Trevor collins-rgs2011


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Trevor collins-rgs2011

  1. 1. The role of mobile technologies for enhancing fieldwork teaching and learning<br />Trevor Collins, John Lea and Sarah Davies<br />The Open University, UK<br />
  2. 2. Overview<br />Context and approach<br />OU Geology fieldwork courses<br />Two examples<br />Nearby and distant remote access to fieldwork<br />Discussion<br />Role of technology to enhance fieldwork teaching and learning <br />2<br />
  3. 3. Context: Geology fieldwork<br />3<br />
  4. 4. Problem based learning<br />Student-centred approach, students collaboratively solve problems and reflect on their progress <br />Learning driven by practical problems<br />Tutors’ role as facilitators of learning<br />Instructional activities to develop interpretation and reasoning skills<br />4<br />
  5. 5. Learning as conversation<br />5<br />Teacher<br />Learner<br />Why questions ~ answers require explanations in terms of relations between topics<br />How questions ~ answers require demonstrations, models or problem solutions<br />Receives or offers explanation in terms of relations between topics<br />Receives or offers explanation in terms of relations between topics<br />Why questions & response<br />Offers demonstrations or elicits models and problem solutions<br />Receives demonstrations, builds models or solves problems<br />How questions & response<br />Modelling facility for performance of tasks such as model building and problem solving<br />(Pask 1975; Laurillard 2002)<br />
  6. 6. Examples: Remote access<br /><ul><li>Challenge: Improve access to geology fieldwork courses
  7. 7. Solution: A portable networking toolkit
  8. 8. Rapid deployment
  9. 9. Instantly share photos
  10. 10. Live video streams
  11. 11. High quality (VoIP) audio</li></ul>6<br />Enabling Remote Activity project<br />
  12. 12. 7<br />Durham: Local access<br />
  13. 13. 8<br />Durham: Local access<br />Wins<br />Network topology<br />VoIP calls<br />Webcam video (using VoIP)<br />Losses<br />Sunlight<br />Sense of location<br />
  14. 14. 9<br />Nicaragua: Distant access<br />
  15. 15. 10<br />Nicaragua: Distant access<br />Wins<br />VoIP over satellite (standard data link)<br />IP video (fixed data rate 200kbps)<br />Losses<br />Sunlight and heat<br />Sourcing mobile broadband<br />
  16. 16. 11<br />Extendable toolkit<br />Networking<br />Local area: Ethernet switch and IEEE 802.11* WiFi<br />Wide area: Broadband (ADSL), mobile broadband (3G) or satellite terminal (BGAN)<br />Devices<br />Netbooks, WiFi cameras, IP video cameras and encoders, Android phones<br />Services<br />XAMPP web, Asterisk VoIP and Prosody IM chat<br />
  17. 17. Discussion<br />Role of technology ~ communication tools<br />Synchronous (time critical)<br />Live video, voice calls, instant message chat<br />Asynchronous (less time critical)<br />Photos, video files, email, discussion boards, wikis, blogs, datasets, mapping<br />Metadata<br />Geocoding, time-stamped<br />12<br />
  18. 18. Contact details and information<br />Trevor Collins <br />email<br />www<br />Remote access<br />ERA project<br />Toolkit overview<br />Remote collaboration<br />OTIH project<br />13<br />
  19. 19. References<br />Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M. and Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist 26, no. 3: 369.<br />Collins, T.D., Lea, J. and Gaved, M.B. (2010). Remote fieldwork: using portable wireless networks and backhaul links to participate remotely in fieldwork. In The Proceedings of the 9th World Conference on Mobile and Contextual Learning (mLearn 2010). Valetta, Malta, October.<br />Laurillard, D. (2002) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. 2nd edition. London: Routledge, Falmer.<br />Linn, M. C., Clark, D. and Slotta, J.D. (2003). WISE design for knowledge integration. Science Education 87, no. 4: 517-538.<br />Pask, G. (1975). Conversation, cognition and learning: A cybernetic theory and methodology. Elsevier, Amsterdam. <br />Salomon, G. (1992). What does the design of effective CSCL require and how do we study its effects? ACM SIGCUE Outlook 21 February: 62–68.<br />14<br />