Learning Unplugged: Using Mobile Technologies for Organizational Training and Performance Improvemen

leondumoulin.nl: Learning Unplugged: Using Mobile Technologies for Organizational Training and Performance Improvement: Diane M. Gayeski.
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• Mobile Language Class: Language Learning through Mobile Gaming
• Diane Gayeski at Best Practice Institute

A case survey is conducted which identifies how mobile phone can be effectively used in imparting language lessons to the students. A paradigm shift has been identified from e-learning to m-learning Upadhyay, Students seek different modes text, voice, multimedia etc. It is widely believed Reid, ; Celcc-Murcia, that the different ways of how a learner takes in and processes information are collectively referred to as learning styles or learning preferences.

It is believed that emerging wireless and mobile networks will provide new applications in mobile learning Gayeski, To improve the effectiveness of students learning, teachers should provide content compatible to various modes with the ways through which learners like to learn the language. Interesting work has been done in suitable educational methodologies and related mobile technology, tools, languages and interfaces for special categories of learners MobiLearn, , architectures and specifications for m-learning platforms Simon et, al.

The present study is intended to investigate the language learning capabilities of engineering students belonging to the central part of India. Specifically, the study seeks answers to these questions regarding language learning via cell phones:. Currently whatever curriculum for language learning is available supports mostly static and non-interactive content. However, mobile phone based curriculum demands effective and comfortable development of platform for teaching and learning along with sound instructional practices.

Following issues have been identified for designing content of language learning through mobile phone. As devices become smaller, modes of interaction other than keyboard and stylus are a necessity. In particular, small handheld devices like cell phones and PDAs serve many functions and contain sufficient processing power to handle a variety of tasks. To evaluate the learning language capability of students using mobile phones initially a pilot project, with two games, is developed — Match Game, and Word Game. Figure 2 shows the general architecture to deal with language learning.

The user interacts with the mobile phone to play interactive games for language learning.

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The server web server maintains the database for contents and exercises. Through web gateway user connects to web server for accessing contents and exercises. In this game the user will be shown synonyms and antonyms questions for vocabulary building one at a time and he has to type the answer in the provided text box. If he answers correctly, next question will be displayed. There are few sets of the questions stored in the database each set contains five questions.

These sets are organized on level-basis. The complexity of the levels increases as the user keeps on answering. If the user is not able to answer any question, the game is over and he will be shown the solution. The screen shot for the game is shown in figure 3. The game consists of exercises on English Grammar. The first section includes a series of sentences, which do not follow correct sentence construction. With each word in a sentence a unique integer is attached. The user is required to arrange these integer values in a proper manner to match it with the correct sentence pattern.

The second section includes sentences, which are grammatically incorrect. The pop-up window appears as soon as the user clicks the mobile button corresponding to integer. This pop-up window contains various options out of which the user has to choose one for correctness.

The screen shot for the game is shown in figure 4. At the end of the entire exercise, a feedback mechanism is generated. Results of some of the items in the questionnaire are presented in this section.

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Some of the responses received rendered significant results, while some others did not. A sample of students from the central part of India participated in the case study. Each player was allowed to play both the games. The questions asked and the answers obtained are briefed below. Voice interaction received maximum support by the users while walking and in the shopping mall as listening and speaking activity can go together with walking and shopping in the malls.

Touch interaction got maximum favour in cinema halls, airport and public places where speaking is practically prohibited. The students said since m-learning involves portable devices like cell phones, PDA, etc.

One can get any information anytime and anywhere. There could also be more network connectivity problem in m-learning than in e-learning. The materials may not reach in time. There could be communication gap between the source and the receiver. It is also more expensive than the other two forms of learning. The overall percentage of response is shown in figure 8. Figure 9 shows the overall percentage of response.

These students found the exercises on understanding rules of grammar to be effective because in mobile screen voluminous discussion on the rules of grammar could not be discussed and only most accurate and precise information regarding grammar could be given in short sentences along with relevant and interesting exercises. In this process learning becomes effective. Readers can use its innovative, field-proven guidelines to: Read more Read less.

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