Mobilelearning anytime everywhere

A book of papers from MLEARN 2004 Edited by Jill Attewell and Carol Savill-Smith

MLEARN 2 0 04

Mobilelearning anytime everywhere

A book of papers from MLEARN 2004 Edited by Jill Attewell and Carol Savill-Smith

MLEARN 2 0 04 Published by the Learning and Skills Development Agency www.LSDA.org.uk Registered with the Charity Commissioners

LSDA is committed to providing publications that are accessible to all. To request additional copies of this publication or a different format please contact: Information Services Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London W1F 7LS UK Tel +44 (0)20 7297 9144 Fax +44 (0)20 7297 9242 [email protected]

Copyeditors: Helen Lund and Susannah Wight Designer: David Shaw and associates Outside front cover photograph: Creatas Images Printer: Blackmore Ltd, Shaftesbury, Dorset CIMS 052232SP/10/05/1800 ISBN 1–84572–344–9 © Learning and Skills Development Agency 2005 You are welcome to copy this publication for internal use within your organisation. Otherwise, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without prior written permission of the copyright owner.

Further information For further information about the issues discussed in this publication please contact: Jill Attewell Manager, Technology Enhanced Learning Research Centre Learning and Skills Development Agency Tel +44 (0)20 7297 9100 [email protected]

The m-learning project and this publication were supported by the Learning and Skills Council as part of a grant to the Learning and Skills Development Agency for a programme of research and development. The m-learning project was supported by the European Commission Information Society and Media Directorate-General (IST 2000-25270). Contents

Acknowledgements Foreword Introduction 1

MLEARN 2004 conference papers Using learning theories to design instruction for mobile learning devices 5 Mohamed Ally JELD, the Java Environment for Learning Design 9 Marco Arrigo, Manuel Gentile and Davide Taibi mCLT: an application for collaborative learning on a mobile telephone 11 Marco Arrigo, Manuel Gentile, Davide Taibi, Giorgio Chiappone and Domenico Tegolo Engaging and supporting mobile learners 15 Jill Attewell and Tamatha Webster Mobile learning in the retail trade: TransmobiLE 21 (EU-funded Leonardo da Vinci II pilot project) Artur Barth and Gottfried Kreis Wireless learning community hub 23 Russell Beale Integrating situated interaction with mobile awareness 25 Russell Beale and Matthew Jones Multimedia m-learning using mobile phones 27 Kuderna-Iulian Benta, Marcel Cremene and Razvan Padurean Finding the appropriate learning objects: 29 human, mobility, and community issues Andrew Brasher Development of a research plan for use of ambient technology 33 to test mobile learning theories Andrew Brasher and Josie Taylor Interactive Logbook: the development of an application to enhance 39 and facilitate collaborative working within groups in higher education Susan Bull, Larry Bridgefoot, Daniel Corlett, Paul Kiddie, Tom Marianczak, Chet Mistry, Neil Sandle, Mike Sharples and Daniel Williams Determining location in context-aware mobile learning 43 Will Byrne, Peter Lonsdale, Mike Sharples, Chris Baber, Theodoros N Arvanitis, Pat Brundell and Russell Beale The impact of innovation in medical and nursing training: 47 a Hospital Information System for Students (HISS) accessible through mobile devices Filippo Cacace, Maria Cinque, Michele Crudele, Giulio Iannello and Marco Venditti A system for adaptive platform-independent mobile learning 53 Nicola Capuano, Matteo Gaeta, Sergio Miranda and Laura Pappacena Mobile learning = collaboration 57 Jo Colley and Geoff Stead Tablet technology for informal collaboration in higher education 59 Dan Corlett and Mike Sharples The role of user scenarios as the central piece of 63 the development jigsaw puzzle Diane Evans and Josie Taylor Team awareness in personalised learning environments 67 Alois Ferscha, Clemens Holzmann and Stefan Oppl M-learning: an educational perspective 73 Johan B Freysen Mobile vision for ambient learning in urban environments 77 Gerald Fritz, Christin Seifert, Patrick Luley, Lucas Paletta and Alexander Almer Mobile learning in tomorrow’s education for MBA students 81 Dirk Frohberg Learning and collaborating using mobile devices and sessions 85 Michael Gardner, Hui-Na Chua and Anuroop Shahi From virtual cooperation to distance learning: 89 realising remote multimedia platforms on a QoS-enabled network Stefano Giordano, Gianluca Insolvibile, Valentina Chionsini and Pietro Polese Requirements for mobile learning games shown on 95 a mobile game prototype Christoph Göth, Urs-Peter Häss and Gerhard Schwabe A community of practice? The Toshiba Ambassador programme 101 Bob Harrison PaperLinks – linking printouts to mobile devices 105 Martin Hitz and Stefan Plattner Adaptive mobile learning systems – 109 the essential issues from the design perspective Anu Jäppinen, Mikko Ahonen, Teija Vainio and Erika Tanhua-Piiroinen Building a wireless learning management system 113 Ann Jeffery and Keith Webb Context awareness for MOBIlearn: creating an 115 engaging learning experience in an art museum Peter Lonsdale, Chris Baber, Mike Sharples, Will Byrne, Theodoros N Arvanitis, Pat Brundell and Russell Beale THE MOTFAL project: mobile technologies for ad hoc learning 119 Eleni Malliou, Stavros Savvas, Sofoklis Sotiriou, Antonis Miliarakis and Manolis Stratakis Providing quality of service (QoS) guarantees for 123 e-learning applications over IP networks: the MOICANE project Riccardo Mazza, Enrico Roddolo, Gianmarco Panza and Enrico Balatti eduSource Canada: learning object repositories and m-learning 127 Rory McGreal Interactivity in a large class using wireless devices 129 Fabrice Mercier, Bertrand David, René Chalon and Jean-Pierre Berthet mLab: handheld assisted laboratory 133 Jelena Miti´c, Markus Feisst and Andreas Christ Collaborative m-learning using agents and virtual reality 135 Teresa Monahan, Gavin McArdle, John Kilbride, Eleni Mangina and Michela Bertolotto A new model for the m-learning emergency scenario in risk contexts: 139 the emergency operator Anna Moreno and Sergio Grande MOBIlearn user trials on the museum scenario: 143 the first results of preparatory work Elena Murelli and Giorgio Da Bormida How can one effectively assess students working in 149 a collaborative mobile environment on an individual basis? Caoimhin O’Nuallain and Attracta Brennan A case study on the future options for mobile workplace learning 153 Marika Pehkonen and Hanne Murto (née Turunen) Approaches to just-in-time learning with mobile phones: 157 a case study of support for tourists’ language needs Anita Pincas Mobile lessons: concept and applications for 163 ‘on-site’ geo-referenced lessons Antonio Pintus, Davide Carboni, Gavino Paddeu, Andrea Piras and Stefano Sanna m-learning via the web: the challenge of size 167 Kris Popat and Geoff Stead E-learning to m-learning: an investigation into the potential 171 for content conversion Leon Rodin Educational content anytime, anywhere on any device 177 Gerard Smyth Blended learning, mobility and retention: 183 supporting first-year university students with appropriate technology Andy Stone HistoBrick: utilising J2ME to enable students to use mobile phones 187 for game-based learning on descriptive statistics Georg Ströhlein Evaluation of the technical and pedagogical mobile usability 191 Antti Syvänen and Petri Nokelainen A mobile interactive guide to the Museo Diocesano di Catania: 197 how to ‘open’ the Museo using PDAs Dr Carlo Tognoni The shift to seamless augmentation and ‘humane’ applications 201 via mobile/wireless devices: a view to a future for lifelong learning David C Traub Mobile learning – the ethical and legal challenges 203 John Traxler and Nell Bridges Implementing mobile technology as part of the 209 multimode (blended) teaching and learning academic strategy @ the Tshwane University of Technology Prof H J van der Merwe A study of mobile learning as part of everyday learning 211 Giasemi N Vavoula, Mike Sharples, Claire O’Malley and Josie Taylor Using mobile phones and pocket PCs for creating, delivering 213 and retrieving content on the fly, based on mobile web browsers Daniel Weiss

International Workshop on Mobile Learning for Emergency Management (MLEM) papers A mobile first aid training system for training doctors 217 in stabilising casualties on site Verner Andersen Management of novel situations through mobile learning resources 221 Claudio Balducelli Logistics and medical support for isolated, mobile 227 and disaster situations: the I–DISCARE concept Eli Larsen, Antonio Bove and Bernard Comet

Author index 231 Acknowledgements

MLEARN 2004 conference chairs Terry Keefe Giorgio Da Bormida ICT Research and Development MOBIlearn project coordinator Ufi/learndirect, UK Jill Attewell Prof Michael Kelleher m-learning project coordinator Learning Futures Ltd, UK Professor Mike Sharples Prof Gabriele Kotsis University of Birmingham Johannes Kepler Universität Linz, Austria Dr Eelco Kruizinga The Conference Programme Committee CIBIT Consultants, the Netherlands Dr Theodoros N Arvanitis Dr Paul Lefrere MOBIlearn project, University of Birmingham, UK executive director, eLearning Jill Attewell Microsoft Education Solutions Group EMEA, UK m-learning project coordinator, Learning and Skills Prof Zakaria Maamar Development Agency (LSDA), UK Zayed University, United Arab Emirates Dr Russell Beale Dr Jon Mason MOBIlearn project, University of Birmingham, UK education.au, Australia Dr Roberto Bernazzani Prof Jeff McDonell MOBIlearn Project, Università Cattolica Lingnan University, Hong Kong del Sacro Cuore, Italy Dr Elena Murelli Dr Ing Michael Boronowsky MOBIlearn Project, Università Cattolica Technologie Zentrum Informatik (TZI) del Sacro Cuore, Italy (and acting local chair University of Bremen, Germany for the conference) Prof Tak-Wai Chan John O’Donoghue National Central University, Taiwan Centre for Learning and Teaching, University of Giorgio Da Bormida Wolverhampton, UK MOBIlearn project coordinator Dr Jeremy Roschelle GIUNTI Interactive Labs, Italy SRI International, USA Dr Ingo Dahn Dr Carol Savill-Smith Department of Computer Science, University of m-learning project, Learning and Skills Koblenz-Landau, Germany Development Agency (LSDA), UK Kevin Donovan Prof Mike Sharples development advisor, Learning and Skills MOBIlearn project, University of Birmingham, UK Development Agency (LSDA), UK Prof Josie Taylor Dr Michele Fanelli MOBIlearn project, Open University, UK Hewlett Packard Italiana, Italy David Traub Dr Adam Maria Gadomski Epiphany Partners, USA Italian National Agency for New Technology Dr Gustaf Ulander (ENEA) and Interuniversity Center for Skería Utveckling, Sweden Research on Cognitive Processing in Natural and Artificial Systems (ECONA), Italy Dr Michael Gardner Institute for Socio-Technical Innovation and Research (Chimera), University of Essex, UK Foreword

We are delighted that our two mobile learning research and development projects supported by the Information Society and Media Directorate-General – m-learning and MOBIlearn – were able to collaborate to organise the very successful third annual MLEARN conference, MLEARN 2004. The vision of the Directorate-General’s Information Society Technologies (IST) priority is ‘anywhere anytime natural access to IST services for all’ and mobile learning is starting to contribute to the realisation of this vision. Projects such as m-learning and MOBIlearn are improving our knowledge of mobile learning and helping us to investigate how this type of technology-enhanced learning can facilitate learning process in different learning situations for diverse groups of learners. The MLEARN international conference series has become the primary forum for mobile learning developers, researchers and enthusiasts to meet and exchange experiences, results, findings, tools and ideas thus contributing to knowledge and growth in this new field. The venue for MLEARN 2004 – the beautiful and historic Odescalchi Castle in peaceful Bracciano outside Rome – provided a dramatic setting for the very lively proceedings including demonstrations of the latest technologies, systems and learning materials as well as exciting new ideas about teaching and learning. This book contains the papers presented at the conference which we hope you will find interesting, informative and inspiring.

Giorgio da Bormida MOBIlearn project coordinator and MLEARN 2004 conference chair

Jill Attewell m-learning project coordinator and MLEARN 2004 conference chair

Mike Sharples MLEARN 2004 conference chair

1

Introduction

The authors who have contributed to this book are researchers, developers and practitioners in both educational and commercial organisations from a number of different countries. They have in common an interest in the still new and quickly evolving field of mobile learning. The papers (including full papers, short papers and posters) are based on presentations given at the very successful and enjoyable international conference, MLEARN 2004, which had as its theme ‘learning anytime everywhere’. The conference was hosted at the Odescalchi Castle in Bracciano, Rome and was organised by the MOBIlearn project, in collaboration with its sister project, m-learning. Some of the papers detail the findings of mobile learning projects; some are based on desk research and attempts by the author(s) to identify and further develop theory relevant in mobile learning; and many report on work in progress. Work in progress includes both research and the development of mobile learning materials and systems. The conference also hosted the First International Workshop on Mobile Learning for Emergency Management (MLEM), and the papers relating to this workshop are grouped together in a dedicated section of this publication. Many of the papers have been written by colleagues who are partners in one of the two large mobile learning projects supported by the European Commission’s (EC) Information Society Technologies’ (IST) programme – m-learning and MOBIlearn. Further information about the projects can be found on their websites at www.m-learning.org and www.mobilearn.org MLEARN 2004 built on the success of MLEARN 2003, which was also organised by the m-learning and MOBIlearn projects. A book based on the papers presented at MLEARN 2003 – on the theme of ‘learning with mobile devices: research and development’ – is available from the Learning and Skills Development Agency (LSDA) and can be downloaded in pdf format from the LSDA website (www.LSDA.org.uk). MLEARN is now well established as an annual international event and MLEARN 2005 will be held in October 2005 in Cape Town, South Africa. MLEARN2005 is being hosted by the Tshwane University of Technology, the University of South Africa and the University of Pretoria. The conference website can be found at www.mlearn.org.za/

Jill Attewell Dr Carol Savill-Smith m-learning project coordinator m-learning project researcher

3 MLEARN2004 conferencepapers

Ally 5

Using learning theories to design instruction for mobile learning devices

Mohamed Ally [email protected] School of Computing and Information Systems Athabasca University 1 University Drive Athabasca Alberta T9S 3A3 Canada

Abstract collaborative learning (CSCL) where the teacher Current instructional design models and methods becomes a guide or coach and learners take the were developed to design instruction for delivery initiative in their learning. They claimed that on personal desktop computers that have large learning will become more learner-centered, screens and are located in learners’ homes or rather than teacher-centered, which has workplaces. However, there is a trend towards implications for how instruction is designed for the use of mobile devices to deliver learning mobile devices. According to Tella (2003), mobile materials, and for students to learn anytime and devices can be used to increase cognitive growth anywhere. The use of mobile devices for learning at the individual level, and an individual’s has implications as to how learning materials are motivation is enhanced when he or she is able to designed using learning theories and instructional develop based on needs and context. Knowledge design principles. This paper will describe learning is information in context and knowledge creation theories and instructional design principles for is location-dependent and situation-dependent. the design of learning materials for mobile devices Mobile learning devices allow learners to learn and the use of intelligent agents to customise wherever they are located and in their personal learning materials for individual learners. context so that the learning is meaningful (Sharples 2000). Keywords instructional design, learning theories, mobile The use of mobile devices in learning is referred learning, mobile device, m-learning to as mobile learning (m-learning): this is the delivery of electronic learning (e-learning) materials on mobile devices such as personal 1 Introduction digital assistants (PDAs), mobile phones, Tablet PCs, Pocket PCs, palmtop computers, etc. Quinn The growing use of wireless technology and (2000) defined mobile learning as ‘the mobile devices suggests that training and intersection of mobile computing and E-learning: education cannot ignore the use of mobile accessible resources wherever you are, strong devices in the learning/training process. An search capabilities, rich interaction, powerful increasing number of workers are working support for effective learning, and outside the office and they will require performance-based assessment. E-learning just-in-time training wherever they are located. independent of location in time or space’. When In the next two years, there will be more than designing learning materials for mobile devices, 1bn subscribers to the wireless internet proper learning theories and instructional design (Tirri 2003). Trainers and educators need to principles must be used to meet learners’ needs, design learning materials for the growing use of and at the same time, help learners to achieve mobile devices; however, the design of the the desired learning outcomes. However, when materials must be based on sound learning designing materials for mobile devices, certain theories and instructional design principles. limitations must be kept in mind. Ahonen et al. Sharples (2002) proposed a theory based on (2003) reported on a study where a mobile conversation for the design of mobile technology device was used to deliver an electronic course. for learning. Roschelle and Pea (2002) suggested When asked about limitations related to the that wireless internet learning devices (WILD) delivery, students mentioned the small screen could be used for computer-supported size and problems in navigating within the lesson. 6 Mobile learning anytime everywhere

Because of the small screen size in mobile Since working memory has limited capacity, devices, the interface should be built in such a information should be organised or ‘chunked’ into way to convey the message using the smallest pieces of an appropriate size to facilitate amount of text, and proper navigation must be processing. According to Miller (1956), because built into the system to allow learners to move humans have limited short-term memory between screens and sections of the lesson. capacity, information should be grouped into Also, the interface must be appropriate for meaningful sequences. Information to be individual learners and the system should be able displayed on m-learning devices should be to customise the interface based on an individual chunked into between five and nine meaningful learner’s characteristics. The next sections of this units to compensate for the limited capacity of paper suggest how to design learning materials short-term memory and the limitation of the for delivery on mobile devices. display device. Rather than being presented in a textual format, the information should be organised in the form 2 Learning theories of a concept map or a network that shows the Cognitive psychologists claim that learning important concepts and the relationship between involves the use of memory, motivation and the concepts. Networks can be used to thinking; and that reflection plays an important represent information spatially so that students part in learning. They see learning as an internal can see the main ideas and their relationships. process and suggest that the amount learned Novak, Gowin and Johanse (1983) used a depends on the processing capacity of the concept map to show the hierarchic structure of learner, the amount of effort expended during the subject matter, similar to the way in which learning process, the depth of the processing information is stored in long-term memory. In (Craik and Lockhart 1972) and the learner’s addition, as a learning strategy, learners can be existing knowledge structure (Ausubel 1974). asked to generate their own concept map on the Paivio’s theory of dual coding (1986) states that mobile device. According to Stoyanova and memory is enhanced when information is Kommers (2002), concept map generation presented both in the verbal and visual form. requires critical reflection and is a way of According to constructivism, learners interpret externalising the cognitive structure of learners’ the information and the world according to their brains to facilitate deep processing. As a personal reality; they learn by observation, high-level collaborative activity, learners can be processing and interpretation, and then asked to work in virtual small groups to construct personalise the information into personal concept maps and review each other’s maps. knowledge (Cooper 1993). Learners learn best Pre-instructional strategies should be used to when they can contextualise what they learn, allow learners to store the framework of the both for immediate application and to acquire lesson: this will help them to incorporate the personal meaning. Mobile learning facilitates details of the lesson and to prevent information personalised learning because learning (and overload. This is critical for m-learning since collaboration) from any place and at any time information will be presented in pieces and allows the learning to be contextualised. learners will need to use the general framework to integrate the pieces. Mobile learning materials should use expository advance organisers to 2.1 Learning principles for designing allow learners to store the general framework; m-learning materials and comparative advance organisers to allow Rather than presenting all of the available them to use existing knowledge to make sense materials to learners, intelligent systems must be of and take in the new materials (Ausubel 1974; built to develop an initial profile of the learner and Ally 2004a). present materials that will benefit the specific The interface of the m-learning device must learner. As the learning system interacts with the be designed properly to compensate for learners, it ‘learns’ about each student and the small screen size of the display. The adapts the interface and navigation pattern interface must be graphical and must according to that learner’s style and needs. present between five and nine chunks of Because of the limited display capacity information on the screen to prevent information of m-learning devices, designers must overload in short-term memory. The interface use presentation strategies to enable is required to coordinate the interaction learners to process the materials efficiently. between the learner and the learning materials. Ally 7

The system should contain intelligent agents to References determine what the learner did in the past and Ahonen M, Joyce B, Leino M and Turunen H adapt the interface for future interaction with the (2003). Mobile learning: a different viewpoint. In learning materials. The m-learning system must H Kynäslahti and P Seppälä (eds) Professional be proactive, anticipating what the learner will do mobile learning. Helsinki: IT–Press, 29–39. next and providing the most appropriate interface for the interaction to enhance motivation and Ally M (2004a). Foundations of educational learning. For learning sessions that are theory for online learning. In F Elloumi and information-intense, the system must adjust the T Anderson (eds) Online learning handbook. interface to prevent information overload. Ways Athabasca: Athabasca University, 3–32. of doing this include presenting fewer concepts Ally M (2004b). Designing effective learning on one screen; or organising the information in objects for distance education. In R McGreal (ed.) the form of concept maps to give the overall Online education using learning objects. London: structure of the information and then presenting Routledge/Falmer, 87–97. the details. The interface must also use good Ausubel DP (1974). Educational psychology: navigational strategies to allow learners to move a cognitive view. New York: Holt, Rinehart back and forth between displays. Navigation on and Winston. m-learning devices should be automatic, based on the intelligence gathered on the learner’s Cooper PA (1993). Paradigm shifts in designing current progress and needs. instruction: from behaviorism to cognitivism to constructivism. Educational Technology, Learning materials for m-learning devices should 33(5), 12–19. take the form of learning objects which are in an electronic format and reusable (McGreal 2004). Craik FIM and Lockhart RS (1972). Levels of Learning materials should also be designed in the processing: a framework for memory research. form of learning objects to accommodate Journal of Verbal Learning and Verbal Behavior, different learning styles and characteristics. The 11, 671–684. objects are then tested and placed in an McGreal R (2004). Online education using electronic repository for just-in-time access from learning objects. London: Routledge/Falmer. anywhere using mobile devices. A course or Miller GA (1956). The magical number seven, plus lesson will comprise a number of learning or minus two: some limits on our capacity for objects which are sequenced to form an processing information. Psychological Review, instructional event for a lesson or learning 63, 81–97. session (Ally 2004b). The use of learning objects allows for instant assembly of learning materials Novak JD, Gowin DB and Johanse GT (1983). The by learners, intelligent agents and instructors, use of concept mapping and knowledge Vee which facilitates just-in-time learning and training. mapping with junior high school science students. Science Education, 67, 625–645. Paivio A (1986). Mental representations: a dual 3 Conclusion coding approach. Oxford: Oxford University Press. Mobile learning devices can be used to deliver Quinn C (2000). mLearning: mobile, wireless, learning materials to students, but the materials in-your-pocket learning. LineZine. At must be designed properly to compensate for www.linezine.com/2.1/features/cqmmwiyp.htm, the small screen size of the devices. Learning accessed 19 June 2004. materials need to use multimedia strategies that Roschelle J and Pea R (2002). A walk on the are information-rich rather than textual strategies. WILD side: how wireless handhelds may change As a result, the writing style of course computer-supported collaborative learning. Paper developers has to change from textual writing to presented at the International Conference on a greater use of visuals, photographs, videos and Computer-Supported Collaborative Learning audio. Intelligent agents should be used in (CSCL–02), Boulder, Colorado, 7–11 January. m-learning systems so that most of the work is done behind the scene, minimising the input Sharples M (2000). The design of personal needed from learners and the amount of mobile technologies for lifelong learning. information presented on the display of the Computers and Education, 34, 177–193. mobile devices. Sharples M (2002). Disruptive devices: mobile technology for conversational learning. International Journal of Continuing Engineering Education and Lifelong Learning, 12(5/6), 504–520. 8 Mobile learning anytime everywhere

Stoyanova N and Kommers P (2002). Concept mapping as a medium of shared cognition in computer-supported collaborative problem-solving. Journal of Interactive Learning Research, 13(1/2), 111–133. Tella S (2003). M-learning – cybertextual travelling or a herald of post-modern education. In H Kynäslahti and P Seppälä (eds) Mobile learning. Helsinki: IT–Press, 7–21. Thornton P and Houser C (2004). Using mobile phones in education. In Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education, Taiwan, March 2004, 3–10. Tirri H (2003). Promises and challenges of mobile learning. In H Kynäslahti and P Seppälä (eds) Mobile learning. Helsinki: IT–Press, 23–28. Arrigo Gentile Taibi 9

JELD, the Java Environment for Learning Design

Marco Arrigo Manuel Gentile Davide Taibi [email protected] [email protected] [email protected] Institute for Education Technology Italian National Research Council Via Ugo la Malfa 153–90146 Palermo Italy

Abstract 2 Framework architecture In this paper we present JELD, the Java Environment As shown in Figure 1 (overleaf), the framework for Learning Design, an online distance learning consists of a core engine for running a learning system designed to implement different kinds process, a number of service modules and some of approach to learning. The system is a Java 2 connection modules. Enterprise Edition that supports pedagogical The core engine receives an Extensible Markup diversity and innovation. JELD allows users Language (XML) LD document as input and to define teaching strategies, pedagogical produces a runtime instance of a learning approaches and educational goals using the IMS environment ready to be delivered to users. This Learning Design Specification. At the moment, process follows three main steps: validation, the system uses a subset of IMS Learning Design environment set-up and runtime creation. In the Specification that allows a knowledge-building validation step, according to the IMS guidelines, process to be run in a collaborative learning the core engine checks the references, environment. Moreover, JELD can adapt semantics and completeness of the input learning activities to the client device; in particular, document. Then a set of objects (Enterprise Java we have developed modules for PCs, personal Beans) are instanced to set up the environment. digital assistants (PDAs) and mobile telephones. Finally, the runtime environment is created, with Keywords the services, learning objects and user profiles learning design, learning methodologies, defined in the input LD document. At the collaborative learning, standards, mobile learning moment, the system uses a subset of IMS Learning Design Specification that allows a knowledge-building process to be run in a 1 Introduction collaborative learning environment. A set of Over the last few years, many research studies modules is used to provide all the services about learning standards have been carried out, needed in runtime; for example, the message most of them concerning metadata definitions of exchange module is used to send e-mails and/or learning content such as IEEE WG12 (2002) and ADL Short Message System (SMS) between users. Technical Team (2001), but few of them have been Moreover, the interface of the learning runtime about learning processes. Except for a few rare environment is adapted to the device using the cases, the learning platforms developed conformed connection modules. We have developed PC, only to the content standards. Besides, in most PDA and mobile telephone modules. A difficulty in cases, a learning platform dealt with a single making content available for use by several types pedagogical approach without considering the of device derives from the available hardware interoperability of learning processes among resources (the devices’ limited display capability, platforms. Recently, some studies have been carried network bandwidth, etc). Technologies used by out regarding learning processes (Koper 2001). JELD provide Extensible HyperText Markup In this context, learning design (IMS 2003) represents Language (XHTML) and XML Forms (XFORMS) one of the most significant developments in interfaces to adapt information to the student e-learning (Dalziel 2003). Learning design (LD) aims client. Using XHTML, we share basic content to define all the features of the learning process, across desktops, PDAs and mobile phones. such as teaching strategies, pedagogical approaches, educational goals, activities and services. Our system aims to contribute to this topic. 10 Mobile learning anytime everywhere

Figure 1 JELD architecture

3 A learning design case study: Dalziel J (2003). Implementing learning design: collaborative knowledge building the Learning Activity Management System (LAMS). In Proceedings of the 20th Annual At present, we have implemented a collaborative Conference of the Australasian Society for knowledge-building case study. In this case-study Computers in Learning in Tertiary Education scenario, the actors involved are a teacher and a (ASCILITE), Adelaide, 7–10 December, 593–596. group of students. The teacher can define a knowledge type set that is the list of artefacts IEEE WG12 (2002). Standard for learning used by the students in the knowledge-building object metadata. At http://ltsc.ieee.org/wg12, process (Scardamalia and Bereiter 1994). accessed June 2002. According to Leinonen et al. (2002), the IMS (2003). IMS Learning Design Specification knowledge type set of progress enquiry uses the v1.0. At www.imsglobal.org/learningdesign/ following artefact: discovery of key ideas in index.cfm, accessed 30 July 2003. knowledge building. After this phase, the teacher Koper R (2001). Modelling units of study from must define the logical dependences among the a pedagogical perspective: the pedagogical artefacts that guide the building path. The teacher meta-model behind EML. Educational Technology starts the activities by defining a context course Expertise Centre, Open University of the in which the users are invited to insert their Netherlands. At http://eml.ou.nl/introduction/ artefacts according to the context schema. articles.htm, accessed October 2001. Leinonen T, Virtanen O, Hakkarainen K and Kligyte G References (2002). Collaborative discovering of key ideas in knowledge building. In Proceedings of the ADL Technical Team (2001). SCORM Conference on Computer Support for Collaborative Specification v1.2. At www.adlnet.org/Scorm, Learning, Boulder, Colorado, 7–11 January, 529–530. accessed October 2001. Scardamalia M and Bereiter C (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265–283. Arrigo Gentile Taibi Chiappone Tegolo 11

mCLT: an application for collaborative learning on a mobile telephone

Marco Arrigo Giorgio Chiappone Manuel Gentile Domenico Tegolo Davide Taibi [email protected] [email protected] [email protected] [email protected] Department of Mathematics and Applications [email protected] University of Palermo Institute for Education Technology Via Archirafi Italian National Research Council 34–90123 Palermo Via Ugo la Malfa Italy 153–90146 Palermo Italy

Abstract Okamoto, Kayama and Cristea (2001) have Mobile technologies offer new opportunities planned a standardisation of collaborative learning for distance learning and enable people to based on six essential structural elements: collaborate anywhere. This paper introduces p collaborative learning environment expression an innovative mobile platform for p collaborative workspace expression computer-supported collaborative learning in which traditional methodologies of collaboration p collaborative learning resources expression have been improved, based on 3rd-generation p collaborative workplace expression mobile telephones. Students can collect and p learner group model in collaborative learning share live data immediately, anywhere and at any time. This enables them to play an active role in p collaborative memory structure expression. the knowledge-building process. The mCLT is Our paper focuses attention on the collaborative potentially an application for ubiquitous workspace expression because one of the major collaborative learning. advantages of using mobile devices for online Keywords learning is the benefit they offer to cooperation – collaborative learning, mobile computing working together to accomplish shared goals. Within cooperative activities, individuals seek outcomes that are beneficial to themselves and 1 Introduction beneficial to all other group members. Cooperative Cooperation between an individual and a group, learning is the use of small groups for between people and an organisation, between instructional purposes so that participants work theoretical and practical education are only some together to maximise their own and each others’ examples of collaborative learning. Most studies learning (Johnson, Johnson and Smith 1991). on collaborative learning have been carried out in The mobile Collaborative Learning Tool (mCLT) can the last decade and they have proposed different be seen as an extension of the Java Environment meanings of ‘learning’. Watanabe and Kojiri have for Learning Design (JELD) system developed in suggested different kinds of educational support the Italian National Research Council’s Institute system, such as computer-assisted instruction for Education Technology in Palermo (JELD 2005). (CAI), computer-aided learning (CAL), intelligent The JELD system allows the teacher to design the tutor system (ITS) and computer-supported learning process using a direct graph model. The collaborative learning (CSCL), in which learners nodes represent the knowledge types (eg problem, are able to freely change their learning style comment, working theory) and the edges are (Kojiri and Watanabe 2001; Watanabe 2001). relationships between them. The students Fischer’s Lifelong Learning system (2000) allows participate in the learning activities, inserting learning space to be rearranged using information notes according to the learning graph rules. technology (IT); in this sense, learning activities The mCLT is potentially an application for can be seen as a practical workspace changing ubiquitous collaborative learning. The most over a long period. Other studies look at the innovative aspect of the mCLT application is that standardisation of collaborative learning. the students, using a mobile device, can play an active role in the knowledge-building process, anywhere and at any time. 12 Mobile learning anytime everywhere

2 Application architecture The Navigation Course module was developed to The mCLT system is a Java™ Mobile Information manage a number of course activities. This Device Profile (MIDP) client for mobile allows students to browse the list of courses, telephones, designed for collaborative learning and to look for detailed information about each and knowledge sharing among online educational course, the participants and the list of contexts communities. Figure 1 shows the functional (areas for online discussion). The Course Note modules of the system. It is characterised by a module is used to visualise, select and publish set of web services hosted on the server side the students’ notes, and it allows users to reply and six mobile client modules. Each module uses to notes or add new notes with images already a Simple Object Access Protocol (SOAP) to stored in the local repository. To create and interact with the web services; and to manage modify notes, a student uses the Editing Module. the logon phases, a Security Management With the current version of the system, it is only module has been inserted to administer the possible to insert static images into notes. security aspect of the system. Automatic logon is Communication between students is performed performed using the latest access information by the Peer-to-Peer Communication module stored in the local repository of the learners’ which uses a message-system web service to mobile devices. Security Management also send e-mails and Short Message System (SMS). guarantees that communication with the server Finally, a Manage Local Repository module has through the web services is encrypted, using a been defined in the system; this module allows lightweight implementation of the Advanced users to work in offline modality and to arrange Encryption Standard (AES) algorithm. and store notes and images. The images can be acquired from a photo camera embedded in the learner’s mobile device. All of the objects stored in the local repository can be used to create new messages or notes in the online sessions.

Figure 1 mCLT use case view Arrigo Gentile Taibi Chiappone Tegolo 13

3 Scenario The results collected in this phase have been The first step in using the mCLT system is the used to improve the functionality of the system installation phase. The MIDLet suite can be and to correct some application bugs. When the delivered to Java to Mobile Edition (J2ME) alpha version of the mCLT is ready, the plan is to devices by the Over-the-Air (OTA) system of the start the online experimentation in a real JELD platform. Following the installation, a user university course. Fifty students will be involved can manage the local repository which can be in this phase to test the application using several seen as a memory area in the mobile device. The types of mobile device. user can store offline notes, photos and other sets of knowledge as in a personal desktop. References When a user has logged onto the system, the list of subscribed courses will be shown and he/she Fischer G (2000). Lifelong learning – more than can select a course and view the contexts of the training. Journal of Interactive Learning Research, course. Each context is a discussion on a topic 11(3/4), 265–294. (Special issue on intelligent with a specific learning graph model, which is systems/tools in training and lifelong learning, opened by the course author. In many respects, edited by R Mizoguchi and PAM Kommers). the context is like a thread in a discussion forum, JELD (2005). Website. At www.pa.itd.cnr.it/jeld/ but the use of metacognition identifiers (eg in the Johnson DW, Johnson RT and Smith K (1991). progressive enquiry process: problem, comment, Active learning: cooperation in the college working theory, etc) makes it easy for the students classroom. Edina, MN: Interaction Book Company. to distinguish the key concepts in the discussion. In this manner, the system increases the Kojiri T and Watanabe T (2001). HARMONY: participants’ awareness of their fellow students’ web-based adaptive collaborative learning thinking (Leinonen et al. 2002) and allows them environment. In Proceedings of the Ninth to play an active role in the knowledge-building International Conference on Computers in process, replying to any note of interest with a new Education, Seoul, 12–15 November, 559–566. note. The user could add a new note according to Leinonen T, Virtanen O, Hakkarainen K and Kligyte the learning graph rules of the specific context; in G (2002). Collaborative discovering of key ideas fact, a note is a portion of knowledge such as a in knowledge building. In Proceedings of the text and/or photos marked with a metacognition Computer Support for Collaborative Learning identifier called ‘knowledge type’. Conference. Boulder, Colorado, 7–11 January, The users collaborate in building knowledge and 529–530. new theories (Scardamalia and Bereiter 1994) Okamoto T, Kayama M and Cristea A (2001). anywhere and at any time, using the features of Proposal of a collaborative learning 3rd-generation mobile telephones. Indeed, the standardization. In Proceedings of the IEEE users can insert contents such as photos and International Conference on Advanced Learning videos, directly acquired through the mobile phone, Technologies, Madison, Wisconsin, 6–8 August, into the discussion threads. In this way, the 267–268. discussion is enriched by the multimedia and Scardamalia M and Bereiter C (1994). Computer mobility functions of 3rd-generation mobile phones. support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265–283. 4 Conclusion and ongoing work Watanabe T (2001). Knowledge management architecture of integrated educational support. The application described in this paper should be In Proceedings of the Ninth International considered as a contribution to ubiquitous Conference on Computers in Education, Seoul, collaborative learning. The mCLT allows students 12–15 November, 1138–1141. to participate in a knowledge-building process. The students interact among themselves, following the model defined by the teacher. A phase of testing prior to deployment has been started, using an application prototype. The mCLT has been tested with five users from the CNR Institute for Education Technology in Palermo, using three Java-compliant mobile telephones (MIDP 1.0 with Mobile Media Application Programming Interface) and two personal digital assistants (PDAs) with the Java Personal Edition.

Attewell Webster 15

Engaging and supporting mobile learners

Jill Attewell Tamatha Webster [email protected] [email protected] Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London W1F 7LS United Kingdom www.m-learning.org

Abstract The project has developed prototype products This paper describes the learner research and and innovative approaches designed to support systems trials phase of the m-learning project learning – particularly literacy, numeracy and life and the emerging findings. This phase of the and survival skills – using handheld devices such project took place between February and July as mobile phones and palmtop computers or 2004 and involved nearly 300 learners using pocket computers. A key objective is to engage Smartphones and PDA/phone hybrids to access with and motivate young adults who are the learning materials and systems developed not taking part in education or training, within the project. including those who are unemployed, homeless or disadvantaged. The research and trials explored learners’ and mentors’ reactions to and experiences with the devices, learning materials and systems; and 2 The learner research and explored whether m-learning can: engage reluctant young learners in education or training; system trials and deliver learning and/or more enthusiasm for learning. Appropriate and effective ways of providing pedagogic support and scaffolding 2.1 Guiding principles and were also explored. research questions Keywords The work of the m-learning project is guided mobile learning, inclusion, widening participation, by the partners’ shared belief in the literacy, numeracy, basic skills, mentoring following propositions. p The fact that many young adults have poor literacy and numeracy skills (Moser 1999) and 1 The m-learning project little or no interest in education and training The m-learning project is a 3-year pan-European (DfEE 2001) is both a personal tragedy and a collaborative research and development (R&D) waste of potentially valuable national and programme supported by the European Union European resources. (EU). The consortium is a partnership of p Learning is a natural human activity that organisations combining skills in pedagogy and most people will engage in if given the technology. It includes two university-based right encouragement. research units [Ultralab at Anglia Polytechnic University (APU) in the UK and Centro di Ricerca p Many young people tend to be excited by, and in Matematica Pura et Applicata (CRMPA) at the interested in, new technologies. University of Salerno in Italy]; two commercial p Learning mediated by technology can provide a companies [Cambridge Training and convenient, personalised and non-judgemental Development (CTAD) in the UK and Lecando in alternative to traditional education. Sweden]; and an independent not-for-profit national educational research and development In this phase of the m-learning project we (R&D) agency [the Learning and Skills have been addressing three overarching Development Agency (LSDA)] in the UK. research questions. 16 Mobile learning anytime everywhere

p Can the enthusiasm of many young adults 2.3 Selecting the mobile devices for mobile phones and other portable communications and entertainment devices be Figure 2 harnessed to encourage those not currently The mobile devices engaged in education or training to take part in learning experiences? P800 P900 XDA II p Can m-learning result in improved literacy or numeracy skills or in changes in attitude or behaviour, including greater enthusiasm for learning and/or progression to further learning? p What kind of pedagogical support and scaffolding do m-learners need? How can this be provided?

2.2 Collaborating organisations and learners In selecting the equipment, we tried to avoid the The m-learning partners have recruited 14 project findings becoming out of date too soon organisations to collaborate in this phase of the and to anticipate the technologies that would be project. They all have existing support and readily available to the target audience after the mentoring relationships with groups of young end of R&D – that is, from 2005. The project adults in our target audience. Together they have partners developed a ‘road map’ charting our recruited nearly 300 young people to take part in analysis of current and predicted technologies our research. The table in Figure 1 summarises and functionality throughout the project and the collaborating organisations and the type of projecting their likely future relevance to the young people they support. project. Consideration was given to:

Figure 1 Collaborating organisations Organisation Types of learner Project Milford, Wales Disadvantaged, including unemployed Foyer Federation Homeless Hartpury College Modern Apprentices Yaa Asantewaa Arts and Community Centre Afro-Caribbean young people not interested in learning ContinYou Family learning including young fathers Plymouth Learning and Work Partnership Mostly unemployed, disadvantaged Kent Adult Education Travellers, homeless, young offenders, young mothers Avon Consortium Traveller Education Service Travellers City College Norwich Reluctant students Highland Council, Scotland Unemployed, homeless, travellers, young offenders Weston College Work-based learners/Modern Apprentices City of Stockholm Schools School pupils including potential drop-outs Mentoring USA/Italia, Salerno Disadvantaged youth Albatros, Napoli Immigrants and dialect speakers Attewell Webster 17

p delivery options (eg WAP, e-mail, SMS, 2.5 The research approach MMS, HTTP) Our research explores the general hypotheses p platform options (eg Pocket PC, Symbian, that handheld devices can be used for learning Windows CE, J2ME) and that m-learning can attract young people who p media options (eg video, audio files, phone calls, do not enjoy traditional education. As both the teleconferencing, voice recognition) concept and the practice of m-learning are still very new, our research largely focuses on the p development languages (eg Flash, C#, WML, exploration of information gathered and further VoiceXML, HTML, XHTML) development of hypotheses, rather than on p transport options (eg GPRS, 3G, downloading, proving pre-existing theories. However, where infrared, Bluetooth). sufficient common positive messages arise from several small groups, we hope this may provide As the start of the learner research and systems enough evidence to persuade funding bodies trials approached, we selected and acquired to support roll-out of m-learning services to nearly 100 devices including SonyEricsson P800 larger populations. and P900 Smartphones and O2 XDAII PDA/phone hybrids (see Figure 2 opposite). When we have analysed more of the data we have collected, we would like to be able to report some concrete outcomes; for example, that the 2.4 The learning materials literacy or numeracy of some of the learners has improved. However, this is difficult as none of the and systems learners will be m-learning for a very long period. The learning materials developed include: The period of involvement for collaborating p smaller-than-bite-sized literacy, numeracy and life organisations varies from 3 to 9 weeks. Also, it skills modules available both offline (downloaded has been observed that ‘It is often both unlikely to the XDA II) or online via the web browser and and inappropriate for many projects to expect to the learning management system (LMS) achieve “hard” outcomes from target groups that are socially excluded and facing multiple p driving theory test quizzes, which are Java-based barriers to employment.’ (Dewson et al. 2000). and can be downloaded to mobile phones which We are therefore seeking ‘soft’ as well as ‘hard’ support JAVA (including the P800 and P900) outcomes from our research, including p SMS quizzes linked to text-based materials and indications of a change in attitude – learners a mini-SMS language course (basic Italian) exhibiting apparently increased levels of p a mini web-page builder. enthusiasm or confidence. We are also particularly interested to find out whether some The ‘back office’ systems include a portal, a LMS of the young people who have taken part in our and an intelligent tutor providing services including m-learning research later register to take part in access to relevant links and materials, course further e-learning. building, chat, discussion and web logs (blogs). We have collected information from several sources to allow triangulation. Sources include information on the young adults via intermediaries who have an existing relationship and credibility with them; and electronic services. Data collection is summarised in Figure 3 (overleaf). We felt it was important that the young people involved did not see the activities they were involved in as just another lesson, or themselves as simply ‘guinea pigs’. Therefore we recommended to the mentors that when they introduced the project, they emphasised that it is about helping us to try out the mobile devices, find out how good they are, discover any problems and find out if they might be useful to help other young people to learn. For this reason, we referred to the young people as research assistants (RAs) rather than learners or users. 18 Mobile learning anytime everywhere

Figure 3 Data collection

Source: coordinator Source: mentors p Project plan including objectives p Start-of-project questionnaire including for the organisation, mentors and research prior experience, expectations and objectives assistants (RAs) p End-of-project questionnaire inviting reflection p End-of-project form inviting reflection on experiences and results on experiences and results p Face-to-face or telephone interview exploring experiences, issues, outcomes, future plans p Start- and end-of-project assessment forms describing each RA

Source: research assistants (RAs) Source: systems p Start-of-project interview with mentor p Information about time and duration of access p End-of-project interview with mentor to online materials and systems p Direct messages to the project team p Number and duration/size of phone calls, posted onto mediaboard or via microportal SMS and MMS messages

2.6 Emerging findings Another mentor believed that ‘the devices are Although we are at a very early stage of data good tools to engage non-traditional learners, collection and analysis, there are some reports they remove the formality, which can be the emerging of positive outcomes for young adults most frightening aspect for those who have not involved. One mentor has been working with a engaged with learning’ and reported that the use homeless young adult who regularly truanted of the mobiles has improved retention of learners while at school and subsequently left school on their course. without any qualifications. The mentor reports It is possible that some of these effects are due that as a result of participation in the m-learning to the novelty of using mobile devices and project, her client has not only developed a whether this is the case or not will become greater confidence in his current reading and clearer over time. writing abilities, but he has also been inspired to Some positive outcomes not directly related to seek help to improve his mathematical skills from learning have also been reported. Some of the the local Adult Basic Education Centre. learners were surprised and proud to be trusted Another mentor, working with a group of with such expensive and sophisticated displaced young adults studying ESOL (English technology; for example, one project mentor for Speakers of Other Languages), reports that a noted: ‘He took really good care of it. He pointed number of learners who had previously avoided out that because of his background, no one else using PCs seem much more confident about would have ever trusted him with a mobile. This using technology since taking part in the has meant more to him than the actual device m-learning project and have begun to use PCs to itself as he feels respected.’ work on tasks such as writing letters. One This finding is consistent with earlier research mentor noticed that learners were more focused projects involving laptop computers where for longer periods when involved in m-learning, researchers have found that the loan of portable compared with traditional classroom lessons. The technology causes positive effects, such as mentor told our researcher: ‘The group were increased motivation, to be felt also in children’s observed to be remarkably focused and calm lives outside school, resulting in improved during the session when [they were] given the confidence, motivation and self-esteem for devices, in contrast to their normal behaviour in disaffected pupils and those with learning the sessions. They were far more focused and difficulties or disabilities (eg Passey 1999). gave up to 2 hours of time to the devices when it is normally difficult to focus them for 15 minutes.’ Attewell Webster 19

When we first discussed with collaborating References organisations the plan of lending the mobile Moser C (1999). Improving literacy and devices to learners and allowing them to take numeracy: a fresh start, Sudbury: Department for these away from a classroom or centre, some Education and Employment. expressed concerns about possible damage or theft, excessive or inappropriate use and/or Dewson S, Eccles J, Tackey ND and Jackson A increased likelihood of mugging. The project (2000). Measuring soft outcomes and distance team felt, based on the encouraging evidence travelled: a review of current practice. London: from previous projects, that with some warnings Department for Education and Employment. and small safeguards, we should take the risk. DfEE (2001). Skills for life: the national strategy Experience to date suggests that this was the for improving adult literacy and numeracy skills. right approach. We have had very little loss or Nottingham: Department for Education damage – one XDA has been damaged (someone and Employment. sat on it!) and two XDAs have been lost or stolen, Luckin R, Brewster D, Pearce D, Siddons-Corby R representing only 3% of our devices. There has and du Boulay B (2004). SMILE: the creation of been some excessive use for non-project space for interaction through blended digital activities, causing us temporarily to block phones technology. In J Attewell and C Savill-Smith (eds) and issue warnings, which have resulted in Learning with mobile devices: research and improved behaviour; and only one reported development. London: Learning and Skills incident of inappropriate use of the internet. Development Agency, 87. Passey D (1999). Anytime, anywhere learning 2.7 Equipment and service issues project evaluation. Lancaster: Lancaster University/AAL. Although our experience was not quite as bad as that of Luckin et al. ( 2004) who found that ‘an enormous amount of time was spent maintaining the devices (older model XDAs) in full working order’, providing first-line support to our mentors and learners has not been a simple task. Providing support has been complex, as learners and mentors are inexperienced users of such sophisticated mobiles and because problems experienced can be connected with one or more of the following: device hardware or native software; the signal (or lack of signal) in the area of use; third-party software, such as Flash, which we have loaded onto the devices; software developed within the project by three different partners; learner misuse – for example, changing settings or deleting software. To date, handheld devices – and particularly mobile phones – have been mostly sold for individual rather than project or institutional use: as a result, support from suppliers and service providers is underdeveloped. For example, the website which allows us to monitor the use of the mobiles is not updated in real time and has to be searched by individual mobile phone number – a very time-consuming task. It has also proved much more difficult (and slower) than expected to implement restrictions on user activities; for example, blocking of premium-rate telephone numbers.

Barth Kreis 21

Mobile learning in the retail trade: TransmobiLE (EU-funded Leonardo da Vinci II pilot project)

Artur Barth Gottfried Kreis [email protected] [email protected] Carl–Severing–Berufskolleg Bleichstraße 12 Bielefeld Germany www.transmobile.info

Abstract Another project target is the development of a This paper introduces an adaptive learning and certification concept for the retail trade, to enable teaching environment for the use of mobile the identification, assessment and recognition of handheld computers in the retail trade. Students competences acquired in formal, non-formal and and employees learn with personal digital informal ways. assistants (PDAs) how to offer, for example, ‘cross-selling’ and ‘up-selling’ opportunities to the customer or perform a convenient checkout. 3 Technical standards in the project A collaborative mobile learning environment at Students and employees learn with PDAs and the point of activity – on the sales floor – enables mobile computers of industrial standard for the learners to improve their competences on an retail trade. These mobile devices, expanded with individual basis. Learner-centred teaching and a 512MB secure digital (SD) card, are used in a learning arrangements (content) are being wireless local area network (WLAN) with internet developed for food and lifestyle articles. connection in the store. Keywords The multimedia content of the learning and retail trade, point of activity, teaching arrangements is designed using MS teaching materials, PDA Mobile Office, Portable Document Format (PDF) and HyperText Markup Language (HTML) files and Flash format. 1 Introduction TransmobiLE is an EU-funded transnational pilot project for the integration of mobile learning into 4 Teaching and learning architecture vocational education and continuing training in The TransmobiLE teaching and learning the retail trade. architecture (Rosenberg 2001) is divided into This project focuses on didactical-methodical periods of learning and training at different innovative teaching and learning arrangements locations. The first period starts in the classroom (content) (Achtenhagen et al. 1992). It started of a college or a training centre where the on 1 October 2003 and will be finished on learners are made familiar with the use of 31 March 2006. the mobile devices and the content of the learning arrangements. The next period consists of mobile learning with 2 Project targets these arrangements on the selling floor, at the One project target is the design of point of activity (POA). learner-centred learning/teaching arrangements for mobile terminals within the mobile broadband network, customised for the needs of individual learners in the retail trade according to academically based construction criteria (see the teaching/learning matrix in Barth and Warneke 2004). 22 Mobile learning anytime everywhere

Figure 1 References Mobile learning at the point of activity (POA) Achtenhagen F et al. (1992). Lernhandeln in komplexen Situationen. Neue Konzepte der betriebswirtschaftlichen Ausbildung. Wiesbaden: Gabler. Barth A and Warneke P (2004). Fit for e-commerce. Rinteln: Merkur Verlag Rinteln. Rosenberg MJ (2001). e-learning strategies for delivering knowledge in the digital age. New York: McGraw–Hill.

5 Mobile learning at the point of activity Learners can get the information they require wirelessly and use it at the POA (see Figure 1). It enables them to offer ‘cross-selling’ and ‘up-selling’ opportunities to the customer, while at the same time they improve their competences. An example of the teaching/learning arrangements (content) is the development of a user’s manual for the POS (point of sale), based on the retail system in use, that can be run on an iPAQ 5550 Series or similar device. This guarantees instant access to learning content and provides the learner with a product that complements e-learning and classroom-based training.

Figure 2 Online help for the POS system Beale 23

Wireless learning community hub

Russell Beale [email protected] School of Computer Science University of Birmingham Edgbaston Birmingham B15 2TT United Kingdom

Extended abstract Each story begins as the nub of a thread as on a Keywords discussion board, to which its army of users can community, internet, mobile, shared spaces offer their opinion. To try to eliminate off-topic conversations, Slashdot lets users moderate themselves – points are assigned on various Community and communication criteria, and only the highest scores are shown. These communities show that sharing opinions in the 21st century and viewpoints online is exceptionally popular. It is often argued that in everyday society our sense of community is being eroded. This is particularly relevant for learners, who may find Internet learning communities that they have fewer opportunities to interact Many learning opportunities are guided or with colleagues and so become isolated in their managed through the internet – e-learning learning activities. While it may be true that fewer platforms, blogs, wikis (software that allows people spend time chatting on street corners or web-page creation/editing without use of a in coffee rooms, the decline of human interaction browser) and websites – and so there is a is overstated since they have often shifted their growing body of learners who are familiar with communication to digitally enabled routes. Many these approaches. However, most of these people make extensive use of the internet, with systems use only one technological method – the use of e-mail and instant messaging growing the Web or e-mail or SMS – to develop their all the time, while mobile phone usage for both communities. For many people, what is required voice and text is also on the increase. Wireless is the digital equivalent of the street corner – networks are enabling people to read and reply where people can come and go; requiring little to their e-mails while sitting in the bar or a coffee knowledge to participate in; and where people shop, and you can check on your team’s latest can learn and gain support and advice from result on your mobile phone. their colleagues. The decline of physical communities is complemented by the increase of internet-enabled communities (Preece 2000), Wireless learning community hub using functionalities ranging from chat rooms and This project ties these issues and technologies bulletin boards to blogs (web logs) and shared together to create a community system so that photographs. Although Nielsen (1997) has argued people can continue to communicate wherever that web users, in particular, have different goals, and however they want to, without fear of being and thus do not often produce worthwhile bombarded with useless or offensive messages. content, some of these communities are An easy-to-use and clear interface is provided so exceptionally popular. Slashdot (2005) is a new users can instantly get involved. The core well-known computer and technology news system collates the messages and presents the forum, finding articles and new ideas that interest information in a variety of ways. For a communal its 330,000 daily readers. It is well known for its space, a message board containing the current ability to completely overwhelm other websites stories, comments, notes and images is with the traffic it can create – but its real strength projected onto a wall, providing a large shared is in the commenting features that it has. area with which co-located users can react. 24 Mobile learning anytime everywhere

With an uncluttered design, it is easy to scan and The system has been trialled within a university read updated information that is being submitted environment and informally evaluated by third-year by other users, especially as the system learns and second-year students. Assessing it in terms of exactly what interests the community. By accessibility and usability, it scored highly, owing monitoring the messages that are commented to the clean design and the ability to access it via on, and analysing the contents of other whatever device came to hand, be it mobile messages, it builds up a statistical model of the phone, laptop or while sitting in the lab in front of relevance and interest each message has (Beale a computer screen. The automatic ranking of 2004). It uses this information to order the stories was felt to be useful, though a larger messages, and promotes the most interesting community of users would give a less eclectic ones to the top. By promoting these stories to a profile of interesting stories and would tend to prominent position, the user becomes more produce a more consistent and comprehensible productive since less time is wasted trying to ranking. Users felt the system would be useful to determine what is important. This also has the support supplementary questions in their advantage that spam and unwanted messages learning process and to expand their horizons, so quickly disappear off the display, actioned for that they could be made more aware of dismissal by community consensus, not by real-world examples of whatever issues were administrative intervention. Interesting stories or currently topical in lectures. However, without comments can be commented on, increasing the some form of structure and specific educational sense of community interaction. Files such as support, many felt that there was less use for the pictures or documents can be attached to a system in supporting formal learning than there message, making it possible to collaborate was in supporting informal learning – where it on work. offered an interesting forum in which to ask As well as a central display, the system supports questions, tapping into the wide experience and other displays, so that being co-located is not a backgrounds of the student community. necessity. Users can receive information on their In the future, we hope to trial the system for a mobile phones, on Tablet PCs and laptops, and long period and analyse both the frequency and on personal digital assistants (PDAs). styles of use, to validate the informal reactions Contributions to the system can be made via a and findings reported above. range of devices and technologies: users can post information to the system via their internet browser, via a wireless connection, or through References SMS, and can be physically co-located or Beale R (2004). Improving internet interaction: geographically separated. The questions, from theory to practice. JASIST (Special issue messages and stories are shared over a network on best practices and future visions for search of computers, allowing quick information user Interfaces). exchange between users. Using the Simple Object Access Protocol (SOAP), which is a Nielsen J (1997). Community is dead; reliable and compatible communication protocol, long live mega-collaboration. At it enables other implementations or even www.useit.com/alertbox/9708b.html completely different products to join the network Preece J (2000). Online communities: designing and share information. By using an extensible usability and supporting sociabilty, 1st edn. format, new features can easily be added without New York: John Wiley and Sons, Inc. destroying backwards compatibility. Slashdot (2005). Website. At http://slashdot.org/ Beale Jones 25

Integrating situated interaction with mobile awareness

Russell Beale Matthew Jones [email protected] School of Computer Science University of Birmingham Edgbaston Birmingham B15 2TT United Kingdom

Abstract The system, named IMMS (Intelligent Mobile This paper describes the design and Messaging System), involves the placement of a implementation of an intelligent messaging number of display units on the office doors of system to allow students and lecturers to various members of staff in the department, communicate better with each other when acting as information and messaging terminals office-based interactions fail. for students. These units are iPAQs or similar handheld devices. Members of staff may write a Keywords message and have a picture displayed on the intelligent messaging, Short Messaging System unit; the content displayed on the units is set by (SMS), situated interaction the owner of the unit via a remote-access web-based management system. For staff users who do not have the time or opportunity to sit Overview down at a computer and log into the A common problem for many learning management system, an SMS-based system is organisations is the lack of any formal method to available, allowing users to update their display contact staff members rapidly without the unit content by sending a text message from disclosure of potentially personal information, their mobile phone to the IMMS server. This may such as mobile phone numbers. One ‘traditional’ be of significant use to staff members who have method of interaction existing between staff and a great many department-based commitments, students involves the sticking of notes on office but are frequently away from the department for doors. Lecturers wanting to leave a message on whatever reason. For example, staff members their office door from a remote location often can update the display to inform scheduled require the help of another member of staff, such visitors that they will be late because they are as a receptionist, who might put up a note on stuck in traffic. their behalf. This method has worked for a long Student members of the department are not only time, but there are intrinsic issues relating to a able to view the image and the textual message lack of security and privacy, and the practical set by the owner of the unit, but are also able to problems of notes falling off doors or a lack of send messages to the owner via the display-unit timeliness in posting the note. interface. A student calling in to see a lecturer To address these issues, a system has been and finding an empty office may use the designed and implemented that uses mobile and web-based interface on the display unit to other technologies to provide an increased level compose a short message and mark it urgent or of interaction between staff and students. The non-urgent. In the case of an urgent message, primary focus was on creating a system based composed by students, other departmental on the concept of ‘situated interaction’ members or visitors, IMMS will either send the (Streitz et al. 2003) in an attempt to bridge the information via text message to the unit owner’s gap that currently exists between the learner and mobile phone or store the message in the the instructor, and to allow an increased degree management system for display next time of mobility and remote accessibility necessary the IMMS user logs into the system. The for modern learning situations. routing of the messages sent via the display unit depends on the configuration settings prescribed in the personal profile of the user. 26 Mobile learning anytime everywhere

This intelligent routing of messages extends similar work on situated door displays by Cheverst et al. (2002) which had non-intelligent SMS notification. The web-based components of the system offer configuration and message management, and also allow remote access to the information presented on the screen, allowing users on the internet to look up the status of lecturers without having to go to their door. The system was evaluated against its design goals, meeting the main criteria for providing easy-to-use, current, accessible information on the door; for providing a way of managing messages from the student to the lecturer via the Web and/or SMS; and for enabling the lecturer to manage and update the information displayed from a remote location.

References Cheverst K, Fitton D, Dix A and Rouncefield M (2002). Exploring situated interaction with ubiquitous office door display. In Proceedings of the International Workshop on ‘Situated Interaction’ at the ACM Conference on Computer Supported Cooperative Work, 16–20 November, New Orleans. Streitz NA, Röcker C, Prante Th, Stenzel R and van Alphen D (2003). Situated interaction with ambient information: facilitating awareness and communication in ubiquitous work environments. In Proceedings of the Tenth International Conference on Human–Computer Interaction, 22–27 June, Crete.

Benta Cremene Padurean 27

Multimedia m-learning using mobile phones

Kuderna-Iulian Benta Razvan Padurean Marcel Cremene [email protected] [email protected] Collaborator to Technical University of Cluj-Napoca [email protected] Romania Technical University of Cluj-Napoca Str. Constantin Daicovicu nr 15 400020 Cluj-Napoca Romania

Abstract Accessing an encyclopaedia: the users can As mobile phones are getting smarter and more eventually send the plant picture to an artificial widely used, they have become a familiar tool in intelligence (AI) image recognition service that our environment. Using them as a learning tool will detect the plant species. This service will be calls for services that are compatible with the located on the server due to the low concept of communication tools. Here we computational power of the mobile device. propose a multimedia m-learning application that Location-adapted information: a location feature combines the advantages of text, image and may also help students to do a mapping of how sound using a combination of Wireless Markup the plant spread in the area and to research the Language (WML) pages and Multimedia historical evolution of the plant’s distribution in Messaging Service (MMS). that region. Keywords WML, MMS, collaboration 2 The architecture The students are using Wireless Application 1 Introduction Protocol (WAP) and Multimedia Messaging Mobile phones are communication tools that Service (MMS)-enabled phones to access the may establish voice (sound), text and image links information (Stead 2003). The mobile phone’s between people in order to exchange information WAP browser reads the WML pages and and in this way can give support to the teaching displays the text within the link. If there is a need and learning process. This implies getting to listen to a sound or to see an image, the information from a source; putting questions to student may request an MMS with that content and getting answers from a tutor; and exchanging by clicking on a link. The teacher composes his or ideas between students. All this must be in a her lessons by adding text, links between pages, simple form (Ring 2001); for example, a task images and sounds related to a line of text, definition or a motivational message, verifying using a HyperText Markup Language the information gathered. (HTML)-based interface. Figure 1 (overleaf) depicts the service architecture. The service responds with WML 1.1 Scenarios pages and MMSes, putting a response together The scenario is a biology lesson in which a class on the spot. The content is retrieved from the of students (or pupils) have to recognise a plant encyclopaedia database and sustains the following a WML text description and a multimedia information exchange between the multimedia message (MMS) provided by the students and the tutor. tutor. The system provides a multimedia chat platform to encourage discussions and picture exchange with fellow students and with the tutor. 28 Mobile learning anytime everywhere

Figure 1 The service architecture

The architecture contains: If it were implemented as a service, the costs p the front-end components: MMS gateway (now would not be too high, assuming that packages SMS) that sends and receives MMS, the WML of services at a special rate could be negotiated servlet that composes and responds with WML for MMS and given that costs per transfer for pages, and the HTML servlet – responsible for GPRS (General Packet Radio Service) are now the tutor’s interface lower than they used to be. In terms of its usefulness, the students thought that this p the MMS composer which assembles an MMS example was good, but other implementations message from given ‘ingredients’ could be done. We intend to develop a p the MMS receiver, which takes apart an MMS location-based mobile-accessible encyclopaedia. message and extracts the information (images, text, sound) p the encyclopaedia database – which contains all 4 Conclusion the multimedia information necessary for the The paper presents a new m-learning multimedia learning process service allowing interaction between the p the AI search engine, which is able to find in the participants and access to information sources encyclopaedia images or sounds similar to a via WML and MMS. As the project develops, given image or sound, using a classical pattern artificial intelligence (AI) and location features will recognition algorithm be considered and an extension of the database content as well. p the service manager which implements the service logic, the operation sequence, menus, etc References p the location server, an external and optional Freeman JA and Skapura DM (1991). Neural component which is useful to relate the service networks: algorithms, applications, and response to the location. programming techniques. Addison Wesley Publishing Company. 3 Results Ring G (2001). Case study: combining Web and WAP to deliver e-learning. In Learning Circuits, The application has been tested on a group of 10 June issue. Available via www.learningcircuits.org students. Their opinions about this application differ … Some are concerned about the content’s Stead G (2003). Early footsteps and next steps: relevancy, but most people think that it would be ‘m-learning’ with disengaged young people. an interesting learning tool. The multimedia trend Paper presented at the MLEARN Conference and the interactions with other people captured 2003, London, 19–20 May. their attention very quickly. The students used the MMS to send non-didactical content too. Brasher 29

Finding the appropriate learning objects: human, mobility and community issues

Andrew Brasher [email protected] UserLab The Open University Walton Hall Milton Keynes MK7 6AA United Kingdom

Abstract 2 Research issues This paper describes an approach to the Consider an organisation which produces a description of the educational characteristics of variety of learning objects with a specific target learning objects which aims to reflect the audience (ie specific groups of learners) in mind. demands of mobile use; it also addresses This organisation could be a university or a human factors related to the creation of the commercial publisher, but for the sake of this relevant metadata. example, assume that it is a university producing Keywords learning objects for its students. Each learning metadata, ontology, human–computer object includes IEEE LOM (Institute of Electrical interaction (HCI) and Electronics Engineers Learning Object Metadata) standard metadata, including metadata in the educational category. 1 Introduction Chan et al. (2004) considered the suitability of In the education domain there are several the IEEE LOM for the mobile learning scenarios specifications (eg McKell and Thropp 2001) and produced by the MOBIlearn project, and standards (IEEE 2002) for metadata descriptions concluded that the only changes necessary were of learning objects. These are intended to enable in respect of rights management. Accepting that computer systems to identify instances relevant the educational category is suitable for use in to a user’s needs. These specifications and mobile learning scenarios, consider one element standards break the description down into from that category – the ‘difficulty’ element – as several categories such as ‘general’, ‘technical’ an example. and ‘educational’. Unlike many of the other With respect to the ‘difficulty’ element, the categories of descriptors, most of those in the explanatory note in the IEEE standard states educational category cannot be determined by (IEEE 2002): ‘How hard it is to work with or analysing the learning object itself, because through this learning object for the typical these descriptors describe characteristics of the intended target audience.’ It should be noted that expected use of the object, rather than of the with respect to both the ‘typical learning time’ object itself (Marshall 1998). Examples include and ‘difficulty’ elements, the standard states: descriptors of the difficulty of a learning object, ‘NOTE – The “typical target audience” and of the typical age range of the intended can be characterized by data elements users. Mobility of learners can imply further 5.6:Educational.Context and degrees of uncertainty about the expected use 5.7:Educational.TypicalAgeRange’. of the learning object, and this paper discusses Now consider that the university in question an approach to the creation of the educational has made collections of its objects available category of descriptors which takes account of to third parties – for example, via an initiative the need for human production of most of the similar to MIT OpenCourseWare (MIT 2003); descriptors in this category. or via commercial relationships with individual organisations – for example, institutions such as museums or art galleries. 30 Mobile learning anytime everywhere

In the former case (OpenCourseWare-type 3 The approach initiative), the objects will be freely available on The approach that has been developed and the internet to any learner; and in the latter case realised as a working prototype in OWL (Web (museum or art gallery), the institution in Ontology Language) (McGuinness and van question wishes to enable visitors to the Harmelen 2003) is an ontology which can act as a institution to learn from appropriate learning mechanism for relating perceptions of difficulty objects and thus makes the objects available via appropriate to an individual educational context a wireless system within its building. Note that in to perceptions of difficulty in another educational this paper, only issues concerned with the context. For example, one educational context metadata description of the objects is of interest, could be characterised as undergraduates so the issues of transforming and rendering studying for an art history degree; and the other objects on a variety of mobile devices – personal could be characterised as people with a higher digital assistants (PDAs), mobile phones, etc – level of education, but not in art history, who are are not discussed. visiting an art gallery. Next we consider the situation described by The ontology enables the establishment of a Lonsdale et al. (2004), one in which a context relationship between descriptions of difficulty awareness system filters and selects objects appropriate to one context and an expectation of appropriate to a learner’s context from a perceptions of difficulty in the other context. For database of available objects. The selection and instance, for two contexts (context1 and filtering operations described by Lonsdale et al. context2), a set of useful descriptors for this require that the metadata descriptors of the relationship is as follows. educational characteristics of the learning objects can be correctly interpreted by the context p Assignments of difficulty made in this context awareness system. If learning objects contain (context1) are perceived as ‘more difficult’ than educational metadata which is appropriate to assignments of difficulty made in this context only one educational context (which is (context2). characterised by the Educational.Context and p Assignments of difficulty made in this context Educational.TypicalAgeRange elements in the (context1) are perceived as ‘less difficult’ than IEEE LOM), then that is not sufficient for the assignments of difficulty made in this context context awareness system to select and filter (context2). objects from a variety of contexts. p Assignments of difficulty made in this context For instance, a specific learning object from an (context1) are perceived to be ‘as difficult’ as undergraduate art history course is described as assignments of difficulty made in this context of ‘medium’ difficulty for art history (context2). undergraduates studying the course that the object is part of. In other words, the community It should be noted that in this case, ‘assignment’ of practice which produced the learning object should be interpreted as ‘the action of assigning’, (ie lecturers at the university) have decided that not as ‘a task allocated to somebody as part of a this learning object is of ‘medium’ difficulty for course of study’. the community it is intended for – art history undergraduates at the university. If it is to be correctly filtered and/or selected on the basis of 4 Conclusions its difficulty for other contexts, then ‘difficulty’ This ontology enables metadata descriptions of and ‘typical target audience’ metadata must be ‘difficulty’ appropriate for one context to be created for those contexts; or a mechanism correctly interpreted for learning that is occurring which allows the interpretation of relationships in other contexts, provided that the relationship between contexts must be introduced. As stated between the two contexts has been instantiated. earlier, ‘difficulty’ and ‘typical target audience’ This instantiation does require human metadata is metadata which describes the intervention, but as it describes relationships expected use of an object, and thus cannot be between contexts, only one instance is required automatically generated – it must be generated for each pair of contexts (compared with by people. Experience at the Open University additional metadata for every learning object in and elsewhere (eg Chan 1989) has shown that the alternative approach discussed above). human-produced metadata is often neither complete nor consistent: thus it was decided to focus on other approaches to achieve the desired result. Brasher 31

Furthermore, the ‘difficulty’ metadata that is McKell M and Thropp S (eds) (2001). IMS appropriate to one context (eg an undergraduate Learning Resource Meta-data Information Model. art history degree) can be created by experts Version 1.2.1: final specification. Burlington, from the relevant community of practice (ie the MA: IMS Global Learning Consortium. lecturers on the course), for whom there is the At www.imsglobal.org/metadata/ motivation to ensure the creation of accurate and imsmdv1p2p1/imsmd_infov1p2p1.html, consistent metadata. Moreover, the instantiation accessed 5 September 2005. of the context relationship can be achieved via a MIT (2003). MIT OpenCourseWare. discussion between people who have endemic At http://ocw.mit.edu/, accessed 10 June 2004. motivation to ensure that the relationship is correctly captured; for example, senior managers or lecturers at the relevant organisations.

References Campbell LM (2003). Engaging with the learning object economy. In A Littlejohn (ed.) Reusing online resources: a sustainable approach to e-learning. London: Kogan Page Ltd, 35–45. Chan LM (1989). Inter-indexer consistency in subject cataloguing. Information Technology and Libraries, 8, 349–358. Chan T, Sharples M, Vavoula G and Lonsdale P (2004). Educational metadata for mobile learning. In J Roschelle, T Chan, Y Kinshuk and SJH Yand (eds) Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE). Computer Society Press. At http://csdl2.computer.org/comp/proceedings/ wmte/2004/1989/00/19890197.pdf IEEE (2002). IEEE Standard for Learning Object Metadata. IEEE Std 1484.12.1–2002. New York:The Institute of Electrical and Electronics Engineers. IMS (2001). IMS learning information package specification. At www.imsglobal.org/profiles/, accessed 12 May 2004. Lonsdale P, Barber C, Sharples M and Arvantis TN (2004). A context-awareness architecture for facilitating mobile learning. In J Attewell and C Savill-Smith (eds) Learning with mobile devices. London: Learning and Skills Development Agency, 167–171. Marshall C (1998). Making metadata: a study of metadata creation for a mixed physical–digital collection. In Proceedings of the ACM Digital Libraries ‘98 Conference. New York: ACM Press, 162–171. McGuinness DL and van Hamelen F (2003). OWL Web Ontology Language overview. At www.w3.org/TR/owl-features/, accessed 21 May 2004.

Brasher Taylor 33

Development of a research plan for use of ambient technology to test mobile learning theories

Andrew Brasher Josie Taylor [email protected] [email protected] UserLab The Open University Walton Hall Milton Keynes MK7 6AA United Kingdom www.mobilearn.org

Abstract The need for this research (and hence its This paper reports on the progress that has made inclusion in the development of the MOBIlearn been towards the development of a research road map) was initially prompted by papers plan to enable ambient technology to be describing methodological difficulties with media employed as a tool which researchers can use comparison studies (eg Joy and Garcia 2000). when testing theories of learning with mobile It describes the method used, informed by the devices, and developers can use when evaluating T-Plan approach developed by Phaal, Farrukh and mobile learning systems. It describes the Probert (2004), and the progress made by approach used, informed by the T-Plan approach examining sources including: developed by Phaal, Farrukh and Probert p existing academic research which tests theories (2004), and the progress made by examining of learning (eg Moreno 2004) sources including: p frameworks for evaluating educational software p existing academic research which tests theories (eg Jones et al. 1999) of learning (eg Moreno 2004) p information about relevant existing and emerging p for evaluating educational software technologies such as those for identification of (eg Jones et al. 1999) physical objects [eg RFID (Radio Frequency p information about relevant existing and emerging Identification)]; data communication [eg GSM technologies such as those for identification of (Global System for Mobile Communications) physical objects (eg RFID); data communication GPRS (General Packet Radio Service), WLAN (eg GSM, GPRS, WLAN, UMTS or Bluetooth); (Wireless Local Area Network), UMTS (Universal outdoor location (eg GPS or GNSS); indoor Mobile Telecommunications System) or location (eg infrared or optical); and video and Bluetooth]; outdoor location [eg GPS (Global audio data capture. Positioning Systems) or GNSS (Global Navigation Satellite Systems)]; indoor location (eg infrared, Keywords optical); and video and audio data capture. ambient technology, evaluation, theory of learning We conclude by summarising some issues which are critical to the success of such a research plan. 1 Introduction This paper focuses on the potential of ambient technology to obtain quantitative data about 2 Framework: the T-Plan approach learners’ interactions with all kinds of learning The aim of a science and technology research materials in such a way that the learners are ‘road map’ is to provide a consensus view or unaware of the process of the data capture. It vision of the future landscape available to describes some preliminary work towards the decision makers. The road-mapping process development of a research plan which, if provides a way to identify, evaluate and select followed, aims to enable ambient technology to strategic alternatives that can be used to be employed as a tool which researchers can use achieve a desired science and technology when testing theories of learning with mobile objective (Kostoff and Schaller 2001). devices, and which developers can use when evaluating mobile learning systems. 34 Mobile learning anytime everywhere

This paper describes one aspect of work towards The T-Plan approach entails four facilitated the development of a ‘road map for further workshops, the first three of which focus on the research into the theory and practice of learning three main layers of the road map, with the final in a mobile environment supported by new workshop bringing the themes together on a technologies’ being carried out within the timescale-basis to construct the road map. MOBIlearn project (MOBIlearn 2002). The A schema of the process as adapted for the process adopted by MOBIlearn is based on the MOBIlearn project is shown in Figure 1. Phaal, T-plan approach (Phaal, Farrukh and Probert Farrukh and Probert (2004) make the point that 2004), which has been designed to generate ‘Often a considerable part of the initial road maps for product planning and roadmapping effort will be directed at defining development. Key reasons for considering the the layers and sublayers that will form the T-Plan approach within the short timescale roadmap’; and this paper is one output of that permitted in the collaborative MOBIlearn project initial effort. The work described in this paper is are as follows. intended to expose aspects of our current p It has been developed to support the rapid thinking about two layers: the ‘theoretical initiation of road mapping. foundations’ layer and the ‘organisation and infrastructure’ layer. With reference to the p It provides a customised approach which theoretical foundations layer, we propose that includes guidance on the broader application of the road map should include developments to the method beyond its primary purpose of existing models for evaluation and validation; and supporting product planning. with reference to the organisation and p It was developed during a 3-year programme in infrastructure layer, we propose the necessary which more than 20 road maps were developed, technological developments as part of an and it has been applied more than 40 times. ‘ambient technology’ sub-layer. p The general principles of the approach have been used to develop multi-organisation (or collaborative) road maps (Phaal, Farrukh and Probert 2004).

Figure 1 Adaptation of the T-Plan process steps for the MOBIlearn project Adapted from Phaal, Farrukh and Probert (2004) Brasher Taylor 35

With respect to the sources identified in In terms of evaluation and validation, Taylor section 1, the first two – existing academic (2004) promotes analysis of activities and design research which examines theories of learning; of mobile systems to support the learning and frameworks for evaluating educational activities, stating that: software – reflect the current state of the art From the evaluator’s point of view, then, the task with respect to testing theories of learning, and is to evaluate the effectiveness with which hence feed into the development of the learners are able to achieve their goals, and ‘theoretical foundations’ layer. The third source – complete learning activities, irrespective of the information about relevant existing and emerging specific devices that might have been used in technologies – reflects the state of the art and doing so. Indeed, the same or similar activities potential future evolution of ambient technology, could be instantiated in a variety of different ways and thus is crucial for the ‘organisation and depending on availability of technical support (eg infrastructure’ layer. An analysis of these sources access to wireless Local Area Network, LAN) and has yielded topics and issues which we believe user preferences. In so doing, we will necessarily need to be discussed at the relevant workshops for be evaluating the validity of the tasks themselves these two layers. This analysis is discussed in more as vehicles for learning. detail in section 3 and section 4 respectively. Therefore, it is the system plus the environment that must be evaluated, using a task-centred 3 Theoretical foundations: approach. The work described here is thus a first evaluation and validation step towards investigating the potential of ambient technology to obtain quantitative data Our first step is to define what we mean by about learners’ interaction with materials in such ‘mobile learning’, and what this implies in terms a way that the context of the learner’s tasks is of techniques for evaluation and validation. naturalistic, and the learners themselves are Rather than adopting a definition of ‘mobile unaware of the processes of data capture. learning’ which takes account only of uses of certain technologies, the MOBIlearn project has Referring back to the definition of mobile learning adopted a broader definition: ‘Any sort of learning stated above, we initially focus our attention on that happens when the learner is not at a fixed, learning opportunities offered by mobile predetermined location, or learning that happens technologies, and thus consider an existing when the learner takes advantage of the learning framework for evaluation of educational opportunities offered by mobile technologies.’ software. Figure 2 shows a version of the CIAO (O’Malley et al. 2003). (context, interactions, attitudes and outcomes) framework (Jones et al. 1999) which has been amended to identify modifications that make it appropriate for our purposes – that is, to exploit ambient technology. Components to which ambient technology could hypothetically contribute are shown in bold text in the cells.

Figure 2 The CIAO framework (context, interactions, attitudes and outcomes) Context Interactions Attitudes and outcomes Rationale The aims and the context Data about students’ It is important to try to of use interactions with the assess learning outcomes, software allows some but also to consider analysis of the process effective outcomes; eg a change in perceptions and attitudes Data Designers’ and course Records of student Measures of learning; team’s aims. interactions; products changes in students’ Policy documents of students’ work; attitudes and perceptions and meeting records student diaries; online logs Methods Interview CAL Observation; diaries; Interviews; questionnaires; (computer-assisted learning) video/audio and tests designers and course computer recording team members; analyse policy documents 36 Mobile learning anytime everywhere

The CIAO framework encompasses both 4 Organisation and infrastructure: qualitative and quantitative techniques. This ambient technologies paper is focusing on quantitative techniques and thus we must consider the ability of quantitative Section 3.1 described potential applications of techniques to generate reliable and valid data ambient technology for evaluating and validating with respect to learning. Many researchers have theories of learning. With respect to these reported difficulties with quantitative techniques, potential applications, we can postulate that at the including validity of interpretation of observations very least, we need to consider in a workshop (because similar observed behaviours can the generation of positional data (related to both represent very varied mental processes and people and objects); temporal data (related to intentions) and problems with moving from both people and objects); and audio and/or video statistical to causal relationships between data (related to social interactions). observed events (see eg Wegerif and Mercer We now focus our analysis on technological and 1997). We recognise that similar difficulties will infrastructural issues which need to be researched occur if the observations are a result of ambient and developed as part of the road map. technology rather than of a human observer. Hill et al. (2004) describe a range of platform classes of nodes (hardware and software combinations) which can be used to create 3.1 Previous studies wireless sensor networks. The classification As a starting point we take our first source: consists of four classes of nodes studying existing peer-reviewed academic (special-purpose sensors; generic sensors; research which has devised and utilised methods high-bandwidth sensors; gateway), where to gather and record quantitative observational gateway nodes interface to existing networks data. First, we hypothesise as to how ambient (eg the internet); high-bandwidth nodes capture, technology could improve the recording of for example, audio and video data; generic nodes observational data. We then hypothesise how detect, for example, motion; and special-purpose the theoretical extensions to the CIAO evaluation nodes are low-power cubic-millimetre scale framework discussed above could be realised devices which are designed and programmed to using ambient technology. In section 4, we perform specific functions. The authors state: consider the capabilities of the ambient ‘While the capabilities, cost, and size of each technology that exists today, and we hypothesise class of device will change with technological developments and improvements to this advances, these four fundamental classes of technology that would enable the theoretical device will likely remain for the foreseeable future.’ extensions to the CIAO framework to be realised. Thus this classification appears to be a useful So far, our analysis of published studies of mobile starting point for discussions, at workshops and learning indicates that with respect to evaluation other forums, of these kinds of powered sensor. and validation of mobile learning, ambient In addition, no matter what the nature of the technology can be used to: sensor, there will be wireless security and p identify gaps between what people say they do interference issues which will have to be and what they actually do (Smørdal and Gregory considered, in addition to a variety of potential 2003); for example, to validate information gained mechanisms for locating people and objects in via questionnaires and interviews time and space. p generate additional information about learner Specific examples of the utilisation of such behaviour during longitudinal studies of devices include the technique of Back et al. temporally and spatially distributed learners (2001) for monitoring page movements using (eg to contribute to a study such as is currently RFIDs – that is, a method to gather data related underway within the MOBIlearn project to people’s interaction with books. This was used (MOBIlearn 2002) successfully in the Listen Reader project (Back and Cohen 2000), which also used sensors to p record data about social processes that occur detect the motion of a reader’s hands. during learning episodes that may not otherwise be accessible to researchers (eg the collaborative learning episodes reported in Lundin and Magnusson 2003; and in Zurita and Nussbaum 2004). A consideration of technological and infrastructural issues related to these propositions is presented in section 4. Brasher Taylor 37

5 Conclusions Joy EH and Garcia FE (2000). Measuring This paper has considered a variety of issues learning effectiveness: a new look at which affect the creation of a research road map no-significant-difference findings. Journal of to explore the potential of ambient technology for Asynchronous Learning Networks, 4, 33–39. use as a tool to enable researchers to validate Kostoff RN and Schaller RR (2001). Science and theories of learning. It has identified ways in technology roadmaps. IEEE Transactions on which ambient technology could be used with Engineering Management, 48, 132–143. respect to mobile learning; and has put forward Lundin J and Magnusson M (2003). Collaborative frameworks for discussion of relevant issues learning in mobile work. Journal of Computer which should enable fruitful road-map workshops Assisted Learning, 19, 273–283. to occur. MOBIlearn (2002). Next-generation paradigms As stated in section 3, there are problems and interfaces for technology supported learning concerning the interpretation of observational in a mobile environment. Exploring the potential of data, and in moving from statistical to causal ambient intelligence. Project No IST–2001–37187. relationships between observed events, that will Technical Annex. MOBIlearn Consortium. affect the usefulness of any data that is generated by ambient technology. These are perhaps the Moreno R (2004). Decreasing cognitive load for most difficult and challenging issues that the novice students: effects of explanatory versus research plan discussed here will have to face. corrective feedback in discovery-based multimedia. Instructional Science, 32, 99–113. We have not considered how to integrate quantitative data with qualitative data in this O’Malley C, Vavoula G, Glew JP, Taylor J, paper, and we recognise that consideration of Sharples M and Lefrere P (2003). Guidelines such integration should be included in the for learning/teaching/tutoring in a mobile discussion that will occur during the environment. MOBIlearn deliverable D4.1. development of the road map. At www.mobilearn.org/download/results/ guidelines.pdf, accessed 15 June 2004. Finally, with respect to technological developments, it is apparent that the rate of Phaal R, Farrukh CJP and Probert DR (2004). advance of technologies which can be used in Technology roadmapping – a planning framework or as ambient devices is continuing and will for evolution and revolution. Technological continue over the next decade. This being so, Forecasting and Social Change, 71, 5–26. social and legal issues such as security and Smørdal O and Gregory J (2003). Personal digital privacy will have an impact on the utilisation of assistants in medical education and practice. such technology, and thus must also be Journal of Computer Assisted Learning, considered and discussed. 19, 320–329. Taylor J (2004). A task-centered approach to evaluating a mobile learning environment for References pedagogical soundness. In J Attewell and Back M, Cohen J, Gold R, Harrison S and C Savill-Smith (eds) Learning with mobile Minneman S (2001). Listen reader: an devices. London: Learning and Skills electronically augmented paper-based book. Development Agency, 167–171. In Proceedings of the SIGCHI Conference on Wegerif R and Mercer N (1997). Using Human Factors in Computing Systems. computer-based text analysis to integrate New York: ACM Press, 23–29. qualitative and quantitative methods in research Back MJ and Cohen J (2000). Page detection on collaborative learning. Language and using embedded tags. In Proceedings of the Education, 11, 271–286. 13th Annual ACM Symposium on User Interface Zurita G and Nussbaum M (2004). Computer Software and Technology. New York: ACM Press, supported collaborative learning using wirelessly 159–160. connected handheld computers. Computers and Hill J, Horton M, Kling R and Krishnamurthy L Education, 42, 289–314. (2004). The platforms enabling wireless sensor networks. Communications of the ACM, 47, 41–46. Jones A, Scanlon E, Tosunoglu C, Morris E, Ross S, Butcher P and Greenberg J (1999). Contexts for evaluating educational software. Interacting with Computers, 11, 499–516.

Bull Bridgefoot Corlett Kiddie Marianczak Mistry Sandle Sharples Williams 39

Interactive Logbook: the development of an application to enhance and facilitate collaborative working within groups in higher education

Susan Bull [email protected] Department of Larry Bridgefoot [email protected] Electronic, Electrical Daniel Corlett [email protected] and Computer Paul Kiddie [email protected] Engineering Tom Marianczak [email protected] University of Birmingham Chet Mistry [email protected] Edgbaston Neil Sandle [email protected] Birmingham B15 2TT Mike Sharples [email protected] United Kingdom Daniel Williams [email protected] www.interactivelogbook.tk

Abstract The aim of Interactive Logbook is to provide an This paper describes the development of integrated suite of tools to facilitate and enhance Interactive Logbook, an application designed collaborative learning by small groups within a primarily for university students, to facilitate and higher education (HE) setting. In conjunction with enhance individual and collaborative learning in this aim, the emergence of Tablet PCs as a viable higher education. Interactive Logbook exploits alternative to desktops, laptops and personal the Tablet PC architecture to incorporate wireless digital assistants (PDAs) was recognised, and the communication, natural handwriting input and increased mobility and accessibility of this form context awareness, and provides a seamless of tool was harnessed to improve distributed integration of tools for learning, collaboration, and group working. time management. The development follows closely A collaborative tool is not a new idea, nor is the the socio-cognitive engineering methodology ability to work wirelessly while mobile. Wireless (Sharples et al. 2002) for the human-centred and mobile technology for use within education design of educational learning technology. In has been available for some 10 years or more addition, usability evaluation techniques such as (Wayne 1993), but the barriers to card sorting, heuristic evaluations and field studies implementation, such as cost and technology have been used to ensure that the system limitations, have only recently been overcome. interface is intuitive, uncluttered and easy to use. A similar system is the CoVis Collaboratory Keywords Notebook (Edelson and O’Neill 1994), which Tablet PC, collaborative, computer-supported provided a knowledge base to enable remote collaborative work, higher education, context collaboration between students, academic staff awareness, groupware and professionals. However, this is now very similar to an internet message board and is therefore somewhat limited and outdated. There 1 Introduction has also been developments in software tools A recent development within education, that aid students to organise their studies more particularly higher education, is support for group effectively. These are not necessarily and collaborative learning. Previous research has collaborative applications, but they indirectly shown that peer collaboration is an effective means increase peer collaboration through greater of learning (Collier 1980; Johnson, Johnson and personal organisation and local access to Smith 1991). Although the results of this research resources. A recent example of such an have been available for over 20 years, it has only application is the Student Learning Organiser recently had a widespread influence within higher (SLO) (Holme and Sharples 2002). This was education. It is now accepted that a significant part designed for the Pocket PC and provided a of a degree should include working within small mobile platform for students to organise their groups towards the successful completion of a studies, including tools for management of time project. To benefit from group work, the students and resources. The authors took several key need to communicate and share ideas quickly points from this project, including the necessity and efficiently. New communications technology for such organisational tools and the need for a can offer tools for distributed team working, but mobile device to provide anywhere, anytime these have mostly been designed for work in access to required information. business teams rather than student learning. 40 Mobile learning anytime everywhere

2 Development procedure 3 Aims and general requirements To complete the complex task of building such an Interactive Logbook is intended to assist application, a socio-cognitive engineering students in coordination and collaborative methodology (Sharples et al. 2002; see Figure 1) problem solving, through previously gained was adopted. This allowed an analytic approach knowledge, but not to support basic learning or to the design of human-centred technology. knowledge gathering. Through consideration and combination of The initial general requirements were identified several different viewpoints, it facilitated the by undertaking brainstorming sessions with development of the system, but ensured that potential users from different academic the main focus throughout the development was backgrounds. The requirements include the ability on the user. to communicate effectively, to share resources Socio-cognitive engineering breaks system and information and to create collaborative design into building blocks, each of which is documents. In addition, the brainstorming necessary to deliver a successful application, as sessions showed the necessity for personal and outlined in Figure 1. The left-hand side, including group organisational tools, and the possibility of general requirements, field studies and theory of contextually aware devices was highlighted. use, provides a user-orientated approach to the The theory of use (see Figure 1) was analysis of activity and theory, related to constructed through research into cognitive collaborative learning in small groups. The task processes and the social interactions involved model integrates these into a coherent depiction when students collaborate to reach a common of how students learn together with their current goal. The findings of this research showed that technologies. The task model also indicates the advantages of collaborative learning over limitations of current learning and teamwork independent study lie in the processes of practices that can inform the design of new articulation, conflict and co-construction of ideas technology. It enables an iterative process of between collaborating peers (Crook 1996). system design and evaluation, which is Dillenbourg et al. (1996) suggest that when represented by the right-hand side. considering such processes, it is necessary to differentiate between learning and problem solving; and also between collaboration and cooperation. Consideration of the differences between collaboration and cooperation suggests that Interactive Logbook should be designed to ensure a high level of mutual contributions to attaining a common goal. This is in contrast to simply dividing work between group members.

Figure 1 Socio-cognitive engineering methodology Source: Sharples et al. 2002 Bull Bridgefoot Corlett Kiddie Marianczak Mistry Sandle Sharples Williams 41

Facilities should be provided to ensure that This consultation process ensured ease of use, coordination is simple and effective between as the target users were consulted throughout group members, and that contributing to a task the design process. while interacting with group members is feasible The result was the identification of four groups: and simple. Programs; Modules; Meetings; and Diary. In combination with the theory of use, the field studies attempted to discover the requirements of potential users. The field studies took the form 5 Development tools of questionnaires, scenarios and focus groups, and functionality which pointed to a core set of requirements to be included in the final application. These Interactive Logbook v1.1 is the first usable requirements included natural handwriting input, release compiled by the authors. The application peer messaging and time-management facilities. employs the .NET architecture and utilises the Tablet PC SDK. Several user interface (UI) components were provided by Divil (2004). 4 Ensuring usability Figure 2 gives a typical overview of the Interactive Logbook’s interface. Usability issues were highlighted during design and developments through the use of field The main source of user interaction is the Launch studies undertaken with several groups of Panel to the right-hand side of the interface, from potential users and experienced usability experts. which four separate sections can be accessed. Possible interface designs were drafted and p Programs: provides easy access to ‘mini shown to groups of students so that they could applications’ from within Interactive Logbook, select and modify the designs. In addition, such as the internet, text messaging to peers, 15 students from a cross-section of courses took and freehand notes entry. part in a card sort. Students grouped related p Modules: provides access to teaching material at functions, such as Calendar, To Do’s and the user’s request by selecting the name of a Appointments into a common group which was course module. It also displays relevant lecture named appropriately, Diary. material if the calendar shows a lecture in progress at the current date and time.

Figure 2 The Interactive Logbook user interface 42 Mobile learning anytime everywhere

p Meeting: provides collaborative tools such as References access to previous group minutes and initiation Collier KG (1980). Peer-group learning in higher of a peer-to-peer whiteboard session. education: the development of higher-order skills. p Diary: provides time-management features. Studies in Higher Education, 5(1), 55–62. These include To Do’s and Appointments, Crook C (1996). Computers and the collaborative represented in a Calendar view. experience of learning. New York: Routledge. Furthermore, a Tab Panel located towards the Dillenbourg P, Baker M, Blaye A and O’Malley C bottom of the interface provides the student with (1996). The evolution of research on collaborative access to shared group resources and private learning. In H Spada and P Reimann (eds) resources. It also allows simple file manipulation. Learning in humans and machines. Oxford: Location sensing of other group members is Pergamon Press, 189–211. provided by the Ekahau (2004) positioning Divil (2004). Website. At www.divil.co.uk/net/, engine. Some functionality is provided for users accessed January 2004. who belong to a number of project groups. The Edelson DC and O’Neill DK (1994). The CoVis current group environment may be swapped to Collaboratory Notebook: supporting collaborative permit the access of resources related to another scientific enquiry. In A Best (ed.) Proceedings of group to which the current user belongs. the 1994 National Educational Computing Finally, administration, though still in its infancy, is Conference, 146–152. present in this release of Interactive Logbook. It Ekahau (Jan 2004). Website. At www.ekahau.com, allows the use of Interactive Logbook on any accessed January 2004. shared network space and the use of the system by lecturers, who may add teaching material to a Holme O and Sharples M (2002). Implementing a particular lecture slot in the calendar, thereby student learning organiser on the Pocket PC allowing that material to be displayed when the platform. In Proceedings of the European date and time for that lecture arises. Lastly, Workshop on Mobile and Contextual Learning, administrators may create year timetables that Birmingham, 41–44. can be offered to all students, providing Johnson DW, Johnson RT and Smith KA (1991). reminders and related teaching material from the Cooperative learning: increasing college faculty Interactive Logbook system. instructional productivity. ASHE–ERIC Higher Education Report No 4. Washington DC: The George Washington University, School of 6 Further developments Education and Human Development. (ERIC Interactive Logbook is still a prototype system. Document Reproduction Service No ED 343465) The authors are committed to using feedback Sharples M, Jeffrey N, du Boulay JBH, Teather D, gained from the initial release to improve the Teather B and du Boulay GH (2002). usefulness of the system. Socio-cognitive engineering: a methodology for The collaborative features will be developed to the design of human centred technology. improve its usefulness in group-working In European Journal of Operational Research, scenarios, team whiteboard sessions, ink 136(2), 310–323. messaging and administration of teams by the Smith R, O’Shea T, O’Malley C, Scanlon E and Interactive Logbook server. In addition, the Taylor J (1991). Preliminary experiments with authors will ensure that existing features are as a distributed multimedia problem solving comprehensive as possible – for example, the environment. In J Bowers and S Benford (eds) adaptability of the software depending on the Studies in computer supported cooperative work: environment of the student; the addition of theory, practice and design. Amsterdam: multimedia elements to notes and administrative Elsevier, 31–48. tools. Finally, the reliability of Interactive Logbook Wayne C (1993). Wireless coyote: will be evaluated and improvements made to a computer-supported field trip. ensure more sophisticated data handling in Communications of the ACM, 36(5), 57–59. shared environments. The authors intend to continue development with the aim of establishing Interactive Logbook as an indispensable tool for students using Tablet PCs. Byrne Lonsdale Sharples Baber Arvanitis Brundell Beale 43

Determining location in context-aware mobile learning

Will Byrne Russell Beale Peter Lonsdale [email protected] Mike Sharples School of Computer Science Chris Baber University of Birmingham Theodoros N Arvanitis Birmingham B15 2TT Pat Brundell United Kingdom [email protected] School of Engineering University of Birmingham Birmingham B15 2TT United Kingdom

Abstract Given reliable and accurate location information, Context-aware mobile learning systems rely on we are also interested in how to use it in the best the availability of information about a mobile user. and most unobtrusive way. Users may not want One of the most obvious aspects of context is to have to constantly request new content as location (Small, Smailagic and Siewiorek 2000), they move around the gallery, but they may and several methods exist to determine a user’s quickly become irritated if content is position, varying not just in the accuracy of the automatically updated whenever the system information they provide, but also in the extent to decides they have moved enough to change which they intrude on the user’s experience. their current context (Jones and Brown 2002). Issues with intrusiveness also arise when this They may also be engaged in some other activity, information is used. For instance, a user may which limits the amount of information they can not necessarily want content in their browser accept, something that may also be taken automatically updated whenever they into account by a context-aware system change position, or when they are busy with (Lonsdale et al. 2003). other activities. This paper describes the ongoing development 1. 1 Architecture of a testbed to explore some of these methods and issues by modelling a mobile learning The location-sensing component of a scenario involving a visit to an art gallery. A user context-aware system should ideally be with a mobile device will have the most relevant independent of other components, and its output content made available as he or she moves should be in a general, portable form that can be around the gallery. consumed by a range of applications or other components in the same system (Bauer, Becker Keywords and Rothermel 2001). A location service may also context, location, mobile learning, wireless manage information from more than one type of positioning system; for example, an ultrasound positioning system could be used in conjunction 1 Approaches to with Radio Frequency Identification (RFID) tags. determining location Our testbed will use a web services architecture An important aspect of many context-aware in which the location service periodically updates mobile systems is the need to know where a the context-aware system with the positions of user is, or what they are doing at a given time. In all the users it is tracking. Location information is addition, we may be interested in a history of passed as Extensible Markup Language (XML), their movements; for example, if a user in a described by a simple schema, allowing location gallery is studying a series of paintings by one ‘objects’ to be exchanged between components artist, we may be interested in which ones they or services. have already visited, and perhaps in which order. 1.2 Types of position information The location information provided by a location service can be broadly divided into two main types: absolute and proximity. 44 Mobile learning anytime everywhere

With an absolute location, we have a position for 2 Using location information the user within the area or space covered by the effectively location service. This could take the form of XY coordinates, or perhaps a floor of a building or a In general, a continuous service can provide logical area. This kind of position information is more information to a context-aware system, more flexible than proximity position information enabling it to offer a wider range of services or and can be more independent of other parts of a build a more complete history of the user’s context-aware system. movements. For example, a user in our art gallery scenario might use their device to read an A proximity position only tells the system which RFID tag, notifying an intermittent service that item of interest a user is closest to, and includes they are in front of a painting by Botticelli, and the no information about their position in a wider context-aware system could then provide sense. The position information could simply be, appropriate content for that picture. But with for example, the name of the picture or exhibit in information from a continuous location service, a gallery that the user is interested in; however, the system could also point out works by other this information is not very portable and could artists that may be of interest when the user only be understood by specific applications or passes them as he or she moves through components of a context-aware system. the gallery. However, the more obtrusive intermittent 1. 3 Types of location service approach to finding location does have a significant advantage: we know a user is There are also two main approaches to interested in an object or service. A continuous, determining position, which can be described as unobtrusive service can tell us that a user is near continuous and intermittent. an object, but this does not necessarily mean In a continuous location service, a user’s position that they are interested in it or in any associated is known at all times as they move through the services or content. space covered by the location service. The service is transparent to the user – that is, they do not need to be concerned with how it is done 3 Aims of the research or provide any input into the system. A good Several methods and systems for location example of this type of tracking is the Ekahau sensing will be explored and assessed through (2005) positioning engine, which uses the signal user trials, with regard to three main criteria: strengths received by mobile devices on a wireless local area network (WLAN) to calculate p the ability to deliver accurate and reliable location their position. The advantage of this kind of information to the context awareness system system is that it is unobtrusive and provides p the impact on the user’s experience as they more information to a context-aware system, move through the gallery enabling it to offer a wider range of services. A p the need for the user’s device to have other continuous service would probably return capabilities beyond wireless network access. absolute position information, varying in accuracy according to the system being used. In addition, we will explore other issues arising In an intermittent service, the user must actively from the use of location-aware systems, provide the system with information about their in particular: position; for example, by passing an RFID reader p how to distinguish interest from simple proximity over a tag, or perhaps lining up their device with p how to incorporate a ‘location history’ into context an infrared (IR) beacon. This type of system is more suited to an ‘object-based’ scenario like a p how to infer a change of position in the gallery or museum, in which individual objects contextual sense from changes in physical can be identified or tagged. The system has no location reported by a location service knowledge of a user’s location until they (or their p how location-driven changes to content or device) interact with a tagged object and in effect, services can best be presented to a mobile user. are explicitly requesting information about that item. In this case, the location service is more Our testbed aims to simulate a visit to an art obtrusive. This type of service might typically gallery; however, most of these points will be provide proximity location information, although it applicable to other context-aware services could also provide an absolute position. and scenarios. The testbed will include location sensing of both types. Byrne Lonsdale Sharples Baber Arvanitis Brundell Beale 45

References Bauer M, Becker C and Rothermel K (2001). Location models from the perspective of context-aware applications and mobile ad hoc networks. In Proceedings of the Workshop on Location Modelling for Ubiquitous Computing, Atlanta, Georgia, 35–40. Ekahau (2005). Website. At www.ekahau.com Jones GJF and Brown PJ (2002). Challenges and opportunities for context-aware retrieval on mobile devices. In Proceedings of the SIGIR Workshop on Mobile Personal Information Retrieval, Tampere, Finland, 47–56. Lonsdale P, Baber C, Sharples M and Arvanitis T (2003). A context-awareness architecture for facilitating mobile learning. In Proceedings of the MLEARN Conference, London, 19–20 May. London: Learning Skills and Development Agency, 36–37. Small J, Smailagic A and Siewiorek D (2000). Determining user location for context aware computing through the use of a wireless LAN infrastructure. Pittsburgh, PA: Institute for Complex Engineered Systems, Carnegie Mellon University.

Cacace Cinque Crudele Iannello Venditti 47

The impact of innovation in medical and nursing training: a Hospital Information System for Students (HISS) accessible through mobile devices

Filippo Cacace [email protected] Campus Bio-Medico Maria Cinque [email protected] Via E Longoni 83 Michele Crudele [email protected] 00155 Roma Giulio Iannello [email protected] Italy Marco Venditti [email protected] http://research.unicampus.it/HISS

Abstract This was the only Italian project in a list of In the HISS (Hospital Information System for 40 projects funded worldwide. It was presented Students) project, run by the Campus at the HP Labs in Palo Alto, California in Bio-Medico, a university in Rome, students of September 2003 to all the other institutions that medicine, nursing and dietetics practising in the received a grant. wards were trained to use handheld devices We installed wireless devices so that from every connected through a wireless local area network room of every ward a connection could be made (WLAN) to record patients’ data. Besides learning to a separate LAN – different, for security this new technology and applying it to access reasons, from the HISS wireless local area freely teaching resources from any place on the network (WLAN). Each student participating in campus, the students were able to design new the project was equipped during training user interfaces for accomplishing daily tasks. The sessions with a WLAN-enabled HP iPAQ 5500 work done by dietetics students was a good capable of fingerprint authentication. Some of basis for the development and implementation of them, especially the teachers (nurses and a real-life solution at the University Hospital. physicians), used an HP Tablet PC. Keywords Attention was paid to feedback: a system was mobile training, ubiquitous computing, adaptive set up for collecting comments, bug notices, user interface, impact of innovation proposals and other information from the users. Experienced tutors closely followed the monitoring activity so that quantitative data was integrated 1 Introduction with qualitative evaluations directly gathered Learning on the job has always been considered from observation of student and teacher activity. a fundamental approach for medical-related We had many goals: first of all, we wanted to professions. An important part of the teaching is teach our students the new technologies they accomplished on the wards, while visiting will encounter in the future while working in patients. The typical way of memorising what is hospitals. We also wanted to give them a better said or done by the teachers, nurses or physicians tool for learning the medical topics they were is to take a written note in an exercise book. This dealing with on the wards. We also wanted them leads to unstructured data and makes it difficult to define the user interface for medical to access specific information quickly. Further applications on handheld computers. This proved work is usually needed to reorganise the notes in popular with students and medical staff. Instead a practical way for easy recovery of any part of it. of involving in the interface design actual nurses At the Campus Bio-Medico, a university in Rome, and doctors, whose time is expensive and who we introduced wireless networks and portable are always busy in their daily tasks, we used devices at the beginning of 2003, starting a feedback from the students to develop an actual number of projects for assessing the use of Hospital Information System (HIS) accessible this technology. One of them emphasises through mobile devices. the use of handheld computers (Palmtop From the learning point of view, we were and Tablet PCs) for training students of interested in examining whether the students medicine, nursing and dietetics. The project was using handheld computers were achieving better financed by an HP Applied Mobile Technology results in their examinations than those taking Solutions in Learning Environments grant. notes in the traditional way. 48 Mobile learning anytime everywhere

We soon realised, however, that this last goal The web-based application, accessible through a was too complex to accomplish because too wireless LAN (WLAN), included both generic and many factors are involved in the learning phase, specific data-entry masks. By using XML, we and comparing groups with and without built 30 different masks by simply combining handhelds requires many students and an a few tags:

,