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Mobiilioppimista käsittelevä luento Olkkari-hankkeen päätösseminaarissa.

Mobiilioppimista käsittelevä luento Olkkari-hankkeen päätösseminaarissa.

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"Mobiilioppiminen" "Mobiilioppiminen" Presentation Transcript

  • MOBIILIOPPIMINEN Olkkari-hankkeen päätösseminaari 16.11.2012 Jari Laru, KT, luokanopettajaOpettajankouluttaja: Oulun yliopisto, Yrittäjä: LaruX http://www.jarilaru.eu
  • Taustani • Ensimmäinen tietokone -82 • BBS harrastaja 1990-luvulla (ennen Internetiä) • Luokanopettaja 2003 • Kasvatustieteiden tohtori 2012 • Opettajankouluttaja (tvt:n opetuskäyttö, koulutusteknologia) ja tutkija • Internet-yrittäjä (LaruX): www- sivuja, konsultointia, luennointiaLearning and Educational Technology Research Unit (LET) is a part of Faculty of Education in the University of Oulu (www.let.oulu.fi). The members of thisresearch group have particular expertise in the integration of theoretical perspectives on the social, cognitive and motivational processes of learning and utilisingit in research-based design in various technology enhanced learning environments (mobile applications, social media, computer supported collaborative learning).LET provides introductory, masters program and postgraduate education of learning and educational technology, and has long-term experiences in researchingand teaching computer-supported collaborative learning (CSCL) in international contexts. LET is an active participant in several international networks (e.g. LEAF sin Nordic countries), in research collaboration (e.g. Canada, Australia, The Netherlands) and in interdisciplinary developmental projects, such as multidisciplinaryresearch on human learning and technology. The LET has been a member of the KALEIDOSCOPE in Technology Enhanced Learning Network of Excellence, fundedby the EU (2004-2008).
  • Vaitos.jarilaru.eu
  • VERRYTTELY• Mitä haluat kuulla mobiiliteknologian opetuskäytöstä?www.socrative.com huone nro:7362
  • YLEISKATSAUS ILMIÖÖN
  • Gartnerin hypekäyrä (Laru, 2012)~2000 ~2010
  • http://vodpod.com/watch/15508281-alan-kays-dynabook-rare-nhk-video-ipad-1960-1970-lukujen-taitteessa?u=larux&c=mobiililuento http://www.slideshare.net/larux/1-luento-tieto- ja-viestinttekniikan-perusteet-opintojaksolla-tvt- opetuskytn-historia
  • 2002 “His 2002 paper with Roy Pea, "Walk on the Wild Side," has been influential in understanding the future possibilities for wireless handheld learning devices”Roschelle, J., & Pea, R. (2002).A walk on the WILD side: howwireless handhelds maychange CSCL, 51-60.Retrieved fromhttp://dl.acm.org/citation.cfm?id=1658616.1658624
  • Tulevaisuus on tänäänDillenbourg, P. (2010), Theappeal of motionless devices ina world where everythingmoves. Keynote talk at the 6thIEEE WMUTE 2010Conference, Kaohsiung, Taiwan, accessed on June 29, 2011 athttp://wmute2010.cl.ncu.edu.tw/Pierre%20DILLENBOURG.pdf.
  • http://www.opencolleges.edu.au/infographic/media/21st_century_classroom.jpg
  • http://www.aronet.fi/downloads/SMART_Classroom_Tour_Working/START_HERE.html
  • KESKUSTELE LYHYESTI• Millainen on koulunne tyypillinen oppimisympäristö: sovellukset / laitteet / välineet (tekn/ei tekn)www.socrative.com huone nro:7362
  • TEOREETTINEN VIITEKEHYS JAPEDAGOGINEN MURROS..
  • TYÖKALU KOGNITIIVINEN TYÖKALU Photos: Openclipart.org
  • Social distribution Symbolic distributionPhysical distribution openclipart
  • Jaettu kognitio
  • Hutchins, E. (1995). Cognition inthe wild. Cambridge, Mass: MITPress.
  • Konstruktivismi Oppiminen nähdään laajasti ottaen aktiivisena tietojen, merkityksien ja käsityksien rakentamisena. Nykyaikaistenoppimisympäristöjen taustateoria
  • Oppiminen on erittäin monimutkainen prosessi YksilöYmpäristö(konteksti, välineet Yhteisöym.)
  • From PPT by Jermann, P. Scripting collaboration with ManyScripts http://manyscripts.epfl.ch/
  • Opettajajohtoisuus Kone opettajana
  • Opettajan tehtävä on järjestää oppimistilanteita – orkestroida..Dillenbourg, P. (2010), Theappeal of motionless devices ina world where everythingmoves. Keynote talk at the 6thIEEE WMUTE 2010Conference, Kaohsiung, Taiwan, accessed on June 29, 2011 athttp://wmute2010.cl.ncu.edu.tw/Pierre%20DILLENBOURG.pdf.
  • KESKUSTELE• Mihin koulunne opetus perustuu? – Tarkasti suunniteltu vs. Improvisoitu – Opettajajohtoinen vs. Orkestroitu – Yksilön työskentely vs. Kollaboraatio – Jne.. (dikotomiat vain herätteenä)
  • KOULU EI MUUTU, MIKSI?
  • Politiikka Oppilaat Infrastruktuuri Text http://commons.wikimedia.org/wiki/File:School%27s_ http://www.slideshare.net/larux/tietotyon-p-haasteita/ everyday_life.jpg
  • Politiikka Oppilaat Teknologia Text http://commons.wikimedia.org/wiki/File:School%27s_ http://www.slideshare.net/larux/tietotyon-p-haasteita/ everyday_life.jpg
  • Lonka (2011). Sulautuvatoppimisympäristötinnostumisen jaonnistumisen lähteenä.Sulautuvan opetuksenseminaari 10.3.2011http://blogs.helsinki.fi/sulautuvaopetus/ohjelma/
  • KOULU JA OPPIMINEN 2010 LUVULLAhttp://yle.fi/puhe/ohjelmat/puheen_aamu/professori_lonka_opettaja_on_monelle_oppilaalle_se_lahin_ihminen_3878.html
  • http://www.tiede.fi/blog/2012/09/15/miksi-koulussa-pitaa-muistaa-vaikka-kaikki-loytyy-netista
  • http://blogi.somy.fi/pilvipalveluista-haaste-koululle
  • http://suomenkuvalehti.fi/blogit/eri-mielta/koulun-tietotekniikka-ajan-tasalle-yo-kirjoitukset-sahkoisesti-vuonna-2019
  • http://www.opencolleges.edu.au/infographic/media/21st_century_classroom.jpg
  • “Tänään koulunsa aloittava lapsi ontyöelämässä vielä vuonna 2074”(HS, Elokuu 2012)
  • KESKUSTELE • Miten oppilaitoksesi ottaa huomioon HS:n hoksautuksen työelämästä vuonna 2074? •• Mitä taitoja 2074 tarvitaan? Onko se ulkoaoppimista ja oppikirjojen mukaan opiskelua vai muuta?
  • TUTKIMUSESIMERKKEJÄ
  • Gartnerin hypekäyrä (Laru, 2012)~2000 ~2010
  • Aims of the study I/IIThe general focus of this doctoralthesis is to apply theoretical ideas ofdistributed cognition and scaffoldingfor mobile computer supportedcollaborative learning in authenticcontexts
  • Aims of the study II/II• The first aim was to analyze the nature of collaboration in the mobile technology supported settings of collaborative learning (papers I and III-IV) and work (paper II)• The second aim was to experiment the kind of scaffolding of mobile computer supported collaboration that can enrich collaborative learning (papers I,III-IV) and work (paper II)• The third aim was to discuss the methodological issues for studying social interactions and collaborative learning in mobile computer supported activities (I-IV)
  • Research designThe research design combineschracteristics from the designbased research (DBR), Case-study approach (Yin, 2003) andsituated approach(Greeno, 2006)
  • Theory Inquiry learning Case III Argumentative learning Paper III Instructional design Case II Instructional design Core activity 2nd analysis Main methods Core activity Blended learning EI Results & findings 1st analysis Argumentative inquiry Mann Whitney U-test Script learning Data Script Integrated learning script Qualitative content analysis Flyers, audio recordings, mindmaps Integrated learning script Context Context Macro: Storyboard + tutors Mobile tool Higher Education Flyers Fieldtrip (K12) Micro: Sentence openers Data Tools Log Mobile tool data, recordings, knowledge test, wiki history, content Case I Media uploader 2nd analysis Paper II Results & findings Google Reader Main methods 1st analysis Social software (students) Social network analysis 1st analysis Instructional design Media sharing Data 2nd analysis Weblog Qualitative content Logs, interviews, questionnai Core activity Wiki analysis res RSS Reader Knowledge building Paper IV Context Social software (class) Mobile tool Script Virtual master’s Course blog Main methods FLE3mobile Macro: Free collaboration Course wiki programme Micro: sentence openers RSS aggregats Qualitative content analysis (mixed) Theory Bayesian modeling FLE3 Tiernajack Progressive inquiry learning Flyers SmartLibrary Knowledge building Preliminary TheoryPaper I analysis Theory (analytical lens) Foundations Community of Practise
  • Laru, J. & Järvelä, S. (2008). Social patterns in mobiletechnology mediated collaboration among members of theprofessional distance education community. EducationalMedia International Journal, 45(1),17-3.
  • Single task, free collaboration Existing master’s programs New master’s program Knowledge building activity Microscript Collective task
  • Results Interviews Content analysisstimulus Social network analysis Log-files Matrices (SNA) Database
  • Overall, the analyses revealed nonparticipative behaviour within the onlinecommunity. The social network analysis revealed structural holes and sparse collaborationamong participants in the offline community. It was found that due to theirseparated practices in the offline community, they didn’t have a need for mobilecollaboration tools in their practices.
  • Internal script External script Internal script(s) Activity: Collaborative knowledge building (progressive inquiry learning) Nonparticipative behaviorCo-operative learning Microscript: Knowledge building Self-study ag Activity: Argumentative knowledge construction - Integrated learning script - Emergent interaction pattern(s) prestructuring Core activity Post structuring ag Activities: Conceptualizations, reflections, elab orations, knowledge construction CSCL Integrated learning script CSCL Emergent interaction pattern(s) ag prestructuring SWISH Core activity ag Post structuring ag
  • STUDY 2: FLYERS Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3.
  • Results Mindmap Pre-test Top-performers Audio recordings ofargumentative discussions Mindmap analysis Content analysis Mann-Whitney U-testKnowledge claim messages Low performers Mindmap Post-test
  • Three independent tasks + didactic envelope Microscript Task 1 Task 2 Task 3 MacroscriptCollective activities Small-group activities Storyboard Argumentative discussions Conclusive discussion Review and comparison
  • Although the results revealed several shortcomings in the types ofargumentation...….In general, the use of the mobile tool likely promoted importantinteraction during inquiry learning, but led to superficialepistemological quality in the knowledge claim messages.
  • Internal script External script Internal script(s) Activity: Collaborative knowledge building (progressive inquiry learning) Nonparticipative behaviorCo-operative learning Microscript: Knowledge building Self-study ag Activity: Argumentative knowledge construction - Integrated learning script - Emergent interaction pattern(s) prestructuring Core activity Post structuring ag Activities: Conceptualizations, reflections, elab orations, knowledge construction CSCL Integrated learning script CSCL Emergent interaction pattern(s) ag prestructuring SWISH Core activity ag Post structuring ag
  • Course blog and wiki Mobile applications Course level tools D. Reflect & E. Review & B.Reflect F. Co-construct Phase: A.Ground C.Conceptualize elaborate evaluate knowledge Course feed Group level tools Software: Collaborative Solo Collaborative Activity: Lecture Discussion Phototaking Blogging Discussion Wikiwork Multiple feeds Merged feeds Monitoring tools G.Monitor Tools used to merge multiple RSS feedsFigure 4. Socio-technological design of the course. The idea of making use of each others’knowledge was operationalized in socio-technical design. It consisted of recurrent individual and collective phases in which studentsused multiple Web 2.0 tools and mobile phones in concert to perform designed tasks. Retrieved from: Jari Laru, Piia Näykki, SannaJärvelä, Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context, The Internet andHigher Education, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.
  • Separated tasks w integrated subtasks + Swish 1st topic 2nd topic 3rd topic Micro S1 Micro S2Macro Micro S3 Core activity Micro S4 Micro S5 Collective activities Small-group activities Individual activities Collaboration script Grounding (Lecture) Reflect (Discussion) Conceptualize (Photo [mobile]) Micro Sn = Microscript n Macro = Macroscript Review and evaluate Reflect and elaborate (Blog) (Discussion) Co-construct of knowledge Monitor (RSS [mobile]) (Wiki)
  • Conceptual Conceptual knowledge post- knowledge post- test test Knowledge test analysis Results Paired samples t-test Normalized Bayesian dependency & classification learning gain modeling Descriptive analysis Analysis of Wiki historyAnalysis of the On task analysis engagement Discussions Shozu Flickr Wordpress Wikispaces Google Reader
  • In our case, we found that using social software tools together to perform multipletasks likely increased individual knowledge acquisition during the course.Bayesian classification analysis revealed that the best predictors of good learningoutcomes were wiki-related activities.
  • Internal script External script Internal script(s) Activity: Collaborative knowledge building (progressive inquiry learning) Nonparticipative behaviorCo-operative learning Microscript: Knowledge building Self-study ag Activity: Argumentative knowledge construction - Integrated learning script - Emergent interaction pattern(s) prestructuring Core activity Post structuring ag Activities: Conceptualizations, reflections, elab orations, knowledge construction CSCL Integrated learning script CSCL Emergent interaction pattern(s) ag prestructuring SWISH Core activity ag Post structuring ag
  • Comparison between experiments Subtask Topic 1 Subtask n n+1 Topic 1 Subtask Topic 2 Subtask n n+1 X Subtask Topic 3 Subtask n Topic Topic 2 n+1 Subtask Topic 1 Subtask n X n+1 Topic 3 Subtask Topic 2 Subtask n n+1 Subtask Topic 3 Subtask n n+1 Free Didactic envelopes (Dillenbourg, 2002) Swish splits (Dillenbourg & Jermann, 2006)
  • ConclusionSimple tools, richpedagogical practises(Roschelle, 2002)
  • TEKNOLOGIADEMOJA
  • Opetustilanne A (striimaus) http://www.reflectionapp.com/IPAD => KONE => TYKKI
  • Minkä tahansa sovelluksen voi ohjatatykille. Esim. Smart Notebookin iPad version
  • Opetustilanne B (kontrolli)IPAD kannettavan kosketusnäyttönä (kontrolloikonetta)
  • Opetustilanne C (kontrolli+”älytaulu”)
  • Useimmiten käyttö aloitetaan sovelluksia etsimällä..
  • Ja se jatkuu sovelluksia etsimällä..
  • http://edudemic.com/2012/09/5-critical-mistakes-schools-ipads-and-correct-them/
  • HTML5LAITERIIPPUMATTOMUUS TULEE..
  • http://sketchometry.org/
  • Simple tools, richpedagogical practises(Roschelle, 2002)
  • “Hankin aikoinanikaikki opetusohjelmat.KAIKKI. Siis hankin ihan kaikki.Pyrin hallitsemaan niiden käyttämisentäydellisesti. Sitten huomasin että se eiole mahdollista”(Norssi, 08, 2012)
  • “Tänään koulunsa aloittavalapsi on työelämässä vielä vuonna 2074” (HS, Elokuu 2012)
  • KIITOS http://www.jarilaru.eu http://slideshare.net/laruxhttp://www.mendeley.com/profiles/jari-laru