Mobile computer-supported collaborative learning: Difference between revisions

Revision as of 06:33, 10 January 2012

Revision as of 12:26, 5 March 2012

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==Definition==

Mobile Computer Supported Collaborative Learning (mCSCL) may have different meanings depending on the context in which it is applied. Mobile CSCL includes any in-class and out-of-class use of handheld mobile devices such as [[Cellcell phone|cell phones]]s, [[Smartsmart phone|smart phones]]s, and Personal Digital Assistants ([[Personal digital assistant|PDAs]]) to enable [[collaborative learning]].

==Overview==

The adoption of mobile devices as tools for teaching and learning is referred to as [[M-learning|M-Learning]]. M-Learning is a rapidly emerging educational technology trend. The [[New Media Consortium]] has listed adoption of mobiles for teaching and learning on a [http://www.nmc.org/horizon-project "One Year or Less" Adoption Horizon].<ref>Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium.</ref>. M-Learning research comprises a range of mobile devices and teaching and learning applications. However, the research available for collaborative applications that involve mobile devices is limited. Examples of collaborative mobile learning applications can be found in examples from early adoption of [[PDA]] technology, and in recent examples of ___location-based, mobile collaborative games.

==History==

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=== Elementary School Learners ===

[[Personal digital assistant|Wireless interconnected handhelds]] have been used to foster collaborative construction of words among elementary school students. Students in a [http://mobilelearningportal.org/node/2136 first grade classroom in Chile]<ref>Zurita G. (2004). A constructivist mobile learning environment supported by a wireless handheld network. Journal of Computer Assisted Learning. 20(4), 235-243</ref> were organized into groups and asked to construct words from syllables. Each student was issued a handheld which identified their group and presented one syllable. Students had to read the syllable and communicate with the rest of their group and decide the appropriate syllable sequence required for word formation. The mobile system employed incorporated a group-based answer approval system that allowed students to submit responses and decide whether more words could be created from the available syllables.

=== Middle School Learners ===

''[http://www.m-learning.org/docs/the_use_of_palmtop_computers_for_learning_sept03.pdf Cooties]'',<ref name="Savill">Savill-Smith, C. & Kent, P. (2003). The use of palmtop computers for learning - A review of the literature. m-Learning.org Research Report. retrieved October, 10, 2011, from http://www.m-learning.org/docs/the_use_of_palmtop_computers_for_learning_sept03.pdf</ref><ref>Shields J and Poftak A (2002). A report card on handheld computing. Technology and Learning, 22 (7), 25–36.</ref>, is an interactive, collaborative simulation designed for wireless handheld devices. Originally designed for middle-school students, ''Cooties ''enables students to study the spread of infectious diseases. In ''Cooties, ''a teacher can select which student(s) to infect and which students to give "degrees of 'immunity'".<ref name= "Savill" />. The device displays icons for all students, and differentiates those with and without infection. As students move about, they "spread" disease. As the simulation progresses, students can then form a scientific hypothesis about how the disease is spread.<ref name= "Savill" />.

=== High School Learners ===

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==Current Trends==

Results from the quarterly [http://www.intentindex.com/mobile/ 2011 Mobile Intent Index] survey indicate that mobile internet users are most likely to use devices as a [http://www.prnewswire.com/news-releases/new-study-shows-intent-behind-mobile-internet-use-84016487.html ''"social connector"''].<ref name="PRNewswire">PRNewswire (2011, Feb). New Study Shows 'Intent' Behind Mobile Internet Use. retrieved 2011, Oct, 10, from PR Newswire Web Site: http://www.prnewswire.com/news-releases/new-study-shows-intent-behind-mobile-internet-use-84016487.html</ref>. However, mobile users were less likely than non-mobile internet users to use mobile devices to learn.<ref name= "PRNewswire" /> <ref>Finn, Ruder (2011). Mobile Intent Index. retrieved 2011, Oct, 10, from Intent Index Web Site: http://www.intentindex.com/mobile/</ref> The following trends identified regarding mobile learning are notable:

<nowiki>* 64% indicated an intent to educate themselves.</nowiki>

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<nowiki>* 95% indicated an intent to keep informed</nowiki>

In 2010, [http://www.tomorrow.org/index.html Project Tomorrow] conducted the the [http://www.tomorrow.org/speakup/index.html Speak Up 2010 national survey], and invited participation from students, parents, teachers, librarians, administrators and technologists from private and public education sectors. Respondents identified mobile device usage as a [http://www.tomorrow.org/speakup/pdfs/SU10_3EofEducation_Educators.pdf key teaching and learning trend]. Sixty-four percent of those surveyed indicated its importance to facilitate communicate in support of learning.<ref>Project Tomorrow (2011). The New 3 E's of Education: Enabled - Engaged - Empowered. How Today's Educators are Advancing a New vision for Teaching and Learning. Speak Up 2010 National Findings. K-12 Teachers, Librarians & Administrators. May 2011, from Tomorrow.org Web Site: http://www.tomorrow.org/speakup/pdfs/SU10_3EofEducation_Educators.pdf</ref> In the [http://www.eschoolnews.com/wp-content/blogs.dir/2/files/2011/09/mobile_star.pdf eSchool Media][http://www.eschoolnews.com/wp-content/blogs.dir/2/files/2011/09/mobile_star.pdf STAR (School Technology Action) Report] analysis of the survey, ''"[http://www.eschoolnews.com/wp-content/blogs.dir/2/files/2011/09/mobile_star.pdf 48 percent of high school students and 34 percent of middle school students"] ''used social networks such Facebook to collaborate with other students on class projects.<ref>eSchool News. (2011) School Technology Action Report : Everything You Need to Know About Mobile Tech and Your Schools. eSchool Media, Inc, from eSchoolnews.com Web Site: http://www.eschoolnews.com/wp-content/blogs.dir/2/files/2011/09/mobile_star.pdf</ref>'' <br />''

===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|GPS]] connections to enable players to receive and share game information. Rooted in the discipline of [[geomatics]], [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</ref> by situating collaborative play in outdoor spaces. One way to create ___location-based games is by creating social [[Scavengerscavenger hunt|scavenger hunts]]s using the [http://scvngr.com/ SCVNGR software] on [[iOS]] and [[Android (operating system)|Android]] mobile devices.

=== Groundwater Survivor ===

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== Collaborating in Discussion Boards on a Mobile Device ==

[http://en.wikipedia.org/w/index.php?title=Discussion_board&redirect=no Discussion boards] 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>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|Mobile devices]]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 &amp; Collaborative Learning ==

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== In-class Collaborative Mobile Learning ==

An [[Audience response#Audience response systems|Audience Response System]] (ARS) is a system in which learners are able to provide instantaneous feedback via a mobile device to questions posed by an instructor. After students submit feedback (typically to multiple choice or true-false questions), the instructor can display the submitted feedback anonymously in diagram form. Applications of ARS include administrative uses (i.e. taking attendance), [[Formative assessment#Definition|formative assessment]] (i.e. what is the answer to this question?), and collaborative questions. <ref>MacArthur, J. R., & Jones, L. L. (2008). A review of literature reports of clickers applicable to college chemistry classrooms. Chem. Educ. Res. Pract., 9(3), 187-195.</ref> Given the potential of enhancing learning through the use of an ARS, many instructors have shown a keen interest in the collaborative application of the technology. One notable collaborative application of an ARS is a method called [[Peer Instruction]] (PI).

Developed by the [[Eric mazur|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, [http://a2l.physics.umass.edu/ Assessing-to-Learn] (A2L).

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==References==

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