2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices

1. m-Learning will Disrupt
Educational Practices
Carlos Delgado Kloos, Raquel Crespo, Carmen Fernández-
Panadero, Mª Blanca Ibáñez, Mario Muñoz, Abelardo Pardo
Universidad Carlos III de Madrid
www.it.uc3m.es/cdk
www.emadridnet.org

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Technology and Learning
 1st milestone
 Computation
 Multimedia
 Intelligent Tutors
 Communication
 Radio broadcasting
 TV broadcasting
Marrakesh, Morocco EDUCON, 2012-04-17--20

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Technology and Learning
 2nd milestone
 Computation + Communication
Marrakesh, Morocco EDUCON, 2012-04-17--20

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Technology and Learning
 3rd milestone
 Computation + Communication + Closeness
Marrakesh, Morocco EDUCON, 2012-04-17--20

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5 Educational Experiments
1. Creating a back-channel
2. Sending learning pills to students
3. Educational gymkhanas
4. Augmented reality
5. Cross reality
Marrakesh, Morocco EDUCON, 2012-04-17--20

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1. Creating a Back-Channel
 1.1 Rationale
 Communication between professor and students
is not always fluent
 Some students are too shy or are simply uninterested
 The professor cannot always stop the flow of explanations,
nor can the students interrupt all the time
 To ask direct questions takes too much time
 It would be good to have a communication channel
from the students to the professor that
wouldn't interrupt the main flow of explanations
Marrakesh, Morocco EDUCON, 2012-04-17--20

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1. Creating a Back-Channel
 1.2 Setting
 Students and professor were handed a mobile device
 A simple web application was written through which
the students could give feedback
 The professor would receive consolidated average data
 2 simple questions (Likert scale) and
corresponding actions
 The professor is too fast/too slow 
professor can adjust speed
 I am lost/I am following "
professor can repeat explanation
Marrakesh, Morocco EDUCON, 2012-04-17--20

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1. Creating a Back-Channel
 1.3 Details
 Nokia
 Maemo device
 Simple program
written in PHP
 Thanks to
Nokia chair and
J. Villena
Marrakesh, Morocco EDUCON, 2012-04-17--20

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1. Creating a Back-Channel
 1.4 Conclusions
 Sometimes the professor was overwhelmed
with the multiple things we had to do
 Do the explanations
 Control the powerpoint
 Look at students
 Control the feedback information
 Useful and valuable information for the professor
 Trying to refine the experiment and apply it for
practical groups where personal advice is needed
 I. Gutiérrez, R. Crespo, C. Delgado Kloos: "Orchestration
and feedback in lab sessions: improvements in quick
feedback provision”, EC-TEL 2011, LNCS 6964
Marrakesh, Morocco EDUCON, 2012-04-17--20

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2. Sending Learning Pills
 2.1 Rationale
 Often the students don't come to class
(they have the material online anyway)
 When they come, they are not following or not motivated
 The objective was to improve student class
attendance, performance, and motivation
 To achieve this, a set of learning pills
was developed
Marrakesh, Morocco EDUCON, 2012-04-17--20

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2. Sending Learning Pills
 2.2 Setting
 Students came with their own mobile device
 The affordances of these devices were different
 Devices have typically Bluetooth connectivity
 A learning pill is a simple exercise that
summarizes key concepts explained in class
 It promotes reflection and self-study
 Students attending a lecture or lab session
automatically received a learning pill on their
mobile phone just after the concept was presented
Marrakesh, Morocco EDUCON, 2012-04-17--20

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2. Sending Learning Pills
 2.3 Details
 Learning pills sent in class
 OBEX (Bluetooth Object exchange) service used
 Students had to answer in 24h
 Professor replied by mail
Marrakesh, Morocco EDUCON, 2012-04-17--20

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2. Sending Learning Pills
 2.4 Conclusions
 The rate of students attending more than half of the
classes slightly improved (3.5%)
 The average grades for students attending classes
with pills were significantly better then those without pills
 The use of learning pills had a positive impact
on the evolution of the motivational states of the students
over the duration of the course
 M. Muñoz, P. Muñoz, C. Delgado Kloos: “Sending Learning
Pills to Mobile Devices in Class to Enhance Student
Performance and Motivation in Network Services Configu-
ration Courses”, IEEE Trans. Education, 2011, Vol. 99, 1-5
Marrakesh, Morocco EDUCON, 2012-04-17--20

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3. Educational Gymkhanas
 3.1 Rationale
 When new students come to university, they have to learn
where the different university services are
 At UPF, there is a course on introduction to the university
 Instead of giving them
theoretical talks, it is more
effective (and more fun) to
organize an activity on site
 An educational gymkhana is
the perfect way to explore
a university campus
Marrakesh, Morocco EDUCON, 2012-04-17--20

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3. Educational Gymkhanas
 3.2 Setting
 Students were given mobile devices to explore
the campus collaboratively in groups
 Information was stored on tags placed on campus
 Students had to solve challenges
 The jigsaw collaborative learning flow pattern was used:
discover, explain, reflect
 Log files were collected resulting from the exploratory activity
 Questionnaires were prepared and evaluated
Marrakesh, Morocco EDUCON, 2012-04-17--20

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3. Educational Gymkhanas
 3.3 Details
 NFC mobile phones, NFC tags
 Software tools were developed
for writing and reading tags
 Bluetooth technologies were
used to collect the log files
 Moodle and Google Docs were the web-based tools
employed for editing and answering the questionnaires
and for uploading and sharing the final works
 IMS-LD was used in the 2nd run for orchestration
Marrakesh, Morocco EDUCON, 2012-04-17--20

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3. Educational Gymkhanas
 3.4 Conclusions
 A very rewarding experience
 It was repeated on 2 consecutive years
with incremental technology support
 M. Pérez, G. Ramírez, D. Hernández, M. Muñoz, P. Santos,
J. Blat, C. Delgado Kloos: “Discovering the campus
together: A mobile and computer-based learning
experience”, J. Network and Computer Applications,
2012, 35, 176–188
Marrakesh, Morocco EDUCON, 2012-04-17--20

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4. Augmented Reality
 4.1 Rationale
 With augmented reality it is easy to superimpose
digital information on physical objects
 The basis can be positioning, markers, or image recognition
Marrakesh, Morocco EDUCON, 2012-04-17--20

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4. Augmented Reality
 4.2 Setting
 Several different experiments
 MathAR: Mathematical operations
 SyllabAR: Combine syllables to
compose as many words as possible
 FlashAR: Augmented flashcards
 PuzzAR: Augmented puzzles
Marrakesh, Morocco EDUCON, 2012-04-17--20

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4. Augmented Reality
 4.3 Details
 Implemented with
 AMIRE AR engine
 Junaio
 Popcode
 Android mobile
phones and tablets
Marrakesh, Morocco EDUCON, 2012-04-17--20

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4. Augmented Reality
 4.4 Conclusion
 The role of AR in this game is to provide feedback to the
user and enhance the association of concepts
 This game does not allow teaching abstract names
 Several other great experiments carried out with children
 Great enthusiasm shown by students, profs and parents
 Á. Reina, Á. di Serio, C. Delgado Kloos: “Current and
Prospective Role of Augmented Reality in Mobile
Learning”, JITEL 2011, Santander, 28-30 Sept. 2011
 Á. di Serio, M.B. Ibáñez, C. Delgado Kloos: “Impact of an
Augmented Reality System on Students Motivation for a
Visual Art Course”, Computers & Education, 2012
Marrakesh, Morocco EDUCON, 2012-04-17--20

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5. Cross Reality
 5.1 Rationale
 Now technology permits to build rich 3D virtual worlds
that can be used for educational purposes
 Nevertheless, the interface is not the best,
and one has to be in front of a computer
 It is much natural to interact with objects
in the real world
 Cross reality tools allow to take advantage
of information from 3D virtual worlds in the
physical world by means of mobile devices
Marrakesh, Morocco EDUCON, 2012-04-17--20

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5. Cross Reality
 5.2 Setting
 The Gran Vía Boulevard was constructed in a 3D virtual
world environment with geo-localized buildings
 Protocol defined sending information (avatar position,
text, images) from the virtual world to mobile devices
 A learning experiment was defined were students had to
solve challenges in the real world
 Usability studies were made
Marrakesh, Morocco EDUCON, 2012-04-17--20

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5. Cross Reality
 5.3 Details
 Open Wonderland
 Android
 Protocol defined
 Voice communication
over SIP
 Additional info sent:
avatar position,
text, images
Marrakesh, Morocco EDUCON, 2012-04-17--20

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5. Cross Reality
 5.4 Conclusions
 Extended Augmented Reality harnessing the richness of
3D virtual worlds and the advantages of mobiles devices
 Very powerful combination
 M.B. Ibáñez, C. Delgado Kloos, D. Leony, J.J. García, D.
Maroto: “Connecting Virtual Worlds with the Real World
for Learning a Foreign Language”,
IEEE Internet Computing, 2011, 15:6, 44-47
 Partial collaboration with Deimos Space in the context of
the "España Virtual" CENIT project
Marrakesh, Morocco EDUCON, 2012-04-17--20

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Conclusions
 All these experiments show that mobile devices open
a whole new world of opportunities in education
 Mobile devices are like magic wands
that extend our capabilities
 The challenge lies in finding out
how these opportunities can be
effectively used in education
Marrakesh, Morocco EDUCON, 2012-04-17--20

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The disruption in education
will certainly occur!
Marrakesh, Morocco EDUCON, 2012-04-17--20