December 2009, Enschede. Workshop for South African researchers and educators about how ICT could support their work.

1. ICT & mobiles to support
Multigrade training programs
SLO program 'Supervising Educational Design Research
projects'
Wim de Boer
8-12-2009

2. 18 x

5. MozambiqueMozambique
UniversidadeUniversidade CatólicaCatólica dede
MocambiqueMocambique

19. Dede (2008)
• variety of tools
• not one didactical
approach, not one
solution

20. Knezek en Christensen (2008): ICT
attitudes & competenties
Voogt, J., & Knezek, G. (Eds.) (2008). International handbook of information technology in primary and secondary education. New York: Springer

21. What do you use?

22. Elements:

23. Focuses:

24. CMSs and their focuses…

25. Example of blended learning with the
support of TeleTOP

36. Spaces for supporting your program
• Google collaborate: http://www.google.com/a/help/intl/en/edu/index.html
http://www.google.com/webelements/
• Microsoft: http://workspace.office.live.com/#vvim/Documents
• Moodle: http://www.e-socrates.org/ (> 100 sites in SA) http://www.e-
socrates.org/course/view.php?id=934
• Yahoo e-groups: http://uk.groups.yahoo.com/
• Wordpress. i.e. http://blogs.bcccc.net/
• portal and social collaboration software:
http://www.liferay.com/web/guest/community/home
• Online collaboration (Shared Workspaces, Live Editing, Microblogging, Integrated
Chatting): http://pbworks.com/

37. Real-time conferencing
8 Free Web Conferencing Tools:
http://open-tube.com/7-free-web-
conferencing-tools/
Features
• Conference-Rooms
• Video/Audio
• See Desktop of any participant
• Whiteboard
• Safe/export Drawings from whiteboard
• Document Importing
• Moderating System

39. DEFINITION OF MOBILE LEARNING
Figure 1. Functionality and mobility in a definition of mobile learning

40. Personal computers
Household Internet and computer access 2007 Source: ITU
SA personal computers 8.5 per 100 people
World Bank 2009, Information and Communication for Development p282
SA Internet users 10.75 users per 100 people
: 24.04.2008, Source: ITU World Telecommunication/ICT Indicators Database http://www.itu.int/ITU-D/ict/statistics/at_glance/af_ictindicators_2007.html

41. SA:Internet user spread by province
Goldstuck 2008 p.119

42. The digital divide
• On-campus, access is fair and equivalent
• Off-campus access is varied and unequal

43. Phones by country
1.3 billion fixed telephone lines worldwide
19 per 100 inhabitants Manuel 2009
ITU 2007
67% of South Africans own a cell phone (AMPS, 2008)

44. 44
Mobile Internet usage by low income South
African Youth example
• "Assessing Cell Phone Usage in a South African Township
School" (Tino Kreutzer, UCT) looks at the mobile phone
usage patterns of teenagers in Samora Machel, an informal
settlement in Cape Town as opposed to a black township
– 75% of learners had their own phone, 25% shared a phone
– 86% could play games on their phones
– 67% could take photos
– 60% could play/record videos
– 50% could access the internet (with own phone)
– 96% used prepaid
– 80% had used mobile instant messaging
– 97% have used a mobile phone to access the internet
(multiphone usage)

45. Mobile Learning
OrganiseCommunicate
Create
Reference
Tools
Fun
Revise
Integration
Calender Timetable
Assignments
Addresses
Lists
To-do
Email
Web
Ideas
Essays
Notes
Lectures
E-books
PDF
Newspapers
Calculators
VLE
Synchronise
Jon Trinder

46. smartphone: categories of use
• Administration, e.g., the use of
calendars, exam reminders, grading
software;
• Referential, e.g., dictionaries, e-
books and office applications;
• Interactive, e.g., quizzes, response
software; Microworld, e.g.,
simulations, games;
• Data collection, e.g., data logging,
note taking, audio recording,
eportfolios
• Location aware, e.g., augmented
environments, gps navigation and
tagging; and
• Collaborative, e.g., pod/vodcasting,
blogging, instant messaging.

47. http://vodpod.com/watch/2582900-mobile-learning-
iphone

48. New technologies, new pedagogies: Mobile learn
Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry (editors), New technologies, new
pedagogies: Mobile learning in higher education, Faculty of Education, University of Wollongong, 2009,
138p. ISBN: 978-1-74128-169-9 (online). http://ro.uow.edu.au/newtech/
Table of Contents
1 - Introduction: Using mobile technologies to develop new ways of teaching and learning3
, Jan Herrington,
Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry
2 - Professional development:
Faculty development for new technologies: Putting mobile learning in the hands of the teachers4
, Geraldine
Lefoe, Ian Olney, Rob Wright and Anthony Herrington
3 - Adult education: Using a smartphone to create digital teaching episodes as resources in adult education5
,
Anthony Herrington
4 - Early childhood education: Digital story telling using iPods6
, Ian Olney, Jan Herrington and Irina Verenikina
5 - Environmental education: Using mobile phones to enhance teacher learning in environmental education7
,
Brian Ferry
6 - Information technology education:
Incorporating mobile technologies within constructivist-based curriculum resources8
, Anthony Herrington
7 - Language and literacy education:
Using iPods to capture professional dialogue between early career teachers to enrich reflective practice9
,
Jessica Mantei and Lisa Kervin
8 - Mathematics education:
Role of mobile digital technology in fostering the construction of pedagogical and content knowledge of mathematic
10
, Mohan Chinnappan
9 - Physical education: Using iPods to enhance the teaching of games in physical education11
, Greg Forrest
10 - Reflective practice: Collaborative gathering, evaluating and communicating ‘wisdom’ using iPods12
, Lisa
Kervin and Jessica Mantei
11 - Science education:
Using mobile phone cameras to capture images for slowmations: Student-generated science animations13
,
Garry Hoban
14

49. EXAMPLES OF MOBILE LEARNING IN
THE MAINSTREAM
• South Africa. University of Pretoria: Academic administration
by SMSs. Students in rural Africa receive mobile learning
messages on timetable changes, enrolment deadlines,
assignment results, examination requirements, administrative
changes etc. Academic content SMSs giving summaries,
examination assistance and multiple choice questioning. All
students are studying education courses at the University and
are teachers in rural schools with no computer network for
elearning but all have mobile phones.
• Australia: iPods were used to extend an established learning
community beyond the university setting by creating audio files
of professional dialogue captured during workshops and
uploading them to a repository for teachers to access as
needed.
• Australia: dissemination through podcasts, record and edit an
oral text to share with their student colleagues through their
subject website.

50. what kind would you like,
why? How?
OrganiseCommunicate
Create
Reference
Tools
Fun
Revise
Integration
Calender Timetable
Assignments
Addresses
Lists
To-do
Email
Web
Ideas
Essays
Notes
Lectures
E-books
PDF
Newspapers
Calculators
VLE
Synchronise

51. Design principles for mobile learning
1. Real world relevance: Use mobile learning in authentic contexts
2. Mobile contexts: Use mobile learning in contexts where learnersare
mobile
3. Explore: Provide time for exploration of mobile technologies
4. Blended: Blend mobile and non mobile technologies
5. Whenever: Use mobile learning spontaneously
6. Wherever: Use mobile learning in non traditional learning spaces
7. Whomsoever: Use mobile learning both individually and
collaboratively
8. Affordances: Exploit the affordances of mobile technologies
9. Personalise: Employ the learners’ own mobile devices
10. Mediation: Use mobile learning to mediate knowledge construction.
11. Produse: Use mobile learning to produce and consume knowledge.

52. Questions?
w.deboer@slo.nl