Design principles for an adult literacy mobile learning solution in a blended learning context
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The document presents a research project focused on developing mobile learning solutions for adult literacy, particularly for English as a Second Language learners in Canada. It outlines the methodology, which consists of literature reviews, expert interviews, and design-based research to identify key design principles and guidelines for effective mobile learning applications. The initial findings emphasize the importance of mobility, learner autonomy, and contextual integration in designing a mobile literacy app.
![• Arús-Hita, J., & Rodríguez-Arancón, P. (2014). Autonomous learning resources for the teaching of
EFL: What learners think. Encuentro, 23, 1-15. Retrieved from
http://www.encuentrojournal.org/textos/Arus_Autonomous%20learning_rev_2.pdf
• Canadian Literacy & Learning Network. (2017). Literacy statistics in Canada. CLLN. Retrieved from
http://www.literacy.ca/literacy/literacy-sub/
• Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in
higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054–
1064. Retrieved from https://doi.org/10.1016/j.compedu.2012.04.015
• Gualtieri, M. (2011, April 13). Forrester's mobile app design context: Location, locomotion,
immediacy, intimacy, and device [Web log post]. Forrester. Retrieved from
http://blogs.forrester.com/mike_gualtieri/11-04-13-
forresters_mobile_app_design_context_location_locomotion_immediacy_intimacy_and_device
• Hase, S., & Kenyon, C. (2001). From andragogy to heutagogy. Retrieved from
http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
• Hase, S., & Kenyon, C. (2013). Self-determined learning: Heutagogy in action. London, UK:
Bloomberg Press.
Design Principles for Mobile Adult Literacy Solution REFERENCES
REFERENCES](https://image.slidesharecdn.com/designprinciplesforanadultliteracymobilelearningsolutioninablendedlearningcontext-210629201210/85/Design-principles-for-an-adult-literacy-mobile-learning-solution-in-a-blended-learning-context-22-320.jpg)
![• OECD. (2017). Programme for the International Assessment of Adult Competencies (PIAAC).OECD:
Better policies for better lives. Retrieved from http://www.oecd.org/skills/piaac/
• Quinn, C. N. (2011). The Mobile Academy: mLearning for higher education. Hoboken, US: Jossey-
Bass. Retrieved from https://books.google.ca/books?id=7ER5z_um-qgC
• Statistics Canada. (2012). Statistics Canada Table 477-0087 - Literacy and numeracy, average scores
and distribution of proficiency levels, by Aboriginal (off-reserve), immigrant or minority language
status, by sex, population aged 16 to 65, selected provinces and territories, occasional (number
unless otherwise noted) [Database]. Statistics Canada: CANSIM. Retrieved from
http://www5.statcan.gc.ca/cansim/a47
• Zheng, C., Gaumer Erickson, A., Kingston, M.N., & Noonan, P. (2014). The relationship among self-
determination, self-concept, and academic achievement for students with learning disabilities.
Journal of Learning Disabilities, 47(5), 462-474. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.976.6946&rep=rep1&type=pdf
Design Principles for Mobile Adult Literacy Solution REFERENCES
REFERENCES](https://image.slidesharecdn.com/designprinciplesforanadultliteracymobilelearningsolutioninablendedlearningcontext-210629201210/85/Design-principles-for-an-adult-literacy-mobile-learning-solution-in-a-blended-learning-context-23-320.jpg)
Design principles for an adult literacy mobile learning solution in a blended learning context
- 1. IABL 2017 Presentation Agnieszka Palalas Norine Wark Przemyslaw Pawluk Athabasca University Athabasca University George Brown College
- 2. Design Principles for Mobile Adult Literacy Solution OVERVIEW • Background • Introduction to research project • Phase 1: Informed exploration • Literature review ▪ Design principles and guidelines definitions • Interviews with experts • Findings: Key design themes & principles • Conclusion
- 3. Design Principles for Mobile Adult Literacy Solution BACKGROUND Low Literacy Statistics Literacy Upgrading Result
- 4. Design Principles for Mobile Adult Literacy Solution BACKGROUND Our LITERACY UPLIFT Project Literacy Uplift mobile learning (m- learning solution SSHRC–funded collaboration Aimed at 1st & ESL Canadian adults & their instructors To develop m-learning literacy solution design principles & app for Canadian & similar literacy learners worldwide
- 5. Design Principles for Mobile Adult Literacy Solution m-LITERACY SOLUTION LITERACY UPLIFT App Needs Analysis + Lit Review + Similar Projects = m-Learning Solution Target learners who lack English reading & writing skills Will be cross- platform Introduced in class & used in blended environment; turning competencies into capacities
- 6. Design Principles for Mobile Adult Literacy Solution RESEARCH OBJECTIVES Key Objectives Building knowledge: Design principles & guidelines for effective m-learning literacy solution Prototyping an effective m-learning literacy solution from principles & guidelines Providing technology & literacy training to participating students Increasing academic/non-academic accessibility to pedagogical design principles & guidelines
- 7. Design Principles for Mobile Adult Literacy Solution QUESTIONS What design principles and guidelines best facilitate the development of adult literacy skills in English? Research Questions How can these principles and guidelines be incorporated into a viable mobile application for adult literacy learners?
- 8. Design Principles for Mobile Adult Literacy Solution METHODOLOGY DESIGN-BASED RESEARCH (DBR) 1. Informed exploration 2. Enactment 3. Evaluation ITERATIVE Design & Testing Approach ➢ 3 PHASES:
- 9. Design Principles for Mobile Adult Literacy Solution DATA DATA Surveys Focus groups Interviews Literacy Learners Experts App Developers Literature Review Researcher Observations & Notes
- 10. Design Principles for Mobile Adult Literacy Solution PHASE 1 Interviews with Experts Literature Review Phase 1: Informed Exploration Design Principles for Adult Literacy & m-Learning Interventions
- 11. Design Principles for Mobile Adult Literacy Solution LIT REVIEW ✓ From team members’ libraries/secondary sources ✓ 55 multimedia pedagogical & technological design principle/guideline resources Phase 1: Literature Review Step 1: Initial review Step 2: Defining design principles ✓ Step 1 analysis = need to define “principles” & “guidelines” ✓ 2nd lit. review: DBR- & technology-based definitions ✓ Use new definitions to re-sort original lit. review to distill preliminary list of key design principles to guide rest of the study
- 12. Design Principles for Mobile Adult Literacy Solution DEFINITIONS Design Principles: ➢ High level, universal, empirically-tested, applicable across various contexts ➢ Two interdependent dimensions: • Educational intervention characteristics • Procedures ➢ Replicable; adaptable to local conditions ➢ Dynamic, flexible, renewable Design Guidelines: ➢ Specific, practical, testable criteria for achieving design principles in local context ➢ Statements of what should/should not be included in the design Literature Review Step 2 Results
- 13. Design Principles for Mobile Adult Literacy Solution PHASE 1 Interviews with Experts: • 7 m-learning/language learning experts • “What are the key characteristics of an effective m-learning application for the described purpose & target audience?” • Code & synthesize results • Compare to lit. review results Literature Review Step 3: • Analyze/reorganize initial resources by new definitions • Code & synthesize principles • Compare to interview results Phase 1: Identifying Design Principles Key Design Themes & Principles for Adult Literacy & m-Learning Interventions
- 14. Design Principles for Mobile Adult Literacy Solution DESIGN THEMES MOBILITY: Design for the mobile learner Design Themes & Principles CONTEXT: Integrate environmental affordances LEARNER-DETERMINED: Respond to the learner
- 15. Design Principles for Mobile Adult Literacy Solution MOBILITY MOBILITY: Design for the Mobile Learner Platforms Preferences Location Intimacy Locomotion Timing
- 16. Design Principles for Mobile Adult Literacy Solution LEARNER-DETERMINED LEARNER-DETERMINED: Respond to the Learner ASK, LISTEN, & RESPOND TO Learner’s Needs, Wants, & Interests Empowerment Self-Determination Involvement Autonomy
- 17. Design Principles for Mobile Adult Literacy Solution CONTEXT CONTEXT: Integrate Environmental Affordances Linguistic, Personal, Social, & Technological Dimensions Inter-dependent: Relevancy, Adaptation, & Personalization
- 18. Design Principles for Mobile Adult Literacy Solution CONTEXT CONTEXT: Integrate Environmental Affordances
- 19. Design Principles for Mobile Adult Literacy Solution CONCLUSION CONCLUSION Phase 1 Preliminary Results: Future Plans: • Elaboration on 3 key themes & related principles • Secondary level of design principles • Design principles & guideline definitions • 3 Design themes & related principles: ➢ MOBILITY: Design for the mobile learner ➢ LEARNER-DETERMINED: Respond to the learner ➢ CONTEXT: Integrate environmental affordances
- 21. Agnieszka Palalas Athabasca University Athabasca, AB, Canada agapalalas@athabascau.ca Przemyslaw Pawluk George Brown College Toronto, ON, Canada ppawluk@georgebrown.ca Norine Wark Athabasca University Athabasca, AB, Canada norinewark@gmail.com © 2017 LITERACY UPLIFT
- 22. • Arús-Hita, J., & Rodríguez-Arancón, P. (2014). Autonomous learning resources for the teaching of EFL: What learners think. Encuentro, 23, 1-15. Retrieved from http://www.encuentrojournal.org/textos/Arus_Autonomous%20learning_rev_2.pdf • Canadian Literacy & Learning Network. (2017). Literacy statistics in Canada. CLLN. Retrieved from http://www.literacy.ca/literacy/literacy-sub/ • Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054– 1064. Retrieved from https://doi.org/10.1016/j.compedu.2012.04.015 • Gualtieri, M. (2011, April 13). Forrester's mobile app design context: Location, locomotion, immediacy, intimacy, and device [Web log post]. Forrester. Retrieved from http://blogs.forrester.com/mike_gualtieri/11-04-13- forresters_mobile_app_design_context_location_locomotion_immediacy_intimacy_and_device • Hase, S., & Kenyon, C. (2001). From andragogy to heutagogy. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html • Hase, S., & Kenyon, C. (2013). Self-determined learning: Heutagogy in action. London, UK: Bloomberg Press. Design Principles for Mobile Adult Literacy Solution REFERENCES REFERENCES
- 23. • OECD. (2017). Programme for the International Assessment of Adult Competencies (PIAAC).OECD: Better policies for better lives. Retrieved from http://www.oecd.org/skills/piaac/ • Quinn, C. N. (2011). The Mobile Academy: mLearning for higher education. Hoboken, US: Jossey- Bass. Retrieved from https://books.google.ca/books?id=7ER5z_um-qgC • Statistics Canada. (2012). Statistics Canada Table 477-0087 - Literacy and numeracy, average scores and distribution of proficiency levels, by Aboriginal (off-reserve), immigrant or minority language status, by sex, population aged 16 to 65, selected provinces and territories, occasional (number unless otherwise noted) [Database]. Statistics Canada: CANSIM. Retrieved from http://www5.statcan.gc.ca/cansim/a47 • Zheng, C., Gaumer Erickson, A., Kingston, M.N., & Noonan, P. (2014). The relationship among self- determination, self-concept, and academic achievement for students with learning disabilities. Journal of Learning Disabilities, 47(5), 462-474. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.976.6946&rep=rep1&type=pdf Design Principles for Mobile Adult Literacy Solution REFERENCES REFERENCES