Applying the basics to design innovative learning with ICT:
mobile learning with mobile picture-notes
Yayoi Anzai
School of International Politics, Economics, and Communication
Aoyama Gakuin University
Japan
yayoi.wikiwiki@gmail.com
Abstract: In the age of the ICT revolution, we tend to focus on the newest technologies, and
there are many teachers who almost drown in the waves of the technological tsunami. In this
age in particular, it is important to look at the basics once again. This study presents an
instructional design with mobile photo note-taking. It explores the potentiality of using the
camera function of mobile phones, which is one of the most basic functions of a mobile phone.
In addition to the basic functions of the ICT, designing instruction based on an instructional
model is another basic element. This specific paper is designed based on Keller’s ARCS
model in the context of English language education. Mobile photo note-taking refers to
taking notes with the use of a mobile phone, and mobile picture-notes refer to the notes as a
result of mobile photo note-taking. The study reveals the importance of basic elements to
design innovative learning with ICT.
INTRODUCTION
The educational environment has been changing at an astonishing speed. The phases of mobile
technologies have also been changing. These changes further lead to the changes in the pedagogy. At the early
stage, the main functions for mobile learning were very limited because the prime purpose of a cellphone was
for verbal communication. Along with the development of mobile technologies, users started to use other
cellphone functions such as an alarm clock, keeping schedules and taking pictures. Now cellphones have
evolved into smartphones, and the number of users has been dramatically increasing in the past few years.
Users, therefore, can now enjoy Web-based communications. They can, for example, post their messages and
pictures with social media anywhere in the world. Mobile learning has also become more dynamic,
participatory, interactive and collaborative, since the smartphone is literally a small computer. Designing
distance learning with a mobile phone is not a dream anymore with the integration of Web technologies. In
spite of the innovations in mobile technologies, the camera remains one of the key functions of mobile phones.
In sum, a mobile phone is a ubiquitous digital device which learners carry everywhere, and the camera is one of
the most user-friendly functions among others. This is a very important factor when designing mobile
learning.
With this learning environment, Kanji Akahori proposed a study to explore the potentiality of mobile
photo note-taking with grants from the Scientific Research Grants in Aid for Challenging Exploratory Research
in Japan. Mariko Funada and the author have been participating collaboratively in this project. Anzai, the
author, was in charge of the case studies in the context of English as a Foreign Language. In this study, “mobile
photo-note-taking” refers to taking notes with the use of mobile phones, and “mobile picture-notes” refers to
notes in the form of pictures with the use of a mobile phone (Anzai & Bonk, August 18, 2012). This paper will
be a part of a follow-up study by Anzai (2013), which proposes innovative learning with ICT with reference to
the ARCS model.
Instructional design model: ARCS model (Keller, 1983)
According to Reigeluth (1983), “instructional design is concerned with understanding, improving, and
applying methods of instruction” (p.7). The ARCS model is one of the most prominent ID models, and
considered as one of the successful ID models, which lead to improved instruction. The model is
characterized by the integration of psychological factors and experiences from practitioners.
Keller originally created four dimensions of motivation: (1) interest, (2) relevance, (3) expectancy, and
(4) outcomes. Interest refers to intentional factors in the environment; relevance refers to goal-directed
activities, expectancy refers to one’s own expectation for being successful, and outcomes refer to the
reinforcing value of instruction (Jonnassen, 2004, p769). The four original categories were renamed to make an
acronym and to highlight the central concepts of those four dimensions: (1) Attention, (2) Relevance, (3)
Confidence and (4) Satisfaction (Keller, 1987). The model is a problem-based approach and selection of
tactics is based on a systematic design process.
The four major categories provide sub-divisions of the framework. The first dimension, Attention,
refers to the interest level of the learner. The learner will pay attention when he feels curiosity. The interest
may be triggered from technology used or from intellectual inquiry. Furthermore, to keep the interest level of
the learner, a variety of tactics should be used. That is, Attention can be gained from the learning content,
technology use, or pedagogy. The second dimension, Relevance, refers to whether the learner perceives the
instruction to satisfy personal needs or to help achieve personal goals. To be relevant, the instruction needs to
meet the learner’s needs. The instruction also should be familiar to the learner. The third dimension, Confidence,
refers to the learners’ perceived likelihood of success, and whether the learner perceives success as being under
his or her control. To get confidence, the learner should have a clear goal that is not too difficult to achieve.
By having repeated success, the learner can gain confidence. The last dimension, Satisfaction, refers to the
learner’s intrinsic and extrinsic motivation. The leaner will be satisfied when he/she can use the knowledge in
real situations or when his/her friends give him applause. (Jonnassen, 2004, p769, Suzuki, 2008). By combining
the four dimensions, learners are likely to enhance motivation. Thus, this model is chosen to design the EFL
instruction with mobile picture-notes.
EFL INSTRUCTION WITH MOBILE PHOTO NOTE-TAKING BASED ON THE ARCS MODEL
EFL instruction with mobile picture-notes. The purpose of this EFL instruction is to support EFL
language learning with the use of mobile photo note-taking, especially in terms of English vocabulary learning
and comprehension. The instruction will be developed as supplemental material using the first fifteen minutes
of an EFL class. The material will be chosen from CNN Student News. The instruction will be implemented
at a Japanese university in the first semester of 2013.
Procedure. At the beginning of the instruction, the instructor will tell the students that they can take
mobile picture-notes of her PowerPoint presentations whenever necessary. First, the students will watch a
segment of CNN Student News. Then the EFL instructor will interact with the students by asking general
questions about the news to make sure they could understand the main points of the news. After that, she will
give them more specific questions about the news. After highlighting the key points, she will urge the students
to take mobile picture-notes of her PowerPoint slides. The next week, the students will take a short quiz which
consists of ten words and phrases, and comprehension questions.
step
1
step
2
step
3
step
4
•Watching a segment of CNN Student News with instruction in the class
•Mobile photo note-taking of the PowerPoint slides
•Reviewing the instruction after class
•Taking a short quiz about the news
Figure 1. The process of EFL instruction with mobile photo-note taking
INSTRUCTIONAL DESIGN WITH ARCS MODEL
(1) Attention
The students will be intrigued by and thus pay more attention to this new way of learning. Now Japanese
students take notes using paper and a pencil, which is a very traditional way of note-taking. There are even
countless teachers who prohibit using a mobile phone in their classroom, mostly to avoid students using their
phones for texting and other social activities during class. So, generally students bring a paper dictionary or an
electronic dictionary, in spite of the fact that they know they can look up a word with their mobile phone.
Under this situation, taking mobile picture-notes with the instructor’s permission during the class time is an
absolutely new experience to the students in Japan.
In addition to the novelty effects, how they utilize the notes should also be a new learning experience. By
using mobile picture-notes, learning can become more flexible. Students will be able to open their mobile
phone anytime, anyplace, since they almost always carry the device with them. Thus, the instructional design
will trigger interest from the students.
(2)
Relevance
Content. The goal of this specific instruction is to understand a segment of news from CNN Student News.
News programs are often used in EFL textbooks and considered as good EFL learning material. By using
Web-based news, the content of the news is more current and relevant than materials found in textbooks.
“Student” in CNN Student News refers to American high school students, so the delivery speed of the news is
as fast as that in regular American news programs, though the vocabulary level is less difficult than the regular
CNN news. Since the students are intermediate EFL learners, they need support from the instructor regarding
the vocabulary and the content of the news. To enhance their understanding of the news, a PowerPoint will be
used, and the picture-notes will become individualized and flexible learning material.
(2) Confidence
Length and the topic of the news. The instructor will chose news that is relevant to the students’ daily lives
in order to increase interest and significance. The length of the news is another important aspect to consider.
The news segment should not exceed five minutes, as is the case for the news in EFL textbooks.
Repeated listening. During the EFL instruction, the students will listen to the same short video clip three
times with some explanation after each viewing. This greatly enhances the students’ understanding of the
content.
Short quizzes. The students will be given a short quiz in the following week. Since all the questions come
from the slides, they can control the success of their learning. They will also be able to perceive how their
vocabulary and comprehension have improved, which heightens confidence.
(3) Satisfaction
Short quizzes. There are two kinds of motivation: intrinsic and extrinsic. In this instruction, extrinsic
motivation is triggered because students want to obtain good scores from the short quizzes which are included
in their overall grade evaluation.
In summary, this EFL instructional design employed two basic elements: use of an instructional design
and use of the basic function of a mobile phone. In particular, designing an instruction with the ARCS model
will help the students enhance their motivation. In addition, EFL learning with mobile picture-notes will be 1)
cost effective, and 2) it allows more flexibility in learning than the conventional way with paper and a pencil.
There is, however, a suggestion for a further study. In this study, the instruction is designed from a teacher
perspective. It may be useful to include some Constructivistic perspective as well. In conclusion, designing
EFL instruction that effectively utilizes mobile picture-notes will enhance students’ motivation to learn English.
By applying the basics, we can design innovative learning with ICT.
ACKNOWLEDGEMENTS
This study was supported by the Scientific Research Grants in Aid for Challenging Exploratory
Research from 2012-2015 (No. 24650563, representative researcher: Dr. Kanji Akahori). I would like to
express my gratitude to Dr. Kanji Akahori at Hakuoh University and Dr. Mariko Funada at Hakuoh University
for their insightful comments to develop this study.
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