combining learning affordances in cross platform learning environments

COMBINING LEARNING AFFORDANCES IN CROSS PLATFORM LEARNING ENVIRONMENTS Lyn Pemberton, Sanaz Fallahkhair, Richard Griffiths, University of Brighton, United Kingdom, Mika Kanerva, Sofia Digital, Finland, Gábor Fehér, Budapest University of Technology and Economics, Hungary

Context Until relatively recently, the key technological device involved in computer-based and elearning was assumed be a desktop PC, probably connected to the Internet. However, a plethora of new domestic and personal technologies now offers the educational technologist a wide range of platforms with which to engage the learner. Mobile devices and digital television are becoming increasingly established as plausible learning platforms, and soon no doubt will be joined by ambient, wearable and other technologies (Sharples, 2000; Atwere & Bates, 2003; Naismith et al, 2005). Therefore a new challenge for those designing educational materials is to decide how different types of activity and material should be mapped onto these disparate devices, while at the same time maintaining for the learner a sense of coherence (Pemberton & Fallahkhair, 2005). In this paper we describe two projects that explore the possibilities opened up by multi-platform learning environments, concentrating on user requirements capture and design issues.

Learning Languages from iTV and Mobile Phones – the TAMALLE Project The TV and Mobile Language Learning project (TAMALLE) was originally a small-scale exploration of the potential of "non-desktop" technologies for language learning. In particular, it was concerned with learning of English as a Foreign Language by independent adult learners. Method The project used a user-centred design methodology, carrying out focus group inquiries to find out what tools adult learners already used in their language practice and how they might prefer to integrate digital technologies into their language learning practice (Fallahkhair et al, 2004). A number of paper-based tools were commonly used, including dictionaries, grammar books, sticky notes (to label everyday objects, e.g. the fridge) and vocabulary books. Some already used digital tools such as CD-based language courses and online translation tools. When asked about digital television as a learning aid, participants were enthusiastic about the authentic and rich multimedia material that could be conveyed via television, but reluctant to interrupt the flow of programming with explicitly educational material. Mobile phones, on the other hand, were seen as unsuitable for consumption of video but well suited to use as digital versions of dictionaries and vocabulary books and as tools for previewing or following up on language issues from the broadcast audiovisual material. In other words, the participants identified a number of learning affordances for each technology. In terms of display, television was perceived as suitable for display of long spans of AV material while the mobile phone was better suited to display of short spans of text. In terms of interactivity, television was seen as suitable only for very limited interaction, basically simple navigation, while the mobile phone was appropriate for more intensive but punctual activities such as looking up or noting words, playing language games and reading short summaries. Scenarios were developed from the focus group results as a first design step. From the scenarios, requirements were derived and the project went on to design and develop a cross platform informal language learners' support system, which attempts to use the combined

strengths of iDTV and mobile phone to give natural "just in time" information to support their learning. Overview of TAMALLE TAMALLE is designed on the assumption that its users will either already be advanced users of English or will be learning the language in a formal setting elsewhere, e.g. in college or language school. The system is an adjunct to such formal classroom learning rather than a replacement. The focus of the TAMALLE user is expected to be primarily the consumption of English language media, such as the news or a soap opera. TAMALLE's role is to support the comprehension process by offering discreet and non-intrusive support. This comes in the form of captions and other onscreen displays, for comprehension of specific linguistic and cultural items for viewers. When learners are in a more active mode, they can use a mobile phone to access these language items and their annotations, which they can save in their personal "learning sphere", a private data storage area accessible both via the TV and mobile phone. These learning objects can be accessed prior to, during and after the show. Viewers are also able to add, search for and remove learning objects from their personal spheres, in much the same way as they would use a paper vocabulary book. The following is a brief overview of the system's functionality: Just-in-time comprehension support The "Words in Action" function provides textual annotation similar to subtitles on the television screen. The individual items may explicate a word (e.g. Tory = Conservative) or identify a scene or individual (10 Downing St – the Prime Minister's residence). The design locates the call-to-action dialogue on the iTV side rather than the mobile phone since this just-in-time support will only be beneficial during the programme show time and not before or after. However, if the learner prefers not to display annotations on the TV screen, perhaps to avoid inconvenience to others or embarrassment to himself, the "Words in Action" content can be delivered to their mobile phone in synchrony with the programme. Recommended language items Difficult or unusual language items from the dialogue or commentary will also be transcribed for TAMALLE viewers in a static list. Viewers who are logged in may select "Recommended Words" to see a list of language items with explanation, which can also be added to their personal learning sphere. The service is also accessible via mobile phone.

Figure 1: Supporting comprehension of difficult language item across iTV and mobile phones

Supporting overall understanding The viewer's overall understanding may be improved by having access to a summary of programme content. This will differ according to genre, with the news being summarised as headlines, a drama as a brief plot summary and so on. This is augmented by an on-screen learner dictionary, also available on the mobile phone. Managing personal learning sphere The system enables learners to manage their personal "learning sphere" via both iTV and mobile interfaces. The recommended words can be added to a personal vocabulary list for later practice. Learners can view all their saved language items from the main menu. They can also search for specific language items and remove those no longer wanted. The TAMALLE prototype has been evaluated with learners and is now being further developed.

Ubiquitous Learning with PC, iTV and Mobile Devices: the LOGOS Project The LOGOS Project takes the notion of cross-platform learning and expands it into a vision of ubiquitous on-demand learning across a wide range of topics and contacts[i] . It aims to develop a set of tools allowing authors to create learning materials based on repositories of multimedia material for display and interaction via PC, iTV, PDA and mobile phone. Method The various project teams, from eight partner countries, generated future usage scenarios related to different user groups, contexts and topics. Scenarios are used in systems design to describe typical or important uses of the system as narratives or stories. They are designed to give designers, developers, users and managers a shared understanding of the purpose of the system and the ways it will be of use in practice. The process followed the same basic structure across all partner sites, eliciting input from representative user types, whether from workshops or other methods, such as interviews or web based questionnaires.

Out of 26 scenarios developed, the project selected seven scenarios that would illustrate the use of the authoring and end delivery systems in as wide a range of combinations, subject areas and contexts as possible. For instance, the Finnish partners developed an interactive television-centred scenario involving access to personal heath information: Aapo, 30, has put on some unwanted weight over the last couple of years. He gets interested in an episode of a health-related TV programme when reading its programme description. It's an episode called Generation XXL, discussing weight control for young people. The programme is broadcast on TV, also available for mobile reception. When the program is about to start, Aapo turns on the TV. The presenter mentions that there is an interactive enhancement available for interactive digital TV receivers and also for mobile phones, and gives instructions on how they are accessed. She also mentions that the applications are available until one hour after the end of the program. Aapo decides that he doesn't want to be disturbed during the program and watches it first, uninterrupted. The host of the programme also mentions the interactive enhancements and shows briefly how they can be accessed and used. After the program, he accesses the interactive part on his mobile phone. He does all of the three available tests (how much energy he needs per day, weight index, fat quality), and reads the tips and further information. It's also possible to send feedback and ask questions from doctors and experts, but Aapo doesn't have any specific questions at the moment. Although Aapo has a PC at home and the same tests are available on the WWW, he appreciates the fact that with his mobile phone the interaction is immediately available and he doesn't need to turn on his computer. Other scenarios deal with the authoring and use of materials covering cultural heritage, ethnography, language learning, project management, teacher training and Eastern Christian iconography, delivered via combinations of desktop PC, digital television and mobile devices. Currently the authoring studio, content management and content delivery tools for the system are under construction and a framework is being developed to enable the delivery of a common core of learning materials to whichever terminal a learner chooses to display his/her courseware (see Figure 2). In LOGOS there are multiplatform courses where the elements of the courseware objects are platform dependents. Sequencing and navigation is used to create platform specific paths in courses maintaining connection points where the learner is able to switch between platforms, realizing device specific publishing. In addition to the learning content delivery, the delivery framework offers learning related services such as virtual classrooms, chat rooms and forums for learners. All these services are running on all the supported platforms.

Figure 2: LOGOS platform

Prototypes will be developed for testing and evaluation based on a subset of scenarios, and a robust system will be evaluated in use during 2008-9. This will allow us to judge the efficacy and ease of use of the provision of cross platform support for displaying and interacting with a common set of learning materials and thence to develop more effective ways of taking advantage of the learning affordances of each platform.

Conclusion The projects outlined above are presented as experimental examples of the possibilities for delivering training and educational material in a cross-platform environment. They are in development through a user-centred approach involving the creation of detailed scenarios to bring out issue of context of use. No doubt further important issues will be discovered as these systems are subject to more extensive field trials. The developing experience and sophistication of end users as they are routinely exposed to learning material that migrates across the ubiquitous domestic electronic devices of daily life, together with the commercial possibilities that are enabled may have a profound effect on self-managed learning. These projects represent initial steps into this new world. References 1. ATWERE, D. & P.J. BATES. (2003). Interactive TV: a learning platform with potential. Learning Skills Development Agency: London. 2. FALLAHKHAIR, S., MASTHOFF, J. & L. PEMBERTON, L. (2004). Learning Languages from Interactive Television: Language Learners Reflect on Techniques and Technologies. Proceedings of EdMedia 2004 Switzerland, 4336-4343 3. NAISMITH, L., LONSDALE, P., VAVOULA, G. & SHARPLES, M. (2005). Literature review in mobile technologies and learning. Nesta Futurelab: Bristol. 4. PEMBERTON, L & S. FALLAHKHAIR. (2005). Design Issues for Dual Device Learning: Interactive Television and Mobile Phone. Proceedings of 4th World Conference on Mobile Learning (M-Learn 2005). 5. SHARPLES, M. (2000). The design of personal mobile technologies for lifelong learning. Computers and Education, 34, 177-193

[i]

LOGOS (IST-4-027451) is funded under the EU 6th Framework. It involves 15 partners from eight countries.