Trevor collins-rgs2011

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  • 1. The role of mobile technologies for enhancing fieldwork teaching and learning
    Trevor Collins, John Lea and Sarah Davies
    The Open University, UK
  • 2. Overview
    Context and approach
    OU Geology fieldwork courses
    Two examples
    Nearby and distant remote access to fieldwork
    Discussion
    Role of technology to enhance fieldwork teaching and learning
    2
  • 3. Context: Geology fieldwork
    3
  • 4. Problem based learning
    Student-centred approach, students collaboratively solve problems and reflect on their progress
    Learning driven by practical problems
    Tutors’ role as facilitators of learning
    Instructional activities to develop interpretation and reasoning skills
    4
  • 5. Learning as conversation
    5
    Teacher
    Learner
    Why questions ~ answers require explanations in terms of relations between topics
    How questions ~ answers require demonstrations, models or problem solutions
    Receives or offers explanation in terms of relations between topics
    Receives or offers explanation in terms of relations between topics
    Why questions & response
    Offers demonstrations or elicits models and problem solutions
    Receives demonstrations, builds models or solves problems
    How questions & response
    Modelling facility for performance of tasks such as model building and problem solving
    (Pask 1975; Laurillard 2002)
  • 6. Examples: Remote access
    • Challenge: Improve access to geology fieldwork courses
    • 7. Solution: A portable networking toolkit
    • 8. Rapid deployment
    • 9. Instantly share photos
    • 10. Live video streams
    • 11. High quality (VoIP) audio
    6
    Enabling Remote Activity project http://kmi.open.ac.uk/projects/era
  • 12. 7
    Durham: Local access
  • 13. 8
    Durham: Local access
    Wins
    Network topology
    VoIP calls
    Webcam video (using VoIP)
    Losses
    Sunlight
    Sense of location
  • 14. 9
    Nicaragua: Distant access
  • 15. 10
    Nicaragua: Distant access
    Wins
    VoIP over satellite (standard data link)
    IP video (fixed data rate 200kbps)
    Losses
    Sunlight and heat
    Sourcing mobile broadband
  • 16. 11
    Extendable toolkit
    Networking
    Local area: Ethernet switch and IEEE 802.11* WiFi
    Wide area: Broadband (ADSL), mobile broadband (3G) or satellite terminal (BGAN)
    Devices
    Netbooks, WiFi cameras, IP video cameras and encoders, Android phones
    Services
    XAMPP web, Asterisk VoIP and Prosody IM chat
  • 17. Discussion
    Role of technology ~ communication tools
    Synchronous (time critical)
    Live video, voice calls, instant message chat
    Asynchronous (less time critical)
    Photos, video files, email, discussion boards, wikis, blogs, datasets, mapping
    Metadata
    Geocoding, time-stamped
    12
  • 18. Contact details and information
    Trevor Collins
    email t.d.collins@open.ac.uk
    www http://kmi.open.ac.uk/people/trevor
    Remote access
    ERA project http://kmi.open.ac.uk/projects/era
    Toolkit overview http://ie-repository.jisc.ac.uk/450/
    Remote collaboration
    OTIH project http://www.open.ac.uk/blogs/otih
    13
  • 19. References
    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.
    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. http://oro.open.ac.uk/24711/
    Laurillard, D. (2002) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. 2nd edition. London: Routledge, Falmer.
    Linn, M. C., Clark, D. and Slotta, J.D. (2003). WISE design for knowledge integration. Science Education 87, no. 4: 517-538.
    Pask, G. (1975). Conversation, cognition and learning: A cybernetic theory and methodology. Elsevier, Amsterdam.
    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.
    14