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CDE Conference, 09/02/09. N Winters: Supporting collaborative group work using mobile phones in distance education
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CDE Conference, 09/02/09. N Winters: Supporting collaborative group work using mobile phones in distance education

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Research in Distance Education: …

Research in Distance Education:
from present findings to future agendas. Design for Learning strand presentation.

Published in: Education, Business
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  • Transcript

    • 1.   CoMo: Supporting collaborative  group work using mobile phones in distance  education Niall Winters London Knowledge Lab CDE Conference, 9 th February 2009 Brunei Gallery, London
    • 2. Taken from: Magdalena Jara and Fitri Mohamad (2007) Pedagogical templates for e-learning, WLE Occasional Paper: http://is.gd/iwcu ‘ Modes’ of learning Audience for this research
    • 3. Audience for this research
      • Those designing a course
        • With a ‘hands-on’ element
        • That uses a combination of distance and f2f engagement with students
        • Where collaborative work around boundary objects occurs
    • 4. The CoMo project
      • 1-year, CDE funded
        • Yishay Mor and Natasha Lackovic
      • Context
        • 4 th and 5 th year students @ Royal Veterinary College
        • Rotations
        • Use of mobile phones to support groupwork
      • Experience from the RVC’s myPad project
    • 5.  
    • 6.  
    • 7.  
    • 8.   Research in Distance Education:   from present findings to  future  agendas
    • 9. Critique
      • Mobile learning has failed to adequately exploit “the social practices by which [the] new affordances [of mobile devices] become powerful educational interventions” (Roschelle, 2003)
      • Roschelle, J. (2003) Unlocking the learning value of wireless mobile devices, JCAL, 19(3), 260-272
      • Argue: applies even more so today
    • 10. Social media + Mobile technologies
    • 11. Fifth generation distance education, Department of Education, Employment and Workplace Relations, Australian Government, http://is.gd/iuip
    • 12. 1 st 2 nd 3 rd 4 th
    • 13. 5 th Gen Web 2.0 + The Mobile Phone (caveat: only a slice of the distance learning spectrum)
    • 14.  
    • 15. Web 2.0 short-hand definition
      • “ [T]he design of systems that get better the more people use them.”
      • – Tim O’Reilly
      • For more see: A quick guide to web 2.0
    • 16.  
    • 17.  
    • 18. Techno-pedagogic design for 5 th generation learners Knowledge construction though content creation
    • 19. 7 steps 1 2 3 4 5 6 7 Review : techno-pedagogic understanding Observe : an ethnographic study of the context of learning Identify gaps that can be addressed with the technology Blend : consider how the new technology, and any new practices derived from it, would fit in with the existing context Develop scenarios, addressing concerns Deploy and enhance Challenge with new possibilities
    • 20.
      • P1 is a practical problem: “When is tieback surgery in dogs appropriate?”
      • TT/EE represents a critique of tentative solutions to the problem.
      • It is often the case that further problems will emerge from this critique and discussion of the solution; these are denoted by P2 and the process beings again
      • (Chiptin, 2006)
      • Capture – Visualise – Discuss and Reflect
      p1 tt/ee p2
    • 21. Student use
      • Social: social relationships between student are an important support framework
      • Memory jog: snapshots of key incidents facilitated group reflection
      • Clinical subjects and procedures were documented for discussion
      • Temporal analysis: students documented case progression over time, evening days
    • 22. Outcomes
      • Mobile learning as an intervention supported knowledge construction by the learner
        • Embedded in an existing infrastructure and learning ecosystem : the mobile phone is both an additional tool for the student and part of a ‘family’ of technologies used by the RVC
        • Learning activities need to be designed for embedding in this ecosystem
      • Types of representation provided by the devices
        • Images collected by students supported tutors’ approaches to problem-based learning. They were a bridge between the abstract nature of what was in the students’ textbooks and they way cases presented when they arrived at the hospital.
      • A window for the tutors on what student were focusing on
    • 23. Future research agenda
      • Effective pedagogic design of learning experiences for mobile web 2.0
        • CoMo as an exemplar
      • Challenge to the notion of distance learning
        • How can multiple contexts be designed for?
        • Potential for larger-scale learning than before
        • Location-based information (e.g. Google Latitude)
      • Support lightweight interaction between students (e.g. twitter, presence)
    • 24. Acknowledgements
      • Kim Whittlestone, Senior Lecturer in Independent Learning,
      • Dr. Matthew Pead, Senior Lecturer in Orthopaedic Surgery and Head of the Small Animal Medicine and Surgery Group,
      • Arthur House, European Specialist in Small Animal Surgery and Lecturer in Small Animal Surgery
      • Richard Coe, European Veterinary Specialist in Surgery and Temporary Lecturer in Small Animal Surgery
      • All our student participants
    • 25. Contact details
      • Email: [email_address]
      • Twitter: @nwin
      • Blog: http://niallw.wordpress.com
      Thank you.

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