Challenges and Opportunities to Support Learning with Mobile Devices Arturo Serrano-Santoyo
Javier Organista-Sandoval
CICESE Research Center Carr. Tijuana-Ensenada No. 3918 Ensenada, Baja California, Mexico 526461750515
IIDE-UABC Km. 103 Carr. Tijuana-Ensenada Ensenada, Baja California, Mexico 526461750733
[email protected]
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ABSTRACT The convergence of mobile and computing technologies have revolutionized the current technology and human interaction environments through the use of portable devices that offer the possibility to access information and communication services in a ubiquitous and mobile fashion. This paper describes four characteristics of mobile devices which play an important role in supporting learning activities: personal proximity, mobility, connectivity and spontaneity. We present a brief analysis of the main components of the educational process supported by mobile devices pointing out some challenges and opportunities of using mobile devices to support learning in educational contexts. We are particularly interested in the interactivity and usability aspects involved in the engagement of students in educational tasks using smartphones in conjunction with mobile collaborative servers.
Categories and Subject Descriptors K.3.1 [Computers and Education]: Computer uses in Education - collaborative learning
General Terms Human Factors
Keywords m-learning, educational technology, human-computer interaction
1. INTRODUCTION Society is experiencing the growing penetration of technology in all human endeavors. The access to Information and Communications Technology (ICT) in both emerging and advanced economies is increasing due to the availability of low cost computing devices and systems and the penetration of wireless applications and services in both urban and rural scenarios. We witness the migration of desktop computing to portable systems such as notebooks, pocket-pc's and smartphones. Furthermore, the convergence of mobile telephony and ubiquitous computing has propitiated the emergence of versatile portable devices with great potential of application in educational contexts. Smartphones with Internet connectivity and multimedia management and processing capacities become important tools to support learning when pedagogy, usability and technology take
Copyright is held by the author(s), 2010. MexIHC 2010, November 8, 9 & 10, 2010. Published by Universidad Politécnica de San Luis Potosí
advantage of smartphones to support learning, interaction and interactivity issues should be consider in the design of educational applications in mobile environments. Ergonomic and usability factors, in conjunction with technology features, are relevant when selecting a smartphone among the plethora of choices currently available in the market. In search of exploiting the portability, technology features and wireless broadband connectivity of highly converging devices such as the currently available smartphones, service and applications providers and end users look for strategies to developing sound and cohesive mobile frameworks in disciplines such as health (m-health), education (m-learning), and commerce (m-commerce), to mention a few. For the case in point of this paper and as it is described in [2], a central element in the development of m-learning applications is the understanding of interactivity patterns and mobility factors (spatial, temporal and contextual) of students, teachers and group of students (social networks) [3]. In this context, students referred as digital natives [4] take advantage of their skills to interact with other students and teachers and to access and exchange information by means of smartphones, and in some instances, in combination with other portable devices such as notebooks or laptops. The purpose of this paper is to identify key elements to support learning using smartphones. Our findings suggests that in spite of limitations of ergonomics, usability and technology nature, smartphones can be turned into important tools to support learning when pedagogic, behavioral and usability elements are integrated with technology to create significant educational applications.
2. PEDAGOGICAL AND TECHNOLOGY ASPECTS OF MOBILE DEVICES IN EDUCATIONAL CONTEXTS There are several contributions that deal with the use of mobile devices to support learning [5]. These contributions describe in detail their technical and usability limitations. Among such limitations, screen size, relatively low battery life, memory and data rate capacities are considered the most important. For the concerns are integrated in educational applications. In order to purpose of our paper, we take into account these limitations and at the same time we have identified other elements that are crucial in using and developing smartphone applications in m-learning contexts. There are four elements (see Figure. 1) that in our view are relevant:
Condition of personal proximity. Portability and proximity give the smartphone the possibility of generating and transferring information of personal and private nature in an immediate fashion. Mobility. We identify three types of mobility; i) spatial: where displacement in a particular geographical area is considered, i.e. classrooms, homes, offices, etc.; ii) temporal: intensity and frequency of use during the day or night, week or month, etc.; iii) contextual: in areas of education, entertainment, organizational or working activities. Connectivity. Capacity to establishing a physical connection (in this case wireless) with other portable or fixed devices in an autonomous fashion using technologies such as WiFi, WiMax, 3G, 4G or Bluetooth. Spontaneity. The intention of use arises from the need of accessing information or communicating with a classmate or teacher in an immediate and spontaneous fashion. This feature allows users the possibility of interacting and participating in social networks, providing a powerful tool to support collaborative and ubiquitous engagement in educational contexts.
Figure 1. Smartphone characteristics involved in educational processes.
3. THE M-LEARNING PROCESS According with [6], a definition of m-learning goes beyond the concept of supporting learning with portable devices (technocentric vision). The inherent mobility of the user must also be included in the definition. The availability of a portable device with immediate reach and personal proximity provides special characteristics for situational learning experiences [7]. Some authors question the possibility of learning through the use of small devices, such as smartphones, arguing that their limitations circumscribe them only to certain disciplines or themes. Other authors [8] conceptualize m-learning as a techno-educational model where the use of portable devices should be based on a clear understanding of the role and implications of mobile technology use prior to developing suited instructional design strategies and content. A general consensus indicates that a definition for m-learning in technical terms is not enough. It is
convenient to point out that conventional educational processes supported with versatile mobile devices such as smartphones, acquire a different connotation with distinctive characteristics affected by the intensity, quality and type of interactions and interactivity among all the individuals involved. Convergence of educational theories and information technologies must be taken into account to arriving at a more integrated and sound definition. In general terms, a solid theoretical framework for m-learning is required [9]. In terms of an accelerated technology pace, technocentric approaches tend to incorporate mobile technology to educational context without an integrated and cohesive theoretical framework for m-learning. In the absence of such theoretical framework, it is common to draw upon existing learning theories conceived for traditional educational processes or at best for elearning or distance learning. An interesting proposal [10] around the creation of a model for mlearning as a process resulting from the convergence of mobile technology, human cognition and social interaction is denoted as FRAME (Framework for the Rational Analysis of Mobile Education). The FRAME model provides pedagogic strategies for the development of educational content and specifications around learning in mobile environments. As described in [11], theoretical approaches around m-learning are mainly based on aspects involving communication and content. In this perspective, communication allows interaction among students and teachers encouraging the integration of social networks. Some authors [12] identify these actions as part of social constructivism where learning is seen as a result of students’ participation in a community. Regarding content from a mobile perspective [11], the author highlights the relevance of Internet browsing as a fundamental manner to propitiate knowledge acquisition. This approach is denoted by the author as navigationism. As it is pointed out in [3], the authors note that from a pedagogic perspective supported by mobile devices we can have on the one hand; i) didactic learning: that kind of learning that draws on mobile educational content such as e-books and other educational content available in the web. On the other hand, we can also have ii) discursive learning: learning based on the development of interactions and discursive practices among communities of mlearners, teachers and practitioners.
4. INTERACTIVITY WITH SMARTPHONES IN EDUCATIONAL CONTEXTS From the perspective described in [2], a conversational approach involving teachers and students is fundamental for supporting teaching and learning using mobile devices. Skills for developing and analyzing relevant information, for interacting and collaborating with peers, as well as for managing our own educational processes, are fundamental requirements for effective learning. In this scenario, we identify four elements of interactivity with smarphones. (see Figure. 2). Students, teachers and social networks give shape to what we denote the mcommunity. The fourth element is the content itself. The understanding of the dynamics of communication and interactivity among the members of the m-community and the
usability and adoption issues of mobile devices provide fundamental information for taking full advantage of the technical capacities of smartphones. The detailed knowledge of such dynamics plays a critical role in the design of new generation mobile devices as well as in the development and extent of relevant educational applications and content suited to m-learning environments. In this respect, minimalistic design approaches to facilitate data transfer and processing and, more importantly, to enhance the user experience, become an important concern when using smartphones to support learning. Our current research suggests that mobile collaborative environments (MCE) in which students and teachers interact to comply with short term specific assignments are good examples of practical and concrete applications of m-learning using smartphones.
relevant information sources, the spontaneity of communication with peers must be seen from a learning perspective. Smartphones offer the opportunity to explore new ideas around learning experiences with potential to transforming m-learning from utopia to reality.
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[7] Figure 2. Main interactions in student centered m-learning contexts. Frequent contact of students and teachers with mobile technology allows them to adopt smartphones and other portable devices. Teachers without adequate skills will face challenges, and in some cases rejection when using mobile devices in educational tasks. Mobile technology adoption issues become crucial to accomplish significant interactivity and interactions among members of social networks, working groups or task forces in educational or other organizational environments [13]. As it is pointed out in [2], a conversational approach is key to creating a significant learning experience, particularly conversation and collaboration among peers. Part of the challenge is to take advantage of mobile technology’s potential for educational purposes while, at the same time providing applications geared to the students’ more informal interests enable them to take ownership of knowledge.
5. CONCLUSIONS Undoubtedly, the pedagogical potential of mobile technology is huge. However, the challenges are also significant. It is necessary to continue developing a solid and cohesive theoretical framework focused on learning encompassing the elements of interactivity and mobility of the user and avoiding technology centric approaches that emphasize the mobile devices’ technical features beyond the educational priorities. The possibilities of accessing
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