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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



Research in Distance Education:

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



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

  •   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
  • 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
  • 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
  • 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
  •   Research in Distance Education:   from present findings to  future  agendas
  • 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
  • Social media + Mobile technologies
  • Fifth generation distance education, Department of Education, Employment and Workplace Relations, Australian Government, http://is.gd/iuip
  • 1 st 2 nd 3 rd 4 th
  • 5 th Gen Web 2.0 + The Mobile Phone (caveat: only a slice of the distance learning spectrum)
  • 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
  • Techno-pedagogic design for 5 th generation learners Knowledge construction though content creation
  • 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
    • 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
  • 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
  • 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
  • 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)
  • 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
  • Contact details
    • Email: [email_address]
    • Twitter: @nwin
    • Blog: http://niallw.wordpress.com
    Thank you.