Chair: Roisin McLaughlin,
Speaker 1 : Desmond Keegan, Ericsson,
‘Integrating Mobile Learning into Mainstream Education’.

Mobile education was defined as using PDAs, smart phones and mobile phones. Laptops considered form of mobility but not quite within definition of mobile

The EU has funded 3 Leonardo De Vinci projects and 2 IST projects to see what follows on after e learning = m learning. In the projects it is recognised that there are tensions between functionality and mobility.
Previous projects in mobile learning eg 1990’s laser discs – failed and disappeared as not enough of the technology was available to the population to full use of the facility.

In developing mobile learning figures from Erickson company suggest that these projects will be more successful
- presently 2 billion mobile phones > 3 billion by 2010
- BBC survey 16-24 age group saw ownership of mobile phone as necessity
- Figures across Europe every student in every country possesses a mobile device

Statistics around the availability of the technology are so striking that it begs the question why is it not being used more widely.

Previous difficulties in moving from distance learning and e learning to m learning have been around
- the pedagogical problems of getting whole course on PDA
- difficulties in using small screens
- took human speech out of education
- When funding runs out expertise is lost

Details shared of the projects to date

1. IST M learning led by LSDA had social dimension, many 20year olds no skills poor literacy/ numeracy, no qualifications wouldn’t attend courses. LSDA addressed this through mobile phones

2. IST project MOBILearn linked with promoting the use of museums and the arts

3. Bringing Mobile Learning into Mainstream Education
Project will produce support materials in the form of a mobile learning academic administration kit and hands on practical guide.
Examples given of mobile learning
Pretoria University South Africa – world leaders in using technology. In SA sample group mostly teachers, doing PGCE as distance learning. 0% had email 99% had mobile phones. Messages could be posted up to 160 characters including spaces eg not received your registration, result numbers completing registration increased greatly.

Magee (University of Ulster NI ) SMS system useful for keeping students in the system - helped to solve the drop out problem and retain the per capita grants.
Administrators felt it would be intrusive students liked it and asked for more. Helps students feel more than just a number in a large body of students

Norway NKI Bekkesta – 400+ on line courses. Technology has allowed that course modules can be put on mobile telephones.

In developing these projects into the mainstream it was suggested that this depends on the size of carrot being offered. (Reference made to Socrates funding grants)

This overview of projects to embed Mobile learning led to a number of questions

Q1 Is technological progress driving education or supporting it ?

Response
Currently seen mostly as support, particularly in administration but has much more potential.

Q2 What are the barriers to developing and using the technology

Response: -
- Data input ands storage may be solved with more work on voice input
- File sizes memory size now 1Gbite
- Battery life can be extended

Q3 How easy is course development for mobiles

Response: -
At present skilled occupation need to be able to write programmes. Have developed a version of the flash programme - Flashlite being developed as soft ware for mobiles

Q4 SMS messaging – what are the cost benefits –
Response:-
Young people are very familiar with SMS messaging often prefer this
See it as an instant way of guaranteeing message will get there and be responded to.

Comments
Is the use of mobile messaging an intrusion of privacy?
Does this introduce another administrative layer in the communication systems of large institutions?
Are we diminishing opportunities for students to take responsibility for their own learning and self management?

Speaker 2 Dr Cheryl Morgan, Chair, iEARN UK,
Eliane Metni, iEARN Lebanon, by tele conference
‘United beyond our Diversity, A Global Panorama - Tiles of Unity’

This session opened with the question - How successful was your online project based learning? There was a positive response and from this Cheryl went on to set the iEARN project in context and gave details of the number of countries, schools pupils and teachers involved. .
Updated figures show involvement of 121 countries and 1million pupils

The pedagogy is based on the concept of learning circles which promote independent and collaborative learning.

6 phases in the learning circles

1. Preparation

2. Introduction

3. Questions

4. Research

5. Summary

6. Closing

In iEARN groups come into a learning circle to pose and respond to issues of social cultural and civic interest . This is a four part process with a strict but flexible schedule.

The questions posed are formulated by students with each student having ownership of the learning process. There is an expectation that students will do some research and analysis before posting replies. The topics are identified by students and centre on a particular theme – last year learning circles – worked on murals. Examples of these can be seen on project website.

The process of gaining new information helps to reinvigorate the teachers and learners to see their own situation through others eyes. The system is not high tech but able to be used by all teachers of different technological ability, both teachers and students develop a sense of ownership. Evidence of this is that those involved in the first year of the project are keen to do it again

In year 2 the project will be expanding – invitations to join will be sent out Oct 2006 and project will run until July 2007. Work has already been completed on the lesson structure and the finished tiles will be presented to the project conference. Some discussion on what are the obstacles to being involved in the project.

Q - Audience were asked to think of a question around the theme unity through diversity
Response: Concern is how we address social divide and environment. Wonderful to talk about the cultural divide but need also to think of environmental issues. This will be addressed

Q - Do you think links with Israel will be possible in future
Response - Not possible in Year 1 because of Lebanese policy this year will be different

Q - All united but is tolerance for diversity a prerequisite or is an outcome

Response - Can’t be prerequisite but as in all learning need to have respect for others views then tolerance will come

Q - A number of organisations which are interested in global links is there is any way to make these links more accessible and coordinated.
Response - Always looking for ways to improve and coordinate the work

Finished with two stories which had most affected the personal and professional views of the presenters as a result of working on iEARN
Young boy dropped out of school picking up land mines and selling them – younger brother injured. Joined project and he was made aware of the global work going on in this area. He went back to school and campaigning against the use of land mines.

Cheryl talked of the exchange of the Welsh and Taiwan ‘post modern’ teddy bear as a symbol of the project.

Reference made to BBC UK report ‘Must Tackle Ethnic Tensions’ 24th August 2006 BBC news

Tuesday 12th September 4.00- 5.00 pm Lecture Theatre

Chair: Eddie McArdle, Registrar of the General Teaching Council for Northern Ireland
Speaker : Professor Niki Davis, Director of Iowa State University Centre for Technology in Learning & Teaching
Intercultural Competence for Future Leaders of ICT in Education.

This presentation was delivered via video link.
Shared the history of helping Roger to send his first message – a bit long but learnt that there is a need to focus and think with other peoples head how they perceive us and interpret our information. Stressed the importance of clear leadership to ensure work stays on track.

The aim of the project is to develop leaders of technological developments and share models of how these can be used in bridge building.
Growing up in NI and now in mid west USA there is a need to link students with communities and other cultures and encourage young people to challenge traditional ways

Technologies 2 edged nature means that it could be social and economic goldmine or a minefield that does great harm to many people and societies.

Q What are the dangers
E.g. Many situations when technology is used in education that increase the digital divide. (have’s and have-nots)
minority cultures being damaged through loss of local languages and dialects
Peace and prosperity in EU and USA Both as they are interconnected
Find that education often stays out of the economic debate

In 21st century education there will be a global context for the use of ICT
to increase access from a distance. 21st century skills include intercultural competence especially for teachers. Taylor 1994 – described a transformative process. Seeing experience of another culture brings awareness of home culture and its increasing diversity. Need to understand our own culture often don’t recognise it. May have to go abroad to achieve this.

ILET International Leadership for Education Technology project developed initially between 2 universities - Iowa Institute of Education and London other universities in Florida, Virginia and Europe joined to create transatlantic doctoral programmes,
Aims
Increase intercultural awareness in education technology
Understand intercultural diversity

Student internships – students became members of transatlantic learning community and able to share cultures and reflect on their own views Gave students wider experience eg. US students tend to read US research papers and UK and European students tend to quote European Research.
Recruitment and travel costs often prevent exchanges but can share using technology
Example from one student - Madeline Ortiz-Rodriguez’ blog

Analogy of cage used to explain change theory – all inside a cage have to get the message out through the bars and let message in. Also like an elevator sell – have to quickly transmit information about self and culture. Technology is useful in starting the sharing process but not enough, need to blend and stretch access including face to face.

Q In breaking through the cage do students who do TP abroad do a cultural study of where they are going?
Response Fully immersed in own culture didn’t really think about the other culture. (Students often work on need to know basis.) Get immersed in the culture and expansive code of values when on exchange this enables them to open up their minds

Teacher education important at all levels need an intercultural dimension – key critical success factor of the work Also challenge of responding to the needs of those less powerful Supporting agencies important including facilitation in e learning and making it more equitable and sharing contested space.

One of things discovered in distance learning – is that it changes how we do things and creates shifting roles and responsibilities and differing economic models.

Q How important is the issue of emotion and sharing values?

Response Talked about as perception and empathy if we are to have understanding of different cultures. Then we need to develop Emotional Intelligence which will help communication.
Example - Students visited – suddenly realised that way I was thinking was similar to the students and this helped democratic design – after visiting university in Denmark better able to understand how the democratic processes work.

Q Can we assist more to cross the multicultural bridge and bring benefits to our own educational system
Response : Most in education are there to make a difference.

Rapporteur: Dorothy Black, School of Education,