�ݺ�ߣ

Dr David Parsons | CITRENZ 2017
Evaluating a Mobile Toolkit for
Designing Mobile Learning
Activities
Kathryn MacCallum and David Parsons

Dr David Parsons | CITRENZ 2017Kathryn MacCallum & David Parsons | mLearn 2017
● Development and testing of Mobile Learning Activity
Design Analyser
● First cycle of 6 stage design science process from
motivation through to evaluation
● Key features of the analysis tool
● Data gathered from use by a small group of educators
● Relationship between learning theory and mobile
learning activity design
Agenda

● Mobile Learning Activity Design Analyser
● Analyses a learning activity design by responding to a
set of statements about its features
● Output is a visualised and aggregated graphic
describing how the learning activity leverages key
aspects of specific learning theories
● Alongside this graphic there are some suggestions on
how the overall design of this activity might be
improved and developed further
The Tool

● Behaviourism
● Constructivism
● Experiential learning
● Situated cognition
● Communities of practice
● Connectivism
Six Learning Theories

The phase of work described here is the first cycle through
a 6 stage design science process
1. Problem identification and motivation
2. Define the objectives for a solution
3. Design and development
4. Demonstration
5. Evaluation
6. Communication
Peffers, K, Tuunanen, T, Rothenberger, M. & Chatterjee, S. (2007). A design science research methodology for information
systems research. Journal of management information systems, 24(3), 45-77.
Methodology

1. Problem + 2. Solution Objectives
1. Problem
Support is needed to integrate learning theories into
mobile learning activity design
2. Solution objectives
Create a simple software tool to provide some guidance
for how learning theories can be integrated into mobile
learning activities

3. Design and Development
Design requirements
● Targeted feedback to the user based on inputs
● Should run on mobile devices (modelling)
Development
● HTML5 + JavaScript
● JQuery UI
● �ݺ�ߣr Pips
● ChartJS

4. Demonstration
● The app itself is partly covered
in our IAmLearn eBook chapter
● This presentation is about the
evaluation rather than the app
itself
● However we will run a quick
demonstration
tinyurl.com/manalyser

Participants
● 15 educators, experienced in delivering mobile learning
activities, were invited to participate voluntarily and
anonymously in the study
● 7 agreed to participate
● 5 were able to complete all four stages of the study

4 Part Process
Part 1: Participants were asked to outline a mobile
learning activity (targeted learners, learning objective(s),
description, tasks, mobile features, types of learning)
Part 2: Participants used the Mobile Learning Activity
Design Analyser tool
Part 3: Participants used the feedback from the tool to
modify their activity designs
Part 4: Participants used the tool again, this time to reflect
on their design modifications

5 Learning Design Activities
1. Does 'fitbit' monitoring increase user motivation?
Identify motivators in the FitBit phone app
1. Place-based learning
Critical reflections of place using video
1. Introduction using geo-tagged video
New distance students sharing videos
1. Maths problem solving via site trip
Travel to the zoo - logistics analysis
1. The returning soldier
ANZAC memorial sculpture trail

Integration of
learning theories
into the initial
designs (left) and
the final designs
(right)
5. Evaluation (4 complete data sets)

Perceived Usefulness

+ Feedback
● “Think it is a really useful tool.”
● "The real 'gain' I got from it was from the first cycle
where it suggested where I could increase certain
learning theory content/processes. This allowed me to
reflect on the 'feedback' score and ask myself 'did I
really want the activity to go this way?' So, by getting
the first feedback I could see areas where I genuinely
thought I could go back and add some more detail.”

- Feedback
● “I suppose it 'assumes' that an activity should have
equal portions of each learning theory? I am not sure I
agree with that...”
● "I almost needed to do this a third time."
● “need more support on actual mobile learning design.”
● “would need a bit more info about some of the
meanings of the terms.”

Conclusion
● A way to more authentically engage in evaluating a
mobile activity
● Dynamic nature of the tool enables a more visual and
interactive engagement
● Makes the educator more aware of the design of the
application
● Enables them to critically evaluate and provide
suggestions to improve the design (based on
appropriate learning theory)

�ݺ�ߣ

Evaluating a mobile toolkit for designing mobile learning activities

More Related Content

Evaluating a mobile toolkit for designing mobile learning activities