Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Future Challenges for
Education:
the changing digital
environment:
the changing digital
environment:
Dr. Kevin Burden:
Sen...
•

indicate work well?

• Does research inform us why and how they work
well?

• Can we therefore design better mobile
sce...
Why do these strategies work well?
Technological & Pedagogical
Pedagogical Content
Content Knowledge
Knowledge
(TPACK)
Content

Pedagogy

Technology
What is mobile learning?
What is mobile learning?
Mobile learning is not?
Delivering more content!
iPod Project: North East Lincolnshire, 20092001
iPad Scotland Evaluation: 2012
Edinburgh 1:1 Mobile project: 2012-2013
Challenge 1:
Expertise & Authority
Expertise & Authority
Expertise & Authority
Imbalances of traditional classrooms
Daily use of technology in
school (iPad Scotland)
Daily use of technology in
school (Edinburgh 1:1)
W
Student agency:
where and how to learn
Second inbalance - unsymmetrical
classrooms
W
Learner Generated Content
Summary
Individualisation .v.
Socialisation
Individualisation .v.
Socialisation
Individualisation .v.
Socialisation
Customisation
AR as customisation
“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 ho...
Conversations mediated by mobile devices, not
replaced by them
Challenge 3:
Is learning authentic?
Is learning authentic?
Is learning authentic?
Using mobile devices to make learning
more authentic
1. Using the device to replicate professional tools
2. using the devi...
Regular use of technology at
home (iPad Scotland)
QuickTime™ and a
Apple Intermediate Codec decompressor
are needed to see this picture.

QuickTime™ and a
Apple Intermediat...
Heritage learning situated
Personalisation

Collaboration

Authenticity
Design Based Research
Using DBR to improve the effectiveness of
feedback
QuickTime™ and a
decompressor
are needed to see this picture.
Using DBR to improve the effectiveness of
feedback
“… 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 t...
‘Making Thinking Visible’

•Use scenarios which encourage two-way feedback
•Design problems which force students to articu...
Your take-away
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference,...
Upcoming SlideShare
Loading in …5
×

Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference, Nov 2013)

1,133 views

Published on

Dr. Kevin Burden argues for the need to understand how and why technologies bring about learning rather than just what changes

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Future Challenges for Education: the changing digital environment (BPP University Annual Learning and Teaching Conference, Nov 2013)

  1. 1. Future Challenges for Education: the changing digital environment: the changing digital environment: Dr. Kevin Burden: Senior Lecturer and University Teaching Fellow: The Faculty of Education The University of Hull
  2. 2. • indicate work well? • Does research inform us why and how they work well? • Can we therefore design better mobile scenarios? • What might these look like? learning
  3. 3. Why do these strategies work well?
  4. 4. Technological & Pedagogical Pedagogical Content Content Knowledge Knowledge (TPACK) Content Pedagogy Technology
  5. 5. What is mobile learning?
  6. 6. What is mobile learning?
  7. 7. Mobile learning is not? Delivering more content!
  8. 8. iPod Project: North East Lincolnshire, 20092001
  9. 9. iPad Scotland Evaluation: 2012
  10. 10. Edinburgh 1:1 Mobile project: 2012-2013
  11. 11. Challenge 1: Expertise & Authority Expertise & Authority Expertise & Authority
  12. 12. Imbalances of traditional classrooms
  13. 13. Daily use of technology in school (iPad Scotland)
  14. 14. Daily use of technology in school (Edinburgh 1:1)
  15. 15. W
  16. 16. Student agency: where and how to learn
  17. 17. Second inbalance - unsymmetrical classrooms
  18. 18. W
  19. 19. Learner Generated Content
  20. 20. Summary
  21. 21. Individualisation .v. Socialisation Individualisation .v. Socialisation Individualisation .v. Socialisation
  22. 22. Customisation
  23. 23. AR as customisation
  24. 24. “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)
  25. 25. Conversations mediated by mobile devices, not replaced by them
  26. 26. Challenge 3: Is learning authentic? Is learning authentic? Is learning authentic?
  27. 27. Using mobile devices to make learning more authentic 1. Using the device to replicate professional tools 2. using the device to generate real life tasks using real data 3. using the device in outdoor contexts
  28. 28. Regular use of technology at home (iPad Scotland)
  29. 29. QuickTime™ and a Apple Intermediate Codec decompressor are needed to see this picture. QuickTime™ and a Apple Intermediate Codec decompressor are needed to see this picture.
  30. 30. Heritage learning situated
  31. 31. Personalisation Collaboration Authenticity
  32. 32. Design Based Research
  33. 33. Using DBR to improve the effectiveness of feedback
  34. 34. QuickTime™ and a decompressor are needed to see this picture.
  35. 35. Using DBR to improve the effectiveness of feedback
  36. 36. “… 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
  37. 37. ‘Making Thinking Visible’ •Use scenarios which encourage two-way feedback •Design problems which force students to articulate their thinking processes •Facilitate students feedback with peers •Focus on ‘threshold concepts’ and ‘troublesome knowledge’
  38. 38. Your take-away

×