The 'E to M' of ICTs in EDU - on the cheap

You may know well about e-learning. How about m-learning or f-commerce?

I mention f-commerce, i.e. Facebook commerce, because money is an important issue in the places I often work. In Bangladesh or Vietnam, education providers have a very tight budgets. In Bangladesh the entire budget for one student over five years, including administrative costs, was around USD 20. It may not seem like much but when there are 1 million people, one more sheet of paper amounts to 1 million more pieces of paper. So, when the cost of education for one student increased to USD 37, many questions were raised. 17 million more what?

I don't think many people in the Bangldeshi education system would be asking for mobile phones for all of the learners, or teachers. Not until mobile devices are more affordable and above all, the technology has been shown to be reliable in delivering greater learning outcomes.

But, hey, that's what we are searching for, and developing, m-learning.

What is needed is ce-learning? 'CE' stands for cost-effective.
My concern with the model that Cochrane and Bateman (2010) propose is that is appears to be suited to tertiary education, and it is very equipment intensive. For his ideal learners seem to require laptops and mobile phones, very ideal. Moodle for Mobiles is based on a similar model, iPhones and Android devices.

In my idea world, we can make use of what currently exists, and what currently is in use. If the vast majority of people use Yahoo Chat or Facebook, then learners and educators can find ways to make use of these. Mobile learning might mean taking a trip to a local internet cafe - if the school doesn't have the technical know-how and working equipment.

Even better, make use of the most common mobile device. The old-fashioned mobile telephone. In Bangladesh, education providers in the formal and non-formal sectors are providing services using mobile phones. Start with the basics: would 1 million SMS messages cost less than the paper equivalent?

What can be done with a mobile phone? My clever colleague (studying for a PhD) argued his ordinary mobile phone could do just about anything an iPhone could do. What then do people do? If there are four basic things people do online: search for information, read, communicate, and be entertained, then we can get a idea of how to make use of a mobile device.

I think it is practical, useful and surely cost-effective to deliver reading content to mobile phones. Learning involves a certain amount of information. Digital materials can be produced with less cost, and distributed quickly. One such example of this in Bangladesh is BBC Janala.



In practice, the m-learning initiatives I have encountered made use of audio. Multi-media is engaging.

A lesson from several studies indicates that technology and unprepared teachers will not resolve any issues. Web 2.0 teaching tools are as raw as a steak in a butcher's shop. It's going to take a real chef to make the steak desirable. To implement a dynamic, learner-centered and constructivist approach, teachers will need a to be involved. Fortunately research has shown that in-service teacher training can be conducted using common mobile phone technology. A new term is waiting to be coined - m-training, h-training, location-based learning, mistt, ez-learning?

Christopher

Power, Tom and Shrestha, Prithvi (2010). Mobile technologies for (English) language learning: An ex- ploration in the context of Bangladesh. In: IADIS International Conference: Mobile Learning 2010, 19 - 21 March 2010, Porto, Portugal.

Sarah Lucas Pouezevara Rubina Khan (2007) Learning Communities Enabled by Mobile Technology: A Case Study of School-Based, In-Service Secondary Teacher Training in Rural Bangladesh

Data loggers and analytical software in Science

Posted by Ingrid Kopke Donado

One of the aims of the International Baccalaureate experimental Science program is to ‘develop and apply the students’ information and communication technology skills in the study of Science’ (IBO, 2007).

As IB Science teachers we are encouraged to use ICT in practical work throughout the two year IB Science courses. An effective way to do this is through the use of data logging sensors and data logging analytical software. As commented in (Newton & Rogers, 2001) ‘the attributes of the data logging method offer scope for these software-supported approaches to be deployed in a wide range of science practical settings’. The promotion of data logging analytical software can be implemented in all areas of Science and offers an alternative approach of collecting, storing and presenting scientific data for analysis.

Data logging tools and software allow for superior high quality data collection methods and if used correctly provide little error. Without having to worry about the data collection itself a learner can focus more on the scientific problem and as commented in (Newton & Rogers, 2001) ‘ there is potential for pupils to use software tools more creatively’. They go on to say ‘consequently there is some scope within the data logging approach for pupils to devise their own strategies for using the software to investigate phenomena’.

At the Diocesan Boys’ School we have chosen to use the Pasco brand of data loggers and data logging software. The plug and play application of this equipment is very attractive and little time is spent investing extraneous cognitive load in working with the sensors. Students are quick to grasp the use of this tool and make effective use of its application. Using notebooks as data loggers, students are free to move around with the sensors as is shown in the presentation. Pupils are also free to analyze data using software provided by Pasco or can use alternatives as they see fit. The data logging software is also compatible with other input mobile devices and although as a department we are still in the learning process of integrating other mobile technologies with this software, we have managed to use cameras effectively as a data collection tool. Another important component of the IB practical science investigations is for students to design their own investigation. This is where students become creative with science and can start to incorporate the use of data logging sensors and software as well as other mobile devices into their work in a sense gaining ownership of the technology around them.

IBO. (2007, March). Physics subject guide. Retrieved October 30, 2010, from OCC: http://occ.ibo.org/ibis/documents/dp/gr4/physics/d_4_physi_gui_0905_1_e.pdf

Newton, L., & Rogers, L. (2001). Teaching Science with ICT. London , New York: Continuum.

Using Mobile Tech in Math

There are over 350 Math Apps available through the Apple Apps store, and these were only the apps whose names started with 'Math'. There are also graphing apps, calculator apps, puzzle apps, and more.



Peter's example of using GPS enabled devices for outdoor adventures is easily applicable to Math as well. Especially if the device can use Google Earth. Use of Google Earth while on the adventure would allow for students to calculate new bearings and distances "on-the-go" with Google Earth's Ruler Tool. Otherwise, the teacher would just have to provide enough information at the checkpoints to do the calculations. Puzzles, and Math questions could be used as the tests to find the next location, like an Amazing Race type of adventure. Or perhaps buildings, infrastructure, and landscapes could be described in mathematical language in order for the students to follow directions to the next target.

... more later