Nifty Word Cloudmkoole, · Categories: Mobile learning, Uncategorized
Made with NVivo 11 for Mac.
Made with NVivo 11 for Mac.
Technologies useful in mobile learning
This list is being developed as I sit and listen to workshops and presentations at the Mobile Learning Week at UNESCO Headquarters in Paris (February 17 to 21).
I’ll clean up this list when I get a chance:
My new mobile keyboard just arrived today. It’s a Verbatim Wireless Keyboard. There was no need for software installation. I could simply turn it on and go. Now, I am able to type using a relatively normal keyboard rather than use the hunt-and-peck method.
My previous phone, with Windows Mobile paired fairly easily with a different mobile keyboard, but permitted more keyboard commands that would allow greater control over the device. It is possible that in the first 5 minutes of using this keyboard, I have not yet discovered the magic keys that allow me to navigate through the app icons.
The “Pages” application and its sibling programs (a presentation tool and spreadsheet) are impressive–considering that these tools are usable on a phone. Now, let’s see if I can add some kind of object.
That was nice, I could add a meaningless graph (it could be meaningful if I had some data to add) with the click of a button (and have figured out how to navigate via the keyboard–I still cannot use the keyboard to navigate the app icons).
Now, to add something else. I’ll add an image. I’ll be able to select from the pictures that I’ve taken at Ikea today.
All the objects are easily sized and placed into various locations with a few finger movements. Very nice.
Now, I’ll see if I can upload this to my blog via WordPress. Now, this is a little more difficult. I’ll have to email the page to myself and upload it via the desktop method. I was unable to import the Pages document that I created directly to this blog. Nor was I able to copy and paste the images and their formatting. But, when I get on my computer tomorrow, I’ll post a PDF and Word document for comparison. It is handy that Pages allow export into these formats. Here ’tis: http://kooleady.ca/thoughts/?attachment_id=931
Nonetheless, handy tools and fun in experimentation.
My intent here is not to promote Apple or any other company, but simply to express my experience.
I have been steadfast about developing mobile learning resources for the lowest common denominator. I remain adamant that this should be the case. Access and openness is fundamental.
Anyways, I have not upgraded my smart phone for quite some time–four years to be exact. I have also kept a variety of other devices around for testing.
Alas, it was time to upgrade. Sitting with our university’s assistive technologist, I noted how she used her iPhone camera to enlarge the text of meeting agendas. And, I thought, “It’s time for me to take a better look at this technology.”
So, now I am the owner of a brand, new iPhone OS4. I haven’t tested Siri, yet. But, I’m absolutely in love with the device. The software and hardware is so highly integrated. Who would have thought that the camera’s flash could be used as a flashlight (with the installation of a simple app).
So, why the sashimi picture? Well, I just installed the free WordPress app to see how well it would support mobile blogging. I just happened to notice the picture button. My only complaint is that it did not help me reduced the size. Nonetheless, up it went.
A few days ago, I was talking to my mother. She had received an old photo taken shortly after WWII. She, and a group of other kids were sitting atop a German bunker left behind after the liberation by the allies. She asked me to go look at it. Normally, I would have whined and complained about having to get up, turn on my computer, wait for it to boot, connect to the Internet, log into my email, and finally retrieve the picture. But, using my mobile phone, I simply turned it on, clicked on the email icon, scrolled down, and there it was. In less than a minute, I said, “Which one are you?”
The convenience is amazing. The connectedness, for me, is overwhelming. What am I going to do for private time? 🙂
Publications, Presentations and Workshops
Koole, M., & Parchoma, G. (2012). Networked Learning and the Web of Identity. In S. Warburton & S. Hatzipanagos (Eds.), Digital identity and social media. London: Information Science Reference, an imprint of IGI Global. [Coming out in July]
Koole, M. (2009). Chapter 2: A Model for Framing Mobile Learning. In M. Ally (Ed.), Mobile Learning: Transforming the Delivery of Education and Training (pp. 25-47). Edmonton, Alberta: AU Press.
Stauffer, K., Lin, F., & Koole, M. (2010). Chapter 19: A Methodology for Developing Learning Objects for Web Course Delivery. In M. R. Syed (Ed.), Technologies Shaping Instruction and Distance Education: New Studies and Utilizations (pp. 280-289). IGI Global. doi:10.4018/978-1-60566-934-2.ch019
Papers in Refereed Journals
Koole, M., & Parchoma, G. (2012). The Ethical and Practical Implications of Systems Architecture on Identity in Networked Learning: A Constructionist Perspective. Interactive Learning Environments. [Coming out in May]
Fahy, P., Spencer, R., & Koole, M. (Awaiting review). The self-reported impact of graduate program completion on the careers and plans of master’s graduate: Second report in a series.
Koole, M., Letkemen McQuilkin, J., & Ally, M. (2010). Mobile Learning in Distance Education: Utility or Futility. Journal of Distance Education. URL: http:/
/ www.jofde.ca/ index.php/ jde/ article/ view/ 644/ 1107
Garrison, D., Cleveland-Innes, M., Koole, M, & Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. The Internet and Higher Education, 9(1), 1-8. doi:10.1016/j.iheduc.2005.11.001
Koole, M. (2012). Ontological and epistemological threshold crossings of doctoral students in networked learning environments: “My ontolo- . . . what?” The 4th Biennial Threshold Concepts Conference and 6th NAIRTL Annual Conference (June 27-29). Dublin, Ireland.
Koole, M. (2012). A Social Constructionist Approach to Phenomenographic Analysis of Identity Positioning in Networked Learning. The 8th International Conference on Networked Learning (April 2-4). Maastrict, Netherlands.
Koole, M., & Parchoma, G. (2011). The Web of Identity: Identity Formation in Online Learning. CIDER Sessions (online presentation). The Canadian Institute of Distance Education Research. URL: http:/
/ cider.athabascau.ca/ CIDERSessions/ Koole2/ sessiondetails
Koole, M. (2010). The web of identity: Selfhood and belonging in online learning networks. The 7th International Conference on Networked Learning (May 3-4). Aalbourg, Denmark. URL: http:/
Koole, M., de Waard, I., & Elsayed Meawad, F. (2010). Mobile Learning: Solutions & Challenges. CIDER Sessions (online presentation). The Canadian Institute of Distance Education Research. URL: http:/
/ cider.athabascau.ca/ CIDERSessions/ mkoole/ sessiondetails
Koole, M. (2010). Mobile learning: Do the benefits justify the cost and time? New Era Teaching and Learning (online presentation). Commonwealth of Learning. URL: http:/
/ www.bcedtech.ca/ moodle/ mod/ forum/ discuss.php?d=259
Ally, M., Cleveland-Innes, M., Koole, Marguerite, Kenny, R. F., & Park, C. (2009). Developing a Community of Inquiry in a Mobile Learning Context. Learning and Technology: A Capital Idea! (Canadian Network for Innovation in Education Annual Conference, Ottawa, Ontario) URL: http:/
/ www.cnie-rcie.ca/ ?q=node/ 115
Koole, M. (2009). Workshop: Go Mobile! Advantages, Issues, and Examples of Mobile Technologies in Distance Education. 8th Annual International MADLaT Conference (Winnipeg, Manitoba). URL: http:/
/ www.madlat.ca/ conference2009
Koole, M., & Ally, M. (2008). UMLAUT-M Understanding Mobile Learning at a University Through MobiGlam: Utility or Futility? MLearn: The bridge from text to context (October 6-10). Telford, UK.
Koole, M., Ally, M., Elsayed Meawad, F., & Letkeman McQuilkin, J. (2008). UMLAUT-M: Understanding Mobile Learning at Athabasca University through MobiGlam. Canadian Network for Innovation in Education Annual Conference (April 27-30). Banff, AB.
Koole, M., & Ally, M. (2006). Framework for the Rational Analysis of Mobile Education (FRAME) Model: Revising the ABCs of Educational Practices. International Conference on Networking, International Conference on Systems and International Conference on Mobile Communications and Learning Technologies (ICN ICONS MCL’06) (pp. 216-216). Mauritius: IEEE. doi:10.1109/ICNICONSMCL.2006.103
Koole, M. (2006). Practical Issues in Mobile Education. Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education (WMTE’06) (pp. 142-146). Athens: IEEE. doi:10.1109/WMTE.2006.261363
Koole, M., & Ally, M. (2006). Framework for the Rational Analysis of Mobile Education (FRAME) Model: Revising the ABCs of Educational Practices. The 1st International Conference on Interactive Computer Aided Learning (IMCL), April 19-22. Princess Sumaya University for Technology, Amman, Jordan.
Ally, M., & Koole, M. (2006). Workshop: Best practices for instructors and trainers who use mobile devices to deliver instruction to students. The 1st International Conference on Interactive Computer Aided Learning (IMCL), April 19-22. Amman, Jordan.
Koole, M. (2006). Mobile Devices in Distance Education: Compare, Consider and Collaborate. 5th World Conference on Mobile Learning (October 20-26). Banff, AB.
Koole, M., & McGreal, R. (2006). mLearning: What is it and where is it going? Innovations in Education: Challenges, Issues, and Solutions. (CADE/AMTEC Annual Conference) May 23-26. Montreal, QU.
Moisey, S., Hoven, D., Kenny, R., & Koole, Marguerite. (2009). E-portfolios – A Viable capstone activity for graduate programs. Learning and Technology: A Capital Idea! (Canadian Network for Innovation in Education Annual Conference, Ottawa, Ontario) URL: http:/
/ www.cnie-rcie.ca/ ?q=node/ 115
Hoven, D., & Koole, M. (2008). Integration of an e-Portfolio into a Master of Education program. Invited presentation for the Teaching and Learning Effectiveness Program. University of Alberta, Edmonton, AB.
Koole, M. (2007). Reflecting, scaffolding and showcasing: Integrating an e-portfolio tool into a master’s program. ADETA: Distributed Learning in the 21st Century (October). Edmonton, AB
Technology & Learner Support
Spencer, R., & Koole, M. (2008). Value and uses of open source products in support of graduate student learning. MADLaT: E-Learning Comes Together (May 8-9). Winnipeg, MN.
Spencer, R., & Koole, M. (2008). Workshop: Moodle – An open source LMS. MADLaT: E-Learning Comes Together (May 8-9). Winnipeg, MN.
Wagenaar, C., & Koole, M. (2007). Podcasting in a blended learning environment: Alberta Children’s Services. ADETA: Distributed Learning in the 21st Century (October). Edmonton, AB.
Spencer, R., Moisey, S., & Koole, M. (2007). Moodle and the Master of Distance Education Program. Moodle Moot. Edmonton, AB.
Cleveland-Innes, M., Koole, M. & Kinsel, E. (2006, May). Teaching presence in online communities of inquiry: Learners, facilitators and learning. Paper presented at CADE/AMTEC Annual Conference Conference, Montreal, P.Q.
Cleveland-Innes, M., & Koole, M. (2005). Learner Support in Online Learning. Annual Conference on Distance Teaching and Learning (August 3-5). Madison, WI.
Cleveland-Innes, M., & Koole, M. (2005). Workshop: Student Support Technology. Annual Conference on Distance Teaching and Learning (August 3-5). Madison, WI.
Cleveland-Innes, M. & Koole, M. (2004). Role adjustment for students in online environments. Invited keynote address, Learner Services Forum 2004, Campus Saskatchewan. Saskatoon, Saskatchewan.
I was asked to do a short video interview for a group of master’s students. This was one of the questions:
Five years has passed since you developed the FRAME Model. In that time there has been an explosion in the number and type of mobile learning devices available to instructors and learners. Is the FRAME Model still current?
That is a very good question, the answer to which helps me clarify the nature of the FRAME model.
The acronym comes from a rather verbose title: Framework for the Rational Analysis of Mobile Education. In my master’s thesis, I explain why I selected these words. But, I will focus on the meaning of the model here.
Basically the model is a heuristic; that is, it is a tool, like a lens, that allows someone to critically examine a given phenomenon. What I realized shortly after defending my master’s thesis is that the model can apply to all kinds of technology. (It would need a new name: FRATE?)
The FRAME Model is a Venn diagram composed of three overlapping circles:
The circles represent the characteristics of the device, the learner, and the social. The Device Aspect (D) takes into consideration the physical characteristics, input and output capabilities, file storage & retrieval, processor speed, and error rates. If using this model for other technologies, other characteristics might come into play. The Learner Aspect (L) focuses on the characteristics of an individual such as prior knowledge, personal history, memory, emotions, learning styles (if you subscribe to a belief in learning styles), and ability to transfer skills and knowledge from context to context. The Social Aspect (S) takes into consideration processes of conversation and cooperation, the sharing of signs and symbols, as well as social and cultural beliefs and values.
When these aspects overlap each other, we start to see interesting developments. As a learner comes into contact with a device as per the Device Usability Intersection (DL), we can consider elements like portability, information availability, psychological comfort, and satisfaction with aesthetics and functionality. The Social Technology Intersection (DS) we consider how people, as a collection, interact with technology. So, we can consider the means of networking, connectivity amongst systems, and collaboration tools. Finally, with the Interaction Learning Intersection (LS), what comes into view is how an individual is influenced by and influences the collective. This is where we can consider constructivist and constructionist ideas such as type of interaction, situated cognition, and learning communities.
At the centre of the model, the aspects and intersections inform us of the nature of the learning context. This is the point at which we can consider mediation, information access and selection, and knowledge navigation. One of the questions for the interview asked if the FRAME Model was complementary to George Siemens theory of Connectivism. Whilst it has been a couple of years since I read his book, Knowing Knowledge, I would say that it is in alignment. In fact, the FRAME Model is in alignment with many other theories. I have never suggested that it should supersede or replace other models. But, rather, as I mentioned earlier, it is one of many tools (heuristics) that we can use to better understand a given learning situation.
Now, in answer to the question above: Yes, the FRAME Model is still current. It can be applied to virtually any kind of learning technology—not just mobile technology. And, it can be applied to formal and informal learning. With some creativity, it can be applied to non-learning situations.
The second question to which I will respond this morning is:
The year 2011 introduced a number of innovative mobile devices into the marketplace. Designers have addressed some previous limitations such as small screen size. With these device upgrades, do you anticipate these changes will enhance issues related to cognition, learning potential or collaborative learning?
Like Mark Bullen (BCIT, Canada) and Chris Jones (Open University, UK), I do not think that these enhancements will change cognition or the fundamental learning capacity of learners—in contrast to what Mark Prensky and Don Tapiscott might contend. But, I do think that there is some truth to the task-artifact cycle (Carroll et. al., 1991). People create technology to fulfill a certain need. The technology changes how people work—sometimes altering the need itself. The technology is updated. The need is altered. The technology is updated. Yes, that is greatly simplified. But, as technology enhances our “cognition”, we behave differently. We modify our technology . . . in an ongoing cycle. The plasticity of the underlying human learning capacity (adaptive ability) allows this kind of interaction. But, I stop at the point where people might suggest that the underlying human adaptive capacity changes. I don’t think there is evidence for that.
Ally, M., Cleveland-Innes, M., Koole, M., Kenny, R. F., & Park, C. (2009). Developing a Community of Inquiry in a Mobile Learning Context. Learning and Technology: A Capital Idea! Retrieved from http://www.cnie-rcie.ca/?q=node/115.
Batista, S. C. F., Behar, P. A., & Passerino, L. M. (2010). M-Learning in Mathematics: mapping requirements. Interactive Computer Aided Learning (ICL). Hasselt, Belgi9um: Kassel University Press.Retrieved from http://www.icl-conference.org/dl/proceedings/ICL2010/contributions/Contribution205.pdf.
Crescente, M. L., & Lee, D. (2011). Critical issues of m-learning: design models, adoption, processes, and future trends. Journal of the Chinese Institute of Industrial Engineers, 28(2), 111-123. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/10170669.2010.548856
JISC InfoNet. (2011). Emerging Practice in a Digital Age (Mobile Learning Info Kit) (pp. 1-65). Retrieved from http://www.jisc.ac.uk/digiemerge (Or: https://mobilelearninginfokit.pbworks.com/w/page/41122430/Home)
Hamdeh, M. A., & Hamdan, A. (2010). Using analytical hierarchy process tomeasure critical success factors of m-learning. European,Mediterranean & Middle Eastern Conference on Information Systems (EMCIS, April 12-13). Abu Dhabi, UAE. Retrieved from http://www.iseing.org/emcis/EMCIS2010/Proceedings/Accepted Refereed Papers/C33.pdf
Issa, G. F., Hussain, S. M., & Al-Bahadili, H. (n.d.). A framework for building an interactive satellite TV based m-learning environment (document in preparation). International Journal of Emerging Technologies in Learning (iJET). Retrieved from http://www.uop.edu.jo/download/Research/members
Kenny, R. F., Van Neste-Kenny, J. M. C., Park, C. L., Burton, P. A., & Meiers, J. (2009). Mobile Learning in Nursing Practice Education: Applying Koole’s FRAME Model. Journal of Distance Education. Retrieved from http://www.jofde.ca/index.php/jde/article/view/599/990.
Koole, M. (2006). The Framework for the Rational Analysis of Mobile Education (Frame) Model: An Evaluation of Mobile Devices for Distance Education. Unpublished Thesis: Athabasca University. Retrieved from http://library.athabascau.ca/drr/viewdtr.php?course=THES&id=205.
Koole, M. (2009a). Chapter 2: A Model for Framing Mobile Learning. In M. Ally (Ed.), Mobile Learning: Transforming the Delivery of Education and Training (Vol. 1, pp. 25-47). Edmonton, Alberta: AU Press. Free download: http://www.aupress.ca/index.php/books/120155
Koole, M. (2009b). Workshop: Go Mobile! Advantages, Issues, and Examples of Mobile Technologies in Distance Education. 8th Annual International MADLaT Conference (Vol. Winnipeg, ). Retrieved from http://www.madlat.ca/conference2009.
Koole, M. (2010). Mobile learning: Do the benefits justify the cost and time? New Era Teaching and Learning (Vol. Online). Commonwealth of Learning. Retrieved from http://www.bcedtech.ca/moodle/mod/forum/discuss.php?d=259.
Koole, M., Letkemen McQuilkin, J., & Ally, M. (2010). Mobile Learning in Distance Education: Utility or Futility. JOURNAL OF DISTANCE EDUCATION. Retrieved from http://www.jofde.ca/index.php/jde/article/view/644/1107.
Koole, M., Waard, I. de, & Elsayed Meawad, F. (2010). Mobile Learning: Solutions & Challenges. Cider Sessions (Vol. Online). The Canadian Institute of Distance Education Research. Retrieved from http://cider.athabascau.ca/CIDERSessions/mkoole/sessiondetails.
Kumar, A., Tweari, A., Shroff, G., Chittamuru, D., Kam, M., & CAnny, J. (n.d.). An Exploratory Study of Unsupervised Mobile Learning in Rural India. Proceedings of the 28th International Conference on Human Factors in Computing Systems (pp. 743-752). Atlanta, GA. Retrieved from http://www.cs.cmu.edu/~anujk1/CHI2010.pdf.
Kumar, L. S., Biplab, J., Aggarwal, A. K., & Kannan, S. (2011). Mobile Device Intervention for Student Support Services in Distance Education Context – FRAME Model Perspective. European Journal of Open, Distance and E-Learning, 2. Retrieved from http://www.eurodl.org/?p=current&article=447
Mishra, S. (2009). Mobile technologies in open schools (p. 97). Report by the Commonwealth of Learning.Vancouver, BC. Retrieved from http://www.col.org/SiteCollectionDocuments/Mobile_Technologies_in_Open_Schools_web.pdf
Palmer, R., & Dodson, L. (2011). Distance Learning in the Cloud: Using 3G Enabled Mobile Computing to Support Rural Medical Education. Journal of the Research Center for Educational Technology (RCET), 7(1), 106-116. Retrieved from http://www.rcetj.org/index.php/rcetj/article/view/150.
Pettersson, O., Svensson, M., Gil, D., Andersson, J., & Milrad, M. (2010). On the role of software process modeling in software ecosystem design. Technology, (August), 103-110. ACM Press. doi:10.1145/1842752.1842778
Serrano-Santoyo, A., & Organista-Sandoval, J. (2010). Challenges and opportunities to support learning with mobile devices. MexIHC 2010, 3rd Mexican Workshop on Human-Computer Interaction (November 8-10, 2010). San Luis Potosí, Mexico. Retrieved from http://promepca.sep.gob.mx/archivospdf/produccion/Producto1212275.PDF
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110. Retrieved from http://llt.msu.edu/vol14num2/stockwell.pdf
Whalley, W. B., France, D., Park, J. R., Welsh, K., & Favis-Mortlock, D. (2011). Flexible personal learning environments developed with netbook computers to enhance learning in fieldwork learning spaces. The PLE Conference 2011 (10th – 12th July) (pp. 1-13). Southampton, UK: Web Science Trust. Retrieved from http://journal.webscience.org/552/1/Flexible_Personal_Learning_Environments_to_enhance_learning_in_fieldwork.doc
Took place: October, 2011
CIDER SESSION: http://cider.athabascau.ca/CIDERSessions/sessionarchive/
In this session, Marguerite Koole (Athabasca University, Canada), Fatma Elsayed Meawad (German University, Cairo), and Inge de Waard (Institute of Tropical Medicine, Belgium) will describe two mobile learning projects:
1. A project piloting a Java-based system called “MobiGlam”. Through MobiGlam, students accessed Moodle course modules on their mobile devices. Evaluations from this 2008 project highlighted some interesting challenges in the Canadian context.
2. A mobile learning project of the Institute of Tropical Medicine in Antwerp, Belgium and the Institute of Tropical Medicine Alexander von Humboldt, Lima, Peru. Twenty physicians, deployed in urban peripheral HIV/AIDS clinics in Peru, used Smartphones with portable solar chargers to access 3D simulations of interactive clinical cases, discussion forums, and quizzes.
Prior to the presentation, participants are invited to review the project videos. The link to the presentation will be posted just prior to the session start date.