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iPads and Research: presentation at Francis Combe School 14th May 2014
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iPads and Research: presentation at Francis Combe School 14th May 2014


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This is a presentation by Dr. Kevin Burden at Francis Combe school on 14th May, explaining how teachers and educators can benefit from tapping into the emerging research base on the use of iPads in …

This is a presentation by Dr. Kevin Burden at Francis Combe school on 14th May, explaining how teachers and educators can benefit from tapping into the emerging research base on the use of iPads in the UK and across the World

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  • delivering more content
  • In what ways do tablet devices like the iPad enable and support teaching and learning in ways which could not easily be replicated by PCs or laptops - use the SAMR model to guide thinking about this and as a structure for the presentation
  • Current growth in interest around mobile learning - evidenced by the interest of the international Agencies
    Summarise what they are all saying about mobile learning at this point in time
  • original research (at scale) on the iPad is still rare. This was undertaken in Scotland in 2012 by the author - what did it discover?
  • My latest research project - a world widfe survey to discover how educators are using mobile technologies. The findings (in print) suggest they are aware of the affordances but not yet fully exploring them all (go back to SAMR - the unique affordances of these devices)
  • My colleagues and I have captured all of these opportunities/affordances in a framework as shown. Personalisation; Collaboration; Authenticity (0verlay this with SAMR)
  • Authority:
    1. Where mobile technologies are sanctioned within the institution, especially in depolyments which are highly personal (e.g. 1:1) they alter the relationship between learners and teachers/educators
    2. Current model of learning is unsymmetrical in many ways:
    the teacher owns and controls most of the knowledge or ‘stuff’ which is mandated to be understood/known - Freire’s Banking Analogy (Knowledge is deposited) restricting the ability to think critically
    knowledge (or stuff) is consumed by the learner in large volumes but relatively little is produced, particularly with any lasting value (most is ephemeral and quickly lost)
    3. Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
    knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
    not necessary to teach as much content any longer - most of it can be located by students
    it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
    learners become more independent and less needy of the teacher
    they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
  • Introduces more choices and autonomy for students - one of the emerging themes to date (students have more opportunities to find out for themselves; to be ‘experts’; to learn from experts outside the classroom’
    But is it happening (see findings from our study)
  • One aspect of personalisation is customisation - technologies, like the iPad, offer great opportunities to customise learning to the individual
    the device itself can be customised giving it a great sense of personal identity (show screens)
    like eBay and Amazon the device can start to understand the learner’s preferences and customise resources accordingly (e.g. use of Twitter to send personal details)
    some apps are very good at customising the experience of learning (e.g. Beluga Maths)
    customisation through books - see iBooks and Bookry widgets
  • The risks associated with individualisations - lack of social contact
    But our data does not support this conclusion - at least not yet
    1. we were surprised to find higher levels of conversation and collaboration in the classroom than we expected - teachers report it has increased
  • Important that teachers still design lessons which encourage collaboration and cooperation between learners - when they do the technology actually supports this kind of learning - (e.g. see these apps_)
  • Examples of production - student generated content (contexts) - find examples
    For almost as long as we have had schools the relationship between the learner and the teacher has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why
    technical reasons - hard for students to produce anything that would last
    technical - hard to share or disseminate to a wider audience
    lack of real audience diminishes the drive to publish - who reads a typical essay
  • Whole host of apps and software which enable students to create their own books
    smart books - customised t your likes and interests - sharing content with other readers/their notes on the same book - knows where you are and who is near you
    insert images of Apple books here ..
  • Widgets to make books more customised for learning - customied to the individual
  • 3. Using it in real work-places:
    Authentic learning tools - video capture
    Situated learning on the job - in the work-place
  • 3. Using the real world and AR as the classroom - Museum of London street app
  • Transcript

    • 1. This presentation on Slideshare
    • 2. Mobile learning is not just?
    • 3. UNESCO and OECD publications on mobile learning
    • 4. National research and evaluations
    • 5. Edinburgh 1:1 Mobile pro 2013
    • 6. Personalisation Collaboration Authenticity What have we discovered about mobile technologies?
    • 7. Personalisation
    • 8. Independence: where and how to learn
    • 9. Customisation Adaptive Learning
    • 10. Collaboration
    • 11. Conversations mediated by mobile devices, not replaced by them
    • 12. Learner Generated Content
    • 13. Students as authors (knowledge constructors)
    • 14. eBooks that understand your ‘reading’ habits
    • 15. Authenticity
    • 16. QuickTime™ and a Apple Intermediate Codec decompressor are needed to see this picture.
    • 17. Heritage learning - situated
    • 18. How do I get involved?
    • 19. ‘bench-top to bedside’ in medicine Translation research
    • 20. there was a Map of Medicine for education???? ‘Concept to classroom’ Imagine if teachers could access research based pedagogic knowledge about..... barriers to learning threshold concepts at a fine grain level the most effective strategies for using iPads in the classroom
    • 21.
    • 22.
    • 23. • the research evidence base for iPads is growing but is not organised for teachers • Personalisation; Collaboration;Authenticity are emerging as powerful affordances of iPads • MESH is an international, free, online project to map the pedagogical knowledge base in all subjects Your take-away
    • 24. QuickTime™ and a decompressor are needed to see this picture. No iPads were harmed in the making of this advert!
    • 25. Dr. Kevin Burden: Reader, University Teaching Fellow, Senior Fellow Higher Education Academy (SFHEA) Faculty of Education, The University of Hull, HU6 7RX Tel: (44) 01482 466731 Mobile: 07815184477 Twitter: @edskjb URL: MESH maps (iPads) bin/pathways/