Learning across contexts - Mobile for field and studio work


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Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).

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  • The Learning Across Contexts case study that is in the good practice guide is an example of student-centred learning, NOT ‘delivering’ knowledge but facilitating the students’ in their journey to discovering knowledge and understanding it.By situated learning, we mean learning that takes place in the course of activity, in appropriate and meaningful contexts (Lave & Wenger, 1991).
  • It’s all about convergence. In a traditional lecture scenario these are mostly controlled by the teacher – no talking, no phones, just powerpoint.In the field, previously, it has involved the use of paper notebooks with little sharing findings etc.Mobile can converge these activities and enhance practice by enabling access to a wide range of resources in the field as well as sharing resources and knowledge in a timely way
  • Weak or one-way connections – transferring data from the field or lab, evidencing field work for discussion/presentation
  • Data collection skillsWicken Fen is in Cambs
  • find, extract, evaluate, analyse, synthesise, interpret, summarise and communicate Selecting, comparing, analysing. Collecting more data, and in a more usable formatPictures, GPSContributing knowledge to the communityDictation
  • Liked automatic grid referencing
  • Around about the same sort of time that the Environmental Science students were trying mobile out in their setting, a cohort in Foundation Art & Design were trying mobile in their studio spaces and they were using various devices to create their own learning contexts by exploring and evidencing their work and the process involved…The process is just as important as the finished product…Document all stages of your work through photography, film, sketching, and keeping samples. Record your successes and failures. It may be the finished piece that interests you or the process or the viewer’s reaction?You should develop a thorough and well documented research. Every problem, question, discussion, solution, experiment and design development should be consciously questioned.Build on the potential qualities of the print process wherever possible. Think about; series, sequence, repeat, interlock, organisation, layering, build-up, deterioration, transparency and opacity.About a 5 minute walk across to another building to the nearest PC on campus. Would take about half an hour to walk over there, login etc…
  • AFTER VIDEO:Student – recorded their ideas in a personal journal within Blackboard (using the Mobile Learn app) and received formative comments from their tutor. Continual process throughout the course of the assessment…
  • Talk about the timely nature of formative feedback and how it steered students in the right direction…Highlight: ‘lose the moment’Ease of reflection on work without need to large portfolios etc…
  • Activities – not just ‘studying’ but also recording, creating, sharing, discussingTutors liked getting more data from the students Lack of internet connection can be your friend – users have to generate their own content!Preparing before a field trip makes the experience much more valuable. By that I mean, designing forms and downloading maps for offline work and data collection focus.
  • FieldTrip GB is developed by EDINA based at the University of Edinburgh with support from JISC.This year’s students are involved in pre fieldwork activities where they are designing their own data capture forms based on requirements of assessment and recommendations made by the tutor.
  • Sync data across between desktop browser authoring tool to device using DropBox
  • Oculus Rifts are described as immersive virtual reality technology that's wearable and affordable.Each unit costs around £350 and primarily they are advertised as gaming devices. We are trying them out on a freely available Tuscany house and surrounding grounds to gather thoughts on the usefulness of pre-fieldwork requirements gathering exercises
  • Learning across contexts - Mobile for field and studio work

    1. 1. Learning across contexts – Mobile for field and studio work Adel Gordon | @adelgordon Learning Technologist University of Northampton 23 January 2014 UCISA - Effective use of mobile technologies to enhance learning, teaching and assessment #umobtel
    2. 2. How can mobile benefit learning? “Mobile and wireless technologies support learning designs that are personalised, situated and authentic...” “mobile learning should aim to innovate and to discover what is gained through having portable tools that support observations, interactions, conversations and reflections, within and across various contexts of use...” (Kukulska-Hulme, Traxler & Pettit, 2007)
    3. 3. How can mobile benefit learning? Contextual learning: place timeLearner Social resources Cognitive resources Physical resources Virtual resources
    4. 4. Learning across contexts Contexts for learning: Adapted from Downward et al., 2008 Personal workspace Lecture Theatre Laboratory Online / VLE The field Seminar room
    5. 5. Environmental Sciences learning across contexts Habitat Ecology & Management Learning outcomes - find, extract, evaluate, analyse, synthesise, interpret, summarise and communicate information relating to the ecology of terrestrial/wetland ecosystems
    6. 6. What they did: recording habitat data in a group blog Environmental Sciences learning across contexts
    7. 7. What they thought: The mobile technology helped to put the location of sites into perspective Dictation was useful, because it’s hard to type notes while wearing gloves! The camera was handy - I recorded a lot more than I would have with a notebook I found it useful having it all in one thing e.g. notebook, camera Pretty hard to get internet out here... Environmental Sciences learning across contexts
    8. 8. Art & Design – Studio work creating learning contexts Stage 2 of a Foundation course Assessment Criteria: 1. Investigation, problem analysis and research. 2. Observation and analysis through drawing and mixed media. 3. Visual presentation and communication. 4. Skills and media and techniques. 5. Innovation, inventiveness and experimentation. 6. Personal direction, self motivation and time management.
    9. 9. Art & Design – studio work creating learning contexts Video intro Full video – http://bit.ly/uonmobileart (9:09)
    10. 10. What they thought: It was really useful to not have to 'lose the moment' in the long and drawn-out process of looking for a camera then going to the library to find a computer to then upload the image... I like to be able to record processes of how a piece of work was made and the app made that very easy to do. It is also useful to look back over your work without having to haul out huge sketchbooks etc. Being able to post via a mobile means work in progress can be recorded in situ and shared spontaneously. Feedback about the work allowed me to be more selective and move my work forward Art & Design – studio work creating learning contexts
    11. 11. Lessons learned • Can increase engagement and support activities that are central to learning • Be clear about the aims and manage expectations (especially of internet availability!) • Importance of preparatory work
    12. 12. This year’s students Environmental Sciences • Using iPad mini with the FieldTrip GB app • FieldTrip GB: – High quality background maps that offer rich data in both urban and rural environments – Map caching to allow off-network usage – Data capture – Custom data collection forms that allow users to define the data they want to capture.
    13. 13. Form Author
    14. 14. What they say, so far… Like having access to the forms before the fieldwork I like the bigger screen on the iPad mini – makes it easier to use the maps Being able to sync data once connected is great, and the FieldTrip GB app facilitates data collection really well I really like the iPad mini and having a 3G version makes it even better in the field FieldTrip GB is Great!
    15. 15. Future plans • Oculus Rift – pre fieldwork activities to enhance the usefulness of data capture and gathering in the field. • In trials on generic maps and 3D environments student have commented that…
    16. 16. References Brown, E. (ed) (2010). Education in the Wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. University of Nottingham: Learning Sciences Research Institute (LSRI). Downward, S., et al. “Podcasts and Locations”. In Salmon, G. and Edirisingha, P. (eds) (2008). Podcasting for Learning in Universities.Maidenhead: Open University Press, pp 57-69. Kukulska-Hulme, A., Traxler, J., and Pettit, J., (2007). “Designed and user- generated activity in the mobile age”. Journal of Learning Design, 2(1), pp. 52–65. Blackboard Mobile – http://www.blackboardmobile.com/ FieldTrip GB - http://fieldtripgb.blogs.edina.ac.uk/ Oculus Rift - http://www.oculusvr.com/
    17. 17. Contact • Adel Gordon – University of Northampton – Adel.Gordon@northampton.ac.uk – @adelgordon – http://blogs.northampton.ac.uk/learntech