Mobile computer-supported collaborative learning: Difference between revisions

Revision as of 09:35, 16 May 2021

Latest revision as of 02:58, 3 May 2025

(13 intermediate revisions by 9 users not shown)

Line 12:

==History==

Wireless-enabled handheld devices have been used as early as 2004 to facilitate collaborative learning.<ref>{{Cite book |last1=Sugimoto |first1=Masanori |last2=Hosoi |first2=Kazuhiro |last3=Hashizume |first3=Hiromichi |chapter=''Caretta'': A system for supporting face-to-face collaboration by integrating personal and shared spaces |date=2004-04-25 |title=Proceedings of the SIGCHI Conference on Human Factors in Computing Systems |chapter-url=https://doi.org/10.1145/985692.985698 |series=CHI '04 |___location=New York, NY, USA |publisher=Association for Computing Machinery |pages=41–48 |doi=10.1145/985692.985698 |isbn=978-1-58113-702-6|s2cid=253603148 }}</ref> Devices such as PDAs and [[Pocketpc|PocketPC's]] traditionally lack cellular connectivity, but are capable of wireless connectivity. This connectivity enables collaborative learning through software-based, decision-making tools and shared display of learning material.

=== Elementary school learners ===

Line 24:

=== High school learners ===

Networked handhelds can be used to mediate collaboratecollaborative group decision-making for science problems. Students in a high-school physics class in Chile<ref>Cortez C. (2004). [https://web.archive.org/web/20120330115446/http://mobilelearningportal.org/node/1793 Teaching Science with Mobile Computer Supported Collaborative Learning (MCSCL)]. WMTE '04 Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04) ., p.&nbsp;67.</ref> were issued networked PocketPCs and organized into groups. Students in each group were asked to answer the same multiple choice physics question. Students could only proceed once the group established consensus on an answer.

The software was further developed to mediate the interaction of students in small-groups facilitating their collaboration in activities related to different subject areas. In these activities the groups of students share a set of questions that includes multiple responses that they have to analyze and decide the answer they want to submit as a group. This requires shared commitment and individual responsibility in order to make collective decisions and reach consensus. The methodology uses technology-supported face-to-face collaborative learning as a tool for the assessment of learning.<ref>Nussbaum, M., Gomez, F., Mena, J., Imbarack, P., Torres, A., Singer, M., & Mora, M. (2010). Technology-Supported Face-to-Face Small Group Collaborative Formative Assessment and its Integration in the Classroom. In R. Sternberg & D. Preiss (Eds.), Innovations in Educational Psychology: Perspectives on Learning, Teaching and Human Development (pp. 295-323). New York: Springer</ref>

Line 30:

=== Museum learners ===

Several research projects have been conducted on handheld devices for applications in museum learning.<ref>[http://edutechwiki.unige.ch/en/Museum_learning museum learning]</ref> Musex is an application in which elementary school students can enhance their understanding of exhibits by collaboratively (in pairpairs) answering related questions via PDA in museums. Musex enables students to monitor each other's status and allows them to move around different exhibits in museums at their own pace. Musex not only promotes the interaction between the students and the exhibits with low interactivity, but also facilitates the mutual communication between students themselves.<ref>Koji Yatani, Mayumi Onuma, Masanori Sugimoto, and Fusako Kusunoki (2004). Musex: a system for supporting children's collaborative learning in a museum with PDAs. Systems and Computers in Japan, Vol. 35, No. 14.</ref>

==Current trends==

Line 46:

===Location-based collaborative mobile games===

[[Location-based game|Location-based mobile games]] mediate play through the use of mobile devices at specified locations. Use of collaborative ___location-based games rely on the availability of [[wireless]] or [[GPS]] connections to enable players to receive and share game information. Rooted in the discipline of [[geomatics]], [https://web.archive.org/web/20111230202533/http://geoeduc3d.scg.ulaval.ca/index.php?lg=en&id=1 geospatial games] prompt students to tackle environmental issues such as climate change and sustainable development<ref>Barma, S. & Daniel, S. (2011). Mind your game, game your mind! Mobile gaming for co-constructing knowledge. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp.&nbsp;324–334). Chesapeake, VA: AACE.</ref><ref>Daniel, S. (2011). Geomatics for gaming and learning. retrieved Oct 10, 2011, from GeoEduc3D Web Site: http://geoeduc3d.scg.ulaval.ca/index.php?lg=en {{Webarchive|url=https://web.archive.org/web/20120315122225/http://geoeduc3d.scg.ulaval.ca/index.php?lg=en |date=2012-03-15 }}</ref> by situating collaborative play in outdoor spaces. One way to create ___location-based games is by creating social [[scavenger hunt]]s using the SCVNGR software on [[iOS]] and [[Android (operating system)|Android]] mobile devices.

=== Groundwater survivor ===

''Groundwater Survivor'',<ref>{{Cite web |url=http://www.educause.edu/EDUCAUSE |title=Quarterly/EDUCAUSEQuarterlyMagazineVolum/StudentCommunityCollaborationt/236668 Groundwater Survivor |access-date=2011-11-03 |archive-url=https://web.archive.org/web/20041013022040/http://www.educause.edu/educause |archive-date=2004-10-13 |url-status=dead }}</ref> a game located on the [[University Of Guam|University of Guam]] campus, asks middle school students to collaborate to find fresh water. Students play the role of "shipwreck" survivors who are looking for sources of fresh water. Along the way, they must determine potential water sources, and must decide between contaminated and potable water sources.<ref>Wallace, P. (2011). Student-Community Collaboration to Construct Mobile Learning Games. Educause Quarterly, Vol. 34, No. 3.</ref>

* Collaborative play is designed with the Wherigo mobile platform.

* Game software is compatible with [[List of Garmin products|Garmin GPS handsets]] and [[Hp ipaq|HP IPAQ]] devices.

=== Mentira ===

Designed as an iOS application, Mentira is an [[Augmented reality|augmented reality game]] designed to help [[University Of New Mexico|University of New Mexico]] students learn to speak Spanish. In the project ''Taking Language Learning Out of the Classroom and Into the Streets'',<ref>{{usurped|1=[https://web.archive.org/web/20100816130039/http://arisgames.org/featured/mentira/ Taking Language Learning Out of the Classroom and Into the Streets]}}</ref> students are immersed in solving the mystery that is Mentira. Situated in [[Albuquerque|Albuquerque, New Mexico]], players must interact with real people and collect clues to help them solve the mystery, and in the process read and interact with the application in Spanish. Mentira was developed using the ARIS iOS game platform.<ref>{{usurped|1=[httphttps://wwwweb.archive.org/web/20090429184323/http://arisgames.org/ ARIS iOS]}}</ref>

=== Foreign language learners ===

Line 65:

== Collaborating in discussion boards on a mobile device ==

[[Discussion board]]s provide the ability for students to collaborate with others and build knowledge collectively. Although students may use personal computers to participate in discussion boards, computer-based discussions do not offer frequent, integrated access to learning applications anytime, and anywhere.<ref>[[Woei-Yann Pauchy Hwang|W. Y Hwang]]; J. H Su; J. L Hsu; H. J Huang (2010). A study on ubiquitous computer supported collaborative learning with hybrid mobile discussion forum. IJMLO - International Journal of Mobile Learning and Organisation, Volume 4, p.&nbsp;98 - 112.</ref> [[Mobile device]]s help students to keep up-to-date with the current discussions and eliminate the accumulation of unread messages.<ref>Mac Callum, K. (2008). Mobile technology in collaboration: evaluation of a web-based discussion board. IJMLO - International Journal of Mobile Learning and Organisation, Volume 2, p.&nbsp;318 - 328.</ref> Mobile use of discussion boards promotes collaborative learning by making it easier for students to interact with each other.

== Mobile blogging and collaborative learning ==

Line 77:

Developed by [[Eric Mazur]] and his group, PI emphasizes the interaction between students as a key component to the learning process. In a typical scenario, an instructor first provides new content in a short lecture. Students individually provide a response to the instructor's questions, then, afterwards, collaboratively discuss their answers in a small group before submitting group answers to the questions. Students' feedback is provided by a mobile device linked to an ARS. PI prescribes that the student interaction involves student defending their chosen answer so as to arrive eventually at a consensus for the group's response to the question.<ref>Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. American Journal of Physics, 69(9), 970-77.</ref> One other notable collaborative application of an ARS is the method Assessing-to-Learn (A2L).<ref>[http://a2l.physics.umass.edu/ Assessing-to-Learn]</ref>

A2L takes a slightly different approach from PI with regard to learner collaboration. Instead of having learners debate each other for a group answer, the A2L method has learners working on a problem related to the question presented to the learners during a lecture. Once each group of learners has determined a method of solving the problem, they provide their response via the ARS. Afterwards, the instructor displays all group responses and facilitates a class discussion in which each group elaborates upon and defends their method to the other groups.<ref>{{cite journal | last1=Dufresne, R.| first1=Robert J., &| last2=Gerace, W.| first2=William J. (2004).| title=Assessing-To-Learn: Formative Assessment in Physics Instruction. | journal=The Physics Teacher, | publisher=American Association of Physics Teachers (AAPT) | volume=42, 428.| issue=7 {{doi| year=2004 | issn=0031-921X | doi=10.1119/1.1804662 | pages=428–433| bibcode=2004PhTea..42..428D }}</ref>

==References==