Mobile Learning with Tablets
Guide for Trainers Curated by
Everybody knows tablets, why do we need a guide?
Mobile devices offer a unique opportunity for teachers and students in different kinds of instructional settings to capitalize on the flexibility and freedom afforded by these devices.
However, these benefits demand new pedagogies and
new approaches to delivering and facilitating instruction.
Joseph Rene Corbeil Assistant Professor, Educational Technology University of Texas at Brownsville
Preface
As mobile technology develops, it creates new opportunities to impact the learner’s experience. However substituting paper with technology is not a guarantee for a successful learning. Although many schools, institutes and organizations have been focusing on the added value of tablets to enhance learning, it is difficult to find clear guidelines for their successful integration into training. This e-book originates from the didactical integration of tablets into the Academy on Green Economy organized by the International Training Centre of the International Labour Organisation (ITCILO). The running of this pilot highlighted that tablets facilitated learning interactions by enabling collaborative learning and peer support. Furthermore, this e-book provides a methodological framework and practical guidelines for trainers who are interested in the design of tablet-enhanced activities.
ENJOY Š ITCILO- Training Centre in Turin, Italy.
Authors
This e-book has been curated by
Alessia Messuti Mobile Learning Researcher
Tom Wambeke Senior Programme Officer Distance Education Learning and Technology Applications DELTA
For more info delta@itcilo.org
We acknowledge the support provided by ITCILO technical programmes such as EPSD and ICTS during the design, development and implementation of the Academy on Green Economy in October 2014.
A special thank to Fondazione Goria and Fondazione CRT which cosponsored the “m-workplace @ ITCILO� project and provided the conditions for developing this e-book.
Mobile Learning
1
Technology is enabling our need to be mobile. We want to ensure that Learning matches our Lifestyle.
Tony Bingham American Society for Training Development (ASTD)
1.1
What's mobile learning?
Definition It is important to define mobile learning, especially if it is the first time you are integrating mobile technology in your learning activities. Mobile learning: Any activity that allows individuals to be more productive when consuming, interacting with, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis, has reliable connectivity, and fits in a pocket or purse. (The eLearning Guild) In other words: Mobile learning is about: • the mobility of the learning experience, • the mobility of the learner, • the link between online and offline environments, • the connection between formal and informal learning. A mix of active and collaborative learning strategies, combined together through a learner centred approach.
© Alessia Messuti
From “21 Inspiring quotes and Thoughts on Mobile Learning”
www.upsidelearning.com
1.2
Why tablets?
Beyond the gadget The use of tablets in learning activities is moving beyond the idea of considering new mobile technologies as interesting gadgets. The following arguments constitute the reasons behind ITCILO’s growing interest in the uptake of tablet computers:
Š Chandni Lanfranchi
More interactive and engaging experiences
Towards a paperless strategy
(inside and outside the classroom)
(for learning materials and resources)
Practical tips
Truly blended learning
Tablets provide the unique opportunity to enable online access, active participation and contribution during a face-to-face event. Although it is important to strategically design training activities around the online platform in order to create a meaningful bridge between virtual and physical environments. As a result, participants have more familiarity with the online space and they areengaged in meaningful reflections and production of new content.
Include online instructions about using tablets during the training event (e.g. in a forum) and create ad-hoc sections for participants to contribute during tablet-enhanced activities. In this way the tablet will be fully integrated in the training schedule and participants will easily recognize how to use it.
Social learning
The ease of accessing social networks and other communication tools means that learners are more likely to use them to ask questions, reflect and share information. Tablets’ feature of mobility and flexibility make it easier to exchange knowledge as learners are easily exposed to different point of views, knowledge consumption is increased and digital literacy skills are enhanced.
ITCILO Academy on Green Economy: each tablet activity was linked to an online section for participants to upload their visuals and discuss.
1.3
5 things before you start
1
You are very important
If you are reading this e-book, you are a trainer or a learning professional interested in designing learning activities enhanced by tablets. Technology integration is not only about the availability of it, but more about YOU as a trainer effectively using technology. Trainers are considered the most important factor for success when using and integrating technology in learning activities. • What do you want to achieve? • Are you familiar with the technology? • What’s your strategy?
© Chandni Lanfranchi
2
Knowledge sharing is important
Encouraging collaboration among trainers to share ideas and training strategies for using technology in the classroom can help increase successful technology integration. That is the reason why this e-book is located within a Community of Practice (CoP) on Learning, Technology and Knowledge Management. The CoP is located on ITCILO eCampus but everyone is invited to join and contribute. Share your insights about the use of tablets, get updates on Mobile Learning and on what other trainers are doing‌ your participation in the CoP is part of the learning journey!
3
Learning is enjoyable
Several aspects of training are being revolutionized by innovative technologies. Internet, and wireless technology are gradually making learning easier and effective. Latest entrant in this game is the tablet which can prove to be a powerful tool in the hands of learners.
Any smoothly functioning technology will have the appearance of magic Arthur C. Clarke (1984)
However, teaching and learning through tablets sounds more interesting and enjoyable not only for the learners but to the trainers as well.
Join ITCILO Community of Practice!
4
Tablets as workplace tools
Tablet technology is becoming increasingly integrated into the workplace too. The device offers an immediate “anytime-anywhere� connection to the Internet and applications. It can be used to store important documents and presentations to be shared with individuals out of the office. Therefore, learning how to use them is for sure a valuable opportunity for inside-and-outside the classroom activities.
5
The distribution model
There are three models available for integrating tablets into training events: 1) the Universal Adoption: every learner is provided with a tablet to use in class; 2) the Distribution Model: learners need to return the tablet at the end of the training; 3) the Bring Your Own Device (BYOD): learners are encouraged to use their own devices.
In ITCILO’s pilot, the Distribution Model resulted to be successful as every learner was provided with an identic tablet, establishing therefore a standard learning environment. Moreover, learners without any personal tablet used a learning tablet for the time of the training.
Design
2
Learning is changing, and we will see new models, new technologies and designs emerge.
Elliot Masie Producer, author and learning technology expert.
2.1
The App Economy
What are the right apps? In other words, is the selection of good applications vehicular to good learning activities? Yes and no. While planning the pedagogical framework on how to use tablet during the ITCILO Academy on Green Economy, we started receiving different requests about using this or that app; trainers were even scared about technology in class (“What if I don’t know the app? What if I don’t know how to use it? What if we get stuck on learning?”). In 2007, virtually no mobile apps existed. Instead, the concept of mobile learning firstly appears in 1970s when Alan Kay created the Dynabook, the first handheld device to support learning. By asking ourselves “What are the right apps?”, we are following a technology deterministic approach. Let’s understand usability of tablets.
LET’S BE
PURPOSE DRIVEN © Vecteezy/ nightwolfdezines
2.2
The Purpose driven approach
ITCILO’s experience We don’t need tons of applications to design an effective learning activity; sometimes just the Internet browser, the note-taking feature and the camera are already successfully supporting collaboration, production and knowledge sharing.
Introducing a tablet in a learning activity is INTERVIEW - 5m08s
much more than just introducing another gadget; it’s about supporting flexible access to content, enhancing communication and collaboration, increasing productivity and capturing data. The strong component about integrating tablets into learning activities does not relate to a specific tablet model but on functions that are possible with whatever device. Tom Wambeke ITCILO Senior Programme Officer
The methodological framework The picture below visualizes the learning functions supported by tablets within this framework:
The focus is on
Access content
methodology
Create content
Feedback will be the same in five years; the technological device perhaps will have changed a lot.
Communicate
Give feedback
That’s why it is important to be purpose-driven.
LEARNING OPPORTUNITIES ✴ Define terms
✴ Explain ideas or concepts
✴ Identify facts ✴ Recall information
✴ Generate ideas ✴ Design plans
✴ Implement learned procedures and methods
✴ Produce products
✴ Judge materials
✴ Co-creation of materials
✴ Online discussions ✴ Network
✴ Survey the audience
✴ Assess learning
✴ Compare values
✴ Judge materials
✴ Determine relations
2.3
Mobile applications
Selection criteria After a wide screening, a limited number of mobile applications and tablet’s built-in features were selected to support the different purposes identified. These were the selection criteria:
Š Leen De Kort
Cost
Compatibility
Language
Usability
In the next chapter, we will give a closer look at the applications.
2.4
Internet-based applications
Beyond apps We believe that the use of tablets for learning should go beyond the selection of applications as there are plenty of Internet-based applications that can support meaningful activities. Here below there are few examples:
ITCILO eCampus
Pecha Kucha videos
TED Talks
Stanford Edu
Lino, online post it
Wikispaces
Notely, Online notes
Share-as-image
ITCILO eCampus Facebook
Polleverywhere Š Chandni Lanfranchi
Mentimeter
Mobile activities
3
Where my reason, imagination or interest were not engaged, I would not or I could not learn.
Winston Churchil UK Prime Minister (1940-1945)
3.1
Access content
How to create a content strategy for mobile learning
Our roles as learning professionals, responsible for the delivery of content, are changing and will continue to change. We must continue to evolve and work to create a content framework that is scalable and strong, flexible yet authoritative. It is a must if we hope to deliver content on the devices and platforms of today and tomorrow. Chad Udell Managing Director of Float Mobile
Internet browser Language: ANY Operative System: ANY Account: NO Usability: Simple Main features: Online research, bookmarking
WHAT’S USEFUL FOR? ★ Online research to locate information on a subject; ★ e-Learning to access any material and assessment; ★ Web-based applications such as blogs, wikis, social media; ★ Planning a webquest, an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. Learners focus on using information rather than on looking for it. The activity supports learners' thinking at the level of analysis, synthesis, and evaluation. http://ecampus.itcilo.org/
Plan a webquest
i-Nigma QR code Language: ENGLISH,but resources can be in any language. Operative System: IOS, Android, Blackberry, Windows, web Account: NO Usability: Simple Main features: QR code scanning
WHAT’S USEFUL FOR? ★ On classroom posters to get immediate access to e.g wireless network or extra resources; ★ On the study visit flyer e.g. images or Google map location; ★ On the classroom door to share a video/resource of the day and have learners set before the training starts; ★ On PowerPoint presentations to share contact details or links; ★ On participants’ badges for authentication on the e-Learning platform; ★ To create learning stations for learners get familiar with different topics. Create QR codes
i-Book Language: English, French, Spanish, more... Operative System: IOS; Alternatives: Playbook (Android), Freda (Windows) Account: Connected with iTunes Usability: Simple Main features: download eBooks, read PDFs; highlight text, make notes; share via social; read offline.
WHAT’S USEFUL FOR? ★ Reading of online PDF documents, or books with the added value of getting rid of tons of paper; ★ Interactive learning on eBooks; ★ Online sharing of highlighted sections, comments, quotes for group work.
Create an e-Book
YouTube Language: English, French, Spanish, more...
Explain learning methods through videos
Operative System: IOS, Android, Windows, Blackberry Account: NO (watch); YES (upload) Usability: Simple Main features: : search videos, upload videos, create/subscribe to playlists, share via social. WHAT’S USEFUL FOR? ★ Online research of videos; ★ Create a playlist relevant for the course topic and share it; ★ Engage learners in discussions by assigning a video to each group; ★ Allow learners to contribute to a playlist by adding relevant videos. Peercommenting is also available; ★ Learners interview each other on a specific topic and upload their testimonials on a shared playlist. The playlist can be embedded on the e-Learning platform.
Pedagogical benefits
Examples of playlists created within ITCILO courses: Green Economy Training of trainers on learning methodologies Gender equality and non-discrimination
Dropbox Language: English, French, Spanish, more... Operative System: IOS, Android, Blackberry Account: YES Usability: Simple Main features: store files and share them with users and public. WHAT’S USEFUL FOR? ★ Make training materials available to every learner; ★ Ask learners to save their tablet-based files on a Dropbox folder to keep them; ★ Create a shared folder on a specific topic and invite learners or groups of learners to contribute with relevant materials;
Great uses
3.2
Create content
Learners as producers
The context in which the content is produced is assuming more importance (...)Some of the strongest experiences and lessons are rooted in authentic contexts, cultures and activities. In work-based learning this is particularly vital, as it enables workers to embed themselves within their work culture and learn more deeply about the social, political, technical and economic contexts that are specific to their employment. Steve Wheeler Learning technologist
Camera Language: ANY Operative System: ANY Account: NO Usability: Simple Main features: take pictures, record videos.
WHAT’S USEFUL FOR? ★ Capture photos or videos that can serve as evidence to provide feedback; ★ Document a study visit or field trip and share it online; ★ Web-based applications such as blogs, wikis, social media; ★ Photo-document learning activities; ★ Take pictures of relevant materialse.g. posters, presentations... and store them digitally.
Case study
© Chandni Lanfranchi
Skitch Language: English, French, Spanish, more... Operative System: IOS, Android Account: NO Usability: Simple-Medium Main features: take pictures, annotate pictures, PDFs, maps; share them via email and social; draw. WHAT’S USEFUL FOR? ★ Make visual comments on maps, posters, training materials; ★ Replace post-it and whiteboard using the drawing functionality; ★ Demonstrate the use of a web-page by capturing a screenshot and providing instructions over; ★ Assess the surrounding environment by providing visual comments; ★ Create basic concept maps using the drawing functionality.
Skitch in the classroom
Mindmash Language: English Operative System: IOS, Alternative: Simplemind (Android). Account: NO Usability: Simple Main features: draw lines and shapes; insert images; write; share via email and social. WHAT’S USEFUL FOR? ★ Brainstorm and create a map on a specific topic; ★ Assess knowledge on a topic at the beginning of a training by asking learners to create a map. This can then be revised at the end. ★ Groups of learners work on different mind maps and then present to each other, or build on each other knowledge; ★ Make presentations based on concept maps;
Concept map-based assessment for adult learners
Notes Language: Any Operative System: IOS, Alternative: Google Keep (Android); Evernote (Windows & Blackberry). Account: NO Usability: Simple Main features: Note-taking and online sharing. WHAT’S USEFUL FOR? ★ Take quick digital notes and save them online. It can replace post-it or can be used at learner’s discretion.
Infographic: note-taking in the digital classroom
Prezi Language: English, French, Spanish, more... Operative System: IOS, Windows; Alternative: Google Slide (Android). Account: NO (watch); YES (create) Usability: Medium Main features: create, edit and download presentations. WHAT’S USEFUL FOR? ★ Learners introduce themselves through visual presentations; ★ Create a presentation about a specific topic (individually or in group); ★ Create dynamic mind maps; ★ Share existing presentations and work collaboratively; ★ Present on a large screen using Apple TV.
Pedagogical sound use of Prezi
Sketchbook Express Language: English, French, Spanish, more... Operative System: IOS, Android. Account: YES Usability: Medium Main features: brushes, shapes, layers, text, photo library.
WHAT’S USEFUL FOR? ★ Storyboard a topic to build a new course; ★ Create colourful concept maps; ★ Storytelling and drawing meaningful images; ★ Learners can introduce themselves thorugh drawings; ★ Visual evaluation of sessions and courses; ★ Visual note-taking during sessions; ★ Create visual agendas during courses. Example of visual agenda A more visual approach to note-taking
3
Communicate
Promoting active learning
Whether you’re facing a lecture hall filled with 300 students or a seminar table with 15 students, one of your primary goals for the class should be to actively engage students with the material. Students learn more when they participate in the process of learning, whether it’s through discussion, practice, review, or application
Judith Grunert O’Brien Author of The Course Syllabus: A Learning Centred-Approach
Twitter Language: English, French, Spanish Operative System: IOS, Android, Windows, Blackberry Account: YES Usability: Simple Main features: micro-blogging, search for content, connect with other users, send private messages, organize contacts and content through lists. WHAT’S USEFUL FOR? ★ Create an official hashtag to keep track of online conversations and comments during the training; ★ Let learners ask questions; ★ Backchannel panel presentations to engage learners during plenaries or large events; ★ Create lists to organize relevant content for the training; ★ Micro-storytelling of activities.
Using Twitter as a backchannel
Twitter back channel during ITCILO Learning Link 2013
Linkedin Language: English, French, Spanish, more... Operative System: IOS, Android, Windows, Blackberry Account: YES Usability: Simple Main features: stay up-to-date with contacts, search for and follow people, companies and goups; update job profile, private and group messages. WHAT’S USEFUL FOR? ★ Build professional networks and connect with learners and facilitators digitally, replacing business cards exchange; ★ Create a group and ask learners to join in order to extend conversations outside the classroom and beyond the training.
Linkedin for social learning
TodaysMeet Language: English, French, Spanish, more... Operative System: web-based Account: NO
ITCILO Academy on Green Economy- Backchannel
Usability: Simple Main features: enable discussions, ask questions, provide comments, share links.
WHAT’S USEFUL FOR? ★ Give learners the opportunity to ask questions during presentations and plenaries. The trainer can incorporate comments and questions during the speech. No account required. ★ Trainer can learn from learners and keep track of comments after the training session; ★ Give learners the opportunity to speak during a fishbowl activity. Click to see in full screen
The blended mobile classroom
4
Give feedback We all need people who will give us feedback. That’s how we improve. Bill Gates Philantropist, computer programmer and inventor
Socrative student Language: English, German, Spanish. Operative System: IOS, Android, Account: NO; Trainer needs an account on Socrative Teacher, Usability: Simple Main features: answer to multiple choice, open-ended questions; quizzes up to 50 people logged in at the same time. WHAT’S USEFUL FOR? ★ Engage learners through use of open responses and gather their questions around a topic. Clarify doubts moving forward. ★ Clarify vocabulary by posing a word/expression, and ask learners to answer with a definition; ★ Use the short answers feature to brainstorm about project ideas; ★ Ask learners to provide quick feedback about presentations; ★ Conduct a daly evaluation and get immediate feedback; ★ Copy and paste answers around a topic and generate a word cloud. Socrative blog
VoxVote Language: English Operative System: IOS/ web-based Account: NO; Trainer: YES Usability: Simple Main features: answer to multiple choice, true/false questions; graphic live results, unlimited audience; 5-digit code password.
WHAT’S USEFUL FOR? ★ Create questions, ask learners to vote and discuss live the results; ★ Check for learners’ understanding and comprhension; ★ Use anonymous voting to see what’s learners’ opinion about a topic or the training.
Voxvote website
Resources
4
Practice makes the master.
Patrick Rothfuss
1
Evaluating impact
Getting to know learners As a trainer it is recommendable to get to know learners’ needs. If you plan to integrate tablets into the design of training activities, it will be good to ask some questions regarding their familiarity with the technology. EXAMPLE
Digital natives Digital migrants
QUESTIONS
ANSWERS
Your gender
Male/Female
Your age range
20-30; 31-40; 41-50...
Your workplace
Africa, Americas, Arab States, Asia 6 the Pacific, Europe
Do you own a tablet?
Yes, No
If yes, specify the model
Open
If yes, what activities do you perform on a tablet?
Open
Do you have experiences using mobile devices for learning?
Always, Often, Sometimes, Seldom, Never
If yes, specify:
Open
Do you have experiences using mobile applications?
Always, Often, Sometimes, Seldom, Never
If yes, specify:
Open
Interim evaluation
Final evaluation
If the training lasts more than 3 days, monitor learners’ opinion about using technology during learning activities. Learners’ opinion will help you gather feedback about the usability, efficiency and effectiveness of the technology-enhanced activities and avoid technical issues.
At the end of the training, you also might find useful to assess the overall impressions of learners using tablets.
EXAMPLE
EXAMPLE
Answers go from 1 (Strongly disagree) to 5 (Strongly agree).
Answers go from 1 (Strongly disagree) to 5 (Strongly agree).
QUESTIONS
ANSWERS
QUESTIONS
ANSWERS
The tablet enabled new learning opportunities
1-5
I find the tablet useful in learning activities
1-5
The tablet supported capturing important insights
1-5
The tablet increased my awareness of other participants’ ideas
1-5
1-5
The tablet enabled me to accomplish tasks more quickly Using the tablet enhanced my learning motivation
1-5
The tablet distracted me from the training
1-5
Overall, I benefited from using the tablet
1-5
Using the tablet increased my performance in learning activities
1-5
I found the tablet easy to use
1-5
My interaction with the tablet is easy and understandable
1-5
I had the resources necessary to use the tablet
1-5
I had the knowledge necessary to use the tablet
1-5
I think that using the tablet fits well with the way I like to learn
1-5
TIP To gather a quick feedback at the end of the day, you can share these questions by using the Socrative application and have an immediate snapshot of what learners think about using technology for learning.
2
Design checklist
Getting things right This design checklist aims at guiding you towards the successful integration of tablets into learning activities. In particular, it takes into account the combination of different design steps (from analysis towards evaluation) and different training phases (before, during, after).
We always hope for the easy fix (...) but few things in life works this way. Instead,
1
success requires making a hundred small
Analysis
steps go right- one after the other. Atul Gawande Author of The Checklist Manifesto
2 Implementation
3 Evaluation
Design
Development
1
Before the training
• Contact trainers who will be involved in the training and share the objectives and chosen applications. Brainstorm on the potential integration of tablets • Collaboratively design technology-enhanced activities • Plan carefully when and howtablets are going to be distributed to learners
• Develop objectives: What learning aspects can tablets support? • Among the ones provided, identify mobile applications that best serve your objectives • Get familiar with the operative system and applications to ensure everything works smoothly
• Develop instructional guidance for learners on how to use tablets for learning. This can be digital such as an User Guide uploaded on the e-Learning platform or printed instructions available in the physical classroom
• Get to know learners’ mobile behaviours and conduct a survey
• Develop instructional guidance for trainers, if needed
• Make sure that technical support will be provided if needed
• Develop an User Agreement to be signed by participants on the first day of training about the use of tablets and conditions
• Make sure tablets will be available to be distributed to learners according to schedule
• Inform learners in advance about the use of tablets during the training by including this information in a welcome message, email or course related material
2
During the training
• Distribute tablets on the first day of training and collect user agreements signed by learners • Describe the benefit of using tablets on the first day of training • Be careful and do not overwhelm learners with instructions. Plan different moments throughout the training for providing ad hoc instructions • Provide technical support if needed; ask learners to support each other through peer-to-peer assistance in order to reduce the number of technical • Collect feedback on a daily basis through quick surveys and adjust • Conduct a final evaluation at the end of the trai• Collect tablets and check if they work all fine
3
After the training
• Analyse data collected thorugh the final evaluation and assess the impact, usefulness of tablets during the training
3
Your feedback
Do you still have a few minutes? This e-book is intended as an open source tool that can continue to be improved and added to with the feedback and collaboration of its users. As such, any feedback, comments and ideas are welcome and can be shared in the following survey:
Please take this short survey
References
5
Extra readings, references, acknowledgments.
1
Extra readings
• 21 Inspiring Quotes & Thoughts on Mobile Learning • The Padagogy Wheel • How can tablet technology change learning and teaching? • e-Learning on tablets: the beginning of a new era • The Padagogy Wheel 2.0: transformation and integration • The iPadagogy • Tablets make a difference in teaching and learning
© Chandni Lanfranchi
2
Icons’ credits
United Kingdom Flag by Wilson Joseph Compatible by michel demers Money bag by Chris Kerr Thumbs up by Chris dawson Document by Emanuele Bertoldi
© The Noun Project
Image by Timo W
Tablet by Thomas Le Bas
Video by Mister Pixel
Light bulb by Dani Rolli
Music by Piotrek Chuchla
Book by P.J. Onori
Check-box by Katie Westbrook
Communication by Role Play
Bar-graph by Hayley Warren
Feedback by Justin Alexander
Pencil by Grant Taylor
Communication by Mr. Pixel
Hammer by Edward Boatman
Paperless by Baruch Moskovits
Implement by Razmig Getzoyan
Network by Lorena Lasagre
Assessment by OCHA Visual Unit
Magnifier glass by Iconsmind More by Massimiliano Mauro Hand by Cengiz Sari
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