I’m at the UCISA conference for the next 3 days. The first talk is on ‘m’-learning – where the m stands for mobile.

The speaker (Mike Sharples, University of Birmingham) argued that the profile of mobile technology matched up incredibly well with the current profile of Learning.

Learning has changed over the last 10 years to become:

Learner centred
Individualised
Collaborative
Situated
Ubiquitous
Lifelong

Mike argued that Mobile technology is also personalised and ubiquitous. However, it seemed to me that actually ‘connectivity’ is actually key here – and indeed the speaker referred extensively to wireless technology.

Mike summarised recent surveys showing that laptop ownership is increasing amongst students [31% (Leeds), 43% (Birmingham), 73% (LSE)], and also referred to the Dearing report statement that ‘We expect that by 2005/06 all students will be required to have access to their own portable computer.’

He also highlighted the fact that mobile phone ownership is incredibly high [96% (Dundee)], and referred to PDA ownership. However, for me this isn’t really the issue – it’s what they use them for. The line between a PDA and a mobile is now pretty slim (my Palm is really a glorified Calendar – which I could probably do on my phone, or even my iPod)

Anyway, the speaker went onto suggest that there were the following consequences:

• The need for a shift from universtiy provided PCs to students with personal laptops
• Students demanding to connect laptops, and other devices , to the university network
• Demand for wireless connectivity
• Divide between students with and without wireless laptops
• Students with multimedia phones, PDA, tablets, etc.

Interestingly universities may already have wireless networks running. Birmingham found that there were many wireless networks running across the campus, but many were insecure, and no overarching plan.

At Birmingham they have used the following solutions in place:

Access points – 20 HP/Lucent WavePoint/AP2000
Wireless Standard: 802.11b with Wireless Distribution Systems (i.e. relays)
Authentication: MAC address via RADIUS server
Firewall: IPTables with NAT
Client registration via web-based forms
Rollout by Info Services across campus (wireless network physically separate from the other University network)
Guide produced by MS and University

I wonder if the technical solutions (MAC Address based authentication, IPTables and Client registration) are scalable?

In some cases they ‘beam’ in wirless access rather than having internal access points (e.g. Library)

So – what is the impact on teaching and learning? Birmingham have run a couple of interesting sounding projects…

Student Learning Organiser
Configured iPAQs (with wireless) to contain essential tools for learning/organisation (rather than business presumably?).
Students could also add their own software (including MP3 players/tracks, Chinese/English dictionary, VoIP and Video using a ‘netmeeting’ type application to keep in touch with family)

Results:
Usability issues – battery life, data loss, extra thing to carry
No best single tool. Found that Timetable was the most popular application (just), followed by Web browser and Instant messaging, and then Email.

This I find disappointing. Using it to track your timetable seems prosaic – and not really much better than a piece of paper. Although timetables can change a few times, over the year I would think that they would be pretty static. What I guess I really wanted to see was something that showed the pervasiveness of the technology really added value.

Content was ‘suprisingly’ (the speakers word, not mine) important – e.g. Viewing powerpoint slides for upcoming lectures (although all science students)

Wireless access found to be really important – in fact once the wireless access was done they felt (in the words of the speaker) ‘crippled’.

Tablet computers for student learning
3 groups of 6 students
Personal and shared learning:
Multimedia logbook
Groupwork and E-mentorying
Lecture support
Learning Management

The early results (after c. 3 months) are:

• Student population already well connected, including wireless homes (this is Birmingham btw)
• Some students reluctant to take part (seemed suprising for electronic engineering students)
• The originally cautious students have become some of the most daring in their use (multimedia log books)
• Informal note taking and communication are key
• Shared workspaces (useing SharePoint server)
• Keyboard is a ‘must have’ – they need a laptop plus, not a laptop minus!

A third project was described, which seemed to be much more of a mish-mash, using different examples of learning outside the classroom. Examples included a partnership with the Uffizi gallery, and also a botanical gardens. In the second example, staff at the gardens could transmit images from the garden back to the classroom by wireless LAN or WAN.

Overall the speaker concluded that we faced the following challenges in HE:

• From computer service provision to support for students’ own devices
• Managing student expectations
• New learning spaces – which can exploit these new technologies and methods
• Assessing effectiveness