Situating Mobile Learning
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Situating Mobile Learning

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Educators know that learning happens best when learners are motivated and supported, so how can we support learning activities where students use the technology at their disposal? Our faculty used ...

Educators know that learning happens best when learners are motivated and supported, so how can we support learning activities where students use the technology at their disposal? Our faculty used mobile and web technologies to create interactive tours and collaborative field research for students to engage with content situated in authentic contexts. Building on this experience, the Mobile Learning Incubator has been evaluating the integration of game elements into newer field research tools. In this session, we'll get in touch with our inner college student to understand the breadth and scope of mobile as a learning tool, synthesize our different perspectives in small groups, analyze and evaluate how current uses of mobile in higher education teaching and learning support these perspectives, and create a set of challenges and strategies around mobile learning for higher education IT to address.


OUTCOMES: Learn about several types of mobile-enhanced T&L activities * Inhabit a student's view of mobile * Create and share a range of potential learning activities based on that perspective * Evaluate how IT can address mobile learning needs, based on a T&L focus

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Situating Mobile Learning Situating Mobile Learning Presentation Transcript

  • Situating Mobile Learning John Martin UW-Madison Academic Technology @regardingjohn PLACES • situated issues 
 & concepts • deeply embodied, experiential PROBLEM SPACES • inquiry quests • game-based, 
 playful learning • leaderboards INFORMATION • just-in-time-&-place access to databases 
 & information when 
 most needed PEOPLE • social support • peer-to-peer • collaboration people info places problem spaces situate & connect situate & connect Yesterday in this track we focused a lot on mobile administration — making apps, checking them out, ERP, etc. My focus is more on the teaching side, but stick around anyway because I’m going to try some things out, and I need guinea pigs to test them on.
  • Earn AWESOME, HAND-MADE, ONE-OF-A-KIND BEADS 
 for the best #EConnect14 tweets about this session! @regardingjohn Let’s burn up the Educause Twittersphere this hour. I don’t care if you listen to me — just keep tweeting! Earn these awesome beads that I hand-crafted last night in my hotel room instead of going out for St. Patty’s day!
  • MLIA few things about me. I’ve helped run a wilderness camp for 20 years, and did a PhD on mobile learning in 2009 based on it. As such, I believe in experiential learning, and try to teach that way — my students get A’s basically just for showing up and doing things — including game design. At UW-Madison, I’m a designer in the Mobile Learning Incubator there, and a Sr. T&L consultant.
  • mobile.wisc.edu/teaching-and-learning see missing videos at mobile.wisc.edu/teaching-and-learning see missing videos at mobile.wisc.edu/teaching-and-learning see missing videos at mobile.wisc.edu/teaching-and-learning see missing videos at mobile.wisc.edu/teaching-and-learning and here are a few of the learning things we’re doing with mobile — you don’t necessarily see it in the videos, but these are all very social, and experiential. They are what I think mobile is amazing for — what we call “situated learning” — at its best, mobile can provide learners with what they need to learn when they want or need to learn. Plant Identification Bird Identification Fiber Plant Mapping Folklore Concept Mapping
  • And situated learning is a bug that’s been in my pants since I started looking at learning with mobile in 2005. It’s a huge part of why my colleague built ARIS in 2008, and why I jumped on it when it was first being developed.
  • In addition to “Field Research”-type learning, I’m a fan of Seymour Papert’s “Constructionism” —learning by building things. And I’ve been working with students to design mobile games since 2005, working Eric Klopfer and his crew at MIT, and now with ARIS, and even analog games.
  • mobile.wisc.edu mobile.wisc.edu So that’s my story. Now let’s talk about “kids these days” and their fancy talking gadgets.
  • let’s start with games — the Learning Sciences are clear that when we’re motivated to learn, we learn better. So, I try to connect what students are already passionate about with course content. IN DOING SO, I design learning experiences that let them play the type of game they like to play. How did this generation of students learn how to use all things digital? GAMES — It’s part of what Bourdieu calls their Habitus. Acting Interacting Player World Killers Socializers Explorers Achievers harass, heckle, hack, cheat, taunt, tease give, express, comment, share, greet, like, tease explore, view, rate, curate, vote, review win, challenge, create, compare, show off Bartle (1996) http://www.mud.co.uk/richard/hcds.htm HINT: let them play their game
  • “Mobile” What devices do we have? ! What makes them mobile? activity time! bit.ly/mobileconnect https://sites.google.com/site/classresponsejgm/home With “mobile learning”— I look to using what they already use, and are interested in. Now, we are not digital natives, or at least I’m not. So, let’s roll together and try some crazy stuff. Get online any way you can and fill out this survey!
  • What did we just learn? (and can your next tweet earn you an awesome bead?) So what did we learn? And how can it inform our questions about mobile learning? Let’s look closer at mobile… @regardingjohn
  • personal devices personalized devices Mobiles are personal devices. We keep them on us all the time, wake up to them, fall asleep to them; hesitate when sharing them. We customize them, arrange the icons, know where to find things on them, know how to learn the apps we use, and generally set them up to help us do the things we want to do
  • Formal vs Informal (what rings true?) Do a Google Image Search of “LMS” or any type of formal learning term. There aren’t a lot of images; and the people in them are rarely smiling. On the other hand, people are often smiling when using mobile devices. Why?
  • personalized learning" (formal vs informal) instructor directs learner directs We use these personal devices all the time for informal learning — what song? what actress? next bus? where to eat? friend’s status? what is this place? Questions that we direct, whose answers we never before had such immediate access to.
  • personalized learning" (formal vs informal) instructor directs learner directs In some ways then it seems an odd thing to try to use them for formal learning — for questions that often have a right answer that the instructor already knows.
  • personalized learning" (formal vs informal) instructor directs learner directs On the other hand, they’re powerful tools that we carry with us at all times! So why not try to find a way to use them in a way that balances the informal learning we use them for, with the formal learning of education?
  • Because they’re so personal, they feel different from computer labs, and even mobile checkout devices — people don’t tend to connect with devices that they can’t personalize.
  • Mobile Learning What all do we do with mobile devices? ! What don’t we do (yet)? ! Can we improve learning by looking beyond content? 
 (time management, study aids, community nourishment, health & well-being, etc.) ! Can we improve mobile learning without building apps
 (and maintaining multiple platforms)? ! What mindsets need addressing? activity time! So, with “mobile learning”— I look to using what they already use, and are interested in.
  • A. Individually, on a sheet of paper (not post-it yet), write down 
 all the things you or your students use mobile for." ! 1. circle formal learning things
 course-related = specifically required for coursework 
 (e.g. readings, quizzes, & a bunch of other examples you can probably provide) 2. underline informal learning things 
 informal learning = learning about things not required by courses*
 (e.g. bus schedules, office hours & location, hobbies & interests, stalking potential dates, etc.) 3. X-out not-learning-related things ! B. In 3-5 minutes, when your table is running out of individual ideas, start sharing the ideas on Post-it notes. 
 1. (5 minutes) Identify the most popular ideas. These are the ones that you all wrote down. If your campuses are already supporting these ideas, set them to the side. We'll come back to them in a bit. 2. (5 minutes) Identify the most compelling intriguing, and worthwhile formal, informal, and not learning-related ideas. Someone from each group should be the devil's advocate and argue for other classifications. Decide as a group which color post-it note to put them on • RED LIGHT (pink notes) for things that would be difficult, complicated, or troublesome to do on campus • GREEN LIGHT (green notes) for things that are simple, no- brainers, easy to do on campus
 C. Report out the most interesting Mobile Learning Activities. Do we even have 15 minutes left?
  • 
 
 
 
 
 people info places problem spaces situate & connect
 via experience THIS IS THE KEY SLIDE! When we do that, we need to respect that typically they’re used for connecting activities
  • Connect to where… we are we want to (or should) be Situated Learning ! just-in-time/place information ! field research ! etc. chatting with friends ! catching up on news ! doing homework ! taking quizzes ! following hobbies/passions ! etc. And the connection goes both ways. Sometimes we use mobile to disconnect from where we are as well!