The slides were presented in the workshop "Mobile Learning in School" during the conference "Mobile learning: Crossing boundaries in convergent environments" (March 21-22, 2011 in Bremen).
The focus of this presentation is on mobile learning or rather mobile usage of the netbooks within the evaluated school project.
2. Contents of
Contents of the Presentation
1) The Hamburg Netbook Project
2) The Scientific Evaluation
3) Understanding of Mobile Learning
Understanding of Mobile Learning
4) Teaching Examples, Beneficial/Inhibiting Factors
5) Implications for School Practice
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 2
Department of Education, Media Education
3. The Hamburg Netbook Project
The Hamburg Netbook Project
• 500 netbooks – 15 secondary schools – 26 classes
500 netbooks 15 secondary 26 classes
• Objective:
Objective:
Increasing individualized education
• Great variety within the project:
– Grades 6 to 13
Grades 6 to
– Different subjects
– 10 to 82 netbooks per school
10 to 82 netbooks per school
– 6x netbook‐pools, 9x 1:1‐computing
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 3
Department of Education, Media Education
4. The Scientific Evaluation
The Scientific Evaluation
Research Question:
− How is personalized teaching/individualized learning
p g/ g
with netbooks implemented in class methodologically?
Aims of the Evaluation Study:
− Identifying criteria of success for realizing the objectives of
the pilot project
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 4
Department of Education, Media Education
5. Overview of the Evaluation Process
School Year 2009/2010
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 5
Department of Education, Media Education
6. Understanding of Mobile Learning
Understanding of Mobile Learning
• The term
The term of „mobile learning wasn t defined within the
mobile learning“ wasn‘t
school project.
• It was basically used to describe employing the netbooks
was basically
anyhow beyond the classroom for learning and teaching.
Structuring as to space and time:
a) Seating arrangements in the classroom
b) Lessons/learning outside the classroom
c) Lessons/learning outside the school building
d) Extra‐curricular learning, e.g. at home
) g, g
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 6
Department of Education, Media Education
7. a) Seating
a) Seating arrangements in the classroom
in the
• 44% of
44% of the students confirmed that the seating
arrangements had changed or had been handled flexibly
(n=352).
(n=352)
• Advantages of
Advantages of the netbooks vs working in computer rooms
vs. working in computer rooms,
with desktop PCs or notebooks
• I Improved access t computer and I t
d to t d Internet
t
• Computers can be placed at students‘ desks.
• Students can access the computers demand‐orientedly
and spontaneousely.
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 7
Department of Education, Media Education
9. a) Seating
a) Seating arrangements in the classroom
in the
• Example: Learning bureau, netbook‐pool, 6th grade
E l L i b b k l 6h d
• “The netbooks wander together with the children quite
naturally to the place where they want to work with
them (group room, corridor, outside) and also come
back again.”
b k i ”
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 9
Department of Education, Media Education
10. b) Lessons/learning outside the
b) Lessons/learning outside the classroom
• 35% of
35% of the students confirmed that more lessons/learning
took place outside the classroom (n=352).
• Just some t h expressed concrete plans f working
J t teachers d t l for ki
in various places at the beginning of the school year.
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 10
Department of Education, Media Education
11. b) Lessons/learning outside the
b) Lessons/learning outside the classroom
• Example: netbook pool, 12th grade
Example: netbook‐pool, 12th grade
• School‐wide Wi‐Fi, students can bring their own devices
• Enabling to work in flexible groups
in flexible groups
• Enabling to continue work in the school library, the
sports ground,… → e.g. recording running ti
t d → di i times
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 11
Department of Education, Media Education
12. c) Lessons/learning outside the
c) Lessons/learning outside the school building
• 22% of
22% of the students confirmed that more lessons/learning
took place outside the school building (n=348).
• Mobile surfsticks couldn’t be provided as part of the pilot
M bil f ti k ld ’t b id d t f th il t
project.
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 12
Department of Education, Media Education
13. c) Lessons/learning outside the
c) Lessons/learning outside the school building
• Example: 1:1‐computing, 11th grade, biology classes
• To document cooperation with neighboring technical
university
y
• For measurements in the countryside
• No online research on site possible
online research on site
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 13
Department of Education, Media Education
14. d) Extra curricular learning, e.g. at
d) Extra‐curricular learning, e.g. at home
• Detailed and extensive methodical and didactical considerations
extensive methodical
regarding mobile learning in extra‐curricular/informal contexts
could only be documented in a few schools.
y
• Example: Sports elite class, 1:1‐computing, 9th grade
• To compensate students’ frequent absence from school with
the help of digital media and to enable mobile learning
anywhere and anytime
h d
• Online platform „SchulCommSy“ to communicate and to
exchange d t
h data
• Restriction: Only possible if sport locations provided online
access
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 14
Department of Education, Media Education
15. Conclusions and Implications for School Practice
School Practice
☺ Some successful examples of mobile learning with
netbooks could be documented
could be documented.
☺ Handiness of the netbooks supported flexibility and
supported individualized education.
t d i di id li d d ti
Limited teaching concepts regarding mobile learning
Technical hurdles, especially mobile wireless Internet
p y
access
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 15
Department of Education, Media Education
16. Conclusions and Implications for School Practice
School Practice
→ Using mobile devices to increase mobile learning has to be
conceived as a long‐term task.
g
→ Fundamental teacher training regarding media education
and media didactics
and media didactics
→ More homogeneity within a project/school is more
favorable: precisely matched teacher training, exchange
favorable: precisely matched teacher training exchange
among the teachers.
→ Providing technical equipment and technical support;
→ Providing technical equipment and technical support;
matching of teaching concepts and technical equipment
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 16
Department of Education, Media Education
17. Thank you for your attention!
Questions Discussion
Opinions
p Comments
Lucia Müller and Rudolf Kammerl
University of Hamburg
Von‐Melle‐Park 8
20146 Hamburg
Germany
Tel.: 0049‐(0)40‐42838‐7593
Email: Lucia.Mueller@uni hamburg.de
Email: Lucia Mueller@uni‐hamburg de
Rudolf.Kammerl@uni‐hamburg.de
Web: http://www.epb.uni‐hamburg.de/de/forschung/projekte/3904
Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany 17
Department of Education, Media Education
