Third WLE Mobile Learning Symposium: Mobile Learning Cultures across Education,

Work and Leisure

27 March 2009

The use of mobile learning to break down barriers between education and work in

Further Education

Dr Carol Savill-Smith and Rebecca Douch, Learning and Skills NetworkThe MoLeNET Programme

Presentation outline

What is MoLeNET? Who is/has taken part Aims and facets of the research Operationalising action research How mobile technologies were used by

WBLs Methodological challenges – projects,

WBLs and for LSN Reflections on the use of action

research by the participating projects

Brief outline of the MoLeNET programme

• Shared cost mobile learning programme with an aim to support institutions in the introduction and embedding of mobile technologies for teaching and learning

• £6m capital funding initiative funded by the Learning and Skills Council in England in 2007-2008, a further £4m for 2008-2009

• LSN’s role was to support and evaluate the programme (20% shared cost funding model)

• 3 key roles in each project - Project Manager, m-Champions and a Lead Practitioner Researcher

• The first year involved 32 projects, some single colleges, some consortia led by a college with multiple partners (n=90+). The second year involves 30 projects, fewer consortia but larger number of smaller value projects (n=48)

Who is/has taken part? The learners

DETAILS YEAR 1 YEAR 2

Learners 10,000+. 75% identified as being 14-19. 65% levels 1-3

1,200 involved at Feb 09, 10,000 by end of project

Work-Based Learners

1,019 (19%) 15 projects have work-based learners

Subjects studied

Subjects studied• Vocational (2,668)• academic (841)• literacy/numeracy (556)• teaching/childcare (540)• arts/media (402)• business (346)• other skills (294)• ESOL (277) • IT/communications (265)• science (223)

Work-Based subjects involved (alphabetical)

• agriculture• business services• construction• countryside management• engineering• hair and beauty• health and social care• horticulture• hospitality and catering• initial teacher training• logistics• sport and leisure

Who is/took part? Staff

DETAILS YEAR 1 YEAR 2

Teachers 1,641 865 (1,594 by the end of the

project)

Support staff 502 Unknown

Management staff 260 Unknown

MoLeNET’s research aims

• How do colleges and consortia partners use mobile learning to improve teaching and learning?

• What is the impact is of mobile learning on learners, teachers and institutions?

• Whether mobile learning can help to improve retention, achievement, progression and attendance?

MoLeNET’s Year 1 Research and Evaluation Activities

Practitioner-Led Action Research

“Action Research” in this context is described as a research approach with the fundamental aim to help professionals (teacher researchers) to improve practice but also to understand change processes. It uses a cyclical process to diagnose issues for investigation, plan strategies, implement and review them, and reflect upon their findings.

Meaning - projects formulate research questions appropriate to them, take ownership, encourage sustainability. LSN’s training role.

Helping the projects develop their research focus

• Offered training in action research, including specific training in how to formulate an action plan

• Each plan had an area of focus they wanted to examine in relation to mobile learning in their institution (or research question/s). It also contained the evidence they would need to gather in order to answer that question (or success criteria)

• In year 1, 106 were finalised with LSN for 32 projects (generally 3 per project) with 171 areas of focus. In year 1, 62 plans are being finalised for 30 projects.

Foci of some Year 1 WBL action research plans

• Can the use of mobile devices enhance Work-Based Learning students’ independent learning and collaborative learning skills in Health and Social Care?

• Does the use of mobile devices affect retention and achievement in Work-Based learning?

• How does the use of mobile technologies help assessors review portfolio evidence for Work-Based learners in construction, motor vehicle and engineering?

• How can learners with a learning difficulty use mobile technology in a Work-Based learning environment to learn regular routines?

Foci of some Year 2 WBL action research plans

• Can mobile technology improve success (as defined by achievement and retention) for learners with learning difficulties and or disabilities in Work-Related and Work-Based learning?

• How can the use of mobile technologies overcome barriers to learning in the areas of Work-Based Learning and Train to Gain?

• How can mobile learning increase a Work- Based Learner’s chance of timely success?

How were mobile technologies used by Work-Based Learners?

• To communicate with peers, tutors and assessors

• To collect video, audio and photographic evidence for portfolios

• To assess portfolio evidence and provide feedback (tutors and assessors) – tagging, exam boards

• To gain access to learning content through the VLE/internet

• To provide additional resources/instruction materials through video recordings

• As an aid to completing written work using internet access and generic software – how to guides for all

Methodological challenges – operationalising action research at a local level

• It can be difficult for people to become research-focused - systematic and rigorous, reflective and impartial (LSN training)

• Local reasons for getting involved – the perception of value of MoLeNET/its research in organisation

• Position of LPR in organisation• Backing of SMT• Conducting the research can be heavily

influenced by external factors/pressures• It takes time to plan, undertake, analyse and

reflect on research, and time is a precious commodity in busy colleges and schools

Methodological challenges – WBL – distributed learning

• Lack of technology in the workplace (computers and/or internet), hence mobile devices

• However, even with a mobile device, sometimes lack of internet access – “McDonalds”, “Starbucks”, frustration not AAL

• Lack of technology know-how• Irregular face-to-face contact with learners• Difficulties of data collection, reliance on other

measures, eg access statistics• Some employers would not allow mobile

devices to be used on their premises, eg for portfolio evidence (solutions - exclude subjects, eg motor vehicles, change devices)

Methodological challenges – action research in distributed projects

• Difficult for non-researchers to formulate research questions and success criteria for action research plans – some needed lots of help and encouragement (Submission of RQs with bids in Year 2)

• Staff changes, Ofsted inspections• Difficulty of generalising from action research

outputs• Short timescales, equipment delays

(influence on action research cycle)• It can be difficult to effect change within

educational contexts which can be considered to be very complex

Reflections by Lead Practitioner Researchers

• Rewarding, enlightening, interesting, challenging, informative, personally challenging, enjoying opportunity to work with others

• Action research process informing teaching and learning (eg getting feedback directly from learners) and college plans

• A very different role, a luxury to be able to make “fairly” objective evaluations

• New skills, research/technical and how can be used in own teaching practice

• Personal growth (CPD) job changes/promotionsBut• Takes time to fulfil the role, balance with teaching

duties and personal life, chasing data (particularly in consortia) and college inspections