Disruptive Mobile Learning

Slide 1: Disruptive Mobile Learning Mike Sharples Learning Sciences Research Institute University of Nottingham www.nottingham.ac.uk/lsri/msh

Slide 2: 1908 1958 2008

Slide 3: 1908 1958 2008

Slide 4: Why have schools changed so little over the past 100 years?

Slide 5: The education system is internally consistent and self sustaining…

Slide 6: SATs TDA National curriculum Standards The education system is LEAs internally consistent and QCA LSC self sustaining… Research Assessment HEFCE League Exercise tables

Slide 7: …but doesn’t connect with the rest of learning

Slide 8: Diagram with permission from “The Learning in Informal and Formal Environments (LIFE) Center” http://life-slc.org

Slide 9: Children’s approximate arithmetic (Gilmore et al., Nature, 2007) 5-6 year old children “Sarah has 73% gave twenty-one “She gets candies” correct thirty more” “John has answers thirty four candies. Who has more?” But these approximate arithmetic skills are not developed at school

Slide 10: Rich learning outside the classroom

Slide 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

Slide 12: Construction

Slide 13: Construction

Slide 14: Conversation

Slide 15: Conversation

Slide 16: Control

Slide 19: How do we connect…

Slide 20: learning in the classroom…

Slide 21: …and learning at home?

Slide 22: How do we connect…

Slide 23: learning about the world …

Slide 24: … and learning in the world?

Slide 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

Slide 26: Extend the classroom into everyday learning? Podcasts Teaching on “At school, you do all this boring stuff, really basic stuff, PowerPoint and mobile phones spreadsheets and things. It only gets access Home to interesting and exciting when you come the school home and really use your computer. intranet Send You're free, you're in control, it's your assessment questions and receive multiple choice responses via email or SMS which can then be auto- May, 2007) own world.” (Guardian, responded to with feedback” www.ambientperformance.com

Slide 27: Extend everyday learning into the classroom?

Slide 28: What do these have in common?

Slide 29: Answer: They have all been banned in classrooms

Slide 30: 10 to 1 ratio

Slide 33: Mobile social 1 to 1 ratio networking Collaborative Conversational online writing language Serious gaming learning Online Personalised research learning Moblogging Group learning Group media creation Peer teaching

Slide 34: “In class I have to power down” (Guardian, May, 2007)

Slide 35: Personal technologies Powerful Classroom Ownership texting Cyber-bullying Disruptive Game mobile playing learning Connects Exam home and Loss of cheating school teacher control

Slide 36: Challenges for schools and educational suppliers Connect learning inside and RM Asus outside the classroom MiniBook computer Manage children bringing from £169 their own powerful personal technologies into school Enable effective 1 to 1 learning in the classroom Support learning through Eduinnova construction, conversation conversational and control classroom learning (Steljes)

Slide 37: Connecting learning inside and beyond the classroom MyArtSpace PI: Personal Inquiry

Slide 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

Slide 39: MyArtSpace Museum test sites Urbis (Manchester) The D-Day Museum (Portsmouth) The Study Gallery of Modern Art (Poole) About 3000 children during 2006

Slide 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

Slide 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

Slide 44: PI: Personal Inquiry Project with the Open University Inquiry science learning Connecting learning inside and outside the classroom Handheld wireless technology

Slide 45: SceDer Jitti Niramitranon PhD project

Slide 46: Participate project ScienceScope Personal carbon monoxide monitor linked to Google maps BT, BBC, Blast Theory, Microsoft Research, University of Nottingham, University of Bath, Sciencescope

Slide 47: Beyond disruptive mobile learning 1 to 1 learning in the classroom Fusion of physical and virtual 1 to 1 primary classroom, Taiwan

Slide 48: Beyond disruptive mobile learning Building schools Designed to around the 3 C’s support a new RSA Academy at competence-led Tipton curriculum

Slide 49: Beyond disruptive mobile learning Inquiry learning in the world Learning- enabled environments Ambient Wood Equator research collaboration (Universities of Nottingham, Bristol, Lancaster, Glasgow, Southampton, Sussex, University College London, Goldsmith’s College)

Slide 50: Learning is for life, not just for classrooms

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