Mobile Assisted
Learning for High
School Spanish
Stacy Brewer
Geoff Boyle
Christine Chambers
Verlinda Dority
Kitty Williams
Deliver an interactive learning experience
for high school Spanish students using an
iPod Touch.
Affordances of Mobile Learning
 Learning beyond four walls
 Continuous learning
 Multi-media lessons
Students: Engaged & excited by mobile
 Teachers: Interested in improving student
performance and motivation
 Administration: Wary of mobile devices
becoming a distraction to learning, not a
Drivers & Barriers
Students unmotivated for language
 Students/teachers unfamiliar with iPod
 Students are more interested in using iPod
for entertainment than learning
 Teachers not comfortable using mobile
device in the classroom
Priorities for Instruction
• Learner-centered design
• Ease of use (teachers and students)
• Engage learner
• Enhances classroom experience
• Create objectives based on Massachusetts standards
• Flexible, granular solutions
• Take advantage of the affordances of mobile learning
• Conceptual framework that is flexible and adaptable
• Design for the physical realities of a mobile device
• Generate situated learning by incorporating contextual awareness
• Design with constructivist learning theory in mind
• David Rogers from Institute of Simulation & Training
• Spanish language SME
• A high school teacher, preferably foreign language teacher
• High school students enrolled in a foreign language class
• Organizations dedicated to facilitating mLearning in the classroom (e.g., GoKnow, eSATS)
Needs Analysis
Demographics of Target Audience
 Age: 14-18
 1:1 Ratio of Males to Females
 Middle-class economic status
 80% graduates attend college
 Exposure to computers and the Internet
Knowledge Gap/Constraints
Restrictions on use of mobile devices.
 Will teenagers accept iPod as a learning
 Not all students are connected.
 Instructors need to develop skills to use
mobile learning environments.
Massachusetts Foreign Language
Curriculum Framework
“[The] students’ ability to use what they have
learned in meaningful ways is the
primary goal of all language programs.”
“Students of modern languages need
abundant opportunities to speak, listen,
read, and write in order to develop
communicative fluency”
Motivation varied among students
 Common characteristics
 Have
experience with mobile devices
 Relevancy, specific goal of language study
Knowledge gap
 All
need to pass the course
Persona #1 – Leroy Jenkins
Takes Spanish to
fulfill foreign language
Avid gamer, very
Persona #2 – Bobby Boucher
Average student
Believes that school
is a waste of time and
learns more outside
of the classroom.
Has a smart phone
but does not use most
of the features.
Persona #3 – Evan Toller
Motivated to learn
Spanish for possible
Has specific goals
language study will
help meet
Limited use of
Likes sports
Persona #4 – Bianca Smith
Highly motivated
Highly connected
Has specific goals
language study will
help meet
Likes to travel
Persona #5 – Hidemi Noguchi
Spanish will be his 3rd
Owns a smart phone
and uses it for
Bit of a loner
Likes sports,
especially baseball
Learning Goals
Platform distributes media, text and
facilitates interactive experience
 Small nuggets of learning
 MLE increases student interest &
engagement, easy to use, encourage
collaboration, integrate into existing lesson
plan, teachers retain control
Learning Goals
Applications that increase authentic
context of use and social interaction
 Multiple applications for vocabulary and
phrases, drill and practice, and application
Correlation to Prior Analysis
Design Requirements
Synthesis of Input on
Creating Mobile
User Need:
Constraint: Low
motivation levels to
learn Spanish; need
additional motivators
User Need:
Driver: Most students Provide appropriate ways of
socializing through interactive
enjoy socializing in
lessons. Students can share
school; take
photos and provide
advantage of this
descriptions or captions,
Design applications that provide
time to use iTouch.
Device is what motivates the
student, but acts as vehicle for
create videos in groups and
share with other classmates,
and submit group assignments
to instructor
Elements of Design
Photo Essay
Device is integral to the
learning experience
Students photograph,
provide narrative, and
publish their photo
essay in one class
Small groups work
together to
storyboard, write, and
shoot photo essay.
Highly interactive yet
production oriented
Correlation to Prior Analysis
Design Requirements
Synthesis of Input
on Creating Mobile
User Need: Teacher Bound by
Content indicated by
Strand/Standard is
amenable to
chunking and short
Strand- Presentational:
Write and speak in a language
other than English to present
information, concepts, and
ideas on a variety of topics
Standard: Describe people,
places, and things
Sweet spot for mobile
apps is 5-15
Elements of Design
Photo Essay
Students will use device to
generate photo essays
showing and describing
people, places, and things
using camera and keyboard
functions; will publish work
with connectivity functions
Interface Design & Prototype
Layout and Visual Design
User Feedback
Layout was simple and easy to follow.
Too much text. Want more graphics, more like a game.
Needs more color; more exciting layout.
A header would be helpful to navigate to the other pages.
Wanted to know if assignments would be in groups or individual.
Photo Essay assignment would be more fun than looking at pictures
and memorizing words.
Assignment calendar: Are assignments uploaded here?
Can we take pictures of other things besides assignments and
upload it to Facebook?
Love doing assignments on mobile device
Steps Forward
Rethink visual design
 Create more apps
 Support teachers
 Promote the affordances of mobile

Mobile Learning - Geoffrey W Boyle | My thoughts on