LIN8016 - Portfolio

Assessment #1: Web-Based Portfolio

	Research Review Introduction
	For this literature review, I have decided to explore the use of the Internet in mobile devices with particular emphasis on mobile phones. Although the majority of the literature review presented here focuses specifically on language learning, some look at the use of mobile devices on education in general and is presented here because it was felt that their conclusions were relevant to the field of language education. While mobile learning is a relatively young field, it is quite an active and diverse one. This review of literature attempts to both narrowly examine one field of Internet based learning and at the same time show the diversity in this field.
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References

Chinnery, G.M. (2006). Emerging technologies – Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology. 10(1), 9-16.

Pemberton, L., Fallahkhair, S., & Masthoff, J. (2005). Learner Centred Development of a Mobile and iTV Language Learning Support System. Educational Technology & Society, 8 (4), 52-63.

Quasha, S. (2003). Testing communicative competence using mobile phone digital photos. Proceedings from the 2003 JALT Pan-SIG Conference. Retrieved August 28, 2006 from http://www.jalt.org/pansig/2003/HTML/Quasha.htm

Ratto, M., Shapiro, R. B., Truong, T. M., and Griswold,W. G. (2003). The ActiveClass Project: Experiments in Encouraging Classroom Participation. CSCL'03: Computer Support for Collaborative Learning 2003. Retrieved Sept. 6, 2006, from http://www.cs.ucsd.edu/~wgg/Abstracts/activeclass-cscl03.pdf

Ring, G. (2001). Case study: combining Web and WAP to deliver e-learning. Learning Circuits. Retrieved on August 2006, from http://www.learningcircuits.org/2001/jun2001/ring.html

Thorton, P. & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning. 21, 218-228.

Upadhyay, N. (2006). M-Learning – A New Paradigm in Education. International Journal of Instructional Technology and Distance Learning. 3(2).


	Chinnery, G.M. (2006). Emerging technologies – Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology. 10(1), 9-16. Chinnery (2006) provides a concise summary of much of the current research on mobile learning with sections devoted to research on cell phones, personal digital assistants (PDAs), and iPods. This is recommended reading for those interested in a crash course on the current state of mobile learning research.
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	Pemberton, L., Fallahkhair, S., & Masthoff, J. (2005). Learner Centred Development of a Mobile and iTV Language Learning Support System. Educational Technology & Society, 8 (4), 52-63. Pemberton, Fallahkhair, and Masthoff (2005) used cell phones in conjunction with interactive television (iTV) to promote language learning. While iTV offered various forms of interactivity such as subtitles, background information and chats, many users found this to be too fast to use concurrently while watching the program in a social setting. Many of the same options of interactivity and supplemental information were made available on cell phones giving students more control for personalizing the supplemental information to their individual needs. Pemberton et. al. are continuing the research on this dual device approach to learning.
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	Quasha, S. (2003). Testing communicative competence using mobile phone digital photos. Proceedings from the 2003 JALT Pan-SIG Conference. Retrieved August 28, 2006 from http://www.jalt.org/pansig/2003/HTML/Quasha.htm Quasha (2003) began using the cell phone in his non-CALL class because students were constantly using them for personal reasons (i.e. as a disruptive technology) and his attempts to prevent students from using them were in vain. Exploiting the fact that the vast majority of modern cell phones in Japan come with a digital camera, he followed the old adage, “if you can’t beat them, join them” and looked for ways to incorporate the phones into lessons. In his class, students were required to use their cell phones to create a photo journal which was used as a springboard for starting conversations with other students. This use of a mobile device allowed students to truly personalize their English and a survey at the end of the semester found that students reacted positively to this.
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Although not concerned directly with language learning, the insights provided by Ratto, Shapiro, Truong and Griswold (2003) shed considerable light on the use of mobile devices in this field. Concerned with the recent trend of decreased participation in the classroom, Ratto et al (2003) developed an application known as ActiveClass designed to work with PDAs and mobile phones to increase communication in the classroom. Features of this application include the ability of students to anonymously ask teachers questions, participate in polls, and provide feedback on classes. Additionally, students may see questions posted by other students and vote on them thereby letting the teacher know how many students wish the question to be answered. By observing two large lecture classes (125 and 150 students) taught by two different teachers that met four times a week for 10-weeks, an examination of the effects of ActiveClass was made. The authors found viewing the classroom as an ecology beneficial in understanding the various dynamics between the students and teacher. Of pertinence, the researchers found the following benefits: a) teachers could use the list of question provided electronically by students as an aid for remembering after class what areas needed clarification and could prepare for the following class, b) the anonymity of the system helped students feel free to ask questions, c) the voting system helped filter out questions that could waste valuable class time and d) the teachers reported a higher level of questions being asked with ActiveClass in place compared to previous semesters without it. A few negatives said about the system included a) the small screen made it difficult to vote on or write questions, b) it was difficult to add a mobile device to an already cramped desk space and c) occasional technical glitches.


	Ring G. (2001) Case study: combining Web and WAP to deliver e-learning. Learning Circuits. Retrieved on August 2006, from http://www.learningcircuits.org/2001/jun2001/ring.html Ring (2001) reports on a study on the use of mobile phones to supplement content found on the WWW. Prior to the course, the majority of the students reported that they did not plan to use the mobile phone feature due to the small screen size. However, after trying it many found the phone to be a valuable asset to their studies due to the convenience of being able to study anytime anywhere. In particular, the coach feature that reminded students of important deadlines and the multiple-choice quizzes with immediate feedback were regarded highly by students. Ring noted the importance of having a system of easy navigation on cell phone screens.
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Thorton, P. & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning. 21, 218-228.

Thorton and Houser’s 2005 work presents three projects they conducted on the use of cell phones in mobile learning. The first examined cell phone use of 333 Japanese university students. One hundred percent reported owning a cell phone with 99% having sent an email and the average student sending 200 email messages each week. Only 43% of these same students reported having ever sent an email by PC with an average of 2 per week.

In their second project, they ‘pushed’ English emails to students' cell phones 3 times a day to encourage frequent study. This concept was based on studies in cognitive psychology that found that if two presentations of a stimulus are close together, it will only remain in memory for a relatively short time span. However, if two presentations of a learning object are spanned a short distance apart, the time it remains in memory is dramatically increased. As cell phones in Japan have been a ubiquitous part of society, their use for presenting multiple, spanned presentations of a learning object was deemed ideal. Compared to students who were encouraged to study every day, students who received the ‘pushed’ emails scored considerably higher on quizzes. The vast majority of the students considered the ‘pushed’ emails to be a ‘valuable teaching method.’

In their third project, students made short movies to explain idioms which were viewable on video-capable phones. Students found the videos a valuable study aid. The main drawback for the videos concerned the audio which was difficult to hear or felt to disturb neighbors.

Of note, Thorton and Houser (2005) report that cell phone use is better suited toward review of material rather than for learning new content.


	Upadhyay, N. (2006). M-Learning – A New Paradigm in Education. International Journal of Instructional Technology and Distance Learning. 3(2). Discussing the current shift in thinking on how mobile devices can be used effectively to further education, Upadhyay (2006) presents three main advantages. One, students gain the ‘freedom, power and choice’ to study what, when and how they study. Two, administrative functions allow students to stay efficiently organized with mobile devices thereby maximizing their learning experience. Three, students have the flexibility to study where they wish and allow for ‘just-in-time’ access when and where information is needed.
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Last Updated: October 2006