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Education 3.0 and the Pedagogy of Mobile Learning


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Presentation about moving from Education 1.0 to Education 3.0; from pedagogy to andragogy to heutagogy; from instructivism to constructivism to connectivism in the context of mobile learning

Published in: Education, Technology

Education 3.0 and the Pedagogy of Mobile Learning

  1. Education 3.0and thePedagogy of Mobile Learning
  3. Education should be learning by doing.Ray Kurzweil: Humans Learn By Doing
  4. Learning should be engaging, authentic, relevant.Authentic Learning for the 21st Century
  5. Learning should produce a state of flow.Flow – A Measure of Student Engagement
  6. Learning should tapinto and engage thelearners intellect,emotions, socialconnections, andthe body (wheneverpossible).15 Ways Online Educators Can Light Social Engagement Afire
  7. Learning should include critical, reflective thinking.Where is reflection in the learning process?
  8. Learning should change behavior and thinking.Everything you know about curriculum may be wrong. Really. Grant
  9. Photo of Epic Learning
  10. Photo of Epic Learning
  11. Guiding Principles
  12. Rationale:Ownership and use patterns shoulddrive the types of mobile learningactivities, so transfer outside of thelearning setting can occur.
  13. Teens and Technology 2013
  14. Teens and Technology 2013
  15. Based on Pew Research (and otherresearch), there is a prevalence of mobiledevice ownership but not smartphoneownership. BYOD mobile learningactivities should not require the use ofapps.
  20. "SevenShades of Mobile"study, conducted byInsightsNow for AOLand BBDO, 2012. Inthe first phase, 24users completed aseven-day diary andin-depth interviews. Inthe second, 1,051U.S. users ages 13 to54 were surveyed,data on 3,010 mobileinteractions werecollected, and themobile activities oftwo-thirds of thoseusers were tracked for30 days.
  22. 2011 Horizon Report
  23. ECAR Student study, 2011 keyfindings• Students recognize major academic benefits oftechnology.• Students report uneven perceptions of institutions andinstructors on technology.• Students prefer, and say they learn more in, classeswith online components.©2011 EDUCAUSE. CC by-nc-ndResponses from 3,000 students at 1,179 colleges and universities provided anationally representative sample of students
  24. ECAR 2011 Recommendations
  25. Based on the technology thatstudents value, what types ofinstructional activities might "easily"fit into your own learning andteaching environment?
  26. Mobile Education Landscape ReportMobile connectivity providesan opportunity to offer newways of teaching and learningthat ultimately will improveperformance. Mobile willincrease access to up-to-datematerials, will enablecollaboration and strengthenlearner engagement.
  27. ECAR 2011 Recommendations
  30. Education 3.0learners play a key role as creators ofknowledge artifacts that are shared, andwhere social networking and socialbenefits outside the immediate scope ofactivity play a strong role.
  32. Education 1.0, 2.0, or 3.0?
  34. A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications ofMobile Technologies into Four Types
  38. InstructivismInstructor explains why and howthey learn about the topic.
  45. General Assessment Question:Would learners choose to engagewith the app on their own time?
  48. ConstructivismLearners communicate with each other, andshare their understandings, feelings,knowledge, and experience, to come up withnew knowledge.The teacher becomes the facilitator, and thelearners are encouraged to interact, exchangeviews and experience and co-construct meaningand knowledge that is based on their needs(still with the teachers’ intervention.)
  49. Are The Seven Laws of Adult Learning?
  50. Active Learning
  51. Previous Experience
  52. Individual Differences
  53. Relevancy
  54. Self-Direction
  56. Practice andFeedback
  58. 1. Adults need to know why they need to know something before they arewilling to invest time and energy in learning.—- m-learning can bedesigned to address personal development goals and is voluntary2. Adults have a deep psychological need to be self-directing and to takeresponsibility for their own learning. —- m-learning environments can beadaptable to personal needs3. Adults have a wide variety of backgrounds and experience and it cannot beassumed that all adult learners come from the same starting point. —- m-learning environments can be individualized4. Adults become ready to learn something when they need to know it to beable to cope effectively with real-life situations. —- m-learning is flexible,can be tailored around daily routine and is interruptable5. Adults are task-oriented in their learning. They learn things best in thecontext of using them to do things they want to do. —- using m-learningin lifelong learning settings: e.g. language learning for professionaldevelopment, can be integrated into real, everyday life
  59. Project-Based Learning as Education 2.0 and Andragogy
  61. A new system (of education) in which learningis best conceived of as a flow, where learningresources are not scarce but widely available,opportunities for learning are abundant, andlearners increasingly have the ability toautonomously dip into and out of continuouslearning flows.
  62. Instead of worrying about how to distributescarce educational resources, the challengewe need to start grappling with is how toattract people to dip into the rapidly growingflow of learning resources in order to createmore opportunities for a better life.
  63. autonomous andself-regulated learners.When an instructor does for learners what learnersshould do for themselves, the learning experience isincomplete. Developing capacity for learning and themindsets needed to be successful learners is a centralattribute. We are not only concerned with theepistemological development of learners (knowingstuff) – we target ontological development (being acertain type of person) as well.
  64. supports the tenets of heutagogyinvolve the learner in designing their own learning content and process as apartner;make the curriculum flexible so that new questions and understanding canbe explored as new neuronal pathways are explored;individualise learning as much as possible;provide flexible or negotiated assessment;enable the learner to contextualise concepts, knowledge and newunderstanding;provide lots of resources and let the learner explore;differentiate between knowledge and skill acquisition (competencies) anddeep learning;recognise the importance of informal learning and that we only need toenable it rather than control it;have confidence in the learner;and recognise that teaching can become a block to learning
  66. ConnectivismLearners encourage each other to be involved innetworks, internet use, and make use of theirsensemaking (metacognition skills – thinking how tothink), patterning (knowledge recognition), and way-finding (identifying their goals and mission throughthose networks and community involvement) andrealizing the emergent knowledge (ontology – learningto be) through an integration of informal learning withtheir formal education.
  68. What do you want to learn and how canyou use your mobile devices to do so?
  69. How would you document your learning?
  70. How would you document your learning?Blogging
  72. How would you document your learning?Photo Essays
  74. How would you document your learning?Video Essays
  76. What is the big, overriding legacy you want toleave with your learners?