UMLAUT-M
Understanding Mobile Learning at Athabasca
University through MobiGlam
Marguerite Koole
Janice Letkeman McQuilkin
Dr. Mohamed Ally
Outline
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Introduction to project (2 min)
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Theory and principles of mobile learning (5 min)
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Tools (2 min)
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Methodology (5 min)
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Results (10 min)
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Demonstration – Try it yourself! (20 min)
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Conclusions (2 min)
Introduction
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Purpose
 To investigate the viability and pedagogic usefulness of mobile access
to LMS course materials using the MobiGlam system
◦ Explore
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Technical usability
Learning activity / strategies
Social activity / communications patterns
Motivation
◦ Viability
 Data transfer costs vs. utility
 Perceptions of usefulness
Theory & Principles
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FRAME Model
Theory & Principles
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Learner-centered / design for learning styles
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Access to timely & appropriate information
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Access to communities of peers & experts (24x7)
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Changes in traditional roles
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Content development
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Efficient mental processing
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Maintain motivation
Tools
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Moodle
 LMS - http://moodle.org
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MobiGlam
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“Mobile Glamorgan” (Glamorgan University)
Special browser – allows access to LMS database
Advantage: content development already done in LMS
Our version – does not display huge quantities of text
http://mobi.etrainingwales.com/tikiwiki/tiki-index.php
Mobile devices
 Real-life; respondents use their own devices
 Simple cell phones, smart phones, PDAs, emulator
 Also access from desktop computers
Methodology
Set up:
1.
Servers, MobiGlam, sample Moodle course, testing
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Phase 1
2.
Ed Tech course @ Master’s level
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Class project n=5
Lessons learned
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Questionnaire updates
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Training materials (videos)
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Phase 2
3.
◦
General population grad students (program/non-program)
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Not class related n = 18
11 completed pre-questionnaire
2 dropped out
9 completed post questionnaire
Methodology
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Set up for both phases
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Consent forms
Pre-Questionnaire
Moodle w/ videos
MobiGlam (1 month access)
Post-Questionnaire
Step by step set up
Continuous monitoring & assistance
Challenges encountered
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Everything was done at a distance
◦ Research team dispersed
◦ Respondents dispersed
◦ Training through phone calls & videos
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All devices were different
◦ Part of the research plan
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Instructions
◦ Not immediately apparent when instructions were misunderstood
◦ I.e., “I cannot receive messages because my device doesn’t allow frames”

Not a real course
Results: Phase 1

Phase 1 Master’s level course in educational technology
• n=5
• n=3
◦ Questionnaire results
 Demographics
 Participants appear to understand advantages of mobile learning
 Participants do not recommend MobiGlam
 Unclear why
 Experience / age / culture bias?
 Expectations?
 Usability?
 Cost?
UK results (informal)
• Used in real course
• Grades most important
• Used to check information, news
• Demographic not much effect
 Update questionnaires before Phase 2
 Provided videos for training & visualization
Phase 2
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General population of Master’s students in Education
 Program / non-program
 n=9
 Demographics included Age and Gender
◦ Phase 2 preliminary results cover:
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mobile device experience
possible effects of motivation
perception of value
possible effects on behaviour between the use of mobile
devices to access Moogle.
Results
Results
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Possible effects of respondent motivation
using mobile access:
 The majority of participants recognize that mobile
services can enhance communication between
learners and instructors.
 Of all the places one can access Moodle, home was
the most popular.
 Phone feature factors; input + menu options+ nav.
 Receiving messages was enjoyed by the majority.
Results
◦ How respondents perceive the value of
mobile learning:
 Most used the following mobile methods at least
1-2 times per week : SMS, forum, chat, Moodle
message tool.
 The majority were not satisfied with the input or
output capabilities of their mobile device.
 About half saw value of anytime, anywhere mobile
access to their studies.
Results
◦ Possible effects on mobile access activity
that may alter how respondent’s would
study:
 Awareness of events, assignments, activities, Wiki,
grades, groups, contacts and news forums was rated
generally as Good to Very Good.
 Usability of chat room, SMS messages and workshops
were lower.
 Knowledge of menu items and the different options
on mobile device screen was pivotal in experience.
Results
◦ How respondents perceive the value of
SMS:
 By their use of Moodle via cell phone.
 The majority checked for news or course updates in
Moodle per week using their mobile device ¾ per
week.
 Most checked online forums ¾ times per week.
 Most indicated frustration with phone features that
limited how they accessed Moodle.
Results
◦ According to the younger generations, benefits of
extending online learning services to mobile
services include:
 “Enables access when on the go and away from a
computer.”
 “I don't see any at the time. Using the mobile device
anywhere doesn't get me involved in thinking about
topics. I just checked postings without really engaging
in any 'learning'.”
Demonstration
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Sign up to DETS Moodle Course (Desktop)
 http://mobiglam.athabascau.ca/
 Get a username & password from presenters
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Try MobiGlam on the emulator (Desktop)
 Link in Moodle Course
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Install MobiGlam on your device (Desktop)
 http://mobiglam.athabascau.ca/ (Cell phone)
 http://tinyurl.com/2pqs73 (PDA)
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Watch MobiGlam Videos (Desktop)
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http://cde.athabascau.ca/umlautm/
Conclusions: Where do we go from
here?
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Test on a real course
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How might these result impact implementation of
mobile learning at the university?
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More studies
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Effects of age demographics
Effects of culture
Effects of location
Effects on motivation
Effects on SMS only
References
Ally, M. (2005). Multimedia information design for mobile devices. In M. Pagani (Ed.), Encyclopedia of
multimedia technology and networking. Hershey, PA: Idea Group Inc.
Batpurev, B., & Uyanga, S. (2006, June, 2006). Using open source software for open and distance learning.
Paper presented at the Information and Communication Technology for Social Development:
An International Symposium, Jakarta, Indonesia.
Caudill, J. G. (2007). The growth of m-learning and the growth of mobile computing: Parallel
developments. International Review of Research in Open and Distance Learning, Volume(8(2)),
Retrieved June 25, 2007 from http://www.irrodl.org/index.php/irrodl/article/view/348/873
Elsayed Meawad, F., & Stubbs, G. (2007). A service oriented approach towards large scale deployment of
mobile learning.Unpublished manuscript, Glamorgan.
The expansion of cellphone services. (2006). Consumer Trends Update Retrieved August 7, 2007 from
http://strategis.ic.gc.ca/epic/site/oca-bc.nsf/en/ca02267e.html
Houser, C., & Thorton, P. (2005, November 28-30). Poodle: A course-management system for mobile
devices. Paper presented at the IEEE International Workshop on Wireless and Mobile
Technologies in Education (WMTE'05), Tokushima, Japan.
Kinshuk. (2003). Adaptive mobile learning technologies. Retrieved February 3, 2005 from
http://www.globaled.com/articles/Kinshuk2003.pdf
Koole, M. (2006). Framework for the rational analysis of mobile education (frame): A model for evaluating
mobile learning devices. Unpublished Thesis, Athabasca University, Athabasca.
Koole, M., & Ally, D. M. (2006). Framework for the rational analysis of mobile education (frame) model:
Revising the abcs of educational practices. Paper presented at the Networking, International
Conference on Systems and International Conference on Mobile Communications and Learning
Technologies, 2006. ICN/ICONS/MCL 2006. International Conference on Systems., Mauritius.
Kulkulska-Hulme, A. (2007). Mobile usability in educational contexts: What have we learnt?
International Review of Research in Open and Distance Learning, Volume(2), Retrieved July 25, 2007
from http://www.irrodl.org/index.php/irrodl/article/view/356/879
Thank you!