"Mobiilioppiminen"
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Mobiilioppimista käsittelevä luento Olkkari-hankkeen päätösseminaarissa.
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"Mobiilioppiminen"
- 1. MOBIILIOPPIMINEN Olkkari-hankkeen päätösseminaari 16.11.2012 Jari Laru, KT, luokanopettaja Opettajankouluttaja: Oulun yliopisto, Yrittäjä: LaruX http://www.jarilaru.eu
- 2. 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, luennointia Learning 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 this research group have particular expertise in the integration of theoretical perspectives on the social, cognitive and motivational processes of learning and utilising it 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 researching and teaching computer-supported collaborative learning (CSCL) in international contexts. LET is an active participant in several international networks (e.g. LEAF s in Nordic countries), in research collaboration (e.g. Canada, Australia, The Netherlands) and in interdisciplinary developmental projects, such as multidisciplinary research on human learning and technology. The LET has been a member of the KALEIDOSCOPE in Technology Enhanced Learning Network of Excellence, funded by the EU (2004-2008).
- 4. VERRYTTELY • Mitä haluat kuulla mobiiliteknologian opetuskäytöstä? www.socrative.com huone nro: 7362
- 6. Gartnerin hypekäyrä (Laru, 2012) ~2000 ~2010
- 7. 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
- 8. 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: how wireless handhelds may change CSCL, 51-60. Retrieved from http://dl.acm.org/citation.cfm ?id=1658616.1658624
- 9. Tulevaisuus on tänään Dillenbourg, P. (2010), The appeal of motionless devices in a world where everything moves. Keynote talk at the 6th IEEE WMUTE 2010 Conference, Kaohsiung, Taiwan , accessed on June 29, 2011 at http://wmute2010.cl.ncu.edu.tw/ Pierre%20DILLENBOURG.pdf.
- 12. KESKUSTELE LYHYESTI • Millainen on koulunne tyypillinen oppimisympäristö: sovellukset / laitteet / välineet (tekn/ei tekn) www.socrative.com huone nro: 7362
- 13. TEOREETTINEN VIITEKEHYS JA PEDAGOGINEN MURROS..
- 15. TYÖKALU KOGNITIIVINEN TYÖKALU Photos: Openclipart.org
- 16. Social distribution Symbolic distribution Physical distribution openclipart
- 18. Jaettu kognitio
- 19. Hutchins, E. (1995). Cognition in the wild. Cambridge, Mass: MIT Press.
- 20. Konstruktivismi Oppiminen nähdään laajasti ottaen aktiivisena tietojen, merkityksien ja käsityksien rakentamisena. Nykyaikaisten oppimisympäristöjen taustateoria
- 21. Oppiminen on erittäin monimutkainen prosessi Yksilö Ympäristö (konteksti, välineet Yhteisö ym.)
- 22. From PPT by Jermann, P. Scripting collaboration with ManyScripts http://manyscripts.epfl.ch/
- 23. Opettajajohtoisuus Kone opettajana
- 24. Opettajan tehtävä on järjestää oppimistilanteita – orkestroida.. Dillenbourg, P. (2010), The appeal of motionless devices in a world where everything moves. Keynote talk at the 6th IEEE WMUTE 2010 Conference, Kaohsiung, Taiwan , accessed on June 29, 2011 at http://wmute2010.cl.ncu.edu.tw/ Pierre%20DILLENBOURG.pdf.
- 26. KESKUSTELE • Mihin koulunne opetus perustuu? – Tarkasti suunniteltu vs. Improvisoitu – Opettajajohtoinen vs. Orkestroitu – Yksilön työskentely vs. Kollaboraatio – Jne.. (dikotomiat vain herätteenä)
- 27. KOULU EI MUUTU, MIKSI?
- 28. Politiikka Oppilaat Infrastruktuuri Text http://commons.wikimedia.org/wiki/File:School%27s_ http://www.slideshare.net/larux/tietotyon-p-haasteita/ everyday_life.jpg
- 31. Politiikka Oppilaat Teknologia Text http://commons.wikimedia.org/wiki/File:School%27s_ http://www.slideshare.net/larux/tietotyon-p-haasteita/ everyday_life.jpg
- 32. Lonka (2011). Sulautuvat oppimisympäristöt innostumisen ja onnistumisen lähteenä. Sulautuvan opetuksen seminaari 10.3.2011 http://blogs.helsinki.fi/sulautuvaopetus/ohjelma/
- 33. KOULU JA OPPIMINEN 2010 LUVULLA http://yle.fi/puhe/ohjelmat/puheen_aamu/professori_lonka_opettaja_on_monelle_oppilaalle_s e_lahin_ihminen_3878.html
- 38. “Tänään koulunsa aloittava lapsi on työelämässä vielä vuonna 2074” (HS, Elokuu 2012)
- 39. KESKUSTELE • Miten oppilaitoksesi ottaa huomioon HS:n hoksautuksen työelämästä vuonna 2074? • • Mitä taitoja 2074 tarvitaan? Onko se ulkoaoppimista ja oppikirjojen mukaan opiskelua vai muuta?
- 42. Gartnerin hypekäyrä (Laru, 2012) ~2000 ~2010
- 43. Aims of the study I/II The general focus of this doctoral thesis is to apply theoretical ideas of distributed cognition and scaffolding for mobile computer supported collaborative learning in authentic contexts
- 44. 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)
- 45. Research design The research design combines chracteristics from the design based research (DBR), Case- study approach (Yin, 2003) and situated approach (Greeno, 2006)
- 46. 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 Theory Paper I analysis Theory (analytical lens) Foundations Community of Practise
- 47. 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.
- 48. Single task, free collaboration Existing master’s programs New master’s program Knowledge building activity Microscript Collective task
- 49. Results Interviews Content analysis stimulus Social network analysis Log-files Matrices (SNA) Database
- 50. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they didn’t have a need for mobile collaboration tools in their practices.
- 51. Internal script External script Internal script(s) Activity: Collaborative knowledge building (progressive inquiry learning) Nonparticipative behavior Co-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
- 52. 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.
- 53. Results Mindmap Pre-test Top-performers Audio recordings of argumentative discussions Mindmap analysis Content analysis Mann-Whitney U-test Knowledge claim messages Low performers Mindmap Post-test
- 54. Three independent tasks + didactic envelope Microscript Task 1 Task 2 Task 3 Macroscript Collective activities Small-group activities Storyboard Argumentative discussions Conclusive discussion Review and comparison
- 55. Although the results revealed several shortcomings in the types of argumentation... ….In general, the use of the mobile tool likely promoted important interaction during inquiry learning, but led to superficial epistemological quality in the knowledge claim messages.
- 56. Internal script External script Internal script(s) Activity: Collaborative knowledge building (progressive inquiry learning) Nonparticipative behavior Co-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
- 57. 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 feeds Figure 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 students used multiple Web 2.0 tools and mobile phones in concert to perform designed tasks. Retrieved from: Jari Laru, Piia Näykki, Sanna Järvelä, Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context, The Internet and Higher Education, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.
- 58. Separated tasks w integrated subtasks + Swish 1st topic 2nd topic 3rd topic Micro S1 Micro S2 Macro 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)
- 59. 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 history Analysis of the On task analysis engagement Discussions Shozu Flickr Wordpress Wikispaces Google Reader
- 60. In our case, we found that using social software tools together to perform multiple tasks likely increased individual knowledge acquisition during the course. Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities.
- 61. Internal script External script Internal script(s) Activity: Collaborative knowledge building (progressive inquiry learning) Nonparticipative behavior Co-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
- 62. 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)
- 63. Conclusion Simple tools, rich pedagogical practises (Roschelle, 2002)
- 64. TEKNOLOGIADEMOJA
- 66. Opetustilanne A (striimaus) http://www.reflectionapp.com/ IPAD => KONE => TYKKI
- 67. Minkä tahansa sovelluksen voi ohjata tykille. Esim. Smart Notebookin iPad version
- 68. Opetustilanne B (kontrolli) IPAD kannettavan kosketusnäyttönä (kontrolloi konetta)
- 70. Useimmiten käyttö aloitetaan sovelluksia etsimällä..
- 71. Ja se jatkuu sovelluksia etsimällä..
- 75. Simple tools, rich pedagogical practises (Roschelle, 2002)
- 76. “Hankin aikoinani kaikki opetusohjelmat. KAIKKI. Siis hankin ihan kaikki. Pyrin hallitsemaan niiden käyttämisen täydellisesti. Sitten huomasin että se ei ole mahdollista” (Norssi, 08, 2012)
- 77. “Tänään koulunsa aloittava lapsi on työelämässä vielä vuonna 2074” (HS, Elokuu 2012)
- 78. KIITOS http://www.jarilaru.eu http://slideshare.net/larux http://www.mendeley.com/profiles/jari-laru