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Mobile LearningNow, the Past and the Future          John Traxler  Professor of Mobile Learning
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John Traxler
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Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
Mobile Learning - Now, the Past and the Future
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Mobile Learning - Now, the Past and the Future

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Keynote presentation at the MobileLearn2011 Symposium hosted at the College of North West London

Published in: Technology, Business
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  • E-learning – anywhere any time, nope
  • Dead-time, multi-takingBite sizedDeficit model – merely making up for deficiencies and shortcomings
  • Over a period of three weeks, wheneverstudents encountered problems in completingtheir daily mathematics homework, they recordedtheir attempt at solving each mathematicsproblem on video (as illustrated in Figure2), and uploaded their video to the Kyte videoblogging site via the mobile phone.These videos were viewed by a volunteeringmobile tutor, who subsequently recordedvideos to address the problems raised, anduploaded the videos to the same channelwere uploaded to a central repository accessibleby all students involved in the study, studentswere free to view videos submitted by theirclassmates as well as examine the solution oranswer videos posted by the volunteering tutor.Students were also able to search videos byentering keyword tags such as textbook name,page number, and problem number.
  • DEEP motivation
  • Develop theory – not this in spite of many attempts to port e-learning
  • Sustainability, inclusion, scale, equity, embedding, blending
  • Evidence Is it the right sort, in the right style, to the right peoplebig govt, big good govt: research -> evidence -> policy -> resourcesThe problem of small govt: evidence for foundations/donors; corporates/companies; communities/social entrepreneurs?Relates to top-down vs bottom-up debates …. Bottom-up is projects, pilots, trials ….. Back to sustainabilityTop-down down is sector-wide …. Problems of authenticity, legitimacy, representationThe role of case studies
  • Failure of projects
  • Learner devices … radical alternative … letting the animals run the zoo
  • http://www.geograph.org.uk/photo/1664
  • CyberspaceCommunities of knowledge creators in big discrete spaces
  • From Rich Ling
  • http://upload.wikimedia.org/wikipedia/commons/7/76/Doel_-_Abandoned_petrol_station_1.jpgThird issue - disillusionment
  • The sense and reality of surveillance are documented as consequences of mobility and connectedness(many sources mention Foucauld and the Panopticon, carl smith draw my attention to victorian schools)
  • Transcript of "Mobile Learning - Now, the Past and the Future"

    1. 1. Mobile LearningNow, the Past and the Future John Traxler Professor of Mobile Learning
    2. 2. 2
    3. 3. 7
    4. 4. 8
    5. 5. 9
    6. 6. 15
    7. 7. John Traxler
    8. 8. 27
    9. 9. 29
    10. 10. 31
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