Mobile development - augment, scaffold & transform


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Mobile Development - Augment, Scaffold & Transform

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  • (Foreseen benefits of undertaking the project)
  • The ability to be in a particular position but get a variety of views/different visual perspective was a very useful opportunity. The whole thing also got everyone talking in a way I hadn't experienced on field trips to Fountains before.
  • Mobile development - augment, scaffold & transform

    1. 1. Mobile Development: Augment, Scaffold and Transform Learning John Cook with help of Carl Smith, Claire Bradley and Debbie Holley Learning Technology Research Institute/HALE
    2. 2. Structure • Jargon buster • Current research focus • Look at two EC projects • Discussion
    3. 3. Jargon Buster • MOBILE LEARNING. “Mobile learning … is not about delivering content to mobile devices but, instead, about the processes of coming to know and being able to operate successfully in, and across, new and ever changing contexts and learning spaces.” (Pachler, Bachmair and Cook, 2010, p. 6) • LOCATION BASED LEARNING. “Location-based learning takes advantage of the ability of mobile devices to know where they are located and deliver information that is time-and-place-relevant.” (Horizon, 2009)
    4. 4. Jargon Buster • VISUALISATIONS. Formats can include images, maps, 2-D or 3-D animation, 3D models, timelines and Augmented Reality (AR) environments. • AUGMENTED REALITY (AR). “Technology that extends the picture of the world you can see through your phone.” (Guardian, 2010).
    5. 5. Current Research Focus • Conduct theoretical and applied research into the application of mobile devices to –augment, –support and –transform learning.
    6. 6. Current Research Focus #1 • In one strand of his work, John investigates the use of theory to assist reviews of, or plans for, the deployment of mobile phones for learning in the context of – a Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) – and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), – which John has refined into an analytical tool called a ‘typology- grid’. • This approach has already been successfully used and critiqued in various workshops (for example Cook, Treasure-Jones, Pachler, 2011). • Not the focus of this talk; but slides available:
    7. 7. Current Research Focus #2 • In a related strand of work, John and team take a Design Research method to investigating mobile devices as mediating tools for learning (Cook, 2010; Cook, 2011; Smith et al., accepted). • In this talk I will focus on the above work as it applies to two EC Life Long Learning projects: – CONTSENS (completed) – mLeMan (just kicked off)
    8. 8. Augmented Reality Example: Street Museum: Augmented Reality on the streets of London
    9. 9. Visualisations Allow people to study objects that are too fragile to be physically handled, to reconstruct past events and landscapes, or to see behind the scene ‘on location’
    10. 10. CONTSENS Project • Completed 2 year project. • £265,000 project involved a European- wide consortium headed by Ericsson Education, Ireland. • John Cook led the LTRI team. • LTRI awarded £50,000.
    11. 11. “The ability to be in a particular position but get a variety of views/different visual perspective was a very useful opportunity. The whole thing also got everyone talking in a way I hadn't experienced on field trips to Fountains before.”
    12. 12. “The information given was underlined by the 'experience' of the area and therefore given context in both past and present.”
    13. 13. “it was triggering my own thoughts and I was getting to think for myself about the area and the buildings.”
    14. 14. mLeMan • LTRI is a partner in a new EC-funded project called mLeMan (m-Learning Manager). • This new Leonardo da Vinci project • Led by Plovdiv University in Bulgaria and has a total budget of 475,351 euro. • The total budget for LTRI is 84,731 euro or £70,657. John Cook leads for LTRI. • Other mLeMan partners are from Ireland, Italy, Austria and Bulgaria. • mLeMan started October 2010 and runs for 24 Months.
    15. 15. • mLeMan aims to develop and mainstream – Europe wide skills recognition and qualification service for m- Learning Managers, and other individual management level, charged with planning, sourcing, implementing or evaluating m- learning solutions. • This project takes place in the context of – the growth of m-learning, which itself is being facilitated by widespread mobile device development and availability, and – (ii) a paucity of programs at managerial levels in the field (as a prelude and stimulus to m-learning design and development activities) which has lead to the need for qualifications and integrated EC-wide approach to building a ‘Certified m-Learning Manager’ community.
    16. 16. Outputs • Skills set for the job role of m-Learning Manager: – this will be defined by the needs of the m-learning market and take into account current Vocational Education and Training (VET) and qualifications systems changes (such as the shift to learning outcomes and competence-based systems). • m-Learning Manager Training Program: – units of learning outcomes (LOs), LOs and – steps of LOs, multimedia learning resources in the form of task for performance in four languages. • DALA System (Development, Assessment, Learning, Assessment) with functions: – set skills card, self assessment, create a learning portfolio, check learning references, attend courses online. • A Report with the results from the training and conclusions about DALA effectiveness, learnability and relevance to the specific vocational skills of m-learning market; • Dissemination-certificates issued by EU Certificates Association (
    17. 17. Current Focus: Method • Previous case study: the urban education project (CONTSENS) uses in situ mobile visualisation techniques to explore how the organisation and re/structuring of educational institutions related to educational discourses and policies of the past. • This will inform the next case study on how new forms of pedagogy which take advantage of technological innovation can be designed into future leaning spaces. • Because of the known lack of ability to locate multiple stakeholder viewpoints into these 21st Century educational situations a design based research methodology will be implemented.
    18. 18. Method: • Two commercial architectural firms have been sourced: Bryanstonsquare (BSF) + Islington City Learning Centre (experts in specialist IT projects in Education) • A use case analysis will be carried out to determine what techniques they currently use and to visualise their own architectural interventions within existing schools and establish how these methods could be improved.
    19. 19. Current Focus: Identify Problem • 'Building Schools for the Future‘ (reproducing school designs of the past - 20% of the £45 billion budget ). • The educational vision underpinning learning spaces of the future should be radically different from those which informed the school design of the 19th and 20th centuries. • Design information visualisation scenario. Very Generic • Currently very difficult to locate multiple stakeholder viewpoints into designing future educational situations. Marginalised groups • The key stakeholders that should be involved in the redesign of learning spaces should be teachers, learners, parents, architects and the local community.
    20. 20. Develop an Educational Scenario: • Use mobile augmented and mixed reality techniques to support in situ design visualisation when a learning space is being planned or redesigned. Niche: needs to be mobile • Explore what range of technological interventions can be used to widen the range of participation in the redesign of these learning spaces? • How can we use visualisation to solve a design problem across the contexts of different stakeholders? • How can we design AR experiences that support design visualisation and critical thinking
    21. 21. Evolution of Form
    22. 22. References • Cook, J., Treasure-Jones, T. and Pachler, N. (2011). Using a Theory to Review and to Plan Mobile Learning Deployment. Accepted for Computers and Learning conference (CAL11). • Cook, J. (2011). Design Research Approach to Putting Learning into Context with Mobile Devices. Invited talk at ELI 2011, Second International Conference on eLearning and Distance Learning. Riyadh, Saudi Arabia, 21-23 February 2011. • Cook, J., Pachler, N. and Bachmair, B. (accepted). Ubiquitous Mobility with Mobile Phones: A Cultural Ecology for Mobile Learning. E-Learning and Digital Media. Special Issue on Media: Digital, Ecological and Epistemological. (email for pre-print) • Smith, C., Bradley, C., Cook, J. and Pratt-Adams, S. (accepted). Designing for Deep and Active Learning: Putting Learning into Context with Mobile Devices. In Anders D. Olofsson and J. Ola Lindberg (Eds), Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. IGI Global. Due 2011. • Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal of Mobile and Blended Learning, 2(3), 1-12. (see  or email for pre-print) • Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New York: Springer. Publisher's page:
    23. 23. Email: Home page: Twitter: Slideshare: Music wiki: Johnnigelcook or Jonni Gel Cook!
    24. 24. Thank You Discussion