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Week 01 : Orientation
Week 02: Zoraini Wati Abas
Week 03: Martin Weller
Week 04: Allison Littlejohn
Week 05: David Wiley
Week 06: Tony Bates
Week 07: Rory McGreal
Week 08: Nancy White
Week 09: Dave Cormier
Week 10: Eric Duval
Week 11: Jon Dron
Week 12: Clark Aldrich
Week 13: Clark Quinn
Week 14: Jan Herrington
Week 15: Break
Week 16: Break
Week 17: Howard Rheingold
Week 18: Valerie Irvine and Jillianne Code
Week 19: Dave Snowden
Week 20: Richard DeMillo, Ashwim Ram, Preetha Ram, and Hua Ali
Week 21: Break
Week 22: Pierre Levy
Week 23: Tom Reeves
Week 24: Geetha Narayanan Week 25: Stephen Downes Week 27: Antonio Vantaggiato Week 28: Tony Hirst Week 29: Alec Couros Week 30: Marti Cleveland-Innes Week 31: Diana Laurillard Week 32: George Siemens Week 33: George Veletsianos Week 34: Bonnie Stewart Week 35: Terry Anderson
Mobile Learning at Open University Malaysia
Zoraini Wati Abas, Ed.D.
Faculty of Education and Languages
Open University Malaysia
Kuala Lumpur, Malaysia
Email: firstname.lastname@example.org, email@example.com
Mobile learning (m-learning) at the Open University Malaysia (OUM) started in 2008 when the m-learning team comprising 16 academic staff from various faculties was formed. The objective of the team was to formulate how best to introduce m-learning to the learners. Being an open and distance learning institution, OUM makes continuous efforts to leverage on some of the latest learning technologies. Mobile devices such as phones, MP3 and MP4 players were seen to be the next set of devices to be considered, primarily because they were in the hands of many and not only were the mobile devices becoming increasingly affordable, they were also being packed with more powerful features. In addition, it was getting cheaper to subscribe to mobile and Internet services.
When the m-learning group was first formed, it was felt that we needed assurance that OUM learners were indeed ready for m-learning. We needed to know that not only did they have the mobile devices, but they were also subscribers to the Internet and ready for yet another mode of learning. A readiness study of learners at the OUM was conducted in late 2008 via a questionnaire to determine the ownership of the devices, access to the Internet, their computer and online habits but more importantly, their perception of using m-learning as part of their learning at OUM in the near future.
The survey was carried out in more than 40 OUM learning centers throughout the nation with close to 3,000 respondents. Survey questionnaires were mailed and collected via mail over a period of 4-6 weeks. When the data were analyzed, it was found that 82.8 percent of the respondents said they would be ready for m-learning. Based on the survey, it may be generalized that 99 percent of OUM learners have mobile phones. Almost all were using the Internet on a regular basis. The findings of the survey were presented to all Deans and Heads of Schools as well as the OUM general management committee. Subsequently, the group was given the approval to conceptualize and plan for a new m-learning project for learners. The concept and plan were again presented to the groups for their buy-in and support and to obtain the necessary financial resources for the 2009.
With this, OUM piloted a series of ten-minute podcasts in January 2009 but due to technical challenges, production of the podcasts had to be stopped. However, in view of the popularity of short message system (SMS) among Malaysians, the use of SMS was next considered. A workshop inviting OUM faculty members, tutors and students was held in April 2009 to discuss the idea for m-learning via SMS, obtain their opinions and feedback and to plan for the next pilot using SMS. The feedback received from learners at the workshop was not overly positive. Nevertheless, the learners were asked to provide the circumstances for what would be acceptable in terms of when and how frequent the SMSes should be. Subsequently, a matrix or template to help with the preparation of the entire SMS text was developed by the author and her team. The matrix defines the category of SMS, the specific text, and the timing of SMS to be sent. The implementation plan and activities for the next semester, that is, for the next phase of m-learning at OUM was tried out during the May 2009 semester. It was implemented with a course titled, “Learning Skills for Open and Distance Learners,” a first semester course for OUM learners. About 2,000 students enrolled in the May semester received a total of about 30 SMSes over a period of about 14 weeks. The responses from students were positive. They recommended that it be continued in future semesters and in the other courses they took. The project has continued every semester since then with the addition of more courses.
Based on the evaluation of the project, learners have expressed, via focus groups and surveys, that the SMSes helped them focus on the course, reminded them of important things to do such as reading the module prior to attending their tutorials, participating in the online discussions and preparing for the examination. In addition, some of the SMSes helped them stay motivated, made them realize the more important content and that the SMSes helped them to pace themselves better. The SMSes also reminded them that they were students. Generally, the m-learning project made them more engaged with the content and activities of the course. Hence, m-learning was very well-received. Learners expressed that they wanted them in their other courses. Since May 2009, more than 22,000 OUM learners have benefited. It has been introduced in more than 10 courses. However, to contain cost, OUM recently decided that m-learning would be confined to two courses, the Learning Skills course and the other, Malaysian Studies, a required course for all OUM learners.
Today, with the proliferation of tablet computers such as the iPad and Galaxy Tab, OUM is considering using them as a learning device on OUM course modules can be easily downloaded into. Still at the planning stage, the idea of using tablet computers makes sense as through these devices, not only will course information and learning materials be more easily accessible, the learner will also benefit from other useful applications supported by such devices. In addition, with wi-fi facilities available in most, if not all classrooms in the OUM learning centers, the learners will be better engaged with OUM as a whole and with their facilitators in particular. It will be seamless and ubiquitous learning at its best.
OUM’s experience with m-learning will be shared with the MOOC participants. Links to three articles written on the project are provided and participants are encouraged to read them to gain a better understanding of the project. Participants may also read a chapter on the m-learning project at OUM, published in a book edited by Kitchenham (2011). Titled, “Unleashing the potential of mobile learning through SMS for open and distance learners,” the chapter provides a more comprehensive description of the project. The book may already be available in the library of the participant’s institution.
A set of slides will also be shared during the live session with the facilitator, on Wednesday, 21 September, 2011. It will provide an overview of m-learning at OUM, some of the issues and challenges faced during the implementation and ideas for the future.
It's a real nice along with helpful piece of information. I i'm glad that you just shared this specific useful info around. Please maintain us up to date like that. Thanks for sharing. Thanks Ken!!! Everything's heading as fine as they can be at the instant. I'm planning to take a strong illegal nap at work though. very great collection i will be looking due to this
*HUGS*: -)LOL.... we can spot which you mile at a distance. Maybe you are right;)But I style of wrote it in the position of your listener, cause I was in that problem some a short time ago, when My spouse and i visited a friend, when he or she stayed with his mother and father house. We walked a while around... he told the stories.. I thought it was awesome;)But an incredibly gut doubt Alice.:) When ones turn sign synchronizes with the persons before you. [Comment] [Permalink] [Next]
Thank you for your comments. You seem to have understood the value of the project and also see it's potential in your own learning environment.
The SMSes were what our students found useful, especially in their first semester as undergraduates as a distance learner, busy with full-time job and are usually parents and/or spouses as well. Most are in their 30sand 40's and simply need a nudge or two on how to be a student. [Comment] [Permalink] [Next]
Thank you for sharing your experience using SMSes in your course "Learning Skills for OUM Open and Distance Learners." The concept of limiting both the number of courses and the number of messages per course was indeed a benefit to the learner and facilitator. We use the D2L platform to load our modules and course materials on including assessments, the addition of SMS would be an interesting addition, if as your study proposes that students feel more engaged with the content and activities of the course and helped them manage the pace of the delivery. I would also like to thank you for the inclusion of the survey and implementation plan in your postings. I do apologize for the tardiness of this message.
Gerry [Comment] [Permalink] [Next]
What I find interesting is that the proliferation of communication platforms is making us focus on and re-evaluate the importance of communication skills - that can only be good news for language teaching as our profession has much to offer in this area :) [Comment] [Permalink] [Next]
Hi, im going to write in Spanish.
En mi país. Argentina, la tecnología celular es muy utilizada, no por las instiuciones educativas, sino para la vida diaria. No en todo el país hay wifi o internet. Por lo que entiendo. el uso del celular en muchas provincias sería a manera de mensaje de texto y en escasos lugares ya se podría utilizar el QR Code.
Me gustó la propuesta del Meeting de ayer, la forma de diagnosticar necesidades , de planificar oportunidades de aprendizaje transformarlas en situaciones reales y evaluarlas.
Mariana Affronti, Venado Tuerto , Santa Fe. [Comment] [Permalink] [Next]
I am so glad to be able to say that we often think of grand ideas when all that was needed was something plain and simple. However, understanding and meeting the needs of students are what matter most.
The team was actually not enthusiastic when I first mentioned that we needed to look at SMSes. It was not glamorous. However, we somehow got things right and voila, most of the students enjoyed receiving the SMSes. When we missed a student due for one reason or another we'd get queried why he/she was missed and to please include his/her mobile no in.
I appreciate your remarks. If and when we bring in the tablets, we'll be happy to share.
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Zoraini, would you mind sharing your questionnaires? I'm thinking of doing a similar study with my own students and it could be quite intersting to compare the outcomes of the studies. [Comment] [Permalink] [Next]
Thank you Prinsp / Paul
for taking the effort of providing your guideline - and even summerizing parts for us.
I like the categories of SMS / e-mails you describe - and I'm impressed by the "work-flow".
The guideline will go directly into my personal folder "week 2: learnings and useful links & documents".
It even gives me the last necessary kick to create a workable filing on change11.
Best regards! Jasmin [Comment] [Permalink] [Next]
I really like this article and thank you for sharing Zoraini. What you guys did at OUM goes to shows how these simple things can go a long way in adding significant value for your students. One can't force anyone to learn, but encouragement can motivate then significantly. In my experience as a f2f student from 2003 to 2007, I found organizing my courses, deadlines, readings etc and remembering to not miss any readings difficult and I also felt with large class sizes (100 to 600 students) weren't helping and I felt really distant from the professor. So the idea of mlearning (SMSes) really hits home, it gives students reminders, potential encouragement, a sense of community and some room for individualized learning.
I would be very much interested in how the tablets fare at OUM.
Thank You! [Comment] [Permalink] [Next]
You are so very right.
The technology by itself, if not designed properly with the audience and purpose in mind will fail. And, technology, if poorly implemented, will definitely fail. It's about doing things right from the beginning and yes, we did not rush to get things done. It's about applying the right ID in the first place isn't it?
Thank you so much for your comments.
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First of all thank you very much for sharing the article and relevant info. After reading the article and the evaluation paper it is obvious that no matter what the technological innovation is, the importance lies in the implementation process. The student feedback received is similar to feedback we have received in my organisation when trying to implement elearning tools and experiment with course/instructional designs. What is interesting in this mlearning attempt is that there was a careful and structured design and implementation process which minimised potential risks and increased teaching and learning benefits. My belief is that it is not the tool or technological innovation that makes the difference but the design and implementation process.
I look forward to more useful and interesting articles like this one. [Comment] [Permalink] [Next]
Dear all - several participants requested me to share Unisa's "Guidelines on the use of SMS and e-mail". The document is currently in the final stages of approval. In the light of the fact that I can't share Unisa documentation on my blogspace (www.opendistanceteachingandlearning.wordpress.com), I include the crux of the document here (otherwise you are welcome to send me an e-mail to firstname.lastname@example.org):
GUIDELINES FOR SENDING SMSS AND EMAILS TO STUDENTS
UNISA recognises that communication with students is becoming more diverse with the advent of cellphones, the internet and social media. Over the past few years, UNISA has moved from a paper-based correspondence university to a more technologically advanced open distance learning university.
This document was developed to guide the appropriate use of SMS and email communication between UNISA employees and students.
University policies and guidelines
The following UNISA policies and guidelines, among others, relate to the use of and access to social media:
• Internet, Electronic Communication and Web Management Policy and Guidelines
• UNISA Code of Ethics and Conduct
• Copyright Infringement and Plagiarism Policy
• Student Disciplinary Code
• Employee Disciplinary Code
2. GENERAL GUIDELINES
2.1 SMS communication should only be used for matters relating to core business, urgent communication and in instances where email communication will not suffice.
2.2 Email communication should be used when more detailed information needs to be communicated to students, such as academic information, general administrative information, invitations and information about events.
2.3 The primary lecturer should always be copied on all SMS and email communication affecting his/her module(s).
2.4 ICT hosts an open access database where all the SMSs and bulk emails sent to students are hosted indicating the identity of the sender, the module code, the initials and surname of the primary lecturer, and the details of the person authorising the SMS or bulk email.
3. TYPES OF SMS AND EMAIL COMMUNICATION
3.1 Standard messages
Standard messages (SMS and email) are automated and support the core administrative processes, for example:
[I could not copy and paste the table, but try to summarise the contents of the table]
Application: To inform the student that his or her application has been accepted and to provide a student number (SMS)
Orientation programme by the regional offices: Invitation to pre registration orientation by regions (SMS and E-mail)
Registration information: To confirm that a student's registration has been finalised and to inform the student that he or she can register on the LMS: (SMS)
Dispatch of study material: To provide a track and trace number for the study material package (SMS)
Assignment: i) To provide confirmation that the university has received the assignment (SMS)
ii) To provide final assignment results (SMS and E-mail)
iii) Cancellation of assignment (SMS)
Examination: Timetable (E-mail) and results (E-mail)
Library: To provide track and trace details, information on book requests and the unavailability of books (SMS & E-mail)
Surveys: Institutional student surveys (E-mail)
3.2 Urgent messages
Urgent messages comprise communication about unforeseen events and circumstances beyond the control of the university and which will impact negatively on the student.
3.3 Academic messages
Academic messages must be governed by the primary lecturer and permission to send the message must be set through the current myUnisa access control systems.
3.4 Optional messages
Optional messages that the student can opt in to, are usually triggered by events which are not compulsory for the student to attend. ICT will advise how the "opt out" function will work in terms of the Electronic Communications and Transactions Act, 2002 and the Consumer Protection Act, 2008. A student may also select the preferred mode of communication (SMS or e-mail) for receiving messages relating to:
• Regional activities such as tutorial classes
• Library communication
• Satellite broadcasts and video conferences
• Communication from the DCCAD regarding study guidance and counselling
• Marketing and events communication
• SRC communication
• Communication from the Division: Student Funding
• Receipt of payment of tuition fees
3.5 Student-initiated messages
These messages are initiated by the student and are sent to an automated system with predetermined input options. These messages include:
• Requests for exam results
• Requests for UNISA's contact information (SMS & email addresses)
• Student enquiries
3.6 Filtering options
Careful attention should be paid to ensure that students only receive messages intended for them. See Addendum A for the various filtering options.
All messages must be approved as follows:
Standard messages - approved by
• director of a directorate
• director of school
Urgent messages - approved by
• executive director,
• director of school,
• executive dean,
• regional director or
• primary lecturer.
Academic messages - approved by
Chairperson of department responsible for the module
Optional messages - approved by
a manager on at least post grade 6 (PG 6)
5. ACCESS CONTROL
5.1 SMS and email communication should originate and be approved by the responsible business unit.
5.2 SMS and email communication should be sent to the relevant students only.
6. QUALITY CONTROL: GUIDELINES AND TEMPLATES
6.1 All messages must be verified for correctness and edited to ensure the clarity of the messages.
6.2 The person authorising the SMS or bulk email accepts full responsibility for the quality and correctness of the communication.
6.3 All SMS and email messages must have reference to the following:
This gives the recipient an idea of where the message comes from and what it is about.
6.3.2 Content of the message
This must have information about who sent the message, what it is about, when it takes place and/or how the receiver must respond.
6.3.3 Target group
Who the message is intended for if not targeted.
7. QUALITY CONTROL PROCEDURES
The following quality control procedures must be followed:
7.1 Standard messages must be drafted by the responsible department and edited/checked for quality in advance by the Department: Corporate Communication and Marketing (CC&M). CC&M advises on the format and language used in the communication. The final responsibility for the correctness and quality of the SMS remains with the person authorising the communication (as prescribed in paragraph 4)
7.2 Urgent messages must where possible be anticipated and drafted by the responsible department, and edited/checked for quality as far as possible by CC&M.
7.3 Academic messages must adhere to the basic guidelines.
7.4 For optional messages, templates must be used or the content approved internally and then sent for editing to CC&M.
8. MONITORING AND EVALUATION
8.1 CC&M will do a quarterly audit on the general quality of SMS and bulk emails sent (as hosted on the database mandated in paragraph 2.4) and submit a report to the Senate Tuition and Learner Support Committee regarding issues and suggested corrective measures where necessary.
8.2 The Department: ICT ensures that the SMS procedures are aligned with these guidelines.
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might there be a chance of providing your "Guideline for use of SMS and e-mail" for everyone interested? Maybe you have blog or something where to post it?
As I understand your target group are regular students? I'm sure that makes quite a difference to extra-occupational programs. It shows that thinking about m-learning it it is important to carefully look at the needs and habits of different target groups.
Thanks for sharing your experience! Jasmin
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The Unisa experience shows that we can get carried away, especially when it's so easy to send an SMS. When determining which group of students are to receive the SMSes, at OUM, we tried to ensure that students would only get it for one course, two if we cannot help it (rarely) and definitely, for not more than two courses.
Prinsp, thank you for sharing the guidelines. Would love to be able to view it. [Comment] [Permalink] [Next]
At the University of South Africa (Unisa), we have more than 374 000 students (and counting) in a developing world context where the issue of the 'digital divide' is a constant (and contested) concern. With over 69% of our students accessing the LMS in 2011 (so far) the divide may be passing for many.
Up to recently, Unisa depended on postal delivery for delivery of learning materials and mass communication to students. But with the increase in mobile ownership, the possibility to communicate with our students have really opened up. In 2010 Unisa sent17 million SMSs to students of which 3 million of these dealth with administrative issues. 135 000 SMS were sent to the institution requesting examination results.
There is however a down-side to this seemingly 'rosy' picture. We have seen an immense proliferation of the sending of SMSs to students with one student receiving over 600 SMSs from various stakeholders in the institution. This is not only not sustainable, but I suspect that it does not necessarily support learning.
In closing, my sense is that mobile learning does offer unique opportunities for learning in a developing world context - but the optimisation of mobile technology should be carefully planned and intergrated into the total learning design and delivery. Because it is so easy to use, we may use it in ad hoc ways that may actually frustrate learning.
We have developed "Guidelines for the use of SMS and e-mails" for the institution and if you are interested, I can send you a copy? [Comment] [Permalink] [Next]
Good comment. We had a few categories. Content was one of the categories. The other catergories were tips, motivation, forum and course management.
Imagine this. When we "teach" students in class in order to help them learn, we don't just help them understand the content of the lesson. We also provide tips, motivate them to do activities that will help move them along in the course, get them to participate in discussions and manage their learning/the course. It was the same with the SMSes. We believe, the will get enough content from the print module provided and from the face-to-face interactions with their tutors. So yes, m-learning was used to help "teach" as well as "manage" the student.
We did m-learning for the "Learning Skills for Open and Distance Learners," which is offered to all students in the first semester. We felt it was important to have them go into certain habits which were what a few of the SMSes were about. [Comment] [Permalink] [Next]
We collected feedback via focus group discussions with students as well as via questionnaires. There were no control groups...we usually have 60-80 groups of students taking one of the courses at any one time. Furthermore, the research was more of an evaluation research to monitor the progress of mobile learning and to assess its objectives. [Comment] [Permalink] [Next]
The cost for every SMS sent was MYR 0.20. Hence, for a group of 2,000 students taking a single course with 30 SMS sent would cost the university, MYR6.00 per student per semester. The total cost is MYR12,000 (USD4,000) per semester.
MYR6.00 is the cost of a fish fillet from McD's. Or, a simple lunch for one person.
I did ask students whether they would be willing to pay MYR5.00 per semester for the SMSes received. They said they would. This is the normal cost for subscribing to an SMS service in Msia such as receiving regular updates of events from a media company. [Comment] [Permalink] [Next]
Thanks Sylvia. We did spend a lot of time in planning, getting the buy-in and educating everyone. Most important, we involved the stakeholders at the beginning and during the implementation.
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Interesting study. Some of us who are interested in open learning are also interested in understanding the costs associated with it. You state "However, to contain cost, OUM recently decided that m-learning would be confined to two courses, the Learning Skills course and the other, Malaysian Studies, a required course for all OUM learners." I wonder what the costs were. I'm not sure what a Malaysian ringgit buys us these days, so I wonder if you could help me understand the cost by representing it relative to something else -- like a cup of tea, or something like that. I'm curious to know what the cost per student works out to be. In Canada I would think the cost might be something like CAD0.30 per message, which amounts to about CAD9.00 per student for the semester. What I guess I'm most interested in is the cost-benefit analysis for this service. I guess it would have been interesting to ask about what students would be willing to pay for this service. I know I've been asked similar questions on surveys in the past but I have never seen the breakdown of responses for such surveys. (The most recent survey that I took that asked a question about how much I would be willing to pay was a bike locker service for which I was paying about CAD10 per month. The survey asked a question that provided some list of amounts and asked me to check which amounts I would be willing to go up to.) [Comment] [Permalink] [Next]
oops, found your evaluation, when reading in your blog:
Interesting to read how much the students appreciated the fact that they were reminded and pushed into activity. And one of the learnigs seems to be: Tell students beforehand how to handle the SMS.
Do I get it right: There were open interviews but no control grous, right?
Sorry I didn't check the blogpost & links there before I wrote the first comment, Jasmin
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Dear Zoraini Wati Abas,
thanks for sharing your experience. It's encouraging as it seems like something that is workable without too much effort (is it? ;-) ).
Especially your link to the twitterboard I found helpful to understand what sort of support or assignments you were giving via SMS.
1. Except for knowing, that your students like the SMS-reminders, that they consider it beneficial and motivating (which in any case already is a great success): Did you find out what exactly the students did when they recieved the SMS? Or did you even rec ommend something? Like getting out their topics immediatley, visit the discussion forum at facebook immediately etc. or fix a time when to do it and send themselves a reminder for that time or anything like that?
2. Do you have something like a control group to evaluate if there is a measurable difference in the degree of activity or motivation etc. between groups with sms support and groups without?
Looking forward to following the discussion,
best regards Jasmin
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Question, did you use the sms system to convey academic content? Your introduction states "reminded them of important things to do such as reading the module prior to attending their tutorials, participating in the online discussions and preparing for the examination. In addition, some of the SMSes helped them stay motivated, made them realize the more important content and that the SMSes helped them to pace themselves better. The SMSes also reminded them that they were students."
These seems more to be reminders, keeping the students on schedule and motivated. Is this not considered student support rather than learning? [Comment] [Permalink] [Next]
Dear Zoraini Wati Abas
Many thanks for this informative introduction to m-learning. It will be very useful in my quest to encourage my department [Design Futures] at the University of Greenwich London to adopt this way of delivering some of our design courses online.
Looking forward to more!
All the best
Dr Mark Ingham (Masters Programme Leader)
Communication Media for Design Department
School of Architecture & Construction
University of Greenwich
Mansion Site, Bexley Road
Eltham, London SE9 2PQ
0208 331 9110
www.markingham.org [Comment] [Permalink] [Next]
Kia Ora - Thank you for your article. It answers one of my questions. That of how did you find out your students were ready for m-learning. I too, look forward to your webinair on Wednesday. Thank you for the opportunity to comment. [Comment] [Permalink] [Next]
To prinsp who asked about how the question was phrased, please click on the following: http://api.ning.com/files/U50Z6pDz8PFgpOps4yunShKHnKR0sbgJx7kyRnjI*eMXpEqJSiqz0n0GuUNtY4DBx3-BFMYIGIabLRg8EqkDO9-IevKFm5Bt/questionnairemobilelearningfirstquestion.pdf
We started without thinking about any particular mode or device or how to implement mobile learning. What worked after trying the first idea of providing podcasts were SMSes that would complement existing learning materials and activities that were provided or made available to all learners. And, just in case students were not receiving the SMSes for one reason or another, we used Twitter to "archive" the SMSes sent. You may see the Jan 2010 semester tweets at: http://twitter.com//oumh1103
In the first year of implementation we also had FB pages (for every course where m-learning was implemented) to sort of "hold" them together, provide additional links and to get their candid remarks about receiving the SMSes. The latter worked very well. Not every student joined in but those who did gave very positive remarks, thus assuring the m-learning team that we were on the right track.
OUM is an open and distance learning institution with about 95 percent working full-time. Hence, the comment on how receiving the SMSes reminded them that they were also students.
Thank you for all your feedback and comments. I will check this page from time to time.
I also look forward to our synchronous session on Wednesday. [Comment] [Permalink] [Next]
Thanks for sharing. Reading the statement: "it was found that 82.8 percent of the respondents said they would be ready for m-learning" I was wondering how the question was phrased? Surely it is one thing to use short text messages to provide pastoral support and cognitive structure to the course through reminders and links; but I am not sure we have gotten to the bottom of what exactly do we mean with the notion of "m-learning".
If m-learning is the sole platform through which students learn, the learning and the use of mobiles will surely look different from when we use m-learning to support learning which (mostly?) takes place outside the 'm' of m-learning?
Or am I missing something? [Comment] [Permalink] [Next]
I'm looking forward to this. It was nice to see how you made adjustments to the mlearning project as you went along incorporating the suggestions of stakeholders. For others that are wondering how to incorporate mobile as part of a MOOC, you may already be doing it. Do you engage in google groups, or read feeds via mobile? Do you receive SMS from people you follow on Twitter? Many of you blog, are you aware that your blogging platform probably has a mobile option? All of these things can be used in concert to provide mobile learning for participants in your courses.
I work with mostly international students in an Australian university and I chuckled a little when I read that the students in your course appreciated being reminded that they were students. Sometimes they do need a little encouragement when there are so many others things they need to adjust to during their university life. [Comment] [Permalink] [Next]
Innovation, this is about. Use all the technological tools available to us before making inpensadas achieve goals. Using tools such as cognitive partners is the goal of any tool. Thank you.
Innovación, de esto se trata. Utilizar todas las herramientas tecnológicas que tenemos a nuestro alcance hace que logremos metas antes inpensadas. Usar las herramientas como socios cognitivos es el objetivo de toda herramienta. Gracias. [Comment] [Permalink] [Next]
and i want to know how integrade the m-learning into the MOOC?in my idea,the m-learning can used to deliver recommend learning materials, enent, activitis,feedbacks to the leaner which i think it is veryful for us to immerse ourself in the learning process and form a community of learning. [Comment] [Permalink] [Next]
Thank you for sharing this valuable intro article. I am an instructional designer and am especially pleased to see how well received the SMS messages were during the implementation of your course. I can see this tool being recommended more frequently in the actual design of an online course, especially those that are asychronous. I look forward to your webinar on Wednesday of this week.
Online Course Specialist
CASLS & CATE
University of Oregon
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Well,if the mooc can support some m-learning activities ,which is meanful for us to engage in the informal learning process.and maybe can let the participant in the mooc not miss themself in the open and un-structed online course.
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