Urban Planning Education In Context With Mobile Phones

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The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses. Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.

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Urban Planning Education In Context With Mobile Phones [email_address] John Cook Learning Technology Research Institute, London Metropolitan University Slides available from http://www.slideshare.net/johnnigelcook

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CONTSENS Going for a local walkabout (Smith, Cook and Bradley, 2009)

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The prior knowledge of the three groups: Unaccompanied by tutor on mobile tour Tutor accompanied on mobile tour Tutor accompanied on mobile tour Had not taken analogue tour Had not taken analogue tour Had taken analogue tour Taking ICT modules (so had knowledge of uses of technology) Not taking ICT modules Not taking ICT modules Not studying module Urban Education Not studying module urban Education Studying module Urban Education this semester BA Education Studies MA Education BA Education Studies UG Honours level PG UG Intermediate level Group 3 Group 2 Group 1

“ The information given was underlined by the 'experience' of the area and therefore given context in both past and present. ”

“ “ it was triggering my own thoughts and I was getting to think for myself about the area and the buildings. ”

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As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness, information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.

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Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities. Referred published as part of the EPortolios Forum, Sydney, 2016.

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Urban Planning Education In Context With Mobile Phones

1. Urban Planning Education In Context With Mobile Phones [email_address] John Cook Learning Technology Research Institute, London Metropolitan University Slides available from http://www.slideshare.net/johnnigelcook

10. CONTSENS Going for a local walkabout (Smith, Cook and Bradley, 2009)

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29. The prior knowledge of the three groups: Unaccompanied by tutor on mobile tour Tutor accompanied on mobile tour Tutor accompanied on mobile tour Had not taken analogue tour Had not taken analogue tour Had taken analogue tour Taking ICT modules (so had knowledge of uses of technology) Not taking ICT modules Not taking ICT modules Not studying module Urban Education Not studying module urban Education Studying module Urban Education this semester BA Education Studies MA Education BA Education Studies UG Honours level PG UG Intermediate level Group 3 Group 2 Group 1

30. “ The information given was underlined by the 'experience' of the area and therefore given context in both past and present. ”

31. “ “ it was triggering my own thoughts and I was getting to think for myself about the area and the buildings. ”

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Editor's Notes

Contact details: Professor John Cook, T10-01 Tower Building, North Campus, London Metropolitan University, 166-220 Holloway Road, London, N7 8DB Direct: +44 (0)20 7133 4341 john.cook@londonmet.ac.uk http://staffweb.londonmet.ac.uk/~cookj1/ http://twitter.com/johnnigelcook http://blogs.londonmet.ac.uk/tel http://www.facebook.com/home.php#/home.php?ref=home http://www.linkedin.com/myprofile?trk=hb_side_pro

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