Enhancing Learning with Mobile Learning Objects (MLOs) Thanks to Carl Smith & Debbie Holley Reusable Learning Objects (RLO CETL) Centre for Excellence.

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    26-Dec-2015

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  • Slide 1
  • Enhancing Learning with Mobile Learning Objects (MLOs) Thanks to Carl Smith & Debbie Holley Reusable Learning Objects (RLO CETL) Centre for Excellence in Teaching and Learning Learning Technology Research Institute (LTRI) London Metropolitan University www.rlo-cetl.ac.uk
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  • Introduction - Effecting Change London Metropolitan University and its partners, the Universities of Cambridge and Nottingham have launched a Centre for Excellence in Teaching in Learning specialising in Reusable Learning Objects. RLOs/MLOs are freely available to all HE institutions around the world. RLOs/MLOs are easily accessible electronic aids to learning for students and are designed to have one clear learning goal or objective. Each year: 90 RLOs/MLOs are to be designed, developed, used and evaluated with 2,000 - 3,000 students across the partner sites.
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  • RLO CETL key points Students involved very early on at the design stage. Match systems development with user needs. Wide range of projects. Iterative and highly creative process of design, implementation and evaluation. Extensive use of Storyboards
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  • Study Skills Referencing books Referencing journal articles Referencing websites
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  • Reflecting Writing Case studies Video interviews User profiling
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  • Stakeholders Detailed market analysis
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  • Imagineering Marketing Tool. Concept of Engineering for Imagination.
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  • MusicLab Active learning Rhythm, Pitch, Timbre, Melody Authentic audio User control Feedback
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  • Design issues FLASH/FLASHLITE- small file sizes required for web delivery. Ensure all the navigation, content and controls are easily accessible/intuitive. The use of reusable components - rapid prototyping.
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  • Centre for Excellence in Teaching & Learning (CETL) Reusable Learning Objects Reflective writing Imagineering Multiple Intelligences Referencing books Referencing websites Stakeholders
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  • RLO CETL: From Storyboards to RLOs
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  • Muscle Mechanics: Effort Arm Muscle Mechanics: Load Arm Cycle Ergometer: Cadence Cycle Ergometer: Revolutions Cycle Ergometer: Gear Ratios
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  • Referencing Books : Formative Evaluation 5. What did you like most about this learning object? The way it is structured The unusual non-academic approach It allowed us to get involved. I particularly enjoyed working at my own pace. I felt the interactivity was important and the visual/audio was very useful too. It was interactive, not just the lecturer talking, you 'discover' the subject for yourself
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  • Multimedia Mobile Learning Core research question: How can we use mobile learning to help people manage their learning activities?
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  • Why develop for mobiles: a. User centred: Time and place to suit the user b. Ubiquitous. 99% students own/use a mobile c. Students used to the phone, dexterity. Audio can replace text d. Preferred learning device: Students keen to use. Always on make use of down time. e. Allows communication, group work f. Part of blend. What is possible?
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  • N91 Spec Up to 4.0 GB of internal memory for content mp3, photos, videos etc Flashlite 3.
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  • Modules Involved: Studying Marketing and Operations Event & Live Media Industries Sports Science Study Skills
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  • Students work in small teams and choose one event that will take place in London. The event may be a commercial, public or a none profit event. The presentation should include a discussion of the concepts and principles discussed in the class in order to describe the event under investigation. Case study: Events Management
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  • Researching mobile learning in HE using case-based approaches Outline of project: Assignment assessed task in teams (2-4) gather data in the form of video clips, audio interviews and photos from an off-campus event each student loaned a Nokia N91 phone for 7 weeks shared environment for uploading & communicating (mediaBoard) and a pre-installed LO (Events Visit Checklist)
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  • M-Learning @ Tate Modern
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  • Different Types of Learning Models Self TestsBasic Guides Reminders
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  • Mobile Learning Contexts Sustainability and Reuse: If MLOs are used with appropriate activity and learner generated content then it is possible to achieve a rich blended learning context.
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  • Mobile Developments: Flashlite vs Flash
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  • Google Android
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  • SeaDragon/Silverlight
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  • MIXED REALITY: Learners are augmenting their abilities by participating in media rather than passively consuming it. New environments and visualisations are created where the physical and digital interact and inform one another in real time. Mixed Reality
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  • http://www.rottenneighbor.com Mixed Reality : Mashups
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  • Context Sensitive Learning Situated physical learning is a powerful means of enhancing student involvement in the learning process. Students can construct content and place it in context using mobile devices (i.e. Bluetooth / SMS / QR codes etc) where other students can access and add to it. Meaning can be built around the specifics of a place and learning trails can be developed.
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  • A Quick Response Code is a 2D matrix code designed to be decoded at high speeds via mobile phones A user with a camera phone equipped with the free reader software can scan the QR Code and link directly to URLs, small books, images or videos etc This act of linking from physical world objects is known as physical world hyperlinks creating the internet of things DIY - A user can also generate and print their own QR Codes for others to scan and use by visiting one of several free QR Code generating sites.
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  • The Future of Mobile Learning The increasing ability to capture and edit learning in action. Interactive e-portfolios and user generated learning objects. The interpenetration of the physical and virtual world is extending/augmenting the senses leads to greater engagement and motivation to learn. Applications across all subject areas. Part of a blend Learning should be driving the technological development.
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  • www.rlo-cetl.ac.uk Reusable Learning Objects (RLO CETL) Centre for Excellence in Teaching and Learning Learning Technology Research Institute (LTRI) London Metropolitan University Thanks again to Carl Smith and Debbie Holley

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