Jtel 2010 final

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

http://media.photobucket.com/image/wombles/myopic13/Wombles-4.jpg

Contacts
John
[email_address]
@johnnigelcook
Graham
[email_address]
@GrahamAttwell
Carl
[email_address]
@behindthebeats

Background reading
Attwel, G. (2010) Womble paper – link to follow
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.

Reminder: 2 part Workshop
Part 1: Workshop A1 - Monday 7 June, 2.30 – 4.00pm
Part 2: Workshop B1 – Thursday 10 June, 4.30 – 6.00 pm

Structure (Part 1)
Aims/Introduction (5)
Womble examples (5)
How to make Mashups (5)
Part 1: develop a scenario/mashup
1.1) Pin notes whiteboard and cluster (20)
1.2) How fit with affordances? (20)
1.3) Develop Mashup(20)
1.3) Present mashup (15)

1. Aims – You help us!
How relates to 3 Grand Challenges?
Reflect on mobile based contextual learning and communication
Discuss the relevance of social connectivity in terms of how to orchestrate privacy issues
Other?
Develop scenarios and solutions for mobile (work-integrated) learning
importantly, this will be based on the participants available or imagined applications.
that is authentic and non-classroom situations
This is HARD!!

1. Introduction
Affordances of mobile phones for work based learning?
increasing portability
diverse functionality
multimedia convergence
ubiquity
personal ownership
social interactivity
context sensitivity
location awareness
connectivity
personalisation

Affordance of context
Connectivity affords the user ubiquitous access to people and services
What De Waele calls ‘contextual communication’:
presence (psychological environment)
location (physical environment)
communities (social environment)
(see http://www.m-trends.org/2009/05/mobile-social-contextual-applications-services.html )

2. Womble examples Trainee teachers taking the mobile tour & recording video blogs: http://bit.ly/ApZnq

Authentic Work Based Learning Scenario - Training Archaeologists

2. MATURE Womble example
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

WOMBLE - using linked data in practice

3. Mashup and nature of pratice
‘ Post its’
Open Source e.g. MediaScapes, http://www.mscapers.com/
Focus on practice based aspect contexts

4. Part 1 task for participants: develop a scenario/mashup
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 affordances mentioned above, but related to the main clusters developed in 1.1).

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!

Structure (Part 2)
Review where we are (10)
Task for Part 2
2.1) Participants present their application bundle
2.2) Discussion/Dissemination

6. Part 2 task for participants (Thursday)
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).

Discussion/Dissemination
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 of disseminate the outputs of the workshop via report, wiki and networks.

Jtel 2010 final

by London Metropolitan University on Jun 07, 2010

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Jtel 2010 final — Presentation Transcript