1. Iratxe Menchaca, Alex Rayón, Mariluz Guenaga
DeustoTech Learning - Deusto Institute of
Technology, University of Deusto, Bilbao, Spain
{iratxe.mentxaka, alex.rayon,
mlguenaga}@deusto.es

2. Table of contents
 Objectives
 The context: University of Deusto
 UDLM
 Related work
 Conceptual framework
 Scenarios
 Experimental planning
 Conclusions and future work

3. Objectives
 This paper describes a project that is focused in making
easier the work of teachers enabling the integration of
mobile learning experiences at university learning
environments
 The design and development of a mobile learning
conceptual framework which could recreate digital
learning scenarios

4. University of Deusto
 Number of students: 9,560
 Teaching staff: 2,800
 21 degrees adapted to the EHEA and 3 Deusto
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degrees
3 double degrees adapted to EHEA
62 post-graduate programmes, 31 official
masters and 31 Deusto degrees
10 PhD Programmes
5 Erasmus Mundus Masters Programmes
38 Specialisation Programmes in Continuing
Education (and the recently created Deusto
Business School)
15% International Students
16 Joint / international programmes

5. UDLM (I)
 The competence-based learning model is a core element
of a methodological commitment acquired by the
University of Deusto in recent years within the new
teaching-learning model called the University of Deusto’s
Learning Model (UDLM, hereafter)
 Mobile devices are versatile tools for the development of
certain skills
 We propose a cost-saving project based on the definition
of standard digital scenarios where the teacher could find
himself or herself easily adapted, and, thereby, ease the
integration of the mobile devices at class

6. Related work
 “Mobile learning implies the processes of coming to learn through
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exploration and conversation across multiple contexts amongst people and
interactive technologies” (Sharples et al., 2007)
“Not only the physical mobility but also the opportunity to overcome
physical constraints accessing to digital learning resources regardless of
place and time ” (Kukulska-Hulme, 2010)
Wexler (2008), “understands mobile learning as any activity that allows
people be more productive interacting or creating information with
compact, connected and portable devices, which the subject uses
ordinarily”
“How people create new contexts for learning through their interactions
and how they progress learning across contexts ” (Vavoula & Sharples,
2008)
“Students become co-producers in their education,
rather than consumers” (Bruns et al, 2007)

7. Related work (II)
 Lack of standardization on terms of contents, method and
tools and assessment activities in mobile learning
environments

8. Related work (III)
In terms of technology
a)

their small screens, short battery lives, intermittent connectivity, and
associated human factors, all of which affect their usability
In terms of contents
b)

offering a collection of pieces to be fitted to a learning need rather
than a single solution
In terms of methods and tools
c)

Adapting to the context: physical, technological, conceptual, social
and temporal contexts for learning
In terms of assessment
d)

“there are no a priori attributes of a good evaluation of learning”
Traxler (2007) (rigorous, efficient, ethical, legal, appropiate,
consistent, aligned)

9. Conceptual framework
 Are necessary as a guideline for the standardized generation of
contents, and the use of teaching-learning methods and
assessment activities
 According to the UDLM, our project proposes a mobile
framework for the assessment of generic competences
 We can consider five broad theory-based categories of activity,
that will be taken into consideration in order to develop the
scenarios of the proposed framework (Naismith et al., 2005):
behaviourist, constructivist, situated, collaborative and lifelong
and informal

10. Scenarios (I)
 Components of the learning scenarios
What?
• The foundation of any educational process are the objectives and contents (content,
conceptual, procedural and attitudinal dimensions).
Why?
• The justification can help focus educational practice knowing what we want to achieve
and why it is important in the training of students.
Who?
• We must specify also the social setting, these are, the students, lecturers, researchers or
other agents who will participate in the teaching – learning scenario.
When?
• Another crucial factor is to know the length that you will have the educational act. This is,
the time and duration, as well as the learning progress and history.
Where?
• The physical setting and layout of the learning space, that refers to whether perform
ordinary classroom, whether to use a lab, the library, visit another facility or company,…
How?
• We must select the learning methods to achieve the goals, and tools and resources that
we can use to perform the selected methodology.

11. Scenarios (II)
 Our proposal
Framework
Learning type
Teaching
method
Situated
Comprehensive
Case study
Organizational
modality
External
practice
Competence
Mobile app
Project
management
Wiggio
(Example of scenario with mobile learning experience. It also would add the
specification of components)
 For each scenario, in relation to the competence
shortlisted, we will develop a catalog of mobile
applications. In this way, the teacher will select a tool
according to learning objectives and according to the
description of the scenario previously provided.

12. Experimental planning
 Objective
 “Define a methodology and develop a model for every
teaching-learning scenario set to make viable digital
teaching, studying and learning in mobile learning
environments improving the results of the students and the
lecturers’ motivation.”

13. Experimental planning (II)
 Hypotheses
1. Does the integration of mobile learning experiences in
higher education suppose a high preparation effort for
the teacher?
2. Are mobile applications suitable to evaluate the
development of competences?
3. Does the integration of mobile learning teaching
experiences in higher education affect the level of
students’ motivation?
4. Does the integration of mobile learning teaching
experiences in higher education affect students’ results?

14. Experimental planning (III)
PHASE 1: Planning and
framework
1) Review of the state-of-theart, analysis of previous
experiences and analysis of
existing learning scenarios
2) Definition of new learning
scenarios in higher
education
PHASE 2: Preliminary analysis,
design and documentation of
assessment tools
1) Assessing the level of
students’ motivation, the
time spent by the teacher
preparing teaching materials
and the results obtained at
the competence
development level
3) Analysis of results and
preparation of report
2) Definition of the integrating
mobile learning experiences
in new learning scenarios in
higher education
4) Analysis of problem solving
competence and their
domain levels
3) Analysis of the results
obtained and preparation of
the report
5) Selection of the testing
groups
4) Catalog of mobile
applications based on the
competence they allow to
develop
6) Interviews with teachers to
explain the objectives of the
project
PHASE 3: Experimentation and
final analysis
1) Interviews with the teachers
to present learning
scenarios, methodologies to
be implemented, as well as
the evaluation process
through the mobile
applications
2) The application of
methodologies, monitoring,
collection of evidence and
obtaining results with the
second sample
3) Analysis of results and
preparation of the report
4) Interview with teachers to
complete their perceptions
5) Design of skills’ assessment
is
from the mobile applications
previously identified
PHASE 4: Conclusions,
dissemination, exploitation
and future work
1) Conclusions about the final
research report
2) Actions plan to disseminate
the project's findings
3) Proposal of exploitation
project under the
university’s general
framework
4) Definition of new lines of
research in Educational
Technology

15. Conclusions and future work
Extrapolate the results obtained for the Problem Resolution
competence to the rest of the generic competences at the
University of Deusto.
Standardization of mobile learning experiences in higher
education
The evolution in the design of specific mobile applications for
the development of skills and competences at adult and
professional stages
Take advantage of the possibilities of technological tools to
customize learning processes of students according to their
needs, interests, interaction scenarios, etc.

16. Thank you for your attention
Questions?