University of Deusto (SPAIN)
About this paper:
Appears in: INTED2013 Proceedings
Publication year: 2013
Pages: 3015-3025
ISBN: 978-84-616-2661-8
ISSN: 2340-1079
Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain
The integration of mobile devices in our way of life has supposed an update in our learning systems. However, the rate at which technology evolves is not comparable to the rate at which education is being adapted. The alignment between education and technology often involves a significant financial outlay for educational institutions as well as a significant investment of hours for teachers. This project proposes to make easier the work of teachers enabling the integration of mobile learning experiences at university learning environments. We propose to achieve this goal through the design and development of a mobile learning conceptual framework which could recreate digital learning scenarios, engaging, this way, students, in learning-related activities in diverse physical locations, enhancing availability and accessibility of information networks.
Around the definition of mobile learning, there exist a wide variety of approaches that throughout the project are discussed, not only for the conceptual development of the term mobile learning, but also its evolution in real learning experiences. Mobile learning has traditionally been associated with non-formal learning experiences. Therefore, one of the challenges that this research project pursues is to facilitate the integration of mobile learning experiences in formal environments. Yet another challenge that assumes the project is to analyze the effectiveness of mobile devices for the development of collaborative methodologies to increase the motivation of the students as well as to emphasize the learning outcomes. Indeed, there is little previous research that offers enough data to validate these hypotheses, so that, we will also must face this handicap.
Besides, we are also looking for an efficient way to work skills in those learning scenarios. When defining learning scenarios, organizational modalities, types of learning and teaching methods, must have been previously defined, in order to identify the components that compose the learning stages. These aspects have established a component diagram based on five questions: what (contents), who (learning agents), how (methodologies), when (timing) and where (location environment).
The competence-based learning model is a core element of a methodological commitment acquired by the University of Deusto in recent years within the new training model called UDTM (University of Deusto’s Training Model). This model has begun to implement programs in all grades of the University and therefore is an essential factor in the process of standardization of the learning scenarios that we are proposing. In turn, mobile devices are versatile tools for the development of certain skills, so that in order to facilitate the integration of mobile learning experiences at the University, it is inevitable to raise skills development from mobile devices within formal teaching-learning processes. We select two generic competences currently introduced at programs of various degrees at the University of Deusto, and propose a catalog of mobile applications conducive to the performance of those skills. Finally, the project presents a forecast of experimentation and evaluation of formal experiences and proposes future research.
Mobile learning, learning scenarios, competence-based learning model, competence assessment.