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Disrutpive Innovations and Technology: Bishop Grosseteste University Presentation_14th February 2014

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Dr. Kevin Burden explores how the concept of Disruptive Innovations (Clayton Christensen) applies in the field of educational technology, and in particular the field of mobile learning (m-learning)

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Disrutpive Innovations and Technology: Bishop Grosseteste University Presentation_14th February 2014

  1. 1. Technology, Learning & ‘Disruptive Innovations’? Dr. Kevin Burden Senior Lecturer Bishop Grosseteste University 14th February 2014
  2. 2. What is the job of a milkshake? Source: http://www.mcdonalds.co.uk/content/dam/mcdonaldsuk/item/live/mcdonalds-S
  3. 3. • Clayton Christensen:
  4. 4. • Disruptive Innovations:
  5. 5. • Six Technology Innovations in Education Mobile Learning e-Portfolios Gamification Video content Adaptive Learning Big Data
  6. 6. iPod Project: North East Lincolnshire, 20092011 .....
  7. 7. iPad Scotland Evaluation: 2012
  8. 8. Edinburgh 1:1 Mobile project: 2012-2013
  9. 9. Affordances of mobile technologies Lightweight Powerful Instant on Long battery life HD cameras (twin) Video mirroring Portable A post-PC technology?
  10. 10. https://www.academia.edu/3795954/iPad_Scotland_Evaluation_2012_
  11. 11. https://www.academia.edu/5967633/Edinburgh_1_1_Mobile_Evaluation_2012-2013
  12. 12. Personalisation Collaboration Authenticity
  13. 13. • What? • So what? What do we currently know about the use of mobile technologies in education? What does this mean? What difference is it making? • What next? What does the research suggest we sh be looking to in the future with mobile learning?
  14. 14. What does the research tell us?
  15. 15. Finding 1: iPads dramatically increase personal access to technology in the classroom
  16. 16. Regular use of technology in school iPad Scotland Evaluation (2012)
  17. 17. W
  18. 18. Finding 2: ‘Ownership’ models may be a significant variable
  19. 19. “It doesn’t work if it’s shared because all the good things that happen, happen because it’s yours and you’re taking it home and you’re using it and then you’re adapting and you’re taking the different things. And you’re getting so used to using it that you can use them across the different apps and you can have that bit of personal choice” (Student, Bellshill Academy)
  20. 20. Finding 3: Personalisation may increase when mobile devices are deployed effectively
  21. 21. “Staff directly involved in the initiative consider it has fostered greater personalisation of learning by offering students a greater degree of choice and freedom in how they access information (e.g. through apps or the Internet), how they process information and how they present and offer it up for assessment” Headteacher, Bellshill Academy
  22. 22. Personalisation • Students exercise more agency over their own learning • The device is able to customise learning to the individual
  23. 23. Finding 4: Levels of collaboration and cooperation increase
  24. 24. Conversations mediated by mobile devices, not replaced by them
  25. 25. Finding 5: The focus of learning shifts from consumption (content delivery) to production (content creation)
  26. 26. Learner Generated Content
  27. 27. So what.....?
  28. 28. Augmented Cognition
  29. 29. New patterns of teaching and learning are emerging
  30. 30. Independence: where and how to learn
  31. 31. Narrow definitions of ‘literacy’ need expanding
  32. 32. How we ‘read’ a book changes
  33. 33. Students as authors (knowledge constructors)
  34. 34. eBooks that understand your ‘reading’ habits
  35. 35. Greater authenticity is possible 1. using the iPad to replicate professional tools 2. using the iPad to access real time data in the classroom 3. using the iPad in outdoor contexts
  36. 36. Heritage learning situated
  37. 37. What Next...?
  38. 38. “… before I would have maybe sent a worksheet home and they would just complete it and send it back to me.  But if I put the worksheet on ‘Screen Chomp’, then they can do the worksheet on ‘Screen Chomp’ but record themselves while they do it, and explain what they are doing to me, so I can see where their understanding is, and I can see any points that they are not understanding.  And I can also, when I am marking it when I am talking to the children after, I will be able to give them more direct and targeted feedback because I will know exactly where they have gone wrong with things.  I think that has been a big change in being able to do that” Teacher - Chryston Primary School
  39. 39. Design Based Research Stage 1: V: 1I: Stage 1V: III: Iterativeathe initial to Identify cycles of Identification of design Build on an shoulders Develop product testing and design or improve it principles of giants and test prototype improvement
  40. 40. Can we use DBR to design more effective mobile learning scenarios?
  41. 41. Using DBR to improve the effectiveness of feedback
  42. 42. ‘Making Thinking Visible’ •Use scenarios which encourage two-way feedback •Design problems which force students to articulate their thinking processes •Facilitate student feedback with peers •Focus on ‘threshold concepts’ and ‘troublesome knowledge’
  43. 43. Your take-away • Mobile devices can be ‘disruptive innovations’ • Educators need to understand the unique ‘affordances’ of mobile technologies in order to leverage powerful learning opportunities • Thinking of teaching as a design based science may help to identify how these affordances are translated into learning scenarios
  44. 44. o N ds Pa i er w ar h e ed m th in ma e his ft o ing k dv a t! er
  45. 45. Senior Fellow Higher Education Academy (SFHEA) Faculty of Education, The University of Hull, HU6 7RX Tel: (44) 01482 466731 Mobile: 07815184477 Twitter: @edskjb URL: https://hull.academia.edu/KevinBurden Slideshare: http://www.slideshare.net/edskjb/edit _my_uploads MESH maps (iPads) http://www.richp rocter.co.uk/cgi-bin/pathways/pad.pl

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