Mobile computer-supported collaborative learning: Difference between revisions

Revision as of 05:18, 17 May 2016

Revision as of 01:48, 11 October 2016

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==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 "One Year or Less" Adoption Horizon.<ref>[http://www.nmc.org/horizon-project "One Year or Less" Adoption Horizon].</ref><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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Wireless-enabled handheld devices have been used as early as 2004 to facilitate collaborative learning. 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 Schoolschool Learnerslearners ===

[[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). [https://web.archive.org/web/20120330115405/http://mobilelearningportal.org/node/2136 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 Schoolschool Learnerslearners ===

''[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 Schoolschool Learnerslearners ===

Networked handhelds can be used to mediate collaborate group decision-making for science problems. Students in a [http://mobilelearningportal.org/node/1793 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>

=== 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 pair) 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’schildren's collaborative learning in a museum with PDAs. Systems and Computers in Japan, Vol. 35, No. 14.</ref>

==Current Trendstrends==

Results from the quarterly 2011 Mobile Intent Index<ref> [http://www.intentindex.com/mobile/ 2011 Mobile Intent Index]</ref> 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:

:* 64% indicated an intent to educate themselves.

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:* 95% indicated an intent to keep informed.

In 2010, [http://www.tomorrow.org/index.html Project Tomorrow] conducted 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].<ref name="Project Tomorrow"/> Sixty-four percent of those surveyed indicated its importance to facilitate communicate in support of learning.<ref name="Project Tomorrow">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 Collaborativecollaborative Mobilemobile Gamesgames===

[[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]], [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 [[scavenger hunt]]s using the [http://scvngr.com/ SCVNGR software] on [[iOS]] and [[Android (operating system)|Android]] mobile devices.

=== Groundwater Survivorsurvivor ===

''Groundwater Survivor'',<ref>[http://www.educause.edu/EDUCAUSE Quarterly/EDUCAUSEQuarterlyMagazineVolum/StudentCommunityCollaborationt/236668 Groundwater Survivor]'',</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 [http://www.wherigo.com/ Wherigo] mobile platform.

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=== Mentira ===

Designed as an iOS application, [http://mentira.org 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>[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>[http://www.arisgames.org ARIS iOS game platform].</ref>

=== Foreign Language learners ===

A mobile-device-supported peer-assisted learning<ref>[https://web.archive.org/web/20130708114245/http://www.innovateonline.info/extra/definition2109.htm Definition of "peer-assisted learning"]</ref> (MPAL) system runs on [[tablet computer]]s and is used to facilitate collaborative reading activities of elementary [[English as a foreign or second language|English as a foreign language]] (EFL) learners. An MPAL system consists of a phonological-skills training module and a [[Self- and Peer-Assessment|peer-assessment]] module. Online helpers (typically more advanced students) can assist their peers in the peer-assessment module via Skype. While evaluating their peers' oral reading, online helpers identify mispronounced words by marking the words with a stylus. The MPAL system is then used to assess the readers' performance as a "fail" or "pass" based on the accuracy ratio provided. MPAL successfully promotes EFL learners' motivation to improve reading skills, and makes them engaged in reading activities; thereby ensuring that learners have timely online assistance anytime and anywhere.<ref>Yu-Ju Lan, Yao-Ting Sung, and Kuo-En Chang (2007) A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, Vol. 11, p.&nbsp;130 – 151</ref>

== Collaborating in Discussiondiscussion Boardsboards on a Mobilemobile Devicedevice ==

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

See also [[Mobile blogging|Mobile Blogging]].

== Mobile blogging and collaborative learning ==

See{{see also [[|Mobile blogging|Mobile Blogging]].}}

[[Blogging]] encourages collaboration in a variety of learning settings. Mobile blogging enables students to publish, view, and respond to comments anytime and anywhere. The mobility offered through mobile blogging greatly enhances communication and interaction in several ways. Mobile blogging augments physical space through information exchange, coherently aggregates the efforts made by all students, and archives student work for future reference.<ref>Roschelle, J., & Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168.</ref><ref name="Huang">Huang, Y.-M., Jeng, Y.-L., & Huang, T.-C. (2009). An Educational Mobile Blogging System for Supporting Collaborative Learning. Educational Technology & Society, 12 (2), 163–175.</ref> Collaborative learning through mobile blogging provides a positive emotional experience for students, and makes it easier for them to learn cooperative skills, even when they do not meet face-to-face.<ref name= "Huang" />

== In-class Collaborativecollaborative Mobilemobile Learninglearning ==

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, Assessing-to-Learn (A2L).<ref>[http://a2l.physics.umass.edu/ Assessing-to-Learn] (A2L).</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>Dufresne, R. J., & Gerace, W. J. (2004). Assessing-To-Learn: Formative Assessment in Physics Instruction. The Physics Teacher, 42, 428. {{doi|10.1119/1.1804662}}</ref>