MOBILE-TECH Training

INTRODUCTION TO THE TRAINERS’ COURSE

Welcome to the course “How to develop new educational resources and teach by mobile learning”, addressed to teachers from VET centers and from other educational fields looking for a training in order to develop competences and abilities that allow them improve and innovate their pedagogical approach by the use of mobile devices.

In this course, you will learn about existing tools and resources to make the best of mobile learning, taking profit of the opportunities offered by the platform of M tech to share and exchange experiences and good practices with others users through Wiki and the Forum.

We believe in the value of the shared knowledge and in the creation of joint learning atmospheres; and for this reason, M Tech community is an open space for training and communication. Through the proposed modules, you can create your own learning route by watching some videos, tutorials and materials anytime and anywhere, enjoying in this way the ubiquity and flexibility of our platform.

We encourage you to take part in this Open Source training and allow us to go with you through the discovery of this tool. We are sure it will provide you a new educational approach, placing its multiple possibilities for education on value.

LEARNING OBJECTIVES OF MOBILE-TECH TRAINING

1- Revise the current situation and the future possibilities of the m- learning.

2- Create a combination of good practices of m-learning in a European level.

3- Provide a summary of different digital devices for the M-learning teaching.

4- Provide an aid for trainers in order to improve their abilities with digital devices for learning and teaching processes.

5-Improve the technological competence of the users to get used to work with digital devices with educational purposes.

6- Encourage the self-learning and knowledge sharing.

7- Foster resources and experiences sharing about m-learning.

HOW IS THE COURSE STRUCTURED?

The course is divided into modules that you can access in the suggested order, or focus on those topics that interest you the most.

 

Module 1: Introduction and presentation of the course for trainers.

Module 2: M-Learning: definitions, models and pedagogical benefits.

Module 3:  How and in which cases use solutions, tools and applications for mobile devices

Module 4: M-learning in practice

Module 5: How to take the most of the use of social networks

Module 6: Planning m-learning

 

Estimated time: 30 hours

BEFORE STARTING

 

It is essential to identify competences and abilities we are going to work on. This is the reason why we recommend you to download the Course´s concept map that will guide you throughout the learning process.

You can view or download the CONTENT MAP here.

 

The essence of this training is based on the on-line learning process. This means that you are going to be free to surf in the platform and through the different modules, in accordance with your specific needs. However, we encourage you to take a look to the security and courtesy rules which are going to rule the learning in the Platform. If everybody respects these rules everything will be much easier.

You can view or download basic information on NETIQUETTE here, or listen to the explanatory audio below.

 

Do not forget to download the M-TECH TRAINER´S GUIDE where you can find updated information about all the contents we are going to work on during this curse.

In this module we are going to set the next LEARNING OBJECTIVES:

  1. M-learning concept´s definition.
  2. Get to know the main M-learning models and characteristics.
  3. Get to know the main pedagogical benefits of the M-learning.
  4. Get to know the different experiences about the M-learning implementation.

 

Click on the next video and be ready to get to know all these aspects. Remember that you can find all this information in an expanded version in the “Trainer´s guide”

Due to the learning challenges, the M-Leaning possibilities are growing and, as a trainer, you are one of the main characters of this change in the classroom.

As we firmly believe in the shared learning value, take a look to the following videos where different professionals tell us their experiences.

Mobile Learning in the Classroom
Mobile Learning – A Class+ Experience™
Why mobile-learning?

We have reached the middle of the course. We have been seeing different existing definitions about M learning, main models, their pedagogical benefits and some real experiences of its implementation.

It´s time to learn how to identify the cases in which it is convenient to use M-learning in classroom.

Bear in mind! The essential step to make sure a methodology has success is to identify correctly the competences and/or abilities we want to develop with its aid in the first stage.

 

LEARNING OBJECTIVES

  1. Get to know the main application environments of the m-learning.
  2. Get to know different available tools.
  3. Get to know different web sites about educative technology resources for the m-learning.

 

The number of applications that improve the teaching and learning processes have increased over the past years. This sudden raise of applications availability makes it difficult to choose those that may be more useful. Several trainers have begun to classify them. Here below, some of the most relevant classifications.

APPLICATIONS CLASSIFICATION BASED ON BLOOMS´S TAXONOMY

• Taxonomy “Remember”: the app requires students to recall facts from previously learned material, referencing terms, basic concepts and answers.
• Taxonomy “Analyse”: the app supports the efforts of students to analyze data, content and concepts.
• Taxonomy “Understand”: the app requires students to demonstrate understanding of a concept.
• Taxonomy “Apply”: using new knowledge, students solve problems in new situations by applying their acquired knowledge, facts, techniques and rules in a different way.
• Taxonomy “Infer”: the student examines and distributes information into parts by identifying motives or causes. It makes inferences and seeks evidence to support generalizations.
• Taxonomy “Assess”: the student presents and defends opinions and provides information, thereby validating ideas or work quality based on several criteria.
• Taxonomy “Create”: The app allows students to create a variety of products showing evidence of their learning.

APPS CLASSIFICATION BASED ON SKILLS

• Linguistics: literacy, reading practice, handwriting, pronunciation, grammar, graphic organizers, literature, vocabulary, writing.
• Maths: counting, addition, subtraction, multiplication, division, time, money, fractions, decimals, problems solving, logical thinking, graphs, algebra, geometry, calculus, statistics, probability, calculators, reference material.
• Science: Energy and environment, earth science, physics, chemistry, life sciences, animals, human anatomy, space sciences.
• Social Studies: Geography and History.

EXAMPLES OF RESOURCES, TOOLS AND APPS VERY USEFUL FOR PLANNING TRAINING ACTIVITIES

 

Animation Animation involves the users and is an interesting form of mobile learning. It can be combined with narration. Compared to videos, it has lower financial costs and is not that complicated when it comes to

system requirements. However, different screen sizes of mobile devices, can affect the perception of the animation.

Audiovisual

production systems

 

Is based on the availability of recording and assembly devices. The new smart phones and tablets use such devices. The product can then be developed using laptops. It can enrich students’ work with their own creations. At the same time, students can learn to improve their communication and media skills.
Quizzes and surveys These are easy to prepare and additionally do not require a lot of space. Using them you can check learning progress, revise the material or increase the participant’s involvement in the process of education. The forms can be simple or complex and enable contact with the user. However, in older devices big amounts of text can be problematic to read.
Just-in-time tools E.g. calculators and dictionaries. Their name reflects the fact that you to use them anytime they are needed. They are particularly useful for specialists, e.g. when they want to have access to specialist knowledge.
Games and simulations A very fashionable trend which is becoming increasingly popular in the e-learning area. Edutainment is simply the combination of education and entertainment. The games involve the participant in the process, yet there is the risk that education blends in the background. A disadvantage of this solution is the relatively high costs.
Educational social networks Digital systems that allow the association of teachers and students, as well as resource and content sharing. These social networks usually benefit from the existence of general social networks but, in recent times, there are emerging specific communities both for teachers and students who act as active groups in the creation or distribution of resources, experience and knowledge. Educational social networks facilitate the exchange, cooperation and development of community spirit and promote participation in joint tasks and content creation, encourage communication between students and teachers and increases student motivation.
Blogs and microblogs

 

These are automatic systems for publishing and distributing information. Some of them work as communities and function as social networks, interest groups and opinion leaders. They can be used as vehicle of expression, creation or development of, for example, projects, workshops, etc. but also presentation of the activities of the group and as a group-class cohesive. They are a good complement to other cooperative virtual systems.
eBooks The simplest version is a conventional book “translated” into a digital “digitized textbooks”). However, there are digital books that include interactivity, audio, exercises, content creation platforms and provide countless other tools. Some of them allow customization and adaptation to class group, groups of students or an individual student by facilitating the attention to diversity. Some digital textbooks enable collaboration and participation in the production of new content and in some cases, facilitate learning and analytical exercise.
Digital OER These are databases of educational resources (learning objects, lessons, etc.) that can be used in teaching practice. Also, open resources that are not strictly educational can support education (for example virtual libraries). They are accessible and free and are really useful in information research and problem solving focused activities.
Virtual classes The participation in virtual classes enables solving the tasks together in groups, access to the same documents and allows communication with the trainer and other participants. Also, virtual or online meetings allow for directly assisting the student, if required. However, it is important that there is a good Internet connection and the participants are motivated.
New digital educational services These offer new possibilities for the study, collection and systematization of information, the design of learning tasks, assessment, communication and teamwork.
Learning Management Systems (LMS) These management systems allow the management of students and the organization of learning goals, activities and sequence. They incorporate and integrate many devices, tools, languages and functionalities that combine learning management and monitoring and assessment contents (Moodle, WebCT, FirstClass, eleven, weclass, etc.). LMS allows teachers to organize systematically the course and student management. It is useful when the classroom level of complexity is high and many of the activities can be done in a virtual way, and is especially good for the management, monitoring and evaluation of students.
Educational wikis

 

Websites that can be edited by multiple users and thus become a space that enables the sharing of resources and collaborative creation. They are currently developing many educational wikis in development. Allows a class group to become the creator of a wiki and supports collaborative work.
Cloud computing storage Located on remote servers which allow storage of data provided by the user. It facilitates the creation of repositories of educational resources and collaborative networking, in addition to the collective resource generation.
Augmented Reality It is the name given to the combination of a direct view of the real environment combining reality with “virtual” information. These tools improve information or increase your environment knowledge. It is a system that allows teachers to guide and improve learning experiences based on direct experimentation, visits and in fact all activities usually outside of class – with a concrete learning purpose.
Interactive simulators Digital systems represented – by moving images – objects, situations, contexts and processes that are analogous to reality and that the student can, to some extent point, interact. Such systems allow play situations in which the user must act as if it were a real case, but without the risks. There are simulators that can play driving a car, an airplane, or a physical or chemical lab. Simulators are very useful from a pedagogical point of view. They allow reproducing real situations freely and safely; they stimulate trial and error strategy; they help student motivation and involvement in the learning activity.
Educational games Interactive video games have proliferated in recent years. The latest generation of such games has the advantage of allowing network participation of many players simultaneously. They allow the presentation of situations, raise the need to address them, to find solutions, testing, so that users can learn from mistakes and rectify them. If the purpose of these games is educational and the system is well constructed, the educational benefits are clear: learning becomes more effective and motivating, allowing active student involvement, strengthening of group learning, etc.

In the next video, you will find a selection of resources divided into different categories with links to their websites, so that you can explore their possibilities to satisfy your specific needs.

Following with the philosophy of having an open-code platform, prioritizing self-learning and free knowledge discovery, in this module you will find different tutorials we have prepared in order to guide you through the course and help you planning your classes with m-learning support. We want to provide you with the necessary resources to create your own tool kit to prepare your classes.

Most of them are available in the free version. They are only a sample of what you can find online. We have selected these ones because of their accessibility and ease, with the final objective of getting you familiar with the diverse opportunities Mobile learning offers in different working areas.

 

LEARNING OBJECTIVES

  1. Get to know different collaborative tools for learning, class management and information sharing.
  1. Review their use and technical specifications.

4.1 Collaboration tools

4.2 Learning tools

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How to create Aurasma studio

An Aura is a trigger image that has been overlaid or enhanced with a digital element that is launched by using your mobile device to detect the trigger if it has the Aurasma app installed. We are going to create an Aura by clicking on Create new Aura. Choose the image andgive it a name. Choose where to upload the trigger image from which be from a file on your computer or from Dropbox. Copy the name of your overlay to the description. You can choose to loop the overlay. Then click on Save. It might take a little while, just a few minutes to upload the images/videos, and it is quite fast. You can put the trigger where you want to. If you click on share students can see it on your Aurasma page – you just have to share. Congratulations! You have created your first Aura.

4.3 Classroom management

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Google classrooms is Google´s online web application for teachers to manage their classroom assignments and announcements to students. You can access it by typing in classroom.google.com in the Omnibar. You would first need to get a Google Apps for Education account (free for schools).

You can get started using the classroom as a student or as a teacher. If you are a teacher, it is important to click the teacher button because if you do click “student”, you won’t be able to switch your role back to a teacher.

You will then be greeted with a dashboard. At the top there will be a plus for you to create your first class. You will be asked to write a name (mandatory) and a section (optional).

Once the class is created you will be taken to the class stream with your name (the teacher). You can change the background by changing the theme or uploading a new photo.

There are three sections: stream, students and about. In the stream section we will have announcements, assignments, discussion questions and settings all listed on the left. You will have a class code available at the bottom of this list so that your students can log in using a mobile device or computer in the classroom. You can also invite other fellow teachers to your class.

If we go to the students section we will be able to see all the students enrolled in this class. You can manually invite students as well. You can give permission to your students to post and comment. You can disable the class code or reset it to make a new one.

The about section is to allow the teacher to give a description of the class. In this section, you will also be able to check the Google Calendar linked with this classroom so that you can add events. You can add materials by clicking on the GoogleDrive link which will take you to the folder of your classroom automatically.

At the Add Materials section you can add all sorts of materials, such as notes and syllabuses.

Going back up to the stream section if you click on the plus sign on the bottom right you will find a number of different features such as: create announcement, create assignment, create question and reuse post. If you create an announcement,  it will appear on the top left of your stream. You can also add files, a YouTube clip and so on. You can discard any announcement you create and it will be automatically saved on the top draft section for further posting.

Creating assignments is similar to creating announcements, but with additional features, such as a drop down menu to select due date & time. If you add a file you will be given several options:

Students can view file

Students can edit file

Make a copy for each student. (Add: DOCS, SLIDES and SHEETS…)

There is also the possibility of adding YouTube links and other website links. Just like announcements, you can also save a draft. Once you click on assign the assignment will appear in the stream section of the classroom. The due date will be visible on the top right, as well as how many students have completed the assignment compared with not completed.

 

You can also create questions so that all the students have the opportunity to answer them. You have the option to allow students to see each other’s answers or not. Once you hit ASK it will appear at the top of the stream section.

In the student’s view, the plus sign at the top will allow them to type in their class code and once they do, they will be taken to the same classroom, with the same three sections, but the only difference is that they won’t have the settings option on the left. Students will have an open button and they will be able to see if there are any links or individual files for them. If students have been assigned individual files they will find these files labelled with their name. They can then go ahead and click on that link and answer available questions. There is a turnitin button at the top right corner so that they can submit their assignment once they’re done. A green check mark will then be displayed saying that they’re done and they will also have the option to uncheck the submit button which will allow them to make additional changes to the file.

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This is a very powerful program that allows you to keep track of student progress, i.e. behaviour, attendance (present, absent, late)

  • Step 1

Log in or sign up to www.classdojo.com

  • Step 2

Add a new class. Go through the different fields and select “year” and “subject”. You will also have to assign a name to your class. Once it is all done hit next.

  • Step 3

It is easy to add students. You can copy/paste from a list or directly type their names and hit answer as you go. The students will appear on the spot with a monster avatar assigned to their name. Once you have finished adding names, hit next. You can also play with other features if you click the settings button, such as the size of the avatars. This feature is helpful because it is interesting to see the whole class in one screen. The more students in a classroom the smaller the avatar.

  • Step 4

You will now have access to incredible features, you can embed a timer, choose a student randomly, you can assign different types of positive behaviour to your students and these might include helping others, participating, teamwork and working hard. You can even add your own.

You can also click negative behaviour and these might include bullying, disrespect, no homework or using inappropriate language. You can also add your own.

Once it is done, you save and close. You only have to do this once because you can import behaviours from one class to another.

  • Step 5

Once you are done, you can keep track of all these positive and negative behaviours during class. Once the class is over, if you hit the “end class” button”, a graph will appear with a general percentage of positive and negative results and totals for these behaviours. You can also click on each student. You can check what students have achieved during a period of time. You can view their trend spotter.

If you want to inform any given parent about a student’s progress, you can click on the “parents account” button, type in their code or email address and send all the information directly to them.

What is also very useful is the “student login button”. You can get invitations for your students. If you click this button you will download a PDF which can be printed. This PDF will provide each candidate with their own student ID card which must be signed by their parent to provide parental authorisation. This should be done at the beginning of the year.

These tasks can be achieved by using any mobile device which will enable you to gather information.

4.4 Sharing information

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Creating QR codes
QR codes are two-dimensional barcodes that are readable by smartphones that have QR apps installed. QR codes can be used to display texts, URLs, contacts, phones or SMS. You can add the information you’d like people to view by typing in then using save or share. You can share it digitally or save it to pass on digitally, alternatively provide it in a printed format.

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Infographic using Picktochart
Firstly you need to create an account. This is free. You can select create an infographic, presentation, poster or report. You can create your own Infographic from scratch. Alternatively you can create infographics from free templates. If you signup for a Picktochart account you have a wide choice of Infographics to choose from.
Create an Infographic using Picktochart:
Step 1: Pick a template
You can scroll through the templates available. There is a search bar available if you have a particular theme that you are interested in using.
Step 2: Preview or Create
Your first option here is to preview your chosen template. Click create to load the selected template at this point you will be able to edit existing text and use the package to insert new text for your Infographic.
Step 3: Insert graphics
There are thousands of images and icons available within Picktochart library. To use these simply drag and drop them on to your canvas. You can customise images by resizing, rotating and changing colours.
Step 4: Visualize your data
You can use the tools to visualise your data. This will let you create charts and maps.
Step 5: Share Your Infographic
You can download your Infographic and share it using email, social media or by publishing online.
If you want to add more space to your Picktochart you can add another block. You can adapt the size of the block.
You can add icons, shapes, lines and photos to your Infographic. And you can upload your own image from the computer. I have some of mine already uploaded here. You can upload or create tools such as charts. You can import a chart.
You can create or insert maps. You can choose a world map or select countries or regions on the map. You can add videos from YouTube or Vimeo by inserting the URL which load it directly into your Infographic.
After you’ve created your infographic you can preview it. You can download it if you’ve already paid for Picktochart, alternatively you can download it as an image for free.
You can also share it using Slideshare or Evernote.
Enjoy creating your infographics on Picktochart and have fun.

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How to create top Infographics

An infographic (information graphic) is a representation of information in a graphic format designed to make the data easily understandable. People use infographics to quickly communicate a message, to simplify the presentation of large amounts of data, to see data patterns and relationships, and to monitor changes in variables over time.

Remember that people remember things differently, 10% remember what they hear, 20% remember what they read and 70% what they see.

You must also decide what type of infographic you want to make. Is it a brand infographic, that is going to show visual press releases to introduce a new product or is it an editorial infographic, a story driven infographic to share new research or compare and contrast elements.

Next you need to lay the groundwork:

  • What is the message?
  • What is you captive audience?
  • What are the dimensions of the Infographic?
  • What format will be used?
  • What platform will be used to display it?

The first task in creating your Infographic is to research your subject area. Once you have your findings, you need to think visually. Design is the key element to your infographic. Remember, white space i.e. free space is very important visually, you want to avoid people becoming overwhelmed with information.

There are a number of factors that are important when designing your Infographic:

  1. Story – Tell a story that isn’t about you but your audience. You need to work out what is an area of interest that will be relevant to your audience.
  2. Style – Style is subjective but a good designer will know from experience what works. Chunk it down so you are capturing the main points. It needs to be hierarchical and digestible.

Less is sometimes more.

  1. Simplicity – Minimalist design is an art form that limits the types of fonts, shapes and image styles. It means avoiding confusion by creating flow and connection.
  2. Size – You don’t want the infographic to take a long time to download. In terms of length you don’t want it too long.
  3. Statistics – If you want to create impact about growth and have lots of stats then infographics are perfect for that. Make sure they are factual and reliable, current and helpful.
  4. Shareability – Make your infographic easy to share.
  5. Source – Make sure you attribute and let your audience know where you got the facts and figures from. Credibility is an important factor for a successful Infographic.

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How to create stories with Storybird

What is Storybird? Storybird is an online tool that you can use with your students to read or create visual stories online. It’s very easy to use, your students can use it to create simple stories in minutes. It works really well with group work and for creative writing lessons.

You can start by reading an existing story from the Storybird library. You will have a list of stories that you can choose from or you can get your students to create their own stories.

You start by choosing an image that is available on the recently added list, or you can browse by theme. Use the following process to create your story:

  1. Choose an image them such as “nature”
  2. From the drop down list choose the image most suited to your story.
  3. If these images are not suitable you can go back and choose a different theme.
  4. Once you select your image you will prompted with the following choice:
    1. “long form book” this option will have multiple chapters.
    2. “small picture book” this option will enable you to choose the number of pages.
  5. Once you choose “small picture book” you can then select the images for your story. You have the option to select an image for your front page. Continue adding images to each of the pages within your book and supporting this with the text required for each page.
  6. Once complete choose “save and “exit
  7. At this point you may be prompted for a story “title” supply a story title and choose from one of the four available storybook covers.
  8. “save and “exit
  9. Choose to publish your story either to be viewed by “friends” “family” “public”

 

Currently Storybird only allows the publication of stories written in English. You should provide a brief summary of your book to give readers a synopsis of the content of the story. You should also state if the book is available to schools. Storybird gives your students the opportunity to work in group or as individuals whilst creating stories.

Storybird is an intuitive, user friendly utility that will enable students to showcase their creative talent.  

Social networks have an important role in the development on the m-learning based pedagogical strategies. Thus, the learning objectives of this module are:

 

LEARNING OBJECTIVES

  1. Get to know web 2.0.
  2. Get to know the benefits and risks of the use of social networks in educational environment.
  3. Get to know 10 ways to implement social networks in the classroom.

 

To work on these topics click on the next video we prepared for you.

Like all tools, social networks have a great number of advantages, but also some disadvantages that, as a teacher, you need to know. In this audio, we review both aspects with you.

The key of the impact of a good m-learning strategy in class lies in the use of the correct learning process planning. For this reason, to plan in advance your m-learning approach would be essential for the correct educational use of the mobile devices.

 

LEARNING OBJECTIVES

  1. Get to know the importance of planning in the m- learning.
  2. Get to know different steps to follow in order to implement any m-learning style in classroom.

PLAN YOUR M-LEARNING APPROACH

Step 1: Define the learning objective to be achieved

Technology allows the creation of new tasks that were previously inconceivable but it is important to confirm that mobile learning experience really makes sense and  provides advantages over other forms of learning.

  • What form of mobile learning meets your needs?
  • Will you use tools for cooperation, assessment or improving efficiency?
  • What actions of the users would you like to evaluate?

 

Step 2: Assess the current situation

a. Who are your users?

  • What mobile devices do they use?
  • What are their main ways of spending time with mobile devices (games, texting, creating and sharing contents, contact with others, browsing the net…)?
  • Are their devices connected to the Internet and if yes, in what way?

 

b. What kind of experience have you and your team got?

  • Is there anybody in your school who deals with creating websites or has experience in applications or games?
  • Who will deliver the content?
  • Who will run the training?
  • What competence should these people have?
  • Will they need to be trained?
  • Will they need additional materials

 

c. What are your resources?

Budget. Have you got all of the training materials required, the suitable specialists, or maybe you will have to buy some elements? Additionally what elements can you buy? What budget have you got and how can you dispose of it? Have you got the funds for the development of mobile learning?

Time. How much time have you got for designing mobile learning trainings, their im­plementation and the preparation of the evaluation of the first results? Is it enough time for the participants to reach the goals set for them?

Technology. Have you got all necessary mobile devices? Can everyone access them and do they work with JAVA, HTML5 or similar languages?

Content. Have you already got the training material which can be converted to a mo­bile format? Are the contents suitable for the mobile mode? Who will deliver the re­quired content? Will it be easy to process them into mobile devices? Who will deal with the updating and changes in the content if necessary? What about the intellectual property – who will have the rights to the content?

What are the security requirements?

Define the security requirements

 

Step 3: Choose the device which is available for each of your students.

Mobility is a chance, not a barrier. If somebody says, “I haven’t got a tablet or a media player”, it means they will not be able to use the contents shared in these devices.

To make the choice easier, we should focus on the previous analysis of the current situation.

The devices are equipped with lots of options which can be used for learning. Think about which tools and devices (sound and video players, clock, calendar, contacts list, GPS, maps, navigation, Bluetooth, e-mail, browser, text message, phone calls, sound and video recorder, text editor, spreadsheet, social networks, extended reality, detectors) will be most suitable for the training activities that you are plan­ning and make sure that everybody can access them.

We can also choose between:

  • Blended learning system: Face-to-face classroom methods are combined with computer-mediated activities;
  • 100% mobile learning experience.

 

Step 4: Build a prototype

Prototyping is an important part of the development life cycle of the m-learning process. This will improve the user experience and if necessary modify the course.

Some basic principles should be adhered to in Mobile Learning content creation:

  • Segment information in blocks of less than 5 minutes;
  • Simplicity and speed of loading. M-learning access is performed in short times and with a reduced screen, so you should prioritize what’s important;
  • Include multimedia, audio, video, games, etc.;
  • The content must be continually updated, should not be static but include the latest information;
  • The delivery has to be colloquial: style should be adaptive. The student considers his

mobile advice as something “personal”;

  • Include elements of collaboration;
  • Include applications.

 

Step 5: Testing the process

Testing mobile learning approaches is a key action, which should not be omitted in any case. It is this stage which decides on the success of the training with the use of mobile devices or mobile learning courses. For now, you have the opportunity to check if it meets yours the users’ expectations.

It is important to watch the test participants carefully and write down the problems they had, as well as to ask them to comment on the mobile learning process on the spot or after the testing session, in order to correct or modify critical aspects.

Finding answers to these questions, even if they seem simple, is one of the key elements when organising m-learning and training.

Find all information in the next video we have prepared for you.

The expected progression of mobile learning approach is propelled by a combination of both technological advances and societal shifts.

From the point of view of technology

  1. Technology will become more accessible, affordable and functional: improved functionality, connectivity and memory at lower costs; increased availability and penetration of ‘smart’ mobile devices and cloud-based services with advanced functionality.
  2. Devices will be able to collect, synthesise and analyse massive amounts of data in the future, devices connected to the cloud will have the capacity to synthesise significantly larger amounts of data and begin analysing them for patterns.
  3. New types of data will be available. Devices will ‘know’ their owners and be intimately and intelligently connected to them, enabling more personalised and contextual learning through mobile technology.
  4. Language barriers will be broken down. If translation apps improve significantly, learners will have access to a far wider range of educational resources and content.
  5. Screen size limitations will disappear. This could, for example, allow a learner to see a large and detailed image in its entirety or better facilitate long-form reading.
  6. Energy sources and power capacity will improve as batteries become smaller, cheaper, longer lasting and faster to charge, and as new energy sources emerge.

 

In a pedagogical perspective

  1. Changes driven and generated by the technological transformation will be in­evitable: everything points to an active, creative, open world class.
  2. The classroom activity will be extended beyond the education centers with the help of mobile devices. Extracurricular activities will increase and its educational value will be boosted with new devices and services.
  3. The impact of the change will tran­scend the classroom. This is a change of educational culture.
  4. The attitude of teachers and their training will be decisive to exploit the technological advantages and transform pedagogy. The more open to change, the greater its ability to adapt, deepen and increase the rate of development of the change of educational culture. The bet­ter the digital competence, the more ef­fective will be the appropriation of new technological resources.
  5. The key to educational innovation will be in the coherence between the adop­tion of new devices, new services and the implementation of new methods.
  6. The use of students own digital culture in the classroom will be decisive. Systems with many limitations and barriers will become dysfunctional. Teachers need to accept certain risks relating to controlling technology as this is part of innovation.
  7. Educational communities and collaborative work can be an engine for accelerating innovation. The collective creation of digital resources will be a decisive factor for change.

 

Education and technology can and should co-evolve in mutually supportive ways. While people tend to think of education as perpetually lagging behind technol­ogy, there are numerous instances in which education has prompted technical innovation. For example, some historians argue that Alan Kay’s 1968 Dynabook, an early prototype of the laptop computer, came into existence as a means of help­ing students learn through ‘new media’. Ideally technology and education will co-evolve, with educational needs driving technological progress as well as adapt­ing to it.

We hope you found this course interesting as an approach to the world of mobile-learning. Wwe recommend you become part of professional groups and communities of online teachers, also to follow experts in mobile learning, so you keep always updated with the most recent news in this field.
On the Facebook page of MOBILE-TECH and on our platform, you will find additional information and links.
This course only marks the beginning of an innovation process in your teaching methodologies, already advancing all over the world, there is no turning back!

Welcome to the mobile learning world!

In this section, we included some additional tutorials that MOBILE-TECH project partners created as extras. They are not part of the course, but we considered interesting to incorporate them as additional material so that all those interested can make use of them.
Not being part of the course, they are only available in English.

If you prefer to access these resources in other languages we are sure that will easily find them available through a simple online search.