D1.2.1.2 State of the art – Overview of new applications, practices and concepts in utilizing technology in education, their use in work context, global/local aspects for multichannel online services

Maija Federley, Katri Grenman, Timo Kuula, Sanni Siltanen; VTT Eero Palomäki, Eric Stigzelius, Matti Vartiainen; Aalto/BIT

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 1 Multichannel Multimarket Media Services D1.2.2.1 State of the art -report

CONTENTS

Introduction 3 Blended learning 4-6 Implementing new technologies 7-8 Trends affecting learning (Horizon & Gartner) 9-10 Case: Cloud computing 11 Virtual worlds 12-14 Social media and Learning 2.0 15-23 Mobile learning 24-28 Augmented reality 29-32 Tablets 33-36 Summary 37-39

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 2 Introduction

Aim of this report is to present an overview of the selected applications, practices, themes, and concepts in utilizing technology in education and their use in work contexts. This is done by: • Presenting relevant concepts and frameworks • Reporting current technologies and trends using material from Horizon Report 2010 and Gartner emerging technologies hype cycle 2010 • Describing case examples of technology cases in learning context and case studies of workplace learning The state-of-the-art study and this report are the bases for the further research and development in the project.

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 3 Blended Learning - “Combining online and face-to-face instruction”

Blended learning has gained foothold as the most prominent delivery mechanism in higher education, business, government, and military settings. It has been identified in 2003 as one of the top ten trends to emerge in the knowledge industry (Rooney, 2003).

Blended learning can be argued to increase the level of active learning strategies, peer-to-peer learning strategies, and learner-centered strategies used (Collis, Bruijstens, van der Veen, 2003; Hartman, Dziuban, Moskal, 1999; Morgan, 2002). Blended learning also offers the increased access and flexibility to learning. Distributed learning environments allow studying flexibility and convenience, but blended learning combines this with the social interaction and human touch of a face-to-face classroom. Third major reason for blended learning is increased cost-effectiveness. Blended learning allows reaching a large, globally dispersed audience in a short period of time with consistent, semi- personal content delivery. Corporate cases of blended learning have been reported to have a large return on investment (ROI). The cost savings are also interesting for higher education.

References: Bonk, J. C. & Graham, C. R. (2006). The Handbook of Blended Learning - Global Perspectives, Local Designs. San Francisco: Pfeiffer. Collis, B., Bruijstens, H., & van der Veen, J. K. (2003). Course redesign for blended learning: Modern optics for technical professionals. International Journal of Continuing Engineering Education and Lifelong Learning, 13(1/2), 22-38. Hartman, J. L., Dziuban, C., & Moskal, P. (1999, August 16-18). Faculty satisfaction in ALNs. A dependent or independent variable? Paper presented at the Sloan Summer ALN Workshops, Learning Effectiveness and Faculty Satisfaction, Urbana, IL. Morgan, K. R. (2002). Blended learning: A strategic action plan for a new campus. Seminole: University of Central Florida Rooney, J. E. (2003). Blending learning opportunities to enhance educatinoal programming and meetings. Association Management, 55(5), 26-32.

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 4 Community of Inquiry - A Framework for Blended Learning in Education

An empirically validated framework for planning and implementing blended learning especially in a higher education context. In workplace learning context relevant for communities of practice. It has three elements: social presence, cognitive presence, and teaching presence. When the three elements are blended in a good combination, according to the model good learning results are reached.

Cognitive presence is a recursive process encompassing states of puzzlement, information exchange, connection of ideas, creation of concepts, and the testing the viability of solutions. Social presence includes principles of openness and safety for the students to express their ideas in a collaborative context. The absence of the social presence can lead to inability to express disagreements, share viewpoints, explore differences, and accept support and confirmation from peers and teacher. The last of the presences is teaching presence. This is critical for successful formal education. It includes design and organization, facilitation of discourse, and direct instruction. It combines all the elements and ensures that the community of inquiry model is productive.

References: Bonk, J. C. & Graham, C. R. (2006). The Handbook of Blended Learning - Global Perspectives, Local Designs. San Francisco: Pfeiffer.

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 5 IBM’s Case for Learning Success

IBM has put lots of effort and resources in developing the company’s learning methods. IBM’s Management Development department is responsible globally to teach leadership and management. One program aimed at new managers is called Basic Blue. It blends e-learning to in-class activities to develop the skills of new managers on leadership and people management. This program extends over 10 month period, seeing learning as an extended process. The training program has achieved greater consistency of language, knowledge, and company culture across the globe than previous separate training programs. Now all the teams are using the same terms and concepts in each country.

IBM has a four-tier learning model providing four different approaches for technology-enhanced learning with supporting classroom activities. First of the tiers, tier 1, is an online portal that provides employees information and just-in-time online performance support. It has keyword search and an index. It offers information, tools such as checklists, and links. IBM has global teams, so there are also global management material regarding each country. The tier 2 includes interactive learning simulations. They topics are from the tier 1 cases such as business conduct guidelines, multicultural issues, work life issues, and personal business commitments. Tier 3 is more community based, bringing the learners together in a virtual groupware. Here they learn collaboration skills and build learning networks. These virtual teams are supported inside the groupware by the Management Development team. In tier 4 the managers learn people skills in a face-to-face setting. The sessions are based on the information of the previous tiers, and the sessions aim to deep and rich skills.

References: Bonk, J. C. & Graham, C. R. (2006). The Handbook of Blended Learning - Global Perspectives, Local Designs. San Francisco: Pfeiffer. NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 6 Implementing new technologies

Research regarding the implementation of new innovations to education has lately been focusing on two main areas, individual technology adoption and organizational-level processes. There is no commonly accepted theory. All the models are used and modified which has lead to a number of variations of each model.

Zmud and colleagues six stage model of implementation

The most used organizational-level processes are: Rogers five-stage model of innovation [Rogers, E. 2003. Diffusion of Innovation, 5th Edition. New York, USA. The Free Press. ISBN 0-7432-2209-1] Zmud and colleagues six stage model of technology implementation in organizations [Cooper, R. & Zmud, R., 1990, Information Technology implementation research: A Technological diffusion approach. USA. Management Science, 1990, vol. 36, No. 2, pp. 123-139] The Delone and McLeans Model of Information Systems Success [DeLone, W., and McClean, E.R. (1992). "Information Systems Success: The Quest for the Dependent Variable," Information Systems Research, Vol. 3, No. 1, pp. 60-95]

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 7 Implementing new technologies

Factors found in the individual adoption models that affect adoption: - Subjective Norm - Image - Job Relevance - Voluntariness - Experience - Output Quality - Demonstrable results - Perceived Ease of Use - Facilitating Conditions

Individual adoption models and References: Diffusion of innovations, Rogers, E. 2003. Diffusion of Innovation, 5th Edition. New York, USA. The Free Press. ISBN 0-7432-2209-1 the Technology Acceptance Model and TAM2, Davis, F. & Venkatesh, V. 2000. A theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science, vol. 46, No. 2, ISSN 1526-5501 the Theory of Planned Behavior, http://www.people.umass.edu/aizen/tpb.html the Social-Cognitive Theory, Compeau, D.R., and Higgins, C.A. (1995), Application of Social Cognitive Theory to Training for Computer Skills Information, Systems Research, Vol. 6, No. 2, pp. 118-143. NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 8 Drivers, Technologies and Trends in Education

• Mobile Computing and Ubiquitous Wireless • Context-Aware Devices • Simple Augmented Reality • Grassroot Video • Cloud Computing • Open Content • Social Media and User-Created Content • Social Networking/Collaboration Webs • Virtual Worlds

Reference: Johnson, L. and Levine, A. and Smith, R. and Stone, S. 2009. The 2010 Horizon report. National Centre for Vocational Education Research (NCVER)

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 9 Gartner Emerging Technologies Hype Cycle 2010

http://www.gartner.com/technology/research/hype-cycles/index.jspNEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 10 Case: Cloud computing - Microsoft Live@edu

One part already widely utilized in large organizations of the cloud computing are the applications that work in the cloud. The outsourcing of applications can bring financial savings to organizations, and at the same time make the life of the users better. The Kentucky Department of Education implemented at the beginning of the summer 2010 Microsoft Live@edu solution to provide cloud- based communications and collaboration tools to students, staff, and faculty statewide. The services are available for 700000 people, and savings of 6.3 million dollars are predicted for the state in the next four years by using the service.

The Microsoft Live@edu services include free hosted and co-branded tools, including 10 GB of email storage, 25 GB of file storage, calendars, document sharing, and instant messaging applications. All these applications are usable over the internet. The deployment from the old Exchange service to the new cloud-based service was done fast, over one weekend, to provide access to the cloud-based service for over half a million people in the state. http://www.readwriteweb.com/cloud/2010/06/the-battle-for-cloud-based-edu.php

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 11 Case: Virtual Worlds - Virtual Border Crossing Simulation

Customs and Immigration students at Loyalist College used to spend three weeks following professional boarder guards to experience the daily routine of their future job. After the 911 terrorist strike, this was not possible anymore. Because the training suffered, a virtual border crossing simulation in Second Life was created for Loyalist students. This lead to a rise in the final scores of students' critical skills test from 56% (2007) to 95% (2008).

The realistic simulation about real-life border interaction was the solution that Loyalist College was needing. After the real-life job following had been changed to in-class role playing, the exercise became flat and ineffective. Second Life offered a more realistic and immersive experiment. It provided a platform to develop these skills in a safe and virtually real environment. All of the students felt the experience positive and thought it was their best opportunity to learn and develop necessary skills that they could not otherwise receive until the actual job.

In the simulation some students practice riding across the border as civilians while others play the role of border agents validating identification against records and conducting interviews. The Second Life script creates information about the cars from the virtual license plate and provides this information for the guard booth. Some statistically relevant issues pop up inside the guard station as in the real world, such as problem driving records, stolen car warnings, or other red flag issues.

Reference: http://education.secondlife.com/successstories/case/loyalist/ NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 12 Virtual Worlds - Advantages

There are noted advantages when using virtual worlds especially in teamwork in comparison to lectures. Some advantages are the physical presence of avatars, real time communication, and the existence of a shared local space. Holmberg and Huvila (2008) At the same time virtual worlds brings distance education closer to face-to-face education. Jones, Morales, and Knezek (2005)

Conducting educational activities in a risk-free environment, enhancements in collaboration and communication, engaging learners, being able to utilize an alternative space for conducting courses and associated tasks, and visualization of difficult content. Eschenbrenner et al. (2008)

References: Eschenbrenner, B., Nah, F., & Siau, K. (2008). 3-D virtual worlds in education: Applications, benefits, issues, and opportunities. Journal of Database Management, 19(4), 91-110. Holmberg, K., & Huvila, I. (2008). Learning together apart: Distance education in a virtual world. First Monday, 13(10). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2178/2033 Jones, J. G., Morales, C., & Knezek, G. A. (2005). 3-Dimensional online learning environments: examining attitudes toward information technology between students in Internet-based 3-dimensional and face-to-face classroom instruction. Educational Media International, 42(3), 219-236.

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 13 Virtual Worlds - Challenges and Uses

Some challenges to overcome: identifying value-added educational applications; being able to read people’s natural physical cues; technological issues; costs; behavioral, health and safety issues; and user adoption. Eschenbrenner et al. (2008)

Reported educational uses: self-paced tutorials, displays and exhibits, immersive exhibits, role plays and simulations, data visualizations and simulations, historical recreations and re-enactments, living and immersive archaeology, machinima construction (a short film created by recording a video of a 3D virtual world), treasure hunts and quests, language and cultural immersion, and creative writing. Kay and Fitzgerald (2008)

References: Eschenbrenner, B., Nah, F., & Siau, K. (2008). 3-D virtual worlds in education: Applications, benefits, issues, and opportunities. Journal of Database Management, 19(4), 91-110. Kay, J., & FitzGerald, S. (2008). Educational uses of Second Life. Retrieved August 14, 2009, from http://sleducation.wikispaces.com/educationaluses More info: Palomäki, Eero: Applying 3D virtual worlds to higher education. Informaatio- ja luonnontieteiden tiedekunta / Faculty of Information and Natural Sciences. 2009. http://lib.tkk.fi/Dipl/2009/urn100120.pdf NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 14 Introduction: Social media & Learning 2.0

. Web 2.0 & Social media  Learning 2.0 . “Learning 2.0” concept broadly summarizes all opportunities arising from the use of social media for learning and/or education and training . Key elements of Learning 2.0 supported by social media: • User-created & user-generated content • Freely available content • Collaboration • (online) Communities • Personalisation / Personal Learning Environments (PLE) • Self-directed activities & active learning • Informal learning & lifelong learning • Socio-cultural learning theories; situated learning

(Fiedler & Väljataga 2008; Hintikka 2009; Redecker et al. 2010)

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 15 Social media in learning context

Social media can lead to innovations in four different dimensions: Firstly, social media allow learners to access a vast variety of (often freely available) learning content, which supports learning and professional development in a lifelong learning continuum; contributes to equity and inclusion and puts pressure on Education and Training institutions to improve the quality and availability of their learning material. Secondly, social media allow users to create digital content themselves and publish it online, giving rise to a huge resource of user-generated content from which learners and teachers can mutually benefit, also encouraging more active and pro-active approaches to learning. Thirdly, social media connect learners with one another, and to experts and teachers, allowing them to tap into the tacit knowledge of their peers and have access to highly specific and targeted knowledge in a given field of interest. Fourthly, social media support collaboration between learners and teachers on a given project or a joint topic of interest, pooling resources and gathering the expertise and potential of a group of people committed to a common objective.

(Redecker et al. 2010)

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 16 Formal education and training

Within formal Education and Training a great number and variety of locally embedded Learning 2.0 initiatives have been identified across Europe, which illustrate that social media can be, and are being, used by Education and Training institutions to: . Facilitate access by current and prospective students to information, making institutional processes more transparent and facilitating the distribution of educational material; . Integrate learning into a wider community, reaching out to virtually meet people from other age-groups and socio-cultural backgrounds, linking to experts, researchers or practitioners in a certain field of study and thus opening up alternative channels for gaining knowledge and enhancing skills; . Support the exchange of knowledge and material and facilitate community building and collaboration among learners and teachers; . Increase academic achievement with the help of motivating, personalised and engaging learning tools and environments; . Implement pedagogical strategies intended to support, facilitate, enhance and improve learning processes. (Redecker et al. 2009) NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 17 Findings from 8 learning 2.0 cases

Web 2.0 tools used in 8 cases: . Social networking services (Facebook, MySpace etc.) . Weblogs or blogs . Wikis . Tagging, Social Bookmarking and Folksonomies . Media-sharing devices (YouTube, Flickr etc.) . Podcasts and Vodcasts . Virtual and immersive environments . Online office and discussion applications . Web 2.0 tools for learning (Moodle etc.) . Syndication and notification technologies (RSS etc.)

Good Practices for Learning 2.0: Promoting Innovation

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 18 Findings from 8 learning 2.0 cases: The effect of social media on innovation and learning outcomes

. New ways of collaborative creation and exchange . New forms of communication among learners and teachers . More personalized and learner-centred environments . New forms of blended learning scenarios . Motivational advantages; learner's sense of ownership . Trend towards embedded or integrated solutions . Near-future trends: Virtual worlds, mash-ups, integration of tools . Basic and more complex ICT and multimedia skills . Subject-specific and higher-order skills . Communication and networking skills . Multitasking and complexity-management skills . Meta-cognitive and quality management skills . Motivation

Good Practices for Learning 2.0: Promoting Innovation

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 19 Facebook in education – findings from 2 cases

Case 1: Student Socialization in the Age of Facebook (2010) • Facebook encourages peripheral friendships, important to students • Facebook integrates into student life because of high technology adoption rate, and because student life lends itself to non-orderly social behavior • Use of online social networks should be viewed from a perspective of use that involves both mobile and stationary platforms and access mechanism

Case 2: Facebook as an academic tool for ICT lecturers (2009) • 64,4% of lecturers think Facebook can be applied to academic learning Reasons why Facebook will not be used: • Already have a dedicated secure site (54,2%) • There are better tools (25%) • Course content not conducive to online networking tools (12,5%) • Security issues (4,2%)

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 20 Informal learning

The research on learning in informal (online) learning networks and communities concludes that social media applications provide easy, fast and efficient ways to access a great diversity of information and situated knowledge. They also provide learners with opportunities to develop their competences in collaboration with other learners, practitioners and stakeholders.

Additionally, they allow individuals to acquire competences in a holistic manner, embedded in real-life contexts; and effectively and efficiently support competence building in a lifelong learning continuum. Research on informal learning activities in online networks and communities further suggests that informal Learning 2.0 strategies facilitate the development of key competences for the 21st century.

(Ala-Mutka 2010) NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 21 Case: Social Networking/Collaboration Webs - Sometu Network One example of a service that allows small communities to be created is Ning (www.ning.com). Users can create their own groups and limited the visibility of the content to the members of that group. The users can fill information to their profiles, have conversations, create events to the group calender, share links, and other resources, they can also network with the other users. Sometu (Sosiaalinen media oppimisen tukena - social media supporting learning, http://www.sometu.fi/) is an open network founded in November 2007. It includes members with varying background, there are teachers, entrepreneurs, students, and other interested people. All these people have in common the interest toward social media and the possibilities it creates in remodelling and supporting of current educational practices.

The people in Sometu network want to utilize the social media tools in education, teaching, work, entrepreneurship, free time, and contribute in society. The network is open so anyone can join. The users meet at the Sometu network and also in the events that are organized by the network. They use a blog to share information with their members. The network also uses other social media services in addition to the Ning network. They identify the related content with the tag “sometu”, for example in services like Del.icio.us and Flickr.com. The network connects a group of users across organization boundaries, that share interest in the same things. They share resources and put effort in helping the community and learning at the same time. They organize events in real life and in the internet using communication tools. NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 22 Case informal learning:

. www.muusikoiden.net . The largest music-related online community in Finland . No direct connection to education system / institution . Founded 2000 . 14 million monthly visits . Over 96 000 registered users . Includes discussion forum, chat and message -features, ”Wanted” –section for searching fellow musicians, user- created articles, top lists, artist interviews etc. . Members are both amateur and professional musicians

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 23 What is mobile learning?

“Mobile learning refers to learning mediated via handheld devices and potentially available anytime, anywhere.” [Kukulska-Hulme, Agnes and Shield, Lesley (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), pp. 271–289.]

Different perspectives/emphases of m-learning: . Use of mobile devices - mobility of the learner . Formal - informal learning . Collaborative - teacher-learner . Distant learning (particularly developing countries) - new forms of learning material for modern education

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 24 General requirements for technologies to support contextual life-long learning (Sharples, 2000)

. highly portable, so that they can be available wherever the user needs to learn; . individual, adapting to the learner’s abilities, knowledge and learning styles and designed to support personal learning, rather than general office work; . unobtrusive, so that the learner can capture situations and retrieve knowledge without the technology obtruding on the situation; . available anywhere, to enable communication with teachers, experts and peers; . adaptable to the learner's evolving skills and knowledge; . persistent, to manage learning throughout a lifetime, so that the learner's personal accumulation of resources and knowledge will be immediately accessible despite changes in technology; . useful, suited to everyday needs for communication, reference, work and learning; . intuitive to use by people with no previous experience of the technology. NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 25 Educational affordances produced by mobile devices:

. Portability . Social interactivity . Context sensitivity . Connectivity . Individuality

[Futurelab Report 11 (2004): Literature Review in Mobile Technologies and Learning]

The mobile learning devices include e.g. mobile phones, personal digital assistants (PDA), personal listening devices, hand-held video game consoles, eReaders, laptops, tablet PCs, notebooks, tablets/slates and cameras.

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 26 Mobile assisted language learning (MALL), applications & case studies

. Duke University, iPods for 1600 students entering 2004 . Personalized mobile English learning system, Chen & Chung 2008 . Language Learning Outside of Classroom (LOCH), Japanese for foreign students, Ogata et al, 2008 . Learnosity & FÓN-project 2008-2009 for promoting the use of Irish for communicating . Learning by hybrid media, VTT 2010 . Language learning applications in Nokia’s Ovi Store and AppStore. (Reviews of all kinds of educational applications e.g. in http://www.iear.org/)

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 27 M-learning trends

. Established theories, wide scope of research, guide books, conferences and journals related to m-learning. . However, few examples of long-term use (partly due to rapid development of devices and diversity of platforms). . More sustainable applications in learning contexts (aligned with curriculum), and studies of effects on the learning outcome are called for. . Augmented reality, context-aware applications and educational games are some of the newer themes discussed relating to m-learning. . Smartphones, tablets, laptops & applications; convergence of devices?

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 28 How to use AR in education?

. 3D Augmented Reality Books (e.g. Earth pop-ups from a book) . Interactive 3D visualizations (e.g. 3D model of molecules, cross-sections) . Teaching skill knowledge (e.g. Assembly, surgery, maintenance) . Mobile educational games (and games to foster physical exercise) . AR in Language Learning . AR Browsers

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 29 Augmented Reality Research

. Most of the research from technological point of view . Some research on user tests, usability and technology adaptation issues . Few studies about the learning process and the learning results . No studies about the teaching process, from teacher’s point of view.

. Only short term pilot projects. The new technology seems to motivate the students, yet no one has studied how the AR technology affects learning results in the long run, after the charm of novelty disappears.

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 30 Benefits of AR technology in education

• Linking information to real environment (motivation)  in situ learning with a mobile device (flexibility) • AR enables interaction (unlike videos)  AR enables ”learning by doing”–type of active learning • Makes learning more facinating/exciting for pupils (motivation) • For skill knowledge AR enables first person view (video is 3rd person view)

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 31 Augmented Reality – where are we?

. Horizon Report: Time to Adoption four to five years . Gartner’s Review: Time to mainstream adoption five to ten years . Focus moving from technology to applications, and from labs to real use . New services and tools arising all the time . Technology is matured for certain type of applications (e.g. AR 3D Books and AR Magazines) . Diversity of mobile devices and platforms

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 32 Tablets – revolution in education?

DEFINITION OF A TABLET IN THIS PRESENTATION: • NO PHYSICAL KEYBOARD ( TOUCHSCREEN) • COLOR DISPLAY ( NO E-INK DEVICES) • AT LEAST 7” SCREEN SIZE

. iPad launch in April 2010, numerous others announced/launched during 2010. . “Tablets will change education this year and in the future because they align neatly with the goals and purposes of education in a digital age.” [http://blog.xplana.com/2010/01/the-year-of-the-tablet-in- education] . Educational applications available for iPad in AppStore (both cost- free and commercial) are considered an interesting new opportunity. . Suitable for content creation and/or consumption? NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 33 SOME EXAMPLES OF RELEASED/ANNOUNCED TABLETS (last update 30.8.2010) OS Price Screen Communi Camera Multi Flash Release Other (US$) size cation -task support date iPad iOS 499 9,7” Wi-Fi - - - April Bluetooth (connection (apps) 2010 (3G) kit) Notion Ink Android 399- 10.1” Wi-Fi* + + + Q4/2010 Pixel Adam 498 3G* ? Qi* Bluetooth * Different models EnTourage Android 539 10.1” Wi-Fi + + + Feb e-ink + eDGe 1.6 LCD + Bluetooth 2010 LCD 9.7” e-ink

OlivePad Android 425- 7” Wi-Fi + + + Aug Audio + 2.1 530 Bluetooth 2010 video 3G (India) calls JooJoo Linux 499 12.1” Wi-Fi + + + March Browser Bluetooth 2010 based ExoPC Windows 7 599 11.6” Wi-Fi + + + Sep slate Bluetooth 2010 Archos 9 Windows 7 430 8.9” Wi-Fi + + + Dec (Archos 7) (Android) (200) (7”) Bluetooth (-) 2009 (Wi-Fi) WeTab Android 570 11.6” Wi-Fi + + + Sep (725) Bluetooth NEXT MEDIA - A TIVIT PROGRAMME2010 1.9.2010 34 (3G) Several others expected to come to market within 6-9mths

. Asus eeePad EP101 (March 2011) . Samsung Galaxy Tab (7”, Android 2.2, will be revealed at IFA Sep 2nd) . The Kno . iPad 2.0 * . HP Slate * . Cisco Cius * (7”) . LG tablet * . Lenovo LePad * . RIM BlackPad * . Color e-ink reader with touch screen * . $35 tablet in India (sponsored by the government) *

* mostly rumors in the blogosphere

Lists of tablets have been published also in e.g.: http://technologizer.com/2010/08/12/ipad-alternatives/ http://www.digitaltrends.com/mobile/google-android-tablets-what-we-know/

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 35 Tablets in education

iPad . iPad Pilot Project in the School District of Palm Beach County began in August 2010; elementary, middle and high school. (The website also lists educational iPad apps.) . Some US universities have announced that they will provide their students with iPads for the academic year 2010-2011: Seton Hill University (2400 devices), George Fox University (freshmen can choose) and Abilene Christian University (pilot with 50 devices). . Rutgers University mini-MBA in digital marketing (summer 2010) . IMD Business school in Switzerland two pilots so far (summer 2010) . iPadProject by Fraser Speirs in Cedar School of Excellence, Scotland . Duke Global Health Intitute (students of one course, autumn 2010) Others . The Kno will launch a beta-program in the fall 2010 at major universities and colleges (their own announcement)

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 36 Summary / Drivers of the Field

Technology is improving, at the same time creating opportunities and challenges. The companies and the work paradigm are changing. Global and distributed teams are common, and there is a change in workforce for more young and global.

Also, the education paradigm is changing. New media literacy is gaining importance, and the schools teach more and more the use of new tools and technologies, collaboration, and problem solving skills. The students pick from a variety of free tools, and build their own personal learning environment. They chat, send messages, and share resources.

The technology push has changed the focus from one-way publishing to collaboration and co-building. The pedagogical approach of socio- constructivism and community of inquiry model have gained foothold as standard approaches.

All of these changes are interwoven, and push the field forward.

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 37 Summary / Workplace Learning

Organizations are looking for new ways to utilize new technology in their education needs. They want to distribute relevant information for on-hand task when needed. They gain edge by collecting and utilizing their experiences. For this, blended learning training programs are created. Work of today is continuous learning, those who can use and spread collected experiences will succeed.

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 38 Summary / Technology Enhanced Education

New technologies and devices, and their potential for enhancing the learning environments are widely researched, discussed and piloted. Socio-cultural approach with situated learning theory supported by web 2.0 tools and mobile devices emphasize open content, collaboration, personalization and informal learning.

Implementation of novel technological applications into extensive long-term use is however quite rare and they take a long time to evolve. This is partly due to rapid development of technology and diversity of devices. Significant obstacles to advancing from pilots to commercial products are also e.g. technology-centric approaches, lack of business models, and insufficient alignment with current curricula and pedagogical framework.

NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 39