dates in the calendar

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recording important issues to be dealt with in the tasks

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receiving and checking tutor reminders about what to bring to classes

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staff setting individual tasks using the personal calendar for learners with specific difficulties

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prompting regular routines for learners with learning difficulties

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using notes and alarms in Microsoft Outlook on PDAs to help LLDD learners with retention, organisation and time-management difficulties to organise themselves better.

The impact of mobile devices on efficiency and ease of completing  ‘written’ work  There were many examples of learners describing how their mobile device had enabled them to type up notes and assignments more quickly and easily than with pen and paper and several projects (eg Chichester consortium ) not noted ed im impr prov ovem emen ents ts in the presentation of learners’ work. Lewisham learners used their PDAs to capture video and audio recordings of lectures for future reference, and photographed instructions for  work rather than write them all down. Norwich reported that a group of disadvantaged learners, some of whom were ‘struggling financially’, used their smartphones to show their assignments to the tutor on the screen, thus avoiding printing costs that would have been a significant barrier to having their work checked in the past. Some learners preferred to write on their mobile devices using transcriber functions but some found the keyboard, either real or virtual, easier and more accurate.

 

Additional benefits and affordances of mobile technologies

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The impact of mobile devices on storage and transportation of work 

Some projects described how learners preferred using their mobile devices to store and transport work and reference material rather than carrying folders and books. They found retrieval of notes and looking up information quicker and easier.

Learners’ perceptions of mobile mobile devices – the ‘cool’ factor  The majority of the projects’ learners were familiar with the capacity and desirability of mobile technologies as communication tools and gaming devices, but for most of  them using a mobile device in an educational capacity was new. Projects commented on how learners perceived the mobile devices within an educational context; most reporting a continuation of this established appeal and hence the popularity of the devices. A learner from Cardinal Newman commented ‘My opinion is that these “little laptops” are very cool and they look the part.’ and from Bournville ‘It’s up to date with today’s society.’ A few learners at Norwich also admitted to using their smartphone to impress their  friends although in some cases (eg some Weston consortium learners) PDAs or mini notebooks were seen as more suited to ‘businessmen’ or more like an educational tool and therefore less ‘cool’ than their own mobile phones. During a focus group at New College Swindon one learner explained that an advantage of using the iPod, as opposed to books and folders, for revision, was that peers would not know you were revising: … my iPod it’s just tiny in my pocket and I can just listen to it and nobody would know I was listening to stuff about psychology or biology they would just think I was listening to normal music so it doesn’t matter … so I don’t look like an idiot when I’m revising 24/7.

 

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17 Ex Expl plo odi ding ng my myth thss

Some views that MoLeNET projects found to be unfounded or exaggerated were: 

mobile technologies might somehow be inappropriate or too difficult for learners with learning difficulties and/or disabiliti disabilities es

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all young people automatically understand new technology and require no training to use them – the ‘digital natives’ concept

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allowing the use of mobile technologies, particularly mobile phones, in schools and colleges would make it difficult for teachers to control classes and would encourage inappropriate behaviour 



providing expensive, portable equipment for learners, especially the young and/or  disadvantaged, would result in high levels of damage, loss and theft.

These are expanded on below. Mobile learning for learners with learning difficulties or disabilities College, Langdon and Aylesbury consortium in Several projects – National Star College, particular – found that mobile technologies could be of great benefit to learners with learning difficulties or disabilities and in some cases could transform their  learning experiences. As Cornwall consortium’s experience indicated, however, it was necessary to ensure that the technologies used were appropriate for the type of difficulty or disability in any case and that learners’ preferences were taken into account. Digital natives? The experiences of several projects suggested that one should not assume that all young people are the ‘digital natives’. Prensky described (saying, for example, ‘Our  learners today are all “native speakers” of the digital language of computers, video games and the Internet.’)2, nor that this ‘native’ status means they would need little or no support when using technology. Brockenhurst, for example, noted that ‘the capabilities of learners in adopting mobile Brockenhurst, technologies were a little over-estimated at the start of the project’ and in future they would recommend more training. Havering noted: It quickly became obvious that to implement these types of devices into teaching successfully it is necessary to provide both the teacher and students with sufficient  training. Many of the geology students who received an HTC Advantage PDA were unable to make effective use of them as they were not aware of all of the device’s capabilities.

2

Prensky M (2001). ‘Digital natives, digital immigrants.’ In On the horizon, horizon, NCB University Press 9(5).

 

Exploding myths

Similarly an m-champion at Norwich observed:

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We came to this project with an unspoken belief that young learners would innately  understand how these devices worked, we quickly came to understand that, while they can use them well on a superficial level, more demanding tasks stretched their  knowledge of the technology. Bournville reported ‘The time and cost required to train the students on how to use the devices was an unforeseen issue.’ Oaklands consortium specifically targeted targeted young learners as their assumptions about young peoples’ use of and affinitiy with technology had informed the design of their  project in which young learners acted as mentors to less technology-savvy teaching staff. In describing the age range of their project’s learners as 14–19 they stated: …the majority of students involved came from this age range, primarily due to the nature of the courses that the colleges run. However, this is the age range that may  best define the ‘digital natives’ whose skills the project hoped to tap in to. However, subsequent experience at Oaklands consortium and other colleges and schools suggested that common assumptions about the ICT abilities of young people were often exaggerat exaggerated. ed. Lewisham reported that a lack of training and technical skills appeared to be a significant barrier to learners using their PDAs effectively to collect evidence for their portfolios. Several learners preferred to use their own mobile phones to take photographs forthe evidence as they found easier to navigate. This suggested that competence in basic functionality of them mobile phones was not necessarily a good predictor of competence with other less familiar and possibly more complicated mobile technologies. In some cases part of the answer appeared to be peer-to-peer support, eg Havering  found ‘some more inquisitive learners who took full ownership of the devices and dedicated sufficient time to investigate their abilities were able to demonstrate to others the capabilities that they found with the device’. Eccles consortium reported: ‘some learners who were not as able as others, sometimes felt overwhelmed by a task and allowed others to take the lead roles’ and recommended that ‘this problem can be addressed by teachers who have a thorough understanding of the requirements of  developed tasks and being able to assist learners who have a lesser understanding of the mobile technologies’. As with teachers, the learners’ perceptions of what the mobile device is or can be may differ and therefore sufficient training is needed to bring everyone up to the same level of understanding. Eccles consortium found: Some students instantly took to the technology and immersed themselves in learning all of the functionality of their phones while others saw it as a mobile phone with a camera and video capability. In future planning of schemes of work to incorporate mobile learning, introduction to the devices and the functionality that they will be required to use will need to be addressed and included at the beginning of lessons. However, Huddersfield consortium reported: One thing that stands out as a particular strength of the project was the very positive reaction from most (though not all) of the learners themselves. Enthusiasm for the technology does appear to correlate with youth. If the enthusiasm of our young learners is representative of their generation, there is clearly an enormous amount of energy   forr lea  fo learni rning ng wai waitin ting g to to be ta tappe pped d by by fut futur ure e deve develo lopme pment nt alo along ng the these se line lines. s.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Classroom Classr oom management and inappropriate behaviour 

When the introduction of mobile learning is discussed some teaching staff raise concerns about the risk of classroom management issues or inappropriate behaviour  by learners. Where these topics have been raised by MoLeNET project managers it has been in the context of expected problems that have not arisen or have been less serious than anticipated. For example: Classroom management of the devices proved not be as problematic as we had  envisaged. Most students behaved sensibly and made productive use of the device during lessons. Our terms and conditions documentation (which both learners and  parents signed at the outset) detailed our expectation that instructions from staff  about appropriate use of the devices during lessons must be followed. ( Brockenhurst  Brockenhurst  ) Classroom management may need to be stepped up to avoid misuse – but it was  found  fo und du durin ring g our our pro projec jectt that that the be best st wa wayy to to avoi avoid d mis misuse use of the de devi vice cess duri during ng cla class ss was to give the learners something interesting to do in the first place. Cornwall consortium ). ( Cornwall Projects were asked to report any incidences of inappropriate use of mobile devices by learners, such as inappropriate use of the camera, or downloading/accessing inappropriate content. There were no reports of inappropriate use of cameras, such as ‘happy slapping’, and similarly no reports of learners downloading or accessing inappropriate content. Figure Figur e 25 Reporte Reported d incidents incidents acros acrosss all proje projects cts Incident

Number of incidents

‘Happy slapping’ or other inappropriate use of camera

0

Downloading or accessing inappropriate content etc.

0

Other

3

Three projects did, however, mention incidents or concerns. At Brockenhurst Brockenhurst,, one learner used their mobile device to make telephone calls, which was breaching the agreed terms and conditions. Lewisham reported that learners found a way to use other people’s identities on the media board to post inappropriate comments, and one Stockport consortium learner attempted to sell their device. Projects were asked whether any staff concerns resulted in restrictions that had an  Accr crin ingto gton n and and Ros Rosse send ndal ale e, Chichester  adverse effect on their project. Four colleges (  Ac consortium,, Eccles consortium and Norwich ) rep consortium report orted ed co conc ncer erns ns re rega gard rdin ing g the the possibility of inappropriate use of the technology by learners. To address this issue, ‘user agreements’ and ‘acceptable use policies’ were put in place. Huddersfield consortium basic skills tutors expressed fears that the expensive and highly desirable devices could be sold on by their learners, particularly probation offender learners. Matthew Boulton consortium reported that they managed the security of their devices very tightly through a booking in and out system and supervised sessions to avoid problems. Ac problems.  Accr cring ingto ton n and and Ro Ross ssen enda dale le also had initial concerns and discussions about the security and usage of the devices (which reportedly delayed the project) but later  decided an element of trust with their learners was needed, with individual occurrences responded to if they were not appropriate.

 

Exploding myths

In Norwich:

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One of the partner schools in the … project informed the project management team that they were hugely keen to get fully involved in the trial with a single science class – looking at evidence gathering, peer assessment and group work. The team arranged  to conduct inductions and supplied the school with the requisite number of  smartphones only to be informed that, as this was a boarding school, camera phones were completely banned from the campus. As one of the major premises for having these devices was their ability to gather evidence of learning in pictures and video this looked like a showstopper. However, after some discussion, the management of the school took the matter to their governors to request dispensation for learners involved in the trial. Duly given, these learners worked well throughout the project and  their teachers reported no disciplinary problems and a real raising in the learners’  self-esteem through the trust given. When planning their project South Thames consortium felt using a firewall was ‘paramount as many of the learners were under the age of 18 so it would be important to both consortia partners and parent/guardians that they were protected from inappropriate content’. However: ‘learners reported back that the firewall was felt too restrictive’ and in particular it prevented them from accessing the social networking sites that the project wished to use for collaborative learning involving learners from the various institutions. Therefore in the later stages of the project the South Thames project manager worked with their supplier to introduce less indiscriminate protection. Incidences of inappropriate behaviour were minimal and some consensus seems to have been reached that the best approach was to demonstrate trust in the learners but have sanctions ready for individuals who breached that trust. Breakages, loss and theft Mobile devices are, by definition, very portable, relatively expensive and easily resold if stolen. Investigating the levels of damage, loss and theft experienced by MoLeNET  projects provided useful information for educational providers who needed to know that investment in mobile learning was sustainable. Institutions also have a duty of  care towards their learners and staff and, therefore, needed to feel confident that encouraging the use of mobile device did not put people at unnecessary risk.  Ayles esbu bury ry,, Bolton consortium , In total 30 projects reported on this matter, with eight (  Ayl Gateshead consortium, consortium, Havering , New College Swindon consortium, consortium, Oaklands consortium,, Rotherham consortium and Tower Hamlets ) rep consortium repor orti ting ng th that at th they ey ha had d not not ha had d any experiences of mobile devices being damaged, lost or stolen. Eccles consortium Hamlets and Tower mentioned there was concern from staff that theabout devices could be lost or stolen in future.that Some learners also expressed concerns this Cornwall mainly due to worry that they could be responsible for replacements ( Cornwall consortium,, Havering , Bournville consortium Bournville,, Gloucestershire and and Ac  Accr cring ingto ton n and and Ros Rosse send ndal ale e ). The number of handheld devices reported as damaged, lost or stolen was less than 2% of the total number purchased by MoLeNET projects in 2007/08.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Figure 26 Devic Devices es reported reported as damag damaged, ed, lost and stolen stolen

Total number of Tot Total Total al number of projec pro jects ts report reporting ing dev device icess involv involved ed Number damaged

17

95

Number lost

8

16

Number stolen

9

82

Total

193

% of total devices

1.92%

As Figure 26 above shows, more projects reported incidences of devices being accidentally damaged than lost or stolen. Damage Generally those projects that reported incidences of devices getting damaged stated that this happened in transit. Three projects mentioned screen damage ( Brockenhurst, Brockenhurst, Chichester consortium, consortium, Huddersfield consortium ), and and Brockenhurst also mentioned irreparable water damage. Damage reported was not only caused by learners; for  East Berkshire consortium ) rep example, one college ( East repor orte ted d tha thatt a de devi vice ce wa wass dam damag aged ed when a staff member dropped it. Huddersfield consortium and Norwich expressed concerns about the robustness of  their devices, Norwich commenting that: The devices themselves were not that robust, especially when you put them in the hands of a group of lively 14 year olds in a brick workshop – this may account for the large number of damaged/faulty devices. A lot of them had small faults/damage (buttons falling off, cracked screen, etc). Two projects received damaged goods from their suppliers, which were replaced in both cases. Loss There were very few incidences of devices being lost although a few projects reported peripheral parts of the devices, such as USB cables, chargers, stylos and documentation, missing. Weston consortium commented that one device had been lost by a learner  but the learner did replace it. Theft Far fewer projects reported devices stolen than damaged. The total number of devices stolen was highest for the following two projects. Unfortunately Gloucestershire ha had d approximately 40 mobile devices stolen from the locked cupboard in which they were  Accr crin ingto gton n and and Ros Rosse send ndal ale e reported the theft of two devices, one through a stored. Ac stored. house burglary and another from personal theft. Another 10 devices used by homeless young people were not returned at the end of the project and it seems likely that these have been stolen or lost. They have been included in the stolen figures in figure 26. For a few colleges it was difficult to define the exact status of some of the devices that had not, at time of writing, been returned. Coulsdon had had back 21 of the 39 devices lent to learners, but expected that the rest would be returned. Eccles consortium still had five devices left to collect in at the time of writing and reported sending letters requesting the return of the devices by areported: set date,‘There threatening legal action if theywhich are not returned. South Thames consortium are currently 33 devices have not been returned. Letters have been written to guardians/learners explaining if 

 

Exploding myths

85

devices are not returned then it will be treated as a theft and reported to the police.’ Lewisham reported that devices had not yet been returned so their numbers of stolen

or lost devices may yet increase. Huddersfield consortium were so impressed with the minimal damage, loss and theft that they commented: The learners demonstrated a superb level of personal responsibility in their care. Bearing in mind the likely future of learners making use of their own devices in their  learning, considerations around the cost of lost or damaged devices can be deliberately omitted from the conclusions of the project. Similarly, Lowestoft mentioned that they were pleasantly surprised by the attitudes and behaviour of their learners and both Norwich and Regent consortia commented on the care learners took with the devices. Norwich added that there was a reported rise in learners’ self-esteem as a consequence of the trust placed in them, and Coulsdon added that the learners felt ‘valued’. Most of the projects found the levels of damage, loss and theft acceptable. No projects suggested that concerns regarding damage, loss or theft would hinder future mobile learning plans and developments.

 

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18 He Heal alth th an and d sa safe fety ty

MoLeNET projects were asked to report details of learners who had refused to take part for health and safety reasons and to categorise the learners’ concerns as follows in Figure 27. Figure Figu re 27 Hea Health lth and and safety safety conce concerns rns Concern

Total number of learners

Worry about possible health damage, eg cancer

1

Worry about getting mugged due to carrying around a valuable device

9

Havering , Huddersfield consortium, consortium, Lewisham Lewisham,, Matthew Boulton Five projects ( Havering  consortium,, Oaklands consortium ) rep consortium report orted ed th that at th they ey ha had d a le lear arne nerr or or lea learne rners rs who refused to take part because they were worried about getting mugged carrying a valuable device. At Matthew Boulton College three learners said they were reluctant to take responsibility for the equipment, a concern they might have had because they were worried about being ‘mugged’, but this did not happen to any of the learners at the college. Regent consortium mentioned that a few learners had expressed concern about taking the devices into the city. Oaklands consortium reported that two vulnerable Entry-level learners decided not to take the devices home, but instead leave them at the college. Langdon, a partner in the Eccles consortium, Langdon, consortium, regularly monitored the health, safety and behaviour of their learners, and the issue arose of learners’ concerns regarding their personal safety around other people while using the devices. A member of staff  noted that: ‘The students can appear to be vulnerable due to some of their behaviours and the concern was if they are openly using a piece of equipment that is worth £500 then they become a target to attack or theft.’ The learners were advised only to access the devices in a safe place. Learners who needed support to access the devices safely outside the classroom were given the required support. In some cases, larger devices, such as the Samsung Q1, were replaced by more discreet mobile devices for use outside and when the learner was back at college or home, the evidence collected was transferred back to the original device.  Joseph  Jose ph Pri Pries estl tley ey Col Colle lege ge,, a partner college of the Huddersfield consortium, consortium, reported that it was teachers, rather than learners, who were worried about possible mugging.

 

87

19 Dis Distan tance ce tr trav avell elled ed by MoL MoLeNE eNET T

institutions

Institutions participating in MoLeNET in 2007/08 were asked to complete a simple self-assessment self-assessm ent exercise, the m-maturity survey, on three occasions, (pre-project, during the project and post-project) to assess the distance they had travelled towards embedding mobile learning. Development of the research instrument used for these surveys was informed by the MIT90s framework particularly Venkatraman’s five levels of business transformation achieved through the use of IT (Venkatraman and Henderson 1993), 3 which has also informed e-learning benchmarking and e-maturity work by UK education-sector  agencies such as Becta. Key contacts for each of the participating institutions were asked to consider four  areas – senior management, teaching staff, IT department and the institution as a whole – to self-assess the status status of their institution in each of these areas and to indicate for each, which of five statements (below) most accurately described the situation at their institution. Senior management 1. SMT are not inter intereste ested d in mobile mobile learn learning. ing. 2. SMT are interested interested in mobile learning (eg exploring funding opportunities). opportunities). 3. SMT are actively actively supporting supporting and engaging with with initial implementation of mobile mobile learning (eg via a MoLeNET project). 4. SMT have have a strategy strategy for extending extending mobile mobile learning to more departments in the future. future. 5. SMT have have a strategy strategy embedding embedding mobile learning into delivery across across the institution. Teaching staff  1. No teaching teaching staff staff are are involved involved in mobile mobile learning. learning. 2. Some teaching staff are involved in mobile learning (eg via a MoLeNET MoLeNET project). 3. All teaching teaching staff are being encouraged encouraged to think about how they could apply apply mobile learning and/or are being offered mobile learning continuing professional development (CPD). 4. Some teaching teaching staff are embedding embedding mobile mobile learning learning into their delivery. delivery. 5. Most teaching teaching staff are embedding embedding mobile mobile learning learning into their delivery. delivery.

3

Venkatraman N and Henderson JC (1993). ‘Continuous strategic alignment: exploiting information technology capabilities for competitive success.’ European Management Journal 11(2) pp139–49.

 

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The impact of mobile learning: Examining what it means for teaching and learning

IT department 1. IT staff do not support the introduction of mobile learning learning (eg due due to concerns concerns that the

introduction of mobile learning could compromise security). 2. IT staff are providing providing some support support for the introduction introduction of mobile mobile learning (eg some support for a MoLeNET project). 3. IT staff are actively actively involved involved in selection of technologies and/or implementation implementation of  infrastructure to enable introduction of mobile learning (eg a MoLeNET project). 4. IT staff are an integral integral part of a mobile mobile learning/MoLeNET learning/MoLeNET project project team and are committed to helping to ensure the success of the project. 5. IT department department has has a strategy strategy for supporting, supporting, extendin extending g and embedding embedding the use of  mobile learning across the institution. Mobile learning in your institution 1. Mobi Mobile le learning learning is not used in any depart departments ments.. 2. Some small-scale small-scale implementation/p implementation/piloting iloting of mobile learning is is taking taking place. place. 3. Seve Several ral departm departments ents are are using using mobile mobile learning. learning. 4. Most depa department rtmentss are using mobi mobile le learning. learning. 5. Mobile learning learning is embedded into the culture of the institution institution supported supported by CPD and strategies for sustainability. Respondents In total, 41 institutions took part: 30 were lead colleges (two of which completed the first two parts of the survey only) and the remaining 11 were partner institutions (seven of which completed the first two parts of the survey only). So of the 32 complete responses, 28 were from lead colleges and four from partner institutions.  Anal  An alys ysis is It has been possible to analyse responses in two ways; one, in terms of numbers of  responses at each level for each category at each of the three points in time; and two, by calculating mean responses for each category at each point in time. This makes it possible to see how ratings of level of m-maturity for each of the four categories were placed at different points in time, and also to gain a sense of how m-maturity across the categories developed with time. Using Pearson’s chi-squared test of significance, a trend is apparent for all four areas from before the project to after. Although a strong correlation is found across all the three stages, it is largest between the ‘pre’ and ‘during’ test stages.

 

Distance travelled by MoLeNET institutions

Figure 28 ‘M-mat ‘M-maturity’ urity’ distan distance ce travell travelled ed – all indicato indicators rs Mean m-maturity ratings before, during and at the end of MoLeNET

89

5

   y    y    t    t    i     i    r    r    u   u    t    t    a   a    m   m    g    f    n   o    f    o     i    t    l     l    a   e   e    r    v    v    e    e    t    n    a    t    l    e    l    s    s    e     M   e    h

   w    g    o    i     l     h   =   =    1    5

4

3

2

1

0 Pre MoLeNETmean rating

Duri rin ng MoLeNET mean rati tin ng

Afte terr MoLeNE NET T mean rating 

SMT Teachers IT  Institution

Correlationcoefficient

Significance

Pre -After

Pre-during

During-After

Pre -After

Pre-during

During-After  

SMT

0.589

0.682

0.105

0.000

0.000

0.290

Teachers

0.472

0.428

0.241

0.000

0.000

0.082

IT

0.496

0.497

0.123

0.000

0.000

0.406

Institution

0.605

0.706

0.015

0.000

0.000

0.784

Correlation

Negative

Positive

Small

−0.3 to −0.1

0.1 to 0.3

Medium Large

−0.5 to −0.3 −1.0 to −0.5

0.3 to 0.5 0.5 to 1.0

Distance travelled In terms of developing m-maturity, the graph above shows that the least mature group pre MoLeNET projects was the institution as a whole, with the most m-mature being the senior management team and the IT department. By the end of the academic year  improvements had been made in all areas with the institution as a whole remaining the least m-mature group but the IT department having moved to the most m-mature area and having travelled the furthest.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Senior management – distance travelled

Figure Figur e 29 M maturity maturity dista distance nce travel travelled led SMT  SMT  SMT are not interested in mobile learning SMT are interested in mobile learning (eg exploring funding opportunities) SMT are actively supporting and engaging with initial implementation of mobile learning (eg via a MoLeNET project) SMT have a strategy for extending mobile learning to more departments in the future SMT have a strategy embedding mobile learning into delivery across the institution 0

5

10

15

20

25

30

35

40

45

50

Percent Before During End

Before MoLeNET many institutions reported that their senior management teams were interested in exploring mobile learning but none had actually developed a strategy for its development within the institution. By the end of the project, however, some senior management teams had developed a strategy for the extension of mobile learning across more departments and the embedding of mobile learning into delivery across the institution.

Teachers – distance travelled Figure 30 30 ‘M-mat ‘M-maturity’ urity’ distan distance ce travell travelled ed – teaching teaching staff  staff  No teaching staff are involved in mobile learning Some teaching staff are involved in mobile learning (eg via a MoLeNET project) All teaching staff are being encouraged to think about how they could apply mobile learning and/or are being offered mobile leaning CPD Some teaching staff are embedding mobile learning into their delivery Most teaching staff are embedding mobile learning into their delivery 0

5

10

15

20

25

30

35

40

45

50

Percent Before During End

Before MoLeNET, many institutions reported that either no teaching staff, or only some teaching staff, were involved in mobile learning. There was some development over  the course of the project with a large proportion of the institutions reporting that all staff are being encouraged to think about how they could apply mobile learning or  being offered mobile learning training and some staff embedding mobile learning into their delivery.  

Distance travelled by MoLeNET institutions

IT department – distance travelled

91

Figure Figur e 31 M maturity maturity dista distance nce travel travelled led IT Department Department IT staff do not support the introduction of mobile learning IT staff are providing some support for the introduction of mobile learning IT staff are actively involved in selection of technologies and/or enable introduction of mobile learning IT staff are an integral part of a mobile learning/MoLeNET project team and are committed the success of the project IT department has a strategy for supporting extending and embedding the use of  mobile learning across the institution 0

5

10

15

20

25

30

35

40

45

50

Percent Before During End

The ‘m-maturity’ of IT departments showed considerable variation before, during and after their institutions’ involvement in MoLeNET projects. However, generally, the distance travelled represents a definite shift away from reluctance to support the introduction of mobile learning and towards active support for, and commitment to, mobile learning as part of their institution’s future ICT strategy.

Institutional distance travelled Figure 32 32 ‘M-mat ‘M-maturity’ urity’ distan distance ce travell travelled ed – whole institution institution Mobile learning is not used in any departments Some small scale implementation/piloting of mobile learning is taking place Serveral departments using mobileare learning Most departments are using mobile learning Mobile learning is embedded into the culture of the institution supported by CPD and strategies for sustainability

0

5

10

15

20

25

30

35

40

45

50

Percent Before During End

 

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The impact of mobile learning: Examining what it means for teaching and learning

(NB. One remaining college at the first level of m-maturity by the end of the project represents Wolverhampton, who were not due to begin mobile learning with learners until after this survey. The institution has, however, been included as they have made

significant efforts in planning and awareness raising.) In most cases mobile learning was either not used at all or was only being used on a small scale before the MoLeNET project. By the end of the project, several departments in many of the institutions were utilising mobile learning. Please note that the data is representative of lead colleges, as a high proportion of  lead colleges responded to the survey. However, in view of the low response from partner by thoseinstitutions, institutions.it is difficult to say how representative it is of distance travelled During the second phase of MoLeNET new projects will be asked to complete the ‘m-maturity’ surveys in the same way. Institutions who took part in MoLeNET in phase one but are not participating via a MoLeNET project in phase two will also be asked to complete the self-assessment exercise at the end of 2009 to ascertain whether they have continued to expand and embed mobile learning.

 

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The e futu future re and and sus susta tain inab abil ilit ity y 20 Th

All projects reported the intention to continue and to expand mobile learning in future. There was a very strong consensus that adequate staff development and support would be essential to ensure the success of future mobile learning. Suggestions relating to ensuring financial sustainability included: 

enabling learners to use their own mobile devices for learning and to access college/school resources



wireless networks throughout colleg college/school e/school campuses



taking advantage of reasonably priced data-only mobile network contracts



requiring learners to purchase mini notebooks/net books as part of the standard equipment required for their course



including the cost of mini notebooks/net books in course fees



generally expecting learners to provide their own mobile technology and only providing it to those learners who cannot afford to buy their own



enabling learners to purchase mobile technologies through their college or school and pay by instalments.

Providing mobile technologies technologies v. v. enabling use of learner-owned learner-owned technologies A view increasingly frequently expressed by MoLeNET project managers and some senior management was that in the longer term institutions should be seeking to facilitate the use of learners’ personally owned mobile technologies either instead of or in addition to providing mobile technologies for learners to use. MoLeNET capital funding has enabled projects to purchase mobile devices for issuing to learners. This has been done on a long-term basis for some cohorts of learners or  on a short-term basis for a particular activity, lesson or excursion. However, many projects noted that most learners own a mobile phone and many also own iPods, or other MP3/MP4 players, and portable games machines. Encouraging learners to use their own devices may have advantages in terms of: 

reducing capital costs for institutions



reducing training needed, as learners will be more familiar with their own devices



increasing the likelihood that technologies will continue to be updated without additional costs to institutions



avoiding negative reactions, experienced by some projects in the case of mobile phones, because learners did not want the inconvenience of carrying more than one device.

 

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The impact of mobile learning: Examining what it means for teaching and learning

Some projects reported their findings and opinions opi nions as follows. Gloucestershire carried out a direct comparison between learners with issued iPod

Touches (group A) and those using their own equipment (group B). A key benefit of  learners using their own devices was that this was not a one-size-fits-all solution. Learners were able to use the device that provided the most effective solution for their  specific needs and preferences. Also, learners with issued devices were very focused on the device itself, while those using their own equipment progressed more quickly to discussing the suitability of their devices for learning. Group B were more positive about the use of mobile devices for learning, perhaps because hadThey been able to overcome barriers with a different, more appropriate choice of they device. were more determined to make it work and remained enthusiastic throughout, making their own decisions and adapting learning activities to their own learning styles. Importantly, learners in group A only had access to the issued iPod Touch, while learners in group B could use any mobile device they had. Group A suggested several other options of mobile device that could be used including mobile phones, digital cameras and games machines, and independently pointed out the benefit of using one’s own devices, with specialised college equipment being used only when needed. Gloucestershire concluded that learners work best using their own devices and that it is important to ensure arrangements are made for those learners who do not have access to mobile technologies. Many of Weston consortium’s learners also preferred their own mobile phones to the college-issued PDAs, explaining that they felt the PDAs were more suited to business people than learners. However, Tower Hamlets found that learners using college-issued Sony PSPs to take photographs while on an excursion discussed the pictures more intently than those using their own mobile phones to take photographs. This was possibly because of the better quality of photographs viewed on the PSP screen. This suggests that institutions need to consider how they can provide a consistent quality of learning experience for  all learners if learners use their own devices. For financial and sustainability reasons, Bolton consortium also chose to allow learners to use their own devices including mobile phones, PSPs and iPods. They felt that learners would benefit from being able to access resources on devices they already owned and were familiar with, ensuring that learning content and activities could be accessed at any time, in any location and learners would not need to rely on college internet connectivity connectivity.. Cornwall consortium felt that issues surrounding recharging of  devices could have been better managed if learners had used, and therefore been more responsible for, their own devices. Lewisham commented that where learners used their own SIM cards in a device, this encouraged them to have it with them at all times thus increasing opportunities for  educational use. A few learners also mentioned the benefits of not having to carry around both a phone and a camera. Stockport consortium wanted learners to be able to use both their own and college SIM cards in their issued devices, in the hope that using the device would become part of learners’ day-to-day activities. However, they ran into technical problems and learners decided to keep the SIM cards separate. Some Stockport consortium learners stated that they preferred to keep the educational and social functions of mobile devices separate. Similarly, some of New College Swindon consortium’s learners had more than one iPod, choosing to use the collegeissued one for educational podcasts and their own for non-educational podcasts and consortium consortium, music. , however, found that 62% of the learners asked loadedWorcester non-educational content, such as music, onto their college-issued MP3had player.

 

The future and sustainability

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At Brockenhurst Brockenhurst,, although staff believed that the use of learners’ own devices would promote sustainability of mobile learning, 70% of learners who reported having an internet-enabled device said that they would not want the mLog software installed on

their own device. It is not clear why. Oaklands consortium were particularly interested to find out whether the introduction of MoLeMentors (a learner with an issued device paired up with a teacher with an issued device) in classes would encourage other learners to bring in their own mobile devices for learning activities. There were mixed responses, with some learners bringing in their own devices but others concerned about possible costs. College On other hand, ‘A straw poll of learners foundaccess) they (thethe learners) wouldChichester be prepared to payreported: £10 per month subscription (for internet if the project funded the devices.’ Huddersfield consortium observed: The most significant recommendation for others developing the use of any kind of  learning technology is to accept that learners will increasingly want to make use of  their own technology within our institutions, and to recognise that we need to adapt  our environments for them rather than expecting them to adapt for our environment. That will cause challenges for IT departments, open debate on security issues, equality, classroom management and pedagogy. Conventional approaches to ban mobile phones don’t resonate with calls for learner-centred education and we can anticipate that if we don’t realise the advantages of enabling learner-owned technology our  competitors will. When learners can choose their own devices, are already familiar with their operation before they use them for learning, the devices are readily able to access the whole internet (rather than ‘mobile friendly’ sites) and fast flat-rate data connectivity is ubiquitous, the only remaining problem will be how to maximise the learning opportunities available.

 

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Appendix 1

MoLeNET 2007/08 colleges and MoLeNET consortia

Accrington and Rossendale College College Aylesbury College, Buckingham School and National Star College Bolton Community College, City College Manchester and MANCAT (now The Manchester College), Oldham College Boston College Bournville College Brockenhurst College Cardinal Newman College Chichester College and Sussex Downs College City of Wolverhampton College and City of Wolverhampton LEA Cornwall College, Helston Community College, Roseland Community College, Liskeard School and Community College, Fowey Community College Coulsdon College East Berkshire College, Berkshire College of Agriculture, Langley Wood and Churchmead School Eccles College, Salford College, Pendleton College and Langdon College Gateshead College, Newcastle College and City of Sunderland College Gloucestershire College and National Star College Havering Sixth Form College Huddersfield College, Leeds College of Technology, Huddersfield New College, Wakefield College, Shipley College, Joseph Priestley College and Pontefract New College Kingston College Lewisham College Lowestoft College Matthew Boulton College and Sutton Coldfield College New College Swindon, Wiltshire College, Swindon College, Cirencester College City College Norwich, The Hewett School, City of Norwich School, Earlham High School, Framingham Earl High School, Notre Dame High School, Attleborough High School, Wymondham High School, Wymondham College, Old Buckenham High School and Hethersett High School Oaklands College, College, North Nor th Hertfordshire College, West Hertfordshire College, College, and a nd Hertfordshire Regional Colleg College e

 

Appendix 1

Regent College and Gateway College Rotherham College and Yorkshire Coast College

97

South Thames College, Battersea Technology College, John Paul II RC School, Chestnut Grove, Salesian College, Southfields Community College, Ernest Bevin College and Wandsworth City Learning Centre Stockport College and Trafford College Stratford-upon-Avon College Tower Hamlets College Weston College, Broadoak Maths and Community College and Priory Community School Worcester College of Technology, Kidderminster College, Worcester Sixth Form College, Royal National College for the Blind, Herefordshire College of Technology, Evesham College, North East Worcestershire College and Hereford College of Arts

 

98

Appendix 2

Glossary

3G Third generation (3G) wireless network; offers faster data transfer rates than previous versions (eg 2G) 3GP 3G P A type of video recorded by many mobile phones; 3GP is a simplified version of MPEG-4  ADSL  AD SL An asymmetric digital subscriber line that enables faster data transmission over  copper telephone lines than a conventional voiceband modem Beaming  Using wireless communication to exchange data between two devices; see entries for  infra-red transmission and BluetoothTM Blog  Short for ‘web log’, a blog is essentially an online journal or diary; generally, alongside their messages and/or entries bloggers can also post photos, audio and video files to create their own mini website. Blogs are ideal for use in education as reflective logs or  as part of wider communities of practice. Viewers can comment on a blog, but cannot change it BluetoothTM BluetoothTM is a technology that enables your computer, mobile phone, mouse, keyboard, PDA or anything with a BluetoothTM chip to communicate by short-range radio instead of cables. This is a free functionality wherever BluetoothTM is installed Firewall A system configured to permit or deny computer traffic between different security domains based on a set of rules and other criteria Flash® Adobe® Flash® (previously called Shockwave® Flash® and Macromedia® Flash®) is a set of multimedia software created by Macromedia and currently developed and distributed by Adobe Systems; available on some mobile platforms Flash Memory Flash memory is a non-volatile memory device that retains its data when the power is removed Geotagging  Adding geographical identification data to various media such as websites or images GPRS General Packet Radio System. Offers data transfer, albeit significantly slower than 3G. GPS GP S GPS (Global Positioning System) refers to the use of satellite-to-handheld receiver  receiver  signals to determine location Hotsyncing (HotSync®) The primary method for transferring data and programs between a mobile device and a PC, eg a PDA is inserted into a special cradle and files are automatically ‘synchronised’ – ie ‘compared’ so that older versions on one device are replaced by newer ones on the other device Infra-red Infra-red transmission refers to energy in the region of the electromagnetic transmission radiation spectrum at wavelengths longer than those of visible light, but shorter than those of radio waves. Infrared is used in a variety of wireless communications and control applications, eg home entertainment remote-control boxes, boxes, wireless local area networks, links between notebook computers and desktop computers, intrusion detectors etc. BluetoothTM is becoming a more reliable form of ‘beaming’  Jaik  Ja iku u A popular micro-blogging site (now part of Google) Ideal for forming communities of  practice and for people on the move; see http://jaiku.com

 

Appendix 2

 Janet  Ja net.tx .txtt SMS messaging service for the education sector; see www.pageone.co.uk/Janettxt  Java  Ja va™ ™ Java is a programming language originally developed by Sun Microsystems and is platform-independent; see www.javasc www.javascript.com ript.com

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Linux  An open source computer operating system based on Unix. Currently one of the lesser  mobile phone operating systems, Linux made a big impact in 2007/08 by being the default operating system on the Asus Eee PC (UMPC) Megapixel Quite simply, a megapixel is 1,000 pixels. Pixels are tiny, tile-like picture elements and digital images consist of many thousands of these. The higher the megapixel count, the more closely packed these elements are and the sharper the image is on screen Memory Media Flash memory cards; these are solid-state electronic memory data storage devices used with all kinds of devices. They are small, convenient, fairly reliable, rugged and rewritable. There are also many types: SD Card, Compact Flash, etc. See http ://memorycards.notlong.com Micro-blog  This, as the name suggests, is an abbreviated blogging experience. Users contribute brief blog-like comments; usually has a limit on the characters used (140) in much the same way as a text message; allows contributions from mobile devices, eg Jaiku, Twitter  MOBLOG This is short for mobile blog; mainly featuring posts sent by mobile phone MP3 MP3 employs a compression technique, with bits of information being discarded to allow data to be compressed into files that are relatively small in comparison with .WAV (see) files but which retain subjective CD quality MPEG-4 This is also a compression format for audio and video Operating system (OS) The base software of a computer device; mobile OSs include Palm OS®, PocketPC, Android™ and Symbian™ Personal Digital Assistant A small handheld computer typically providing a calendar, contacts address list, (PDA) calculator and notetaking applications. It may also include other applications, eg a web browser and a media player. Small keyboards and pen-based input systems are most commonly used to input data PIM Personal Information Manager refers to applications for computing devices that organise personal information, such as addresses, dates and task lists; most handheld mobile devices have this capability Podcast (a) This is a term that has been popularised by the use of MP3 players players (iPods specifically) and is essentially a multimedia broadcast hosted on a website. It can be audio – or  video-based and is delivered in a format that is compatible with computers and most mobile devices, generally MP3 or MPEG-4; a podcast can be regularly updated and automatically downloaded through software such as iTunes® and RSS feeds Podcast (b) although the term above is is technically correct, correct, more colloquially colloquially,, a podcast has come to mean any type of audio file that is recorded by, or for use on an MP3 device; the recording may or may not have been downloaded from a website PMP PM P Personal media player – a device capable of storing and playing digital media, eg an Archos PSP PS P Sony PlayStation Portable (PSP™) – a handheld games console QR code A two-dimensional barcode which a camera phone equipped with the correct reader  software can scan to provide information for the user. For example, information about bus times and numbers can be accessed from a QR code placed at a bus stop RSS feed Really Simple Syndication – it is a means of sharing and broadcasting content from a website. Items are automatically downloaded into a special ‘Reader’ or published onto another website or device

 

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The impact of mobile learning: Examining what it means for teaching and learning

SD™ card Secure Digital Memory Card. The standard SD™ card capacities range from 8mb to 4gb. More recent updates to the system, SDHC, have increased the capacity to 32gb. Mini SD and microSD are popular on many mobile phones

Shozu Shozu (www.shozu.com) provides a service that allows mobile devices to interact more fully with other online services, eg a MOBLOG Smartphone A mobile phone with PC-like functionality, For some, a smartphone is a phone that has a Windows-based OS while for others it might mean that there are advanced PIM (see entry above) capabilities and a good camera. In all cases, the device will have full internet capabilities and often also a full QWERTY keyboard SMS SM S Short Message Service (SMS) – better known as text messages (of up to 160 characters) via mobile phones Streaming  A way of sending audio and video files over the Internet in such a way that the user  can view or listen to the file while it is being transferred. See entry for You Tube Symbian™ A consortium of PDA and mobile phone manufacturers, which use the Symbian operating system (www.symbian.com) formerly called Psion EPOC Tablet PC A Tablet PC is a wireless PC that allows a user to take notes using natural handwriting with a stylus, digital pen, or on a touch screen. It is similar in size and thickness to a paper notepad. There are two formats, a convertible model with an integrated keyboard and display that rotates 180 degrees and can be folded down over the keyboard, or a slate style together with a removable keyboard. The user’s handwritten notes, which can be edited and revised, can also be indexed and searched or shared via e-mail or mobile phone Twitter  A popular micro-blogging site (www.twitter (www.twitter.com). .com). Ideal for forming communities of  practice and for keeping in touch on the move Ultra-mobile PC (UMPC) Ultra-mobile PCs are the result of a joint development by Microsoft, Intel and Samsung. The original definition for a UMPC included a screen size of 7 inches or smaller, some later models, while not increasing in size overall, include screen sizes up to 8.9 inches. According to Microsoft and its partners, the devices are intended for portable productivity and entertainment. UMPCs may run a full version of the Windows XP operating system  VLE  VL E Abbreviation for virtual learning environment, a software system designed to support teaching and learning in an educational setting WAV A standard format for storing sound in computer files Web 2.0 A term given to an evolution of the World Wide Web and can be described as a range of technologies and functionality which enables anyone to have a presence on, and ‘author’ content on, the World Wide Web. Encompasses technologies such as blogs, wikis and sundry other forms of interaction. Provides many opportunities for interaction via mobile devices Wi-Fi™ Sometimes known as ‘wireless broadband’ or wireless fidelity, this is the trade name for the popular wireless technology used in home networks, mobile phones, video games etc Windows Mobile Operating system developed by Microsoft for some mobile devices Wiki A type of website that allows users to easily add, remove, or otherwise edit or change the site’s content. This ease of interaction and operation makes a wiki an effective tool for collaborative authoring  You  Y ou Tub ube e A popular video-hosting website; videos can be contributed and distributed via mobile devices, as well as PCs; see www.youtube.com

 

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