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Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
Learning on the move: Considerations for formal, informal, and semiformal learning
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Learning on the move: Considerations for formal, informal, and semiformal learning

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Presentation for University of Oklahoma Emerging Technology and STEM Education Symposium, University of Oklahoma, Norman, OK.

Presentation for University of Oklahoma Emerging Technology and STEM Education Symposium, University of Oklahoma, Norman, OK.

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  • 1. Learning on the moveConsiderations for formal, semi-formal& informal learning and instructionMichael M. Grant, PhDmgrant2@memphis.edu | @michaelmgrantEmerging Technology & STEM Symposium | May 6, 2013Michael M. Grant 2013Image from http://www.flickr.com/photos/ari/
  • 2. Michael M. GrantThe University of Memphishttp://viral-notebook.com@michaelmgrant
  • 3. http://viral-notebook.com
  • 4. 3 Targets1.  Formal, informal & semi-formallearning2.  Uses of mobile devices for teaching& learning3.  Considerations for teaching &learning
  • 5. Mobile devicesSome images from Lisa Buser at http://www.memphisparent.com/2010/09/pint-sized-learners-have-the-touch/ & http://www.flickr.com/photos/ceardach/4549898097/sizes/m/
  • 6. Formal, informal & semi-formal learning
  • 7. Formal LearningImages from http://www.law.fsu.edu/prospective_students/VideoViewbook/images/sections/technology.jpg
  • 8. Informal LearningImage from http://www.flickr.com/photos/oncell/4711186271/in/set-72157624761515274/
  • 9. Semi-formal Learning
  • 10. Considerations•  Much of mobile learning literature focuses onleveraging informal learning.•  Fragmented, transient knowledge may occur frominformal learning.•  Disconnected pieces of information must beintegrated and internalized.
  • 11. Uses ofMobileDevicesIncreased access to studentinformation & campus resourcesIncrease interaction with contentCreate representations of knowledgeAugment face-to-face instructionSupport performance & decision-makingDeploy instruction
  • 12. Increase access tostudent information &campus resources
  • 13. Increase interaction withcontentImage from http://www.flickr.com/photos/chegs/5161314847/sizes/l/
  • 14. GeoJourneyImages from http://www.bgsu.edu/offices/mc/monitor/01-15-07/page26071.html
  • 15. text4baby.org
  • 16. Increase interaction withcontentImage from http://www.recordonline.com/apps/pbcs.dll/article?AID=/20100426/NEWS/100429736
  • 17. Create representations ofknowledge
  • 18. Create representations ofknowledge
  • 19. Using Google VoiceVideo from http://www.youtube.com/watch?v=Y7PoWsFlsKU&feature=player_embedded
  • 20. Create representations ofknowledgeImage from http://www.st-clair.net/ict/picomap.htm
  • 21. Augment face-to-faceinstructionImage from http://www.tommiemedia.com/news/professors-using-smartphones-other-technology-in-classrooms/
  • 22. Augment face-to-faceinstruction
  • 23. Support performance &decision-making
  • 24. Support performance &decision-making
  • 25. Deploy instruction
  • 26. Deploy instruction
  • 27. Microlearning in Amsterdam
  • 28. ConsiderationsMobile devices & servicesCulture & situatednessMediationLearner autonomy, self-direction &self-regulationWhat does mobile mean?Always isn’t better.
  • 29. Mobile Devices & Services•  Characteristics of mobile devices make themattractive for learners, teachers, and developers.•  Mobile device adoption does not guarantee itspotential or use.•  Mobile device adoption does not guarantee theadoption of mobile services.•  Little attention given to the distinction betweenmobile devices and mobile services.
  • 30. Culture & situatedness•  Mobility with learning affords authenticinteractions within cultural settings.•  Learning in situ provides authentic settings andlends real-world credence to learning contents.•  Context-aware, or location-based services, allowspecific learning tasks to occur at a particularlocation.•  The value and utility of location-based services isjust beginning to show promise.
  • 31. Mediation•  Mobile devices and mobile services mediateinteractions with physical and networkedenvironments.•  Mediated interactions facilitates/allowsknowledge construction.
  • 32. Learner autonomy, self-direction & self-regulation•  Mobile learners are physically and sociallyseparated from peers and teachers.•  Learning itself with mobile devices and mobileservices may change.•  There is not consensus on the use of self-regulation with mobile learning.
  • 33. What does ‘mobile’ mean?•  Mobile is used often without a clear definition.•  Mobile described both identity and influences.•  Mobile reflects the fluidity and flexibility of mobiledevices and mobile services.•  Mobile augments learners.
  • 34. Always isn’t betterThe more learning is decentralized, themore important guidance andscaffolding will become.
  • 35. Always isn’t better
  • 36. Always isn’t better
  • 37. Always isn’t betterFragmented information does notchange into knowledge until it hasbeen internalized.
  • 38. THANKS. QUESTIONS?Michael M. Grantmgrant2@memphis.edu | @michaelmgrantMichael M. Grant 2013

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