Contact details: Professor John Cook, Email: email@example.com Home page: http://staffweb.londonmet.ac.uk/~cookj1/ Twitter: http://twitter.com/johnnigelcook Slideshare: http://www.slideshare.net/johnnigelcook Blip.fm: http://blip.fm/johnnigelcook http://www.facebook.com/home.php#/home.php?ref=home http://www.linkedin.com/myprofile?trk=hb_side_pro http://www.plaxo.com/
http://en.wikipedia.org/wiki/The_Wombles The Wombles are fictional pointy-nosed, furry creatures that live in burrows, where they help the environment by collecting and recycling rubbish in useful and ingenious ways. Wombles were created by author Elisabeth Beresford , originally appearing in a series of children's novels from 1968. The characters later became nationally famous in the mid 1970s as a result of a popular BBC children's television show using stop motion animation . A number of spin-off novelty songs also became major hits in the British music charts.
The idea of the workshop, and therefore the value added for the Summer School participants in terms of all 3 Grand Challenges, is to reflect on mobile based contextual learning and communication, to discuss the relevance of social connectivity in terms of how to orchestrate privacy issues, and to develop scenarios and solutions for mobile (work-integrated) learning; importantly, this will be based on the participants available or imagined applications. We would like to explore these questions: How do people work with mobile apps and how are they related to their work? How much are they integrated in their work? Is their a difference between private use, work-based use and social collaborative use in terms of mobile learning?
Some important characteristics of mobile devices, which make them attractive to us from a work based learning perspective, include among other things increasing portability, diverse functionality, multimedia convergence, ubiquity, personal ownership, social interactivity, context sensitivity, location awareness, connectivity and personalisation. At the same time, connectivity affords the user ubiquitous access to people and services, what De Waele calls ‘contextual communication’, which he sees characterised by: presence (psychological environment), location (physical environment) and communities (social environment).
Therefore, the workshop should be set up in two sessions. The first session can look like this: 1.1) Participants are invited to pin notes with their favourite mobile apps on a whiteboard and cluster them afterwards for certain criteria: i.e. private/work/networking, learning/fun/other. 1.2) Afterwards, we hold a free discussion about the questions mentioned above, but related to the main clusters developed in 1.1). 1.3) Based on this reflection, and the participants’ experience, scenarios fulfilling 1.1) & 1.2) are developed and briefly presented afterwards with the objective of providing a practical solution in the second session. This process should result in a mashup of available or imaginary applications, which can be used to illustrate the scenarios that are being proposed.
Optimally, a few days will pass between the first and the second session, so that people can search, reflect, collaborate, orchestrate and think about possible solutions or even develop some. The 2 nd session then contains the following: 2.1) Participants present their application bundles in the way that suits them best. This includes a discussion about the learning aspects, value added and limitations within the developed scenario(s). 2.2) The workshop organisers facilitate a larger discussion around the claim that “This workshop meets all the Grand Challenges”. We conclude with a plan o disseminate the outputs of the workshop via report, wiki and networks.
Womble (Work Oriented MoBile Learning Environments) Workshop #telss10 Joint European Summer School on Technology Enhanced Learning, Ohrid, Macedonia, June 2010 http://www.prolearn-academy.org/Events/summer-school-2010 http://mature-ip.eu/en/start Slideshare: http://www.slideshare.net/johnnigelcook John Cook, Graham Attwell and Carl Smith
Cook, J. (2009). Phases of Mobile Learning. Invited lecture at Joint European Summer School on Technology Enhanced Learning 2009. Terchova, Slovakia, May 30 - June 6. See: http://tinyurl.com/psejxu (6038 views in one year!)
Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal of Mobile and Blended Learning, 2(2), due summer. For short paper see http://bit.ly/70mDJn
Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices . New York: Springer.
Using labour market information for Careers Guidance – a Use case Possible Use Case for Mobile Demonstrator Sarah is a Careers Personal Advisor. As part of her bob she visits schools to provide personalised careers guidance for young people. One young person she meets is interested in becoming an occupational therapist.. Sarah checks out in the Connexions knowledge database but discovers there is no relevant and up to date information on becoming an occupational therapist. She uses her mobile phone Careers application to seek information. Sarah inputs the occupation and the post code of the client. She is able to access an information sheet from the Jobs4You database about occupational therapy. She can also see the average wage of occupational therapists both nationally and regionally through an API to the ASHE data available through the UK open government data site. From the LMS database she can find out the total number of occupational therapists employed in the UK and the trend in employment over the last ten years and can view the job vacancies as an occupational therapist reported to job centres in Kent over the past ten years. She also has access to a video about the job of an occupational therapist searching the iCould database. The application tells her possible careers routes to be becoming an occupational therapist from information in the Jobs4U information sheets as well as local courses for occupational therapists using an API to the xcri course information standard. Sarah is also aware that the national Health Service Careers web site also has information about associated careers and qualification routes. She uses her phone web browser to view that information. Sarah reviews all the information she has accessed. She provides a short audio report on what she has found out and what she considers is the importance of the information for her client. She reviews the information once more and decides that it is ready to share. She checks with her online diary looking at possible times for a video meeting with her client. She presses share which formats the information in the form of a multi media package, including visualisations of the data, which is sent to her clients mobile phone and offers her client times for a meeting. Finally Sarah adds key words to her report and uploads it an organisational knowledge based of information about different careers.
mobile apps - ubiquitous access to information
How can we use mobile devices for developing and sharing knowledge?
Mobile devices allow us to connect with the contexts of learning
reflecting and linking contextual and community knowledge Context: place but also intent and above all practice (activity)
Mobile devices provide connectivity to networks
1.3) Based on this reflection (particularly from user perspective; don’t work about technology, make it authentic), and the participants’ experience, scenarios fulfilling 1.1) & 1.2) are developed and briefly presented afterwards with the objective of providing a practical solution in the second session.
This process should result in a scenario/mashup of available or imaginary applications, which can be used to illustrate the scenarios that are being proposed.
We are available in the week to discuss your ideas: grab us!