Case+1

Mobilizing Learning: Mobile 2.0 Scenarios in Tertiary Education (New Zealand)

In this web 2.0 integration research, tools were used for a selection of departments and courses in a college/university environment. The project began in the year 2006 and research was collected until the year 2009. Three different cases were conducted during this experiment, utilizing various web 2.0 tools to enhance educational engagement and learning. This project will highlight one of the three cases.

Students and teachers were given internet capable phones and/or computers to participate in web 2.0 tools like blogs, social networks, location aware image and video sharing, instant messaging, microblogging, etc. These integration cases are based on “an explicit social constructivist pedagogy,” where, “participatory action research the researcher is a participant…the main research instrument, it is cyclical in nature, involves action followed by reflection followed by informed action, and is concerned with producing change” (MLearning Scenario 1, p.2).

Listed within the case are pedagogical critical success factors. They are as follows:

1. Level of pedagogical integration of the technological devices and software into the course criteria and assessment

2. Level of lecturer representation of the pedagogical utilization of the devices and software

3. Utilization of routine formative comments from all participants

4. Suitable selection of mobile devices and software

5. Technological and pedagogical support

Success factors are based upon student and teacher research surveys done prior to and after learning integration occurred. Blog dialogue is reviewed and used as an evaluating method of measuring success. The primary objective for each of these cases is for all participants to establish and maintain an active, engaging, and participatory blog in which fellow colleagues, professors, professionals, researchers, and many other persons around the world, can intercommunicate varied viewpoints and experiences, therefore stimulating learning. This global interconnectedness is calling for higher-learning institutions to integrate web 2.0 tools and cutting-edge technological solutions for educational environments in this 21st century.


 * __Case #1__**
 * Title:** MLearning Scenario 1: Bachelor of Product Design (New Zealand)

__**Case Description**__ This case is a study of a Bachelor of Product Design major integration application. This department originally conducted teaching methods based upon the Atelier Method, a learning method where a professor is accountable for instructing a small group of students. According to the case study, “The standard Atelier Method or 'studio teaching environment' of one communal space and one timetable is unlikely to offer the best support and learning opportunities for today’s creative students” (Mobilizing Learning, p.4).

The tools provided to the students, in this case, smartphones and notebooks, are done so in hopes that the participants will “stay connected, share their ideas widely, participate in world-wide creative communities, and choose to work in virtually any context on and off campus” (Mobilizing Learning, p.4)

In the beginning stages, the students were not fully engaged, but this was due to the newness of the program. After the initial weeks, the students were actively participating in discussions. During the final year of the project, students were "expected to integrate web 2.0 into their studio practice” (Mobilizing Learning, p.4).

Product Design students used web 2.0 tools to work on a design challenge, hosted by the SHAaCO9 (Sustainable Habitat Challenge). The SHAaCO9 is “a national competition in the form of a collaborative project for teams around New Zealand to design, develop, and build sustainable housing in their local community” (Mobilizing Technology, p.5). A variety of web 2.0 tools are used by this competition, such as blogs and wikis, for planning, organizing, sharing, evaluating, etc. During the challenge, briefs from professional lecturers were given to the students via sites like Vox, Ning, and Flickr. The smartphones and computers assisted the students in the completion of the requirements for the SHAaCO9 competition. They were able to communicate, upload designs, stream live videos, organize information, and conduct much more business because of the technology integration.

After the first two years of observation, researchers coined the term “nomadic studio sessions” describing how product design pedagogy learning can be blended, using online tools and face-to-face sessions. During these “nomadic studio sessions” students are required to use MSN or Twitter, following their instructor, make at least one blog post summarizing their work, and upload media content pertaining to current works (using Qik, Flixwagon, videopstream, Flickr, etc.).

The overall findings are that the traditional use of the Atelier method is not suitable to fit the needs of the contemporary Product Design student. “The use of Web 2.0 technologies has literally become an everyday occurrence in the Bachelor of Product Design” (Mobilizing Learning, p6). Finding also concluded that some students were not actively participating, due to lack of interest and self-confidence.


 * __Evaluation__**

//Strengths//: The methods of implementation allowed students to discover the effectiveness of their devices used in this case were effective. The devices provided were applicable for the intended use, there were adequate numbers of the devices to allow each student the ability to try them out personally.

//Weaknesses//: The structure of the research seemed to be loose, not requiring much from the students on a weekly basis from the first year through the second year. In the third year, the activities and blog expectations had much more rigor. This may be why some students were not fully engaged, upon the findings. According to Anita Rosen, author of a book entitled, E-learning 2.0: Proven Practices and Emerging Technologies to Achieve Results, “there is a benefit to the learner’s having access to instructionally designed information; without structure and with so much information available, discerning what’s important, trivial, or accurate…can be difficult” (p134). The structure of the lessons may need to be more precise and clear, reaching all types of learners. This will decrease the number of students who were found not active due to lack of interest or lack of self-confidence. Strategies could be created based on Howard Gardner's Multiple Intelligence Theory, and Vygosky's Social Learning Theory. If infromation is not strategically and effectively planned, then Information overload can make some students lose interest and give up.

The use of websites, such as, Flickr and Qik, positioned the students for strategic success in their major. These sites are not only affecting for this kind of learning, the are popular, reliable, and safe. They are used to upload the current designs that the students desire to share with others. Each of these websites has copyright policies, located on their page, aimed at protecting the rights of the site and the users.

In conclusion, the integration was an overall success. The research was controlled and conducted professionally and effectively. Results revealed that web 2.0 integration tools, when used with appropriate devices, is a positive strategy for pedegogical learning in a college/university context.


 * __References__**

Bateman, R., Cliffin, P., Cochran, T., Gardner, J., Henderson, I., & S. Hollowa. Mobilizing Learning: Mobile 2.0 Scenarios in Tertiary Education. Unitech. New Zealand, 2009.

Herrington, A., & Herrington, J. Authentic mobile learning in higher education. Fremantle, Australia, 2007

Herrington, A., & Herrington, J. (Eds.). Authentic Learning Environments in Higher Education. Hershy: Information Science Publishing, 2006.

Rosen, Anita. E-learning 2.0: Proven Practices and Emerging Technologies to Achieve Results. Learning Solutions Magazine, 2009.

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