Feedback on these notes welcome- use the 'discussion' link at the top of the wiki page.

to scan QRCode on cameraphone,

  • SMS ‘CODE’ to 710 to download inigma if on Vodafone NZ
  • get Upcode
  • or Download Kaywa Reader
  • or you can send a SMS (text message) to: +358 50 3100075
  • iPhone users: download the free app "QR App" from the iTunes Store
  • Android users: download the "Barcode Scanner" or "I-nigma" apps from the Android Market

Decode QRCode to get link to wiki notes on cellphones

Introducing the Smartphone



First generation cellphones - e.g. Lethal Weapon.

Nokia NSeries smartphones: N97 Today's Smartphones1 - Fold Today's Smartphones2 - iDrummer Today's Smartphones3 - iBand The iPhone

Student owned phones (poll of Architecture students)


Mobile Affordances (i.e. What can you do with a smartphone?)

(See Table 1, the tinyurls reference Educause “7 things” (Educause, 2005-2009) series of articles on each technology).

[ Mobiles in Africa]

[ Mobiles in Africa2]

[ Mobiles in Africa3]

Table 1 Affordances of smartphones mapped to social constructivist activities.

'''Activity''' '''Overview''' '''Examples''' '''Pedagogy'''
Video Streaming Record and share live events Flixwagon, [ Qik], [ Knocking], [ Livestream], [ ustream] Real-time Event, data and resource capturing and collaboration.
Geo tagging Geo-tagg original photos, geolocate events on Google Maps [ Flickr], [ Twitter], Google Maps Enable rich data sharing.
Micro-blogging Post short updates and collaborate using micro-blogging services Twitter Asynchronous communication, collaboration and support.
Txt notifications Course notices and support Txttools plugin for Moodle and Blackboard
txt and twitter polls
Scaffolding, learning and administrative support
Direct screen sharing Video out to video projector, pico projector or large screen TV Microvision Show Student presentations, peer and lecturer critique.
Social Networking Collaborate in groups using social networking tools Vox groups, [ Ning], peer and lecturer comments on Blog and media posts Formative peer and lecturer feedback.
Mobile Codes 2D Codes scanned by cameraphone to reveal URL, text etc… [ QR Codes], Datamatrix 2D Codes
Situated Learning – providing context linking
Enhanced Student PODCasts Remote recording of audio, tagged with GPS and images etc… [ AudioBoo] Situated and collaborative Learning – providing context linking
Augmented Reality Overlaying the real world with digital information [ Wikitude]
Nokia PointandFind
Situated Learning and Metacognition


To setup a Twitter account – use your cellphone to txt to Twitter, '8987 START' to setup (Free on VFNZ or TelecomNZ),<br> then '''8987 #ftv10''' to view collated tweets on [ Twitterfall]


Upload images to a Flickr account directly from any camerphone - simply mms the photo to the Flickr email upload address for that account

Mobile Video Streaming

3G Data Costs

Currently in NZ there is really only one option for 3G data using the types of mobile devices we are interested in - Vodafone.

Example Pre Pay Data costs:

Vodafone NZ have released a 3G broadband data pre pay option, beyond the $1 per day 10MB cap. The new options are:
  • $1 for 10MB cap per day
  • $10 for 100MB over a month
  • $40 for 512MB over a month

Vodafone On Account 3G Data Plans

'''Activity''' '''Amount of Data''' '''Pre Pay Cost $1/10MB''' '''On 1GB Plan Cost $60/1GB'''
Text Blog Post 4KB 0.05c 0.024c
3.2MP Photo upload from XM5800 smartphone 500KB 5c 3c
1minute streaming video @ 640x480 from Qik 6MB 60c 36c
1 minute pre-recorded video @ 640x480 uploaded from XM5800 20MB $6 60c
MSN message 4KB 0.05c 0.012c
Twitter post 4KB 0.05c 0.012c
Txt less than 4KB 20c
Pxt 300KB max 20c NA
Video Pxt 45 seconds $1 NA
Phone call 1 minute 49c NA

Auzzie cost Comparisons:

3/Vodafone prepay Caps
Three/Vodafone Prepay Mobile Broadband $29 for 2GB
Three Modems


An interesting connectivity solution - portable 3G to WiFi router:

Mobile Web 2.0

The term web 2.0 was coined in 2005 (O'Reilly, 2005) as a way of characterizing the emerging interactive, user-centred web based tools that were revolutionizing the way the Internet was conceptualized and used. These tools include: blogs, wiki’s, image-sharing (e.g. Flickr), video-sharing (e.g. YouTube), podcasting etc… Many educators have harnessed web 2.0 tools for creating engaging student-centred learning environments. This appropriation of web 2.0 tools within a social constructivist pedagogy facilitates what has been termed “pedagogy 2.0” (McLoughlin & Lee, 2008). This research project is interested in appropriating the benefits of web 2.0 and pedagogy 2.0 anywhere anytime using mobile web 2.0 (web 2.0 services that are formatted for use with mobile devices) and wireless mobile devices (or WMDs) (Cochrane & Bateman, 2009).

Fig1. Mobile Web2 Concept Map



The underpinning pedagogy chosen for the project is social constructivism, focusing upon students recording and documenting their learning collaboratively across multiple contexts using mobile web 2.0 tools. This is illustrated by Fig1 above - a mobile web 2.0 concept map, created by the researcher. An interactive version can be viewed online at: (mirror at ).

Herrington’s (Herrington & Herrington, 2007) nine critical success factors in establishing authentic learning environments include:

*authentic contexts that reflect the way the knowledge will be used in real-life
*authentic activities that are complex, ill-defined problems and investigations
*authentic assessment that reflect the way knowledge is asses in real life

Laurillard also backs this up: “M-learning technologies offer exciting new opportunities for teachers to place learners in challenging active learning environments, making their own contributions, sharing ideas, exploring, investigating, experimenting, discussing, but they cannot be left unguided and unsupported. To get the best from the experience the complexity of the learning design must be rich enough to match those rich environments” (Laurillard, 2007) (p174).

Student MLearning Scenarios

Assignments and Assessment.

'''Semester2 PIC Assignment1'''

Practice and Context 2 introduces Bachelor of Product Design students to some of the key exponents in contemporary product and furniture design history. This assignment is ideally suited to students using web2.0 tools to explore and document key historical and current influences on their field of study. Students use their blog, accessed via the netbook, and upload photos (geotagged), video reflections and other original material captured using their smartphones. Thus the focus is upon shared student-generated content and critiques by their peers and lecturers.

Aims of PIC 2:

  • To introduce a range of issues, ideas and themes in the histroy of product and furniture design.
  • To enhance awareness of the intellectual environment with which contemporary practice operates.
  • To provide a range of theoretical and historical frameworks for product and furniture design.
  • To develop cognitive skills of analysis and critique
  • To encourage the attainment of skills, attitudes and methodologies essential for research and practice in product and furniture design.

Deliverables for Project 1:

A written assignment in the form of a Blog that further elaborates on the weekly introductions to the history of contemporary product and furniture design. Use VOX as your blog host and create a 'PIC Group' on your existing VOX Blog.

Students are required to:

Produce a VOX blog that runs throughout this project (and project 2)
*You should post to your blog at least weekly.
*Use your VOX blog to collate information about the people, movements, companies etc that are covered in the weekly lectures.
*Use your VOX blog to write up your self-directed research on the people, movements, companies etc that are covered in the weekly lectures.
*Regularly comment on each other’s VOX blog posts – providing critique, feedback, and links to appropriate resources.
*Your VOX blog should include the following:
At least 1 audio Podcast
At least 1 Video VODCast
Uploaded images to your blog and/or Picasa (include geotags if possible – i.e. Google Maps links of image locations) of the designers, their works, companies etc
Links to Web2 multimedia site original content (e.g. create your own accounts on YouTube, Flickr, Google Docs, Picasa etc…)
*Electronic communication will be via GMail, MSN Messenger and RSS feeds (e.g. via Google Reader or Newsgator).

Examples of student PIC2 blogs:

PIC2 blog Carey Milicich []
PIC2 blog Shane Palenski []
PIC2 blog Lisa Ethridge []

'''Semester2 PIC Assignment2'''

The second assignment builds upon the processes and affordances of mobile web2.0 that students will build up during the first PIC assignment. Once again focusing upon student-generated content, but using web2.0 tools to present to the rest of the class and the course lecturers.

Assignment Deliverables:

Create a chronological timeline (Design-Line) that identifies and discusses key moments in design through products, craft objects, fashion, cars, architecture, exhibitions, literature, music, politics, war, graphics, manifestos, design schools.

Your Design-Line must run from 1750 to the present day. Not all consecutive years need an entry e.g. you might leap from 1750 – 1775 – this all depends upon your findings but be sure not to spend all you time mining in one decade!

Your Design-Line must be visual as well as text rich. A clear use of graphical communication is required.

Highlight in your Design-Line key designs, design movements, manufacturers and/or design proponents that represent turning points in a century, half-century or decade and create ‘feature sections’ dedicate to these.

Source quotes from designers, industrialist, politicians and others and add these to your Design Line.

Final submissions can take the form of a Google Docs hosted booklet, poster, or some form that produces a saleable end product – e.g. a Picasa or Flickr annotated slideshow from your online web album with geotagged data, descriptions, and mobile QRCodes for URL links for sharing via your smartphones etc...

MLearning Feedback

Compilations of 2008/2009 student and staff VODCasts (Online video recordings) are available on YouTube:
*BProduct Design (2008) Year 1
*BProduct Design (2008) Year 2
*BProduct Design (2008) Year 3 (and Lecturers)
*DipContemporary Music (2008)
*DipLandscape Architecture (2008)
*DipContemporary Music (2009)
*BProduct Design (2009) Year1
*DipLandscape Architecture (2009)
*BPerforming & Screen Arts (2009)
*BProduct Design (2009) Year 3
*BProduct Design (2009) Lecturer


The paper 'mLearning Journeys: Redesigning Teaching for mLearning' has presented the implementation of an mlearning model that is informed and driven by social constructivist pedagogies, with a scaffolded approach to transform the learning environment from lecturer-centred to student-centred, while maintaining the critical pedagogical guidance of the lecturer. The first year implementation (within a three year degree) of the model focuses on the first stage in this transformation, with a focus on student-generated content and collaboration. Examples of assessment alignment and integration of the mobile web2.0 tools within the course are outlined. It is hoped these examples will be useful studies for other educators interested in implementing social constructivist mlearning scenarios.


Cochrane, T., & Bateman, R. (2009). Transforming Pedagogy using Mobile Web 2.0. Paper presented at the IADIS International Conference on Mobile Learning 2009. from

Herrington, A., & Herrington, J. (2007). Authentic mobile learning in higher education. Paper presented at the AARE 2007 International Educational Research Conference, Fremantle, Australia.

Herrington, J., Mantei, J., Herrington, A., Olney, I., & Ferry, B. (2008, 1 - 4 December). New technologies, new pedagogies: Mobile technologies and new ways of teaching and learning. Paper presented at the ASCILITE 2008, Deakin University, Melbourne, Australia.

Laurillard, D. (2007). Pedagogcal forms of mobile learning: framing research questions. In N. Pachler (Ed.), Mobile Learning: towards a research agenda (Vol. 1, pp. 33-54). London: WLE Centre, Institute of Education.

McLoughlin, C., & Lee, M. J. W. (2008). Future Learning Landscapes: Transforming Pedagogy through Social Software. Innovate: Journal of Online Education, 4(5).

McLoughlin, C., & Lee, M. J. W. (2007, 3-5 December). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. Paper presented at the ascilite 2007, Singapore.

O'Reilly, T. (2005). What Is Web 2.0: Design Patterns and Business Models for the Next Generation of Software Retrieved March, 2006, from