1. Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University, UK
@chrissinerantzi
Learning is mobile anyway
Invited webinar, 11 April 2014, Edinburgh Napier University

2. the plan
Context
1. Mobile reflections project – the voice & social media: inclusive learning &
teaching in practice
2. A module in your pocket – learning through application
3. BYOD4L – mobile learning on an open course about mobile learning
What would you like to get out of the session?

3. • Where do you learn?
• When do you learn?
• How do you learn?
Richly social and intensively personal by Steve Wheeler @timbuckteeth

4. “On Apr. 3, 1973 the world's first portable cell
phone, the DynaTAC (also known as "the
brick"), was introduced in the United States by
Dr. Martin Cooper at Motorola. The phone was
a foot long, weighed two pounds, and cost
$4,000. It was not until 1983 that the first
commercial cell phone system was launched in
Chicago by Ameritech Mobile
Communications.” http://cellphones.procon.org/

5. The future of education (2030 vision):
“The overall vision is that personalisation, collaboration and informalisation
(informal learning) will be at the core of learning in the future. “
(Redecker, 2014, 12)

6. “From primary school all the way
up to universities there is an
alarming dearth of educators.”
(UNESCO, 2012, p. 6)
“In order to address the global
teacher crisis: it (the world) must
raise both the quantity and quality of
the global teacher workforce. [...]
mobile technologies can help move
countries closer to both of these
goals.” [...] mobile devices, often
functioning in concert with other
technologies, have a track record of
improving educational efficiency and
helping novice and experienced
teachers alike acquire complex skills
and complete meaningful work in
classrooms.” (UNESCO, 2012, p. 7)

7. “What makes social media exciting
for higher education is the inherent
public aspect. Whether through
posting a video, image or a text
response in a conversation, anyone
in the social network can engage
with the content. [...] Social media
has changed the nature of these
important conversations so that
they are not always behind closed
doors, but instead viewed as an
opportunity for substantial collective
thinking and action.” (Johnson et al,
2014, 9)

8. “We need to stop seeing the curriculum as a
predictable, ordered and manageable space, but
instead review it as an important site of
transformation characterised by risk and
uncertainty” Prof. Maggi Savin-Baden, Prof of Higher Education Research,
Coventry University, 2011 ECEL2011 contribution

9. A lifewide curriculum is an ecological
curriculum (Prof. Norman Jackson)
“If we begin with the problems, challenges, interests in our lives we
create our own process(es) that provide us with opportunities,
relationships and resources for learning, development and
achievement.
Self-created learning ecologies are the means by which experiences
and learning are connected and integrated across the contexts and
situations that constitute our life. They are the means through which
we take concepts and reasoning learnt in formal education settings
and apply and modify them to real world situations. Knowing how to
create and sustain a learning ecology is an essential part of 'knowing
how to learn' in all the different contexts that comprise an individual's
life. Learning ecologies are therefore of significant conceptual and
practical value to the theory and practice of lifewide learning and
education.” (Jackson, 2014, 20)

10. individual’s learning ecology
(Prof. Norman Jackson)

11. use of digital tools
in private life for learning for teaching

13. http://www.learninglives.co.uk/uploads/1/0/8/4/10842717/chapter_c2.pd
Mobile Reflections (MoRe) Pilot,
Developing Reflection within Initial
Teacher Training for students with
dyslexia
by
Chrissi Nerantzi
2010
project started as part of my MSc BOE at
Edinburgh Napier University

14. inclusivity in your classroom

15. focus
 developing reflection within initial
teacher training
 recording and sharing audio
reflections within a community (use
own devices)
 peer support
 pilots: student teachers with
dyslexia
 duration: Feb – March 2010
 not funded!
http://morepilot.wordpress.com

16. the plan and process
calling
sharing
online
downloading
listening
adding,
commenting,
audio
feedback

17. social media
wordpress
http://morepilot.wordpress.com
the space where I record my thoughts about the pilot
http://chrissinerantzi.wordpress.com/category/mlearning/

18. cost
Time
reflecting, calling, listening, engaging in
conversation
Money
call to a UK landline,
once a week, for 8 weeks

19. voices
“Really easy. It would
have taken me 2 hours to
write my reflective
journal. Now this is just a
quick phone call between
my dusting.”
“It feels natural. I can listen
back and have another
chance to filter what I can
take away and learn from it.”

20. deepening reflection
describing
feeling
analysing
reasoning
stepping back
being self-critical
exploring options
linking to action
own
perspective
link to
theory
colleagues,
students,
etc.

21. classification
criteria based on Hatton’s and Smith’s (1995), also adapted by
Moon (2004)
abbreviation/title characteristics
3 CritR
Critical Reflection
Critical exploration and reasoning of practice in a
wider context, link to theory and thinking about
the effects upon others of one's actions.
2 DialR
Dialogic Reflection
Stepping back, practice analysed, reasoning well
developed, linking own viewpoints with these of
other, exploring problem solving.
1 DescR
Descriptive Reflection
Own practice is analysed, some reasoning for
decisions and actions, limited to own viewpoints
and perspective.
0 RepoR0
Reporting, no reflection
Accounts limited to reporting events sporadic
evidence of reflection.

22. evidence showed
0 (RepoR0)
1 (DescR)
2
(DialR)
3
(CritR)

23. findings
good issues actions
engagement throughout technology, initially more initial training and
testing
descriptive -> reflective
0 > 1(+2)
ongoing support peer support, refine
approach
students positive weekly activities 2-week cycle?
structured approach technical support
audio feedback modelling?
peer support visual guides
comparative study
enjoyed pilot larger group
MoRe pilot (totals)
duration: 8 weeks
18 phlogs/8 weeks
146min (2h 26min)/8 weeks
per student (averages)
9 phlogs/8weeks
73min (1h 13min)/8 weeks
8min/phlog
live link: http://morepilot.wordpress.com

24. Warning! Modelling effective
mobile learning is infectious, an
example from Higher Education
by
Chrissi Nerantzi, Juliette Wilson,
Nadine Munro, Gemma Lace-
Costigan & Neil Currie
Best Case Study Award 2014
http://www.ucisa.ac.uk/~/media/Files/publications/case_studies/ASG_Effective_Use_Mobile%20Learning

25. How mobile is your classroom?

26. A module
in your pocket

28. access on the go: LTHE site
http://learningandteachinghe.wordpress.com/

29. Discussing and supporting: Google +
community
https://plus.google.com/communities/112186086573392653278

30. Capturing learning: PGCAP portfolios

31. Sharing and connecting: tweet-tweet
https://twitter.com/pgcap

32. Visual learning: YouTube
http://www.youtube.com/user/pgcapsalford/videos

33. learning through games

34. Benefits
• Integrated approach increased confidence progressively
• Increased connectivity and connectedness
• Helped the formation of a learning community
• Students’ opened up more, shared more
• Peer-to-peer support, learning and collaboration increased
• Increased curiosity to explore and actively experiment
• Resourceful use of existing technologies
• Teaching practices started changing

35. Challenges
• Using own devices for Learning and Teaching new concept
• Technological barriers
• Support issues
• Always ‘switched on’ - mismatch of expectations
• Social media addiction?

36. http://www.learninglives.co.uk/uploads/1/0/8/4/10842717/chapter_c2.pd
BYOD4L – Our Magical Open Box
to Enhance Individuals’ Learning
Ecologies
by
Chrissi Nerantzi & Sue Beckingham
(2014)

37. Learning about mobile learning
on a course.......................in a workshop? How do you learn about mobile
learning?

38. BYOD4L
Chrissi Nerantzi
Academic Developer
Manchester Metropolitan University
@chrissinerantzi
Sue Beckingham
Academic Developer
Sheffield Hallam University
@suebecks

39. BYOD4L is... mobilemobile
flexibleflexible
collaborativecollaborative
authenticauthentic
autonomousautonomous
self-organisedself-organised
self-determinedself-determined
pick ‘n’ mixpick ‘n’ mix
supportedsupported
registration-freeregistration-free
for teachers & studentsfor teachers & students
rewarding achievementrewarding achievement
BYOD4Learning
course
BYOD4Learning
course
MELSIG Smart
Learning event #3
MELSIG Smart
Learning event #3
MELSIG Book
project
MELSIG Book
project

40. openbadgesforparticipants&facilitators
David Hopkins
BYOD4L badges lead
Learning Technologist
University of Leicester
@hopikinsdavid

41. The BYOD4L
team
organisers 2
facilitators 11
open badges lead 1
badges reviewer 1
critical friend 1
learning analytics 1

42. BYOD4L communities
location
https://plus.google.com/communities
/115166756393440336480?partnerid
=gplp0
location
https://www.f
acebook.com/
groups/13852
72118361805
/
Chrissi &
Sue
Twitter DM
Chrissi &
Sue
Twitter DM

43. #BYOD4Lchat
Join me on Twitter every day
8-9pm UK time.
Remember to use the hashtag. ;)
“Fantastically
chaotic”

44. Daily TweetChat #BYOD4Lchat 8-9pm
Tweets were captured using Storify http://storify.com/melsiguk#stories

45. extending BYOD4L through local engagement

46. extending BYOD4L through local engagement
source: http://michaelbromby.wordpress.com/2014/01/31/creation-fifth-and-final-topic-for-
the-byod4l-mooc/

47. BYOD4L answer garden
1 February 14 http://answergarden.ch/view/80135

48. “opening fully to new
possibilities”
“Starting to see light”
“Sorry I
couldn’t be
there last night.
Here is my
creativity and
my question
shower as
learner.”

49. Important message?

50. “Content is not education,
interaction is!”
Darco Jansen

51. my
learning
ecology
my contexts
my
resources
my will &
capacity
my process
my
relationship
my history
(Jackson, 2013b, 2)

52. What are you taking away from this session?
Please share.

53. References
Jackson, N. J. (2014) Towards a Lifewide Curriculum, in: Lifewide Magazine Lifewide Learning and Education in Universities & Colleges, Issue 9,
pp. 18-22, available at ttp://www.normanjackson.co.uk/uploads/1/0/8/4/10842717/lifewide_curriculum__article.pdf [accessed 25
March 2014]
Jackson, N. J. (2013b) Learning Ecology Narratives in N Jackson and G B Cooper (Eds) Lifewide Learning, Education and Personal Development
E-Book. Chapter C4 available at: http://www.lifewideebook.co.uk/.
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014) NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New
Media Consortium, available at http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf [accessed 29 March 2014]
Nerantzi, C and Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson, N. & Willis, J.
(eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html. –
invited chapter
Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (2014) Warning! Modelling effective mobile learning is infectious, an example
from Higher Education, UCISA Best Practice Guide using mobile technologies for learning, teaching and assessment, available
at http://www.ucisa.ac.uk/~/media/Files/publications/case_studies/ASG_Effective_Use_Mobile%20Learning pp. 11-17.
Nerantzi, C (2011) Mobile Reflections (MoRe) Pilot, Developing Reflection within Initial Teacher Training for students with dyslexia, in:
Middleton, A. (ed) Media-Enhanced Feedback case studies and methods, JISC, ASSET, MELSIG, available
athttp://ppp.chester.ac.uk/images/4/43/Middleton-Media-enhanced_feedback_proceedings-final.pdf pp. 21-25 (ISBN:
978‐1‐84387‐337‐2)
Redecker, C. (2014) The Future of Learning is Lifelong, Lifewide and Open, in: LIFEWIDE EDUCATION’S LEARNING LIVES CONFERENCE
Encouraging, Supporting and Recognising Lifewide Learning in Universities & Colleges, Special Edition,Lifewide Magazine, Volume 9,
March 2014, pp. 12-17, available at http://www.lifewidemagazine.co.uk/uploads/1/0/8/4/10842717/lifewide_magazine_9.pdf
[accessed 24 March 2014]
UNESCO (2012) Mobile Learning for teachers. Global themes. UNESCO working paper series on mobile learning, Paris: United Nations
Educational, Scientific and Cultural Organization , available at http://unesdoc.unesco.org/images/0021/002164/216452E.pdf [accessed
29 March 2014]

54. Chrissi Nerantzi
Academic
Developer
Manchester
Metropolitan
University, UK
@chrissinerantzi
Learning is mobile anyway
Invited webinar, 11 April 2014, Edinburgh Napier University
“Good use of technology is when you don’t notice it”
FDOL132 participant