Mobile Learning in a Digital Age
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Presentation to the University of Hull Federation Colleges Board, June 2014
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Mobile Learning in a Digital Age
- 1. Learning in a mobile age Federation of Colleges June 2014 Dr. Kevin Burden Faculty of education University of Hull
- 10. Commuters: 2010
- 11. Does it remain a sensible option to continue with existing definitions of learning or do new forms of learning present themselves in the mobile age? (John Traxler, Professor of Mobile Learning, Wolverhampton University)
- 13. Flexible Pedagogies: providing students with choices about •pace - delivery schedules •place - physical location •mode - learning technology
- 14. Flexible Pedagogies; Neil Gordon, 2014, p.5 A B C Increasing levels of choice
- 15. E-Learning ‘Post PC technologies’ Access to technology controlled by institution Learners decide when and where to use technology for learning Institutions procure, install and control deployment of technologies Learners bring their own technologies (BYOT) Standards for use of technology imposed by institutions Standards are negotiated and consensual Use of technology by learners is premeditated and deliberate Learners interactions with their technologies are woven into the patterns of their life (virtual and physical are mixed) Learning with technology occurs in a ‘bubble’ (Traxler) Learning occurs all of the time mediated by the technology
- 17. World-wide survey of educator’s mobile learning pedagogies (n=195) 53% 27% 20% Teachers FE/HE Other
- 19. Our experience with tablet devices in a professional studies context
- 22. Modelling
- 32. Issues
- 33. Implications for institutions • Changes in practices and expectations in interpersonal behaviour – eg. idea of undivided attention in lectures; multi-tasking in tutorials • Expectations of institutions in specifying both the time and place to deliver education
Editor's Notes
- Mobile learning is a distinct but ill-defined phenomenon and what I hope to demonstrate in this short presentation, based on my own experiences in using mobile technologies in teaching and my research around the world, is that it would be more accurate to talk about learning in a mobile age since we live in a world which is constructed around mobility and this significantly alters the nature of learning.
- Something about me first: I have worked closely with educational technology for many years, and for me technologies augment or complement human intelligance, they don’t replace them. This has always been the case going back to some of the earliest technologies like writing, inscriptions and of course talk which have enabled human beings to achieve feats they would not potherwsie be capable of. To illustrate the point think the chess: The point: the impact and effect of technology is at its greatest when we recognise how to harness it effectively. When to use it and how to use it effectively and this is a particuylar challenge for education
- Something about me first: I have worked closely with educational technology for many years, and for me technologies augment or complement human intelligance, they don’t replace them. This has always been the case going back to some of the earliest technologies like writing, inscriptions and of course talk which have enabled human beings to achieve feats they would not potherwsie be capable of. To illustrate the point think the chess: The point: the impact and effect of technology is at its greatest when we recognise how to harness it effectively. When to use it and how to use it effectively and this is a particuylar challenge for education
- Something about me first: I have worked closely with educational technology for many years, and for me technologies augment or complement human intelligance, they don’t replace them. This has always been the case going back to some of the earliest technologies like writing, inscriptions and of course talk which have enabled human beings to achieve feats they would not potherwsie be capable of. To illustrate the point think the chess: The point: the impact and effect of technology is at its greatest when we recognise how to harness it effectively. When to use it and how to use it effectively and this is a particuylar challenge for education
- Something about me first: I have worked closely with educational technology for many years, and for me technologies augment or complement human intelligance, they don’t replace them. This has always been the case going back to some of the earliest technologies like writing, inscriptions and of course talk which have enabled human beings to achieve feats they would not potherwsie be capable of. To illustrate the point think the chess: The point: the impact and effect of technology is at its greatest when we recognise how to harness it effectively. When to use it and how to use it effectively and this is a particuylar challenge for education
- Something about me first: I have worked closely with educational technology for many years, and for me technologies augment or complement human intelligance, they don’t replace them. This has always been the case going back to some of the earliest technologies like writing, inscriptions and of course talk which have enabled human beings to achieve feats they would not potherwsie be capable of. To illustrate the point think the chess: The point: the impact and effect of technology is at its greatest when we recognise how to harness it effectively. When to use it and how to use it effectively and this is a particuylar challenge for education
- 2003 = 1 billion unique subscribers to mobiles (1 in six people) 2013 = 3.4 b (50% of world’s population) (4.3b by 2020) 6.9 SIMS (average of 1.8 SIMs per active user)- estimated to rise to 9.2b by 2020 Broadband connections grown from 800m in 2008 to 2b in 2013 (5.9b by 2020)
- 2003 = 1 billion unique subscribers to mobiles (1 in six people) 2013 = 3.4 b (50% of world’s population) (4.3b by 2020) 6.9 SIMS (average of 1.8 SIMs per active user)- estimated to rise to 9.2b by 2020 Broadband connections grown from 800m in 2008 to 2b in 2013 (5.9b by 2020)
- For some mobile devices (especially for learning) are one of many passing fads (the evidence now indicates this is not a passing phenomenon but a significant game changer - in many ways a Trojan horse
- So what do we mean by learning in a mobile age. Lets start by considering what the mobile age is: Picture of the election of the Pope on 2005 - notice the mobile phones (2)
- Same event, this time 2013 - notice the mobile devices. The world has literally become mobile
- Main thesis of presentation: Argument is that the meaning and significance of learning does change in a mobile age when people have ubiquitous and pervasive access to technologies and systems (NB – to networks) they could not have accessed before What might these new forms of learning look like - always dangerous to predict the future with any certainty
- But there is another way to conceptualise the use of mobile technologies: this uses the idea of flexible pedagogies (an HEA sponsored project lead by Professor Ron Barnett). The technology strand was written by my colleague Dr. Neil Gordon
- Pace = ranges from the micro (e.g. allowing students to work at their own pace on a topic or assignment; ) through to the macro ( delivery schedules - is the course accelerated or decelerated to enable different kinds of learners Place = physical location of learning (work-based; home; 3rd place - on a bus - institutional; travelling abroad) Mode = learning technologies and blend/distance lectures, tutorials or self-study; types of technology (face-to-face; blended; mixed; online) distances or close;
- Thinking of the three variables above, namely pace, place and mode, then a pedagogical approach can be positioned within the three degrees of freedom, ie a three-dimensional space of flexible learning which looks like this A = no flexibility in any axis (e.g. a face to face lecture students must attend, timetable at the same time in a physical place only , delivered orally) C = maximum flexibility in each axis (e.g. student decides pace; place could be anywhere and mode could be student driven and entirely on line) e.g. a mobile learning field trip - students use devices to record and document the built environment, working at their own pace; with students on campus
- Need to emphasise we use our mobile across different contexts which often mix – we do not use them in discrete contexts as we might have done with other technologies Not regulated by any timetable or physical constraints We use them everywhere and when we need them (perhaps too often) – inappropriate pictures of usage Example of using them on the go – e.g. In shops to check the price of a book on amazon Because we are lost and need to find our way To reschedule a meeting on the move Between other contexts – i.e. Not as a discreet activity but as part of something else (i.e. Crossing contexts)
- Concept of space - we organise our maps around ourselves (it used to be based on geographic space - landmarks and places) - show my map. Distort our traditional sense of space which is mainly a physical one. The individiual is centre of attention and expects to be: this is what the device does in every aspect of its useq (learners expect this to continue into their learning) - therefore very shocked when told to put it away
- some of the research I have collected
- My latest research project - a world wide survey to discover how educators are using mobile technologies. The findings (in print) suggest they are aware of the affordances but not yet fully exploring them all (go back to SAMR - the unique affordances of these devices)
- My colleagues and I have captured all of these opportunities/affordances in a framework as shown. Personalisation; Collaboration; Authenticity (0verlay this with flexible learning model)
- Authority: 1. Where mobile technologies are sanctioned within the institution, especially in deployments which are highly personal (e.g. 1:1) they alter the relationship between learners and teachers/educators 2. Current model of learning is unsymmetrical in many ways: the teacher owns and controls most of the knowledge or ‘stuff’ which is mandated to be understood/known - Freire’s Banking Analogy (Knowledge is deposited) restricting the ability to think critically knowledge (or stuff) is consumed by the learner in large volumes but relatively little is produced, particularly with any lasting value (most is ephemeral and quickly lost) 3. Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects: knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the lecturer/teacher - scarcity has disappeared (much as it did with the advent of printed books when monks who were previous guardians of knowledge and therefore learning) not necessary to teach as much content any longer - most of it can be located by students it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things learners become more independent and less needy of the teacher they are able to make more choices - agency (where they work; how they work and undertake a task; when they work) they
- 1. Mobile technologies provide learners with greater range of choices about their learning - AGENCY (important aspect of personalisation) 2. Customisation - by becoming more customised to the learners needs) - area of great potential but not yet fully realised
- Choice about: how they want to be assessed; how they want to work on a task/activity; the pace at which they want to work; where and when they want to work 1. Choice about pace - 2. Choice about place (where are students using their iPads? - images of different uses; university; buses; museums; third spaces; field trips) 3. Choice about mode -
- One aspect of personalisation is customisation - technologies, like the iPad, offer great opportunities to customise learning to the individual the device itself can be customised giving it a great sense of personal identity (show screens; apps you install; cases; ways of workinhg it can be customised to understand you better - e.g. change langauge/speak to you (accessibility functions) like eBay and Amazon the device can start to understand the learner’s preferences and customise resources accordingly (e.g. use of Twitter to send personal details) big data and data analytics - drawing data down and analysing it to suit you some apps are very good at customising the experience of learning customisation through books - see iBooks and Bookry widgets
- Whole host of apps and software which enable students to create their own books smart books - customised to your likes and interests - sharing content with other readers/their notes on the same book - knows where you are and who is near you insert images of Apple books here ..
- Widgets to make books more customised for learning - customied to the individual
- http://i.imgur.com/uygKNUf.jpg
- Our ecosystem and our digital workflows: Collaboration - especially when students are away from the University (mentors Facetime with students) and students collaborate with each other (Twitter used to follow experts; post reading lists, etc) Resources is about creating their own content - iTunesU is very important. Students have produced their own ‘digital’ books ‘ (show
- Start with a recap - link to previous materials/check they have done the pre-reading
- Examples of production - student generated content (contexts) - find examples For almost as long as we have had universities the relationship between the learner and the lectuer has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why technical reasons - hard for students to produce anything that would last technical - hard to share or disseminate to a wider audience lack of real audience diminishes the drive to publish - who reads a typical essay
- Examples of production - student generated content (contexts) - find examples For almost as long as we have had universities the relationship between the learner and the lectuer has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why technical reasons - hard for students to produce anything that would last technical - hard to share or disseminate to a wider audience lack of real audience diminishes the drive to publish - who reads a typical essay
- Examples of production - student generated content (contexts) - find examples For almost as long as we have had universities the relationship between the learner and the lectuer has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why technical reasons - hard for students to produce anything that would last technical - hard to share or disseminate to a wider audience lack of real audience diminishes the drive to publish - who reads a typical essay
- 3. Using the real world and AR as the classroom - Museum of London street app
- Real-time and asynchronous sharing of data - working collaboratively * planning and designing together - mindmapping * working in real-time together
- Interactivity in collaborative presentations - NearPod (e.g. collect feedback; polls; etc)
- Flipped Classroom support - enhancing the quality of Khan Academy resources
- http://blog.kathyschrock.net/2013/11/sarm-model-musings.html
- also, accessing the VLE through a smartphone
- http://www.ifelix.net/gamingblog/wp-content/uploads/2014/02/dadsarmy.jpeg
- Every generation sees technology through new eyes. When I was growing up in the lates 50s/60s nobody stopped to think about or marvel at electricity. We took it for granted. But our parents and their grandparents did not. It was a novelty which changed their lives. Mobile technologies are the same today and will be seen as such in the future. For learners born after the the invention of the Internet, these are not even that special - they just take them for granted and expect they will be available to use in all aspects of their connected and netwroked lives, even education !