Design and Evaluation of Mobile Learning Tools to Facilitate Guided-informal learning in the Domain of Agriculture

Abstract

Abstract Mobile technology enhanced learning, which is commonly known as m-Learning, refers to the use of mobile devices along with the related technologies in offering learning contents, while also facilitating user interactions and collaborations in order to impart learning. This includes linking the learning community with each other to facilitate easier transferring of information irrespective of the location of the learner and the time of the day. Learners enjoy a great deal of autonomy in designing their own learning process, by making decisions such as whom to contact or which learning resources to be referred. Even though mobile technologies have been effectively used in disseminating critical information to agricultural communities in the past, the use of mobile phone as a learning device has not been adequately addressed. Information related to market prices and weather has been effectively communicated using Short Message Service (SMS) based systems; however these were mostly one-way or top-down approaches. Less emphasis was given on facilitating interactions and collaborations among the stakeholders, which is an important considerations in facilitating learning. Consequently the possibility of using mobile devices to facilitate learning was not adequately answered in the domain of agriculture. This research explores design and implementation of mobile learning to facilitate guided-informal learning among a group of young farmers in Kandy district, Sri Lanka. This thesis was written to address the research question ‘how to enhance the traditional agriculture learning systems by designing, developing and implementing mobile phone based informal learning opportunities?’ A design based research methodology was adopted, thus research interventions were designed, implemented and tested in collaboration with the practitioners, in real world settings. The research process included four phases, namely problem analysis, developing an m-learning solution, iterative testing and development of the learning solution in practice, and evaluation. Activity theory, which was often used in human computer interaction research, was used as the main inspiration and guiding theory in analyzing and designing the learning environment. The main concepts in activity theory, namely subject, object, tools, community, role and rules were used in conceptualizing the learning context and in studying the mobile learning design. Two m-learning interventions were planned considering the different types of mobile devices available with the study community: The first intervention was designed for basic feature mobile phones using the mobile SMS based Twitter platform. The learning community, which v includes instructors and learners, were linked to each other using Twitter web service. The instructor guided the learners in the learning process by posting questions, model answers and offering feedback. Learners interacted with the instructor and other learners using the m-Learning Approach (mLA) as well as personal calls, SMS, and face to face discussions in achieving pre-defined learning goals. The mLA offered a potential alternative when designing for communication and interaction facilitation among agricultural communities. It assisted in constructing knowledge, providing opportunities to interact with instructors, and obtain useful feedback in reinforcing learning through such interactions. The main drawbacks in the mobile SMS based Twitter version of the mLA were technical problems due to not receiving twitter messages, difficulties in moving towards higher order learning skills, and limited opportunities for collaborations due to SMS based platform & interface. The second intervention, was proposed to answer these drawbacks in the mLA, considering the future mobile learning environments. The second version of the mLA was designed for a Smartphone based learning environment, using android platform. This application, included similar features from the SMS based version of mLA such as questions, model answers and feedback, together with new features to facilitate collaborations between learners such as discussion forums. A prototype of smartphone based version of mLA was designed and tested with the same study community. The study suggests ‘instructor led informal m-learning systems’ as a solution to enhance the traditional agricultural learning systems. With proper training and guidance, the agricultural instructors can establish learning communities, and practice mobile based informal learning. M-Learning systems need to be designed to match with the available technologies among the target communities to assure easy adoption. The significance of the research lies in its efforts to design and implement a novel m-learning approach to facilitate guided informal learning among the young farmer communities in Sri Lanka. This research also contributes to the discussion on how to use of Twitter social media in creating low cost learning solutions for agricultural communities of practice.