Disruptive Mobile Learning
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Disruptive Mobile Learning

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First presented at the BETT Conference and Exhibition, January 9th 2008

First presented at the BETT Conference and Exhibition, January 9th 2008

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  • Full Name Full Name Comment goes here.
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  • Its a very interesting presentation therefore if we have people like you guys the level of education is going to be extremely high
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  • I appreciate the way you've laid this out to help develop an understanding of how we got to this point and possibilities for moving on with mobile across the lifespan. I'd love to see a community project using the qr codes as a checkin -- linked to audio or youtube files telling a story about local places and events. Would be a great youth project or better, an intergenerational project. Best of all each year students could partner to add to the community 'codes'. :-)
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  • From 2008, but still relevant.
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  • Awesome. I’m so pleased I discovered your informative presentation. Thanks for sharing.
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  • Great slides, Mike - outstanding graphics and points. Thanks for referencing our mobile assessment tool. Haven't had as much interest in that as our mobile augmented reality platform or cross mobile/virtual world comms tools. Hope to see you again soon!
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Disruptive Mobile Learning Presentation Transcript

  • 1. Disruptive Mobile Learning Mike Sharples Learning Sciences Research Institute University of Nottingham www.nottingham.ac.uk/lsri/msh
  • 2. 1908 1958 2008
  • 3. 1908 1958 2008
  • 4.
    • Why have schools changed so little over the past 100 years?
  • 5.
    • The education system is internally consistent and self sustaining…
  • 6.
    • The education system is internally consistent and self sustaining…
    National curriculum Standards League tables Research Assessment Exercise QCA TDA LSC HEFCE LEAs SATs
  • 7.
    • … but doesn’t connect with the rest of learning
  • 8. Diagram with permission from “The Learning in Informal and Formal Environments (LIFE) Center” http://life-slc.org
  • 9. Children’s approximate arithmetic (Gilmore et al., Nature , 2007) 5-6 year old children 73% gave correct answers But these approximate arithmetic skills are not developed at school “ Sarah has twenty-one candies” “ She gets thirty more” “ John has thirty four candies. Who has more?”
  • 10. Rich learning outside the classroom
  • 11. The 3C’s of effective lifelong learning
    • Construction
      • relating experience to knowledge, creating new ideas
    • Conversation
      • with teachers, with learners, with ourselves, and with the world
    • Control
      • actively pursuing knowledge
  • 12. Construction
  • 13. Construction
  • 14. Conversation
  • 15. Conversation
  • 16. Control
  • 17. Control
  • 18. Control
  • 19.
    • How do we connect…
  • 20.
    • learning in the classroom…
  • 21.
    • … and learning at home?
  • 22.
    • How do we connect…
  • 23.
    • learning about the world …
  • 24.
    • … and learning in the world?
  • 25.
    • Extend the classroom into everyday learning?
    Podcasts Teaching on mobile phones Home access to the school intranet Send assessment questions and receive multiple choice responses via email or SMS which can then be auto-responded to with feedback” www.ambientperformance.com
  • 26.
    • Extend the classroom into everyday learning?
    Podcasts Teaching on mobile phones Home access to the school intranet Send assessment questions and receive multiple choice responses via email or SMS which can then be auto-responded to with feedback” www.ambientperformance.com “ At school, you do all this boring stuff, really basic stuff, PowerPoint and spreadsheets and things. It only gets interesting and exciting when you come home and really use your computer. You're free, you're in control , it's your own world.” (Guardian, May, 2007)
  • 27. Extend everyday learning into the classroom?
  • 28.
    • What do these have in common?
  • 29. Answer: They have all been banned in classrooms
  • 30.
    • 10 to 1 ratio
  • 31.
    • 3 to 1 ratio
  • 32.
    • 1 to 1 ratio
  • 33.
    • 1 to 1 ratio
    Moblogging Online research Group media creation Collaborative online writing Serious gaming Conversational language learning Mobile social networking Group learning Peer teaching Personalised learning
  • 34. “ In class I have to power down ” (Guardian, May, 2007)
  • 35.
    • Personal technologies
    Cyber-bullying Classroom texting Exam cheating Game playing Disruptive mobile learning Loss of teacher control Powerful Connects home and school Ownership
  • 36. Challenges for schools and educational suppliers
    • Connect learning inside and outside the classroom
    • Manage children bringing their own powerful personal technologies into school
    • Enable effective 1 to 1 learning in the classroom
    • Support learning through construction, conversation and control
    Eduinnova conversational classroom learning (Steljes) RM Asus MiniBook computer from £169
  • 37. Connecting learning inside and beyond the classroom
    • MyArtSpace
    • PI: Personal Inquiry
  • 38. MyArtSpace
    • Service on mobile phones for enquiry-led museum learning
    • Learning through structured construction and conversation
    • Students create their own interpretation of a museum visit which they explore back in the classroom
  • 39. MyArtSpace
    • Museum test sites
      • Urbis (Manchester)
      • The D-Day Museum (Portsmouth)
      • The Study Gallery of Modern Art (Poole)
    • About 3000 children during 2006
  • 40. How it works
    • In class before the visit, the teacher sets an inquiry topic
    • At the museum, children are loaned multimedia phones
    • Exhibits in the museum have 2-letter codes printed by them
    • Children can use the phone to
      • Type the code to ‘collect’ an object and see a presentation about it
      • Record sounds
      • Take photos
      • Make notes
      • See who else has ‘collected’ the object
    • All the information collected or created is sent automatically to a personal website showing a list of the items
    • The website provides a record of the child’s interpretation of the visit
    • In class after the visit, the children share the collected and recorded items and make them into presentations
  • 41.  
  • 42. Summary of results
    • The technology worked
      • Photos, information on exhibits, notes, automatic sending to website
    • Students liked the ‘cool’ technology
    • Students spent longer (90 mins compared to 20 mins)
    • Supported enquiry learning
    • Encouraged children to make active choices
    • Museum more accessible
    • Need for more teacher preparation
  • 43.  
  • 44. PI: Personal Inquiry
    • Project with the Open University
    • Inquiry science learning
    • Connecting learning inside and outside the classroom
    • Handheld wireless technology
  • 45. SceDer Jitti Niramitranon PhD project
  • 46. Participate project ScienceScope BT, BBC, Blast Theory, Microsoft Research, University of Nottingham, University of Bath, Sciencescope Personal carbon monoxide monitor linked to Google maps
  • 47. Beyond disruptive mobile learning Fusion of physical and virtual 1 to 1 learning in the classroom 1 to 1 primary classroom, Taiwan
  • 48. Beyond disruptive mobile learning RSA Academy at Tipton Designed to support a new competence-led curriculum Building schools around the 3 C’s
  • 49. Beyond disruptive mobile learning Inquiry learning in the world Ambient Wood Equator research collaboration (Universities of Nottingham, Bristol, Lancaster, Glasgow, Southampton, Sussex, University College London, Goldsmith’s College) Learning-enabled environments
  • 50.
    • Learning is for life, not just for classrooms