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The MALT Project


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Presentation on the MALT Project (Mobile Access to Learning and Teaching), for the Durham Usergroup meeting, Jan 2011

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The MALT Project

  1. 1.
  2. 2. Why mobile?<br />Demand<br />High levels of ownership<br />Recruitment in a competitive market<br />Engagement<br />
  3. 3. Why mobile for learning?<br />Opportunity<br /> A “convergence is occurring between the new personal and mobile technologies and the new conceptions of learning as a personally-managed lifelong activity”:<br />(Sharples, Taylor & Vavoula 2007, p.224)<br />
  4. 4. The challenge<br />What is the role of the institution/tutor in mobile learning?<br />Planned/designed learning<br />Learner-centred/informal learning<br />
  5. 5. Framework(s) for learning: mediated learning<br />ConceptsAnswers<br />Teacher’s concepts<br />Learner’s concepts<br />Discursive level<br />QuestionsProductions<br />Adapt<br />Reflect<br />Adapt<br />Reflect<br />Define goalFeedback<br />Teacher’s constructed environment <br />Learner’s practice<br />Experiential level<br />ActionsRevisions<br />Adapted from Laurillard 2007<br />
  6. 6. Framework(s) for learning: collaborative learning<br />ConceptsAnswers<br />QuestionsComments<br />Teacher’s concepts<br />Learner’s concepts<br />Other learners’ concepts<br />QuestionsProductions<br />QuestionsComments<br />Adapt<br />Reflect<br />Adapt<br />Adapt<br />Reflect<br />Reflect<br />Practice outputsRevisions<br />Define goalFeedback<br />Other learners’ practice<br />Teacher’s constructed environment <br />Learner’s practice<br />Practice outputsRevisions<br />ActionsRevisions<br />
  7. 7. Framework(s) for learning: experiential learning<br />QuestionsComments<br />Learner’s concepts<br />Other learners’ concepts<br />QuestionsComments<br />Adapt<br />Adapt<br />Reflect<br />Reflect<br />Practice outputsRevisions<br />Define goalFeedback<br />Other learners’ practice<br />The world of experience<br />Learner’s practice<br />ActionsRevisions<br />Practice outputsRevisions<br />
  8. 8. Can(‘t) we do both?<br /> “A key opportunity is in supporting learners when they negotiate blurred boundaries between formal and informal learning, between asset sharing and learning community building, between popular journalism and academic discourse” <br />(Kukulska-Hulme, Traxler & Pettit 2007, p.61)<br />
  9. 9. Supporting learning activities<br />Present<br />Teacher’s concepts<br />Learner’s concepts<br />Other learners’ concepts<br />Discuss<br />Discuss<br />Produce<br />Reflect<br />Reflect<br />Reflect<br />Present<br />Teacher’s constructed environment / The world of experience<br />Collaborate<br />Other learners’ practice<br />Learner’s practice<br />Interact<br />
  10. 10. Towards an effective MLE<br />Access services to support learning<br />Learners should be able to...<br />Access contentMobile web,Apps, SMS, local/ contextual resources<br />ProduceWrite, draw, collate, synthesise, present, create, design, model<br />Interact with contentTest, simulate, play, solve problems<br />ReflectObserve, record, analyse, adapt, modify<br />CollaborateDiscuss, network, share, peer review, co-create<br />...across contexts and devices, in ways that suit their learning needs <br />
  11. 11. The MALT project<br />How do we support mobile learning activities?<br />The ‘recipes’: experiential/‘best practice’ approach – what works, and also what doesn’t...<br /><br />
  12. 12. The Learning Organisation<br />Peers/PLNsPedagogic research<br />CPD<br />RequirementsResponses<br />External agencies<br />Curriculum, L&T Strategy<br />Teacher’s concepts<br />QuestionsPerformance<br />Adapt<br />Evaluate<br />Adapt<br />Reflect<br />Learner needsLearner actions<br />Teaching & learning practice environment <br />Professional networks<br />CoPs<br />Teacher’s practice<br />Learner expectation<br />TeachingRevised teaching<br />Adapted from Laurillard 2002<br />
  13. 13. Moving forward <br />So what do we need?<br />Strategic decisions<br />“scale, sustainability, accessibility, evaluation, cost-effectiveness and quality” (Kukulska-Hulme & Traxler, 2005)<br />Skills<br />Staff – technology, mobile learning design<br />Students – technology, digital literacy<br />Tech <br />Hardware<br />Software/systems/infrastructure<br />Mobile content? (in-house/bought in)<br />Mobile environment? (QR codes/geotagging)<br />
  14. 14. References<br />Kukulska-Hulme, A. & Traxler, J. (eds.) (2005). Mobile learning: a handbook for educators and trainers. Abingdon: Routledge.<br />Kukulska-Hulme, A., Traxler, J., & Pettit, J. (2007). “Designed and user-generated activity in the mobile age”. Journal of Learning Design, 2(1), 52-65. <br />Laurillard, D. (2002). Rethinking University teaching: a framework for the effective use of learning technologies. 2nd ed. Abingdon: RoutledgeFalmer.<br />Laurillard, D. (2007). “Pedagogical forms for mobile learning: framing research questions”. In: Pachler, N. (ed.) Mobile learning: towards a research agenda. London: WLE Centre, IoE, pp. 153-75.<br />Sharples, M., Taylor, J., & Vavoula, G. (2007). “A Theory of Learning for the Mobile Age”. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47<br />
  15. 15. Image sources<br />Girl in cafeteria (slide 2):<br /><br />“Mobile” student (slide 4):<br />Learner with mobile (slide 10):<br />All images are re-used thanks to Creative Commons licences:<br />