Developing a Community of Inquiry
in a Mobile Learning Context
Mohamed Ally
Martha Cleveland-Innes
Marguerite Koole
Richard Kenny
Caroline Park
CNIE 2009 OTTAWA, ONTARIO
Agenda
Mohamed Ally
Mobile Learning
M. Cleveland-Innes
Community of Inquiry
Rick Kenny
CoI & Mobile Learning
in Nursing Education
Marguerite Koole
FRAME model
Caroline Park
FRAME & Mobile
Learning in Nursing
Education
Marguerite Koole
Possible Integrated
Model
Mobile Learning
Learning using information and
communication technologies in a way to
facilitate learner’s mobility in different
contexts.
Nomadicity
The tendency of a person, or group
of people, to move with relative
frequency.
It also means that learner can easily
access electronic services, other
learners / teachers / coaches /
mentors, and various learning
materials with their mobile devices
while they are on the move.
Nomadic Learning
A form of learning in which a learner has
continuity of service across different
sessions, and possibly, different locations.
For example: a learner may have a
different teacher every year; different
colleagues every course, and a learner
may change institutions from time to time.
(IEEE 1484.1-2003)
Building CoI using Mobile
Technology
•
•
•
•
•
Nomadic community building – how
does one build and maintain a
community while mobile.
Part of a community in different
contexts.
Cognitive presence while mobile.
Social presence while mobile.
Teaching presence using mobile
technology.
Mobile technology allows unprecedented permutations and
concatenation of innovations in communication at the levels of
place and space, individual, group and mass, and creative new
services offered from a range of entities from amateur creators to
gigantic corporations. ……In contrast to computer and internet
technology, social science research on mobile
communication technology has not caught on quickly among
the scholarly community.
Katz, 2006
Online
Community
of Inquiry
Mobile
Learning
How does what we know of CoI apply to mobile
learning?
http://communitiesofinquiry.com/
Social
Presence
The ability of
participants
to identify with
the
community (e.g.,
course
of study),
communicate
purposefully in a
trusting
environment, and
develop interpersonal
relationships by
way of
projecting their
individual
personalities.
Emotional Presence Instructors can model emotional
response (Brookfield, 2006), explain its role in the
instructor’s own learning (Kort, Reilly & Picard, 2001),
teach how to bring emotion to consciousness and make
use of the emotional state in a learning situation
(Campbell & Cleveland-Innes, 2005).
Cognitive
Presence
The extent to which
learners are able to
construct and
confirm
meaning through
sustained reflection
and discourse in a
critical community
of inquiry.
Teaching Presence
The design, facilitation and direction of cognitive and social processes for the
purpose of realizing personally meaningful and educationally worthwhile
learning outcomes
Adjustment to role of online learner
New role
for
instructor
Course
design
Self
identity
Technological
literacy
Interaction
Cognitive Presence
1
2
3
-0.099
0.172
-0.785
24. Course activities piqued my curiosity.
0.064
0.070
-0.712
25. I felt motivated to explore content related questions.
0.082
-0.031
-0.770
26. I utilized a variety of information sources to explore problems posed in this
course.
0.078
-0.158
-0.759
27. Brainstorming and finding relevant information helped me resolve content
related questions.
-0.106
0.130
-0.794
28. Online discussions were valuable in helping me appreciate different
perspectives.
-0.096
0.286
-0.699
29. Combining new information helped me answer questions raised in course
activities.
0.101
0.043
-0.716
30. Learning activities helped me construct explanations/solutions.
0.128
0.030
-0.732
31. Reflection on course content and discussions helped me understand
fundamental concepts in this class.
0.008
0.237
-0.640
32. I can describe ways to test and apply the knowledge created in this course.
0.239
-0.097
-0.619
33. I have developed solutions to course problems that can be applied in
practice.
0.147
0.026
-0.653
34. I can apply the knowledge created in this course to my work or other nonclass related activities.
0.171
-0.041
-0.687
23. Problems posed increased my interest in course issues.
Towards Mobile Communities
of Inquiry
Online
Community
of Inquiry
Mobile
Learning
Online
Community
of Inquiry
Mobile
Learning
Online
Community
of Inquiry
Mobile
Learning
Mlearning in Nursing Practice
Education - Study Design• Field trial in 5 week classNursing 357.
• 2 groups: mobile learning
(12) and comparison (5).
• Pre-study demographics
survey.
• Post-survey of student
use.
• 8 Semi-structured
interviews ( 6 mobile
group; 2 instructors).
• Cell phone usage data
Demographics
Age Stage 2 Level of Comfort Desktop Mobile
Range (N=19)
(Before)
18 - 25
4
Very
uncomfortable
0
0
26 - 29
4
Somewhat
uncomfortable
0
3
30 - 39
7
Somewhat
comfortable
8
10
40 - 49
4
Very
comfortable
11
4
Establishing Cognitive Presence –
Learning Mobile Device Features
Very
Difficult
Difficult
Relatively
easy
Easy
Email
1
0
5
5
Browse Internet
0
0
6
6
Text messaging
2
0
7
3
Audio
messaging
3
4
4
1
Pocket Word
1
1
4
6
Drug software
0
0
5
7
Application
Establishing Cognitive Presence:
Usefulness for Learning Activities
Useless
Rarely
Useful
Email
3
2
5
2
Browse
Internet
2
4
1
5
Text message
4
3
3
2
Audio
message
8
3
1
0
Pocket Word
2
3
3
4
Drug software
1
2
4
5
Application
Sometimes Frequently
Useful
Useful
Establishing Teaching Presence:
Use for Communication
N=12
With Instructors
With Fellow Students
2X or less
> 2X
2X or less
> 2X
Cell phone
11
1
9
3
Email
11
1
11
1
Text Message
10
2
10
2
Audio Message
12
0
12
0
The FRAME Model
(D) Technical
Characteristics
-Specifications:
physical, electronic
(DL) Usability
- How the learner
interacts with the
device
(L) Mental, emotional
& physiological
characteristics
(LS) Constructivism
- How learner
interacts with others
within his/her
socio-cultural
environment
(DS) Information transfer
- How data &
information is transferred
between people &
systems
Context:
The learning system
rests within a context
(S) Social & cultural of data or information
Characteristics
waiting to be transformed
into meaning
Framework, post data analysis
D
Device Usability (iPAQ)
Portability
On and offline information
Immediacy or asynchronicity
Communication tool
DS
L
DL
Learner Aspect
Students in course
Previous Knowledge
Orientation
Course Requirements
DLS
On site evidence informed learning & practice
On site interaction via mobile
Best Practice / Safety / Students both
resource & role models)
LS
Social context
Clinical practicum (client, preceptor and instructor)
Socialization to Nursing
Cooperation, Communication & Culture
S
Koole’s FRAME Model for Nursing Practice Education (adapted with permission)
FRAME and CoI
Cognitive Presence
Teaching Presence
Social Presence
A Possible Combination?
Influence of Technology



Technology in a
minor role.
Role of culture
less
significant.
Role of
physiological
(non-cognitive)
characteristics of
learner less
significant.
SOCIAL PRESENCE
Social Aspect
COGNITIVE
PRESENCE
Learner
Aspect
TEACHING PRESENCE
(Structure / Process)
A Possible Combination?
• Places too much
emphasis on
technology
• Aspects and
presences are not
equivalent.
References
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S., Garrison, D. R., Ice, P, Richardson, J. C., Shea, P., & Swan,
K. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry
framework using a multi-institutional sample. The Internet and Higher Education, 11 (3-4), 133-136.
Garrison, D. R., Anderson, T, & Archer, W. (2000). Critical inquiry in a text-based environment: Computer
conferencing in higher education. The Internet and Higher Education, 2, 87–105.
Katz, J.E. (2006). Mobile communication and the transformation of daily life: The next phase of research on
mobiles. Knowledge, Technology & Policy, 19 (1), 62-71.
Kenny, R.F., Park, C.L., Van Neste-Kenny, J.M.C., Burton, P.A. & Meiers, J. (2009). Using mobile learning to
enhance the quality of nursing practice education. In M. Ally (Ed.), Empowering Learners and Educators
with Mobile Learning. Athabasca, AB: Athabasca University Press.
Kenny, R.F., Park, C.L., Van Neste-Kenny, J.M.C., Burton, P.A. & Meiers, J. (2008). The feasibility of using
mobile devices in nursing practice education. In J. Traxler, B. Riorden & C. Dennett (Eds.), Proceedings
of mLearn 2008, the 7th World Conference on Mobile Learning, Shropshire, England.
Koole, M. L. (2005). The framework for the rational analysis of mobile education (FRAME) model: An
evaluation of mobile devices for distance education. Unpublished master’s thesis. Athabasca University,
Alberta. Retrieved September 21, 2006, from
http://library.athabascau.ca/drr/viewdtr.php?course=thes&id=205
Koole, M. L. (2009). A model for framing mobile learning. In M. Ally (Ed.), Empowering Learners and
Educators with Mobile Learning. Athabasca, AB: Athabasca University Press.