Mobile Learning Exchange

Mobile Learning Exchange Dan Sutch [email_address] Lyndsay Grant [email_address]

Stimulating a culture of innovation in education

digital divide  mobility  personalisation  ownership  portable  location sensitive  embedded technologies  linking home and school experiences  mobile learning  widening access to resources  empowering learners  augmented realities  context sensitive  authentic audiences  collaborative tools  communication tools  hard to reach learners  self organisation  5m under 16s own a mobile phone  conversational learning  supportive technologies  one to one access  social skills  distributed access to experts  sensor technologies  situated learning  engagement and motivation  change to student-teacher relationships  kinaesthetic learning  mobile technologies  authentic purpose  developing students’ confidence  enabling new learning networks  90% of young people own a mobile phone  incidental learning  conversation in context  ubiquitous learning  25% primary children own a mobile phone  multimedia capabilities  autonomous learners  community learning  multiple communication channels  opportunistic learning  enabling tool
Possibilities and practicalities

‘ Pulsating Networks of Learning’
Pulsating
Mobility = ‘coming together and dispersing’ (Engestrom)
Networks
People (facilitated through technology) from variety of backgrounds, varied/various communities of practice
Learn ing
Not just networks of learn ers , but locative/location sensitive technologies can enable the environment to provide relevant, appropriate feedback

Q1 Where have you been a ‘mobile learner’?
07794 327171

http://www.futurelab.org.uk/resources
Literature Reviews
Mobile technologies and Learning
Learning with digital technologies in museums, science centres and galleries
Further Literature
Networked Learning
Social software
Projects
http://www.futurelab.org.uk/projects
Send your text to: 07794 327171

digital divide  mobility  personalisation  ownership  portable  location sensitive  embedded technologies  linking home and school experiences  mobile learning  widening access to resources  empowering learners  augmented realities  context sensitive  authentic audiences  collaborative tools  communication tools  hard to reach learners  self organisation  5m under 16s own a mobile phone  conversational learning  supportive technologies  one to one access  social skills  distributed access to experts  sensor technologies  situated learning  engagement and motivation  change to student-teacher relationships  kinaesthetic learning  mobile technologies  authentic purpose  developing students’ confidence  enabling new learning networks  90% of young people own a mobile phone  incidental learning  conversation in context  ubiquitous learning  25% primary children own a mobile phone  multimedia capabilities  autonomous learners  community learning  multiple communication channels  opportunistic learning  enabling tool
Possibilities and practicalities Send your text to: 07794 327171

Centre of a web
Enabling learners:
To be at the centre of a web of resources, people and information
To control a personal, familiar, multimedia device, whether in the classroom or at the bus stop
Learners being:
More active in choosing appropriate tools to organise and manage social and learning opportunities.
Consider: content delivery, information retrieval; where resources are kept and how/where accessed. Send your text to: 07794 327171

Augmenting spaces
Enabling learners (through location sensitive technology):
To augment real spaces with virtual worlds
Learners:
Experiencing hidden worlds of geography or history
Interacting with real environments whilst investigating creative or abstract information
Consider: how tech can change a physical space, without altering the physicality Send your text to: 07794 327171

Mobile presence
Enabling learners:
To represent themselves in multiple ways
Learners:
Taking on different roles within social and virtual contexts
Showing their own intentions, interests and requirements – beginning new learning conversations
Consider: new ways of organising groups, new learning conversations, role of social software. Send your text to: 07794 327171

Capture, MANIPULATE and share
Enabling learners:
To capture, manipulate and then publish rich multimedia data
Learners:
Capturing experiences in a wide variety of ways
Creatively engaging with data – making it appropriate and personal
Publishing to a wide variety of audiences

Prototype Projects Send your text to: 07794 327171

Virtual Savannah overlays a playing field – transforming familiar space
Independent of location
Link between play space (field) and reflective space (classroom)
Savannah Send your text to: 07794 327171 In partnership with BBC, Mobile Bristol & MRL

Rethink the formula of a guided tour to develop:
A participatory involving and evolving guided tour
Development of a toolkit to allow participants to add to the tour whilst on the tour
Providing information that is location specific
Prompting conversations between learners
Promoting further investigation of the local area
Mudlarking in Deptford Send your text to: 07794 327171

Create your own mediascapes
FREE software
Interact with local environments and local issues
Teachers and learners creating personalised resources
www.createascape.org.uk
Send your text to: 07794 327171 In collaboration with Mobile Bristol

Fizzees (Physical Electronic Energisers) Send your text to: 07794 327171 ‘ Digital pet’ whose wellbeing is dependent on its owner’s own physical actions
Dual input: heart rate monitor; accelerometer
Scoring based on recommendations
Motivational – increased activity
Develops understanding of a healthy lifestyle - “applied understanding”

Create, share and play micro-games
Share and rate games in community
Linking home and school learning
newt n Send your text to: 07794 327171 In collaboration with SODA

La Piazza Send your text to: 07794 327171
Intergenerational learning
Young people and adults seen as learners, experts and mentors
Design of the physical space to encourage conversational interactions
Investigating how to develop evolving learning spaces that reflect the needs of its changing audience.

obiMissions
Using Cell ID as locative device
Creating and doing ‘Missions’ on location
Exploring environment – situated conversations
Send your text to: 07794 327171 In partnership with MRL, Nottingham University

Using mobile phones to enable young people to become engaged in local decision making
Creating link between young people and decision makers through personally-owned technologies
Stickers to leave real-world visual marker of thoughts/views
Real-world hyper tags
QR codes/text messages
Pleasurable Cities Send your text to: 07794 327171

Public understanding of Science
User-controlled sculpture that points to objects in space
Incidental learning
Learner space as reference point to information
Space Signpost Send your text to: 07794 327171 In partnership with Adam Nieman

Enhancing museum experiences
Creating a ‘live information space’
Supporting the learner in engaging with exhibits
Enabling personal ‘curating’ of artefacts
Providing link between pre, post and visit activities
Providing hidden information about exhibits
Speckled computers embedded in environment
Smart Learners, Smart Places Send your text to: 07794 327171

Mobile learning and mobile technology
Mobile learning doesn’t have to involve mobile technology at all…
Learning happens in different locations & places – connecting worlds
Utilise what is good about technologies: connected, portable, enable people to ‘create, manipulate & share’ and communicate
‘ The learner is mobile, rather than the technology’ MOBilearn project, 2005
Questions so far?
More information on all projects can be found at: www.futurelab.org.uk/projects Send your text to: 07794 327171

A locative, mobile and collaborative experience using cell ID and cameraphones obiMissions Send your text to: 07794 327171

Location-based social games
Using cellular network as a locative device
Investigate location-based games on a ubiquitous device
More than a ‘third screen’
If the primary purpose of education is to enable children to understand, control and ultimately change their environment , the city itself must be mobilised as a learning resource (Ward, 1978)

MobiMissions
Creating and Responding to ‘Missions’ on the phone
challenges, questions, requests for information, puzzles, treasure hunts, etc
Website gives overview
Search and view Missions and Responses
Leave comments and ratings
Points awarded through play and others’ ratings

Trials
17 participants
5 weeks
Significant factors affecting participation
Identification of future possibilities

Local, social play
Preferred to play with others – fun, motivating
Sharing phone, collaboratively creating meaning – inspiring, “you get better ideas”
Social and reciprocal use of phone
Play in ‘social’ locations: cafes, college common rooms

Mission Content
Varied content – banal to conceptual
Social context absent in solitary play – value intrinsic to content
Etiquette – better to make interesting missions than play for points
But time and effort not sufficiently rewarded – play at home not responded to

Location
58% play at home/bed
25% play in ‘social’ spaces
Static, not fluid
Opportunistic, not strategic

Learning conversations?
Sharing and negotiating situated perspectives through exchange of photos
Conversation stalled – did not extend to longer, reflective conversations
Desire for greater immediacy – not used to asynchronous conversation
Continuation of conversation beyond response
Support conversation between multiple players and display identity

Future possibilities
Site-specific: interact with content, location, other visitors in theme parks etc, linked historical sites, ‘secret histories’…
School: connect school to field study, change over time, mapping resources in local communities…
Local interest groups: birdwatchers, historians, environmentalists…
An empowering technology?

Savannah
Insert video here!

Mudlarking in Deptford Reconceptualising the guided tour: An involving and evolving tour for mobile and connected learners Providing a toolkit to enable students to investigate, and creatively respond to, the built environment Send your text to: 07794 327171

Mudlarking in Deptford
Empowering young people to engage creatively with their built environment
Mobile, handheld, connected technology (GPS enabled Ipacs)
Yr 7: Sydenham School

Reconceptualising the Guided Tour: Involving and Evolving
Involving
Interactivity
Location aware system
Relevant information
Evolving
Telling the story of your tour
Collecting data of your tour
Adding to the tour for future users

Developing a toolkit to capture individual stories
Prompts to:
Observing and engaging with the environment
Real world communication
Opportunities for further connectedness
Communication to wider audience over different time periods.
Micro-mapping
Paper based tour of school
Paper based tour of Creekside

Toolkit Video, pictures, sound , drawings Local art Stories – real, imagined, legend Send your text to: 07794 327171

Journey nodes
Local artists, local stories,
images of different seasons

Destination nodes Content automatically delivered Choice of content always given Location sensitive Send your text to: 07794 327171

Dancing to the ‘Tarutella’ Guide to the tour Choosing activities Send your text to: 07794 327171

Interactivity
Q&A
Polls
Questionnaires
Photographs
Video
Sound
Dancing
Story telling
Acting
Leaving questions for experts

Collaborative story telling
User experience (Design group)
Creating a shared history of location
Sharing others’ personal experience
Personal experience
Multimodal presentation
Providing a ‘student voice’
“ We’ve got a chance to talk. Normally we’re talked at, not talked to, but talked at. Now we’ve got a chance to say something and people listen”
I’ve seen “parts of Deptford I never thought of before. Wildlife, weird things in the creek, other people’s tours and my tour”
“ Bossing adults and finding spotty bras”

Questions…
Q2 What are the barriers to developing these approaches and ideas in your school / context?

Video
Developed from prototype- FREE software
Create virtual media landscapes
Teachers and learners creating personalised resource
In collaboration with HP Mobile Bristol Toolkit Send your text to: 07794 327171

Questions…
Q1 Where have you been a ‘mobile learner’?
Q2 What are the barriers to developing these approaches and ideas in your school / context?

Playing with possibilities Why are you interested in mobile learning? What are the practicalities of adopting these approaches? Sharing stories of mobile learning? Next steps? Practical activities Photo board and elicitation of what is the opportunity in your local area Asset mapping (within and without school) What does a digital technology free mobile learning experience look like? What does a ‘smart learners…’ approach look like? Send your text to: 07794 327171

http://gamebasedlearning.com.au	88
http://moblearn21.blogspot.com	73
http://media.sut.ac.th	24
http://www.slideshare.net	14
http://www.mobile-learning.webs.com	13
http://moblearn21.blogspot.pt	10
http://moblearn21.blogspot.com.br	8
http://paideiapr.blogspot.com	6
http://site-13237515889234559507676900560825.webs.com	3
http://mobile-learning.webs.com	2
https://ilearn.mcphs.edu	2
http://www.faberludens.com.br	2
http://moblearn21.blogspot.com.es	2
http://zl220.blogspot.com	1

Mobile Learning Exchange

by Dannno on Oct 15, 2007

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Mobile Learning Exchange — Presentation Transcript