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Mummies, War Zones, and Pompeii: the use of tablet computers in situated and on-the-go learning
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Mummies, War Zones, and Pompeii: the use of tablet computers in situated and on-the-go learning

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I presented this at the ALT-C Conference in Manchester, UK, on 12 September 2012. The work is now being evaluated in the Places project http://www.le.ac.uk/places-mlearn

I presented this at the ALT-C Conference in Manchester, UK, on 12 September 2012. The work is now being evaluated in the Places project http://www.le.ac.uk/places-mlearn

Published in: Education, Technology

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  • Giddens – late modernity, Castells – networked society, Engestrom - - activity theory Affordance refers to the perceived and actual properties of a thing, primarily those functional properties that determine just how the thing could possibly be used. Salomon, 1993 p51
  • ethics
  • ethics
  • ethics
  • Giddens – late modernity, Castells – networked society, Engestrom - - activity theory Affordance refers to the perceived and actual properties of a thing, primarily those functional properties that determine just how the thing could possibly be used. Salomon, 1993 p51
  • Transcript

    • 1. Mummies, War Zones, and Pompeii: The use of tablet computers in situated and on-the-go learning Terese Bird Photo courtesy of pyramidtextsonline on Flickr Learning Technologist and SCORE Research Fellow University of Leicester ALT-C Conference - 12 September 2012www.le.ac.uk
    • 2. What will we talk about?• Tablet – context• Affordances and e-pedagogies• Mummies – Windows tablets in Museum Studies• War Zones – one-iPad-per-distance-Criminology- Masters-student• Pompeii – Archaeology field research with iPads• Does the mobile framework help?
    • 3. What is it about tablets in learning?Functionality and portabilityPsion Organiser -------- Microsoft ------ iPod ----------------iPhone------iiPad1984 Tablet PC 2001 2007 2010 2000 Handheld device Timeline
    • 4. iPad: Gamechanger in education Photo by Shemp65 on Flickr
    • 5. Affordances (Conole & Dyke, 2004)• Accessibility• Speed of change• Diversity• Communication and collaboration• Reflection• Multimodal and non-linear• Risk, fragility, uncertainty• Immediacy• Monopolization• Surveillance
    • 6. E-Pedagogies (Conole, 2011) 6E-training Inquiry learningDrill & practice Resource-basedMobile learning Associative Constructivist E-Pedagogies Focus on individual Learning through association and Building on prior knowledge Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environmentExperiential Reflective & dialogicProblem-based learning,Role play Personalised learning
    • 7. Mummies:Windows tablets at Museum Studies Photo by University of Leicester
    • 8. Mummies:Windows tablets at Museum Studies• Windows tablets• Custom ‘app’ – simply a clever Powerpoint show• Info from and video of British Museum staff• Field trip and group work• Collect photos and impressions on the day• Report emailed in by 10am next morning• Groups meet for feedback/discussion
    • 9. Mummies: Windows tablets at Museum Studies“It seemed ideal to have short, taped discussions about ethical issues by Museum staff – then students could bring the tablets with them, hear what the staff had to say, and analyse and engage in the evidence that they saw.”“The students didn’t blink when we gave the tablets out. …it was unremarkable for them. It was completely normal.” (University of Leicester, 2011)
    • 10. Mummies: Windows tablets - negative points• Noisy in the museum gallery• Battery life• Issues with amount, size of text I homemade ‘app’• Next time will put some material onto VLE
    • 11. War Zones:MSc in Security, Conflict and InternationalDevelopment, Department of Criminology Photo by The USO on Flickrr
    • 12. War Zones: iPads• Decision to send each student, anywhere in the world, an iPad• Bespoke app (by KuKuApps of Leicester)• Simple helpsheet to install the app plus others (Kindle app, Goodreader, iTunesU….)• Students work on the go when internet not available• App allows multimedia material offline• Students still need VLE for assignment submission
    • 13. War Zones: iPads• “I have realised the iPad is built for this type of distance learning study.”• 93% iPad useful or very useful part of study pack• 8 out of 13 used the app more than VLE• Study offline• All the additional apps aid learning – iTunes U, mindmapping, note-taking, ebooks• Paperless learning• Value of multimedia
    • 14. War Zones: iPads - negatives• Wifi so intermittent in my area, I need 3G• Is it sustainable to keep up with bespoke app?• Amazon not available in one country (Sudan?)• 1 respondent said they preferred paper only (neither iPad nor VLE)
    • 15. Placeshttp://www.le.ac.uk/places-mlearn
    • 16. Pompeii:Porta Stabia project(director Steven Ellis,University of Cincinnati)Quadriporticus Project(director Eric Poehler,Umass, and Steven Ellis,University of Cincinnati) Photo courtesy of Nick Ray
    • 17. Architectural analysis, survey, 3D modelling (Ray, 2012)
    • 18. Pompeii iPads• One-iPad-per-field-researcher• Filemaker Go to collect data• Sync twice daily• Photos and iDraw – take photos, draw layers upon• Goodreader – paperless – no lost papers• 371% efficiency increase in work completed (Ray, 2012)Special thanks to John Wallrodt for implementing iPads
    • 19. (Ray, 2012)
    • 20. (Ray, 2012)
    • 21. Pompeii iPads - negatives• Need glare protectors• Need hard case (Hard Candy)• Overheating (just put iPad in shade for 5 minutes)• Very detailed work, touching screen (need cycling gloves)
    • 22. Affordances: M Museum, W War Zones, P Pompeii• Accessibility M W P• Speed of change M W P• Diversity M W• Communication and collaboration M W P• Reflection M W• Multimodal and non-linear M W P• Risk, fragility, uncertainty W P• Immediacy M W P• Monopolization• Surveillance
    • 23. E-Pedagogies: M Mummies, W War Zones, P Pompeii 23E-training Inquiry learningDrill & practice Resource-basedMobile learning Associative Constructivist E-Pedagogies Focus on individual Learning through association and Building on prior knowledge Task-orientated MWP reinforcement A Situative ConnectivistMWP Learning through Learning in a social interaction networked MW Learning in context environmentExperiential Reflective & dialogicProblem-based learning,Role play Personalised learning
    • 24. References and Thanks• Conole, G. (2011). The interconnectedness of design and e-pedagogy. Sydney. Retrieved from http://www.slideshare.net/grainne/conole-sydney• Conole, G., & Dyke, M. (2004). What are the affordances of information and communication technologies? ALT-J Research in Learning Technology, 12(2), 113– 124.• Ray, N. (2012). iPads, Apps, and Field Research in Pompeii. Leicester, UK.• University of Leicester. (2011). Latest touch screen technology takes students behind the scenes at the British Museum — University of Leicester. University of Leicester. Retrieved February 13, 2012, from http://www2.le.ac.uk/offices/press/press-releases/2011/december/latest-touch-screen-t• Special thanks to Dr Nick Ray, John Wallrodt, Steven Ellis and Eric Poehler of the projects Pompeii Quadriporticus and Stabia Porta