Implementation Phase (Stage 1: Mobile Learning Workshop)

The implementation phase was conducted across three phases; ‘before’, ‘during’ and ‘after’ the 3 hour mobile learning workshop. The mobile learning design guide (Diagram 5) requires that any intervention of design be supported. In this study, support for participants is part of the mobile learning activities.

According to Brown, Collins & Duguid (1989) there is a need to study concepts as tools to be understood through use rather than delivered through instruction. Thus, mobile learning as a concept needed to be introduced to the participants. The introduction of mobile learning as a concept was carried out through a mobile learning workshop. The design of the mobile learning workshop was adapted from Mayes’ (1995) design framework which comprises the following

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stages: (1) conceptualisation (coming into contact with the concepts), (2) construction (building understanding through performance of meaningful tasks), and (3) dialogue (discussion on the creation of new concepts). This framework was also adapted by Fowler & Mayes (2000) in their own study. Therefore, the mobile learning workshop included a face-to-face workshop (conceptualization) followed by learning activities (construction through meaningful tasks) and the students’ reflective blog (dialogue). Furthermore, this is also the structure of the course that the research was based upon as explained in Section 4.6.

The purpose of the workshop was to introduce the participants to the concepts of mobile learning, and to be the basis for implementing selected mobile learning activities. The workshop also aimed to obtain input from students regarding ideas for mobile learning activities and tools. The initial ideas for mobile learning tasks and tools were informed by previous mobile learning literature, such as the use of SMS and moblogs to support learning (Discussed in Section 2.5.2).

The mobile learning workshop was conducted during the 3 hour face-to-face class time. In Stage 1, the workshop was conducted in Week 15 of the course. There were 3 phases of the mobile learning workshop, which were as follows:

4.3.1.3.1 Pre-Workshop

The students’ mobile phone numbers were collected via the group representative. The list was submitted via email to me and a few days before the workshop an email was sent to remind them to bring their mobile phones (along with power cables), microphone/ headphones, and their own laptops to the mobile learning workshop. An SMS message was sent to all students a day before the workshop as a further reminder.

4.3.1.3.2 During Workshop

The structure of the mobile learning workshop was designed firstly to introduce the concept of mobile learning. It focused on the definition, characteristics, and challenges of mobile learning. Examples of mobile learning activities and free

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mobile phone applications that are available to the students for their own learning were presented to them. These examples are attached in Appendix B.

Then a hands-on session was conducted. Firstly a document was sent via the Bluetooth application, this was a PDF document of a single page article on education technology. The document was mobile phone friendly as participants were able to read it even on a small screen size. The students were intended to receive the document via their mobile phone, and then read it on their mobile phone in their free time. Then the session continued with an introduction to the class-response system using PollEverywhere software

questions via the web or SMS. This was done throughout the class and I had to constantly check for responses via the desktop computer and then respond in class.

The second session was on podcasting. The students were asked to create an MP3 audio file using Audacity software. They were asked individually to create a 1 minute audio file on the topic, ‘what kind of teacher I would like to be’. As the participants were familiar with this software no training was provided. This was because participants had received training in a previous face-to-face class as part of the same course. Support was also provided through step-by-step instructions made available through the virtual learning management system. Moreover, the tutors were ready to assist them should any students have difficulties. The MP3 file was to be uploaded into their Windows Live folder, which they were to download to their phone. This folder comprised their respective individual virtual space. The participants were to listen to these audio files and comment on it in the respective peer blog posts.

The students were told to download the MP3 file to their mobile phone through Bluetooth, the web or through syncing their phones to the computer. In the workshop, students who were not familiar with synchronising their mobile phones with the computer were given hands-on advice. This was explained further to the participants as it could assist them in the act of uploading and downloading learning materials. This act would be cost-saving as students would not need to use a mobile broadband network.

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4.3.1.3.3 Post Workshop

The students were asked to reflect on their understanding of mobile learning through their blog. They were encouraged to try out proposed mobile phone applications such as Qipit (to capture notes), mobile Facebook and eBook. These mobile phone applications had already been presented in the workshop. Students were then encouraged to blog about their experiences in trying out their chosen mobile software or applications.

During Stage 1 the students were asked to reflect on their experience of activities conducted during the workshop in their respective blogs. They were asked specifically to write about two things: (1) to reflect on the possibility on using mobile learning activities such as being given SMS messages, capturing pictures, and listening to a podcast to support their learning, and (2) to reflect on the possibility of using a particular application such as Qipit to support their learning. The list of applications proposed for the students to try was introduced in the workshop and is documented in Appendix B. The students were also encouraged to try out any other application that they felt could assist them in their learning and to blog about it.