Voices

A collection of comments from learners and tutors during the m-learning trials in 2004.

Enthusiasm for driving game

Marion Hughes, (working with traveller groups in Avon).
"There is a lot of interest in using the driving quiz. This seems to have really inspired the learners. Most want to learn to drive and realise that they will need help with their theory test so they are very keen to use it for this purpose."

Marion also reported that the mother of one learner wants to take her driving theory test as well, so they have been working on the quiz together. Marion commented that this sort of generational link, in her experience, is quite unusual amongst the travelling community.

Another mentor reported that a learner: "found the mock driving theory test really beneficial. He had not tried it before but by the time he had finished using it, he was passing every time. This has given him the confidence to go and learn to drive, as he may not have tried before at the thought of the theory test." Extracted from: Mobile technologies and learning. A technology update and m-learning project summary, Jill Attewell, Technology Enhanced Learning Research Centre.

Increased enthusiasm for learning

A young, recently settled traveller on Skye was particularly thrilled and amazed to be trusted with this fancy and expensive equipment and looked after it very well. When the mentor went back he was very enthusiastic, and his brother asked whether the mentor could bring some books as well next time.
Highland Council , 22.04.04.

Increased attention

So far, Chris from Plymouth has handed out 8 devices at an induction session. The response from the group was extremely enthusiastic. Chris reported how the Basic Skills tutor couldn’t believe the degree of extended concentration. His learners are normally only attentive for 15 minutes, whereas in this session they were engrossed for two hours!

"We introduced the devices to potential group members yesterday in Plymouth. The group were remarkably focused and calm when given the devices, in contrast to their normal behaviour in the sessions. They were far more focused and gave up to 2 hours of time to the devices when it is normally difficult to focus them for 15 minutes."

Increased enthusiasm for learning with technology

Prior to the trial, Kate felt that as long as she had enough knowledge for her job then that was sufficient. According to her mentor, Kate was 'not very interested' in learning prior to the study but is now ‘enthusiastic’ - "If only more use could be made of technology"! She generally finds reading ‘boring’, would rather not write, and has a very negative attitude towards maths – however she can work if she is motivated.
Weston, P11.

Nathan rose from being ‘quite interested’ in learning to ‘enthusiastic’, provided he could use PDA technology. In response to the question (Q3.3) ‘Now that the research has finished, how would you rate and describe the research assistant's current attitude to learning?’ Nathan chose ‘enthusiastic’, adding ‘especially using the PDA technology.’

He already word processes all of his written work because of poor handwriting and was comfortable using packages like Word and Excel, which he did while on the move. He liked the driving game a lot as it has helped him in his theory and in driving in general.
Weston, P11.

Jonny from Hartlepool, an ex-offender from a poor educational background, found his own way to a mediaboard and sent in photos of his chess set and guitar, as images of numeracy. He discovered that he had an interest in numeracy and had some great ideas, which really motivated him. His tutor was amazed by what she learned about him during the project (Maths4Life).
Jo Colley, Cambridge Training and Development.

Increased engagement with technology/ improved retention rates

When asked for feedback on the Group 1 trials, Mike suggested two areas where he felt there had been improvements. Prior to the trial learners were apparently very resistant to using computers, whilst afterwards they were much more eager, were using computers to produce letters and generally engaging with technology in a far more significant way. He had also heard from their tutor that retention had improved – this seemed to surprise him.
Mike Rolfe of Kent Adult Education - Kent 10.05.04.

"I surveyed an ESOL class embarking on a 5 week project with camera phones. One learner in her 60s – the oldest in the class – was very keen to try anything from video to PCs, but on the question of mobile phones she felt there wouldn’t be much point and was afraid she would find them difficult to use at her age. She participated anyway, and by the end of the project she had not only enjoyed the experience and surprised herself at how easily she was able to use the phone, but had also realised how useful it could be to keep in touch with her house-bound husband and was intending to go buy one."
Jo Dixon-Trifonov of Cambridge Training and Development.

Young adults have greater technological know-how and devices remove formality from the learning experience

Mike feels the devices are good tools to engage non-traditional learners, they remove the formality, which can be the most frightening aspect for those who have not engaged with learning. In part, he feels this is due to young adults’ familiarity with certain types of technology – e.g. the XDA as a "turboed Playstation". Most of his young learners have access to a Playstation and were not as afraid to play with the technology. Mike feels we have a tendency to underestimate the technological know-how of young adults.
Mike Rolfe of Kent Adult Education regarding first learner trial – 26.5.04.

Trust issues

"He took really good care of it. He pointed out that, because of his background, no one would have ever trusted him with the mobile. This has meant more to him than the actual device itself, as he feels respected. For this reason he took very good care of it."
Prince’s trust Mentor reporting on learner’s use of device, (questionnaire return).

Encouraging young adults to seek help in developing skills

"He gave up on the maths questions […] Although it has made him want to improve in this area, and to seek further help and support from the ABE at the Spectrum Centre. He would not have looked into this before doing the m-learning."
Prince’s trust Mentor reporting on learner’s mathematical ability after the trial, questionnaire return.

Same mentor talking about the learner’s general attitude to learning post-trial:
"He was always interested but now he knows this is something that he really needs to work on and is ready to do so."

This learner had left school with no qualifications after regularly truanting. He was very keen to take part in the research, as he was aware beforehand that it might help him.