Second Stage

4.3.2.1 Analysis Phase (Needs Analysis)

The second round of analysis of the ADDIE design model illustrated earlier in Diagram 8 was deployed. This phase involved a new cohort of students on the same course, which means the research was conducted the year after Stage 1. The MReadiness questionnaire was again distributed to these students at the beginning of the course. It served the same purpose as in the first implementation.

In accordance with the mobile learning design guide (Diagram 5), the evaluation for mobile learning affordances and the learning environment were based upon the outcome of Stage 1 findings. The changes made are explained in the implementation phase.

4.3.2.2 Design and Development Phase

The second stage of analysis was used for further design and development of the learning activities for HE students. This is a similar process as in Stage 1 as proposed by Anderson (2005) and Amiel & Reeves (2008) in that cycles of testing and refinement iterate through each phase of DBR in order to produce richer outcomes. The same considerations that were used in Stage 1 were taken into account in Stage 2. Technical and pedagogical issues were further scrutinised to ensure the deployment of the second round was found more valuable by the intended participants. The Stage 1 findings provided a better understanding for learning design for mobile learning activities.

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4.3.2.3 Implementation Phase (Stage 2: Mobile Learning Workshop)

The purpose and implementation of the workshop session were similar to the workshop in Stage 1. The aim of the workshop was to introduce the students to the concepts of mobile learning and to the specific mobile learning activities for the course. The workshop was conducted in Week 15 of the course. The implementation of Stage 2 lasted for 3 months and continued until the end of the course, making it a longer duration than Stage 1. The mobile learning activities were implemented throughout the course, for example with the use of SMS messages and moblog posts. In accordance with Stage 1, the Stage 2 implementation stage also had ‘before’, ‘during’ and ‘after’ the 3 hour mobile learning workshop.

4.4.2.3.1 Pre-Workshop

The same process was done as Stage 1, that is notification and reminder was sent.

4.4.2.3.2 During Workshop

The workshop was useful as a means of moving the research from a phase of analysing activity in the real world context, to focusing on practical issues and the design of specific technological features as envisioned by DBR. The introduction of the mobile learning workshop was similar as Stage 1.

As opposed to Stage 1, Stage 2 had only one hands-on session which was the session on podcasting. The reasons for this are explained in the findings chapter (Section 6.2). Explanation of podcasting and the ways it could be used for teaching and learning were presented to the students and the students were introduced to Audacity software which allows them to create MP3 audio files. As in Stage 1, it was not necessary to teach the participants how to use the software as they had already been exposed to it. Again, support in the form of step-by-step documentation of the software was made available through the learning management systems and also in the form of available tutors in the workshop itself. The students were then asked to form groups to create a 1 minute audio file on something they could use to teach English language to their own students.

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This MP3 file was uploaded to a virtual space for other students to write their comments. This activity was not implemented in Stage 1. Before that the explanation of syncing their mobile phones to the computer were also explained as in Stage 1. The reflections of these changes in the mobile learning activities are discussed in Chapter 6 for Stage 2 findings (Section 6.5).

4.4.2.3.3 Post Workshop

The students were asked to blog reflections on their understanding of mobile learning. They were then asked to try out at least one mobile learning application that they expected would be able to support their learning. The students were also asked to blog their experience of using the selected mobile application to support their learning.

The students were asked individually to create an audio podcast reviewing any topic from the course. They were requested to upload the podcast onto a designated online space so other students could download them onto their mobile phones. Their peers could listen to the audio files through their mobile phones and leave their comments on the podcasts. The comments from peers could focus on the quality of the podcast or the quality of the review.

The participants were asked individually to collect images, video or audio files to be placed in the virtual digital repository. They were encouraged to capture everyday visual images or audio through their mobile phones. The participants needed to explain the reason(s) behind their choice of images, video or audio once they were uploaded. They were also asked to explain the use of these files in their own teaching. These were the activities that the participants went through in this phase.

4.3.2.4 Evaluation Phase

All of the participants’ blog posts were reviewed and some participants were interviewed in order to elicit their reflections on the mobile learning activities. The feedback derived from this evaluation highlighted three challenges: (1) whether the participants were able to accept mobile learning as part of their

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course, (2) students’ opinions of different mobile learning activities and the use of mobile applications for learning, and (3) the issues the participants were concerned the mobile learning activities. The students were interviewed individually through an online chat forum of their choice which will be discussed in detail in Section 4.5.3 of this chapter.