From next year, the University of Adelaide’s Faculty of Science will be moving towards mobile delivery, with all first-year students provided with iPads, and textbooks replaced by digital materials. They will be the first Australian University to begin delivering in this way, and this is the first step towards an overhaul of their teaching strategies, including moving to fully online delivery of first-year Science courses from 2012, according to Professor Bob Hill, Executive Dean of the Faculty. To help ensure that teaching materials and activities are compatible with the iPads, teaching staff will also be receiving the devices.
I have a modicum of skepticism about some aspects of this planned course of action, however. Firstly, the focus on iPads might force thinking around mobile learning into a iPad-shaped box, rather than encouraging the development of mobile learning activities and resources to suit a wider range of devices. This is already apparent in the kinds of materials they describe as being prepared for their iPads:
“The aim is to transfer all learning content to an electronic version which includes many currently printed textbooks for first-year students sometime in 2012.”
Aaargh. Transferring learning content to computers, including textbooks, does not equate to e-learning. Transferring learning content to mobile devices is unlikely to result in quality mobile learning. The REAL task here should be to develop new learning activities and resources that target the required learning outcomes and utilise the affordances of mobile devices, rather than thinking that an electronic textbook on an iPad is somehow better that a paper-based textbook. Instead, the focus appears to be on the *delivery* of content, rather than ways in which students can interact with, and create on, iPads:
“The online material will take a variety of forms with students being able to access lecture notes, audio, background documents and textbooks through tailored web-based apps. This is in addition to all the student services currently available through the MyUni website such as timetabling, video downloads, slides and email.”
THERE IS NOTHING NEW or innovative about ANY of those content sources or activities. All that’s happening is that they’re being displayed on a shiny new device, instead of a laptop or a desktop computer, and they’re accessed through “app” buttons. Contrast that philosophy with a learner-centric pedagogical model in which learning activities are developed that use key affordances of the iPad: for example, designing activities where students annotate or complete worksheets or experiments using an app like Noterize; or focusing on using mobile devices equipped with cameras to document science experiments or field trips using blogs, images, and video.
I hope the University of Adelaide will take time to consider how learning with technology is much more than learning ON technology. A successful mobile learning strategy requires working with the inherant strengths and limitations of mobile devices to enhance learning and engagement – not just trying to do the same thing as before with the new tool!