Mobiilioppimisesta - About Mobile learning

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KYAMK:n verkko-ope 2.0 koulutukseen liittyvä mobiilioppimista käsittelevä vierailuluentoni.

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Mobiilioppimisesta - About Mobile learning

  1. 1. ffgfg<br />Mobiilioppimisesta–About mobile learning<br />Verkko-ope 2.0 Mobiilioppimisen teemapäiväKYAMK<br />Jari Laru, yliopisto-opettaja, Oulun yliopistoJari Laru, Universityteacher, University of Oulu<br />http://farm4.static.flickr.com/3175/2961226120_61c51497b4_z.jpg?zz=1<br />
  2. 2. Esityksenmateriaalit<br />Diaesitykset<br />Lähteet<br />Videot<br />http://www.mendeley.com/groups/1486783/mobiililuento-kyamk/papers/<br />vodpod.com/larux<br />http://www.slideshare.net/larux<br />
  3. 3.
  4. 4. http://vodpod.com/watch/15508281-alan-kays-dynabook-rare-nhk-video-ipad-1960-1970-lukujen-taitteessa?u=larux&c=mobiililuento<br />http://www.slideshare.net/larux/1-luento-tieto-ja-viestinttekniikan-perusteet-opintojaksolla-tvt-opetuskytn-historia<br />
  5. 5. http://chrome.angrybirds.com/<br />http://www.slideshare.net/philrawcliffe/wac-press-conference-mwc-2011?from=ss_embed<br />http://www.tietokone.fi/uutiset/anssi_vanjoki_alypuhelin_kuolee<br />
  6. 6. http://www.slideshare.net/larux/3-luento-tieto-ja-viestinttekniikan-pedagogiset-perusteet-tietokoneavusteinen-yhteisllinen-oppiminen-cscl<br />
  7. 7. Hutchins, E. (1995). Cognition in the wild. Cambridge, Mass: MIT Press. <br />
  8. 8. 2002<br />“His 2002 paper with Roy Pea, "Walk on the Wild Side," has been influential in understanding the future possibilities for wireless handheld learning devices”<br />Roschelle, J., & Pea, R. (2002). A walk on the WILD side: how wireless handhelds may change CSCL, 51-60. Retrieved from http://dl.acm.org/citation.cfm?id=1658616.1658624<br />
  9. 9. Mlearning–mobiilioppiminen. 1:1<br />Traditionalapproach / Perinteinen näkökuma<br />
  10. 10. ONE-TO-ONE TECHNOLOGY ENHANCED LEARNING<br />http://www.flickr.com/photos/olpc/3038680654/<br />Chan, T.-W., Roschelle, J., Hsi, S., Kinshuk, K., BROWN, T., Brown, T., Patton, C., et al. (2006). One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 1-26. Retrieved from http://www.worldscinet.com/abstract?id=pii:S1793206806000032<br />
  11. 11.
  12. 12. Ulearning– u-oppiminen N:1<br />Futuretrend<br />
  13. 13. 2008: interpersonal computers<br />http://www.slideshare.net/larux/3-luento-tieto-ja-viestinttekniikan-pedagogiset-perusteet-tietokoneavusteinen-yhteisllinen-oppiminen-cscl<br />http://www.fkaplan.com/file/caif-interpersonal.doc<br />Kaplan, F., DoLenh, S., Bachour, K., Kao, G. Y.-ing, Gault, C., Dillenbourg, P., Huang, J., et al. (2009). InteractiveArtifacts and FurnitureSupportingCollaborativeWork and Learning (Vol. 10, pp. 1-17). Boston, MA: Springer US. Retrieved from http://www.springerlink.com/content/uxr3q7t022751275/<br />
  14. 14. Tangibles,roomware,phidgets,wearables = Ulearning/u-oppiminen<br />1. AKSELI/1st. axis<br />
  15. 15. 1.”U-oppiminen” ”uLearning”<br />Tangibles<br />Roomware<br />Tangibles<br />http://www.youtube.com/watch?v=5UPiFeJhwS4<br />http://www.youtube.com/watch?v=I5GWUx3ZSMw<br />Phidgets<br />Wearables<br />http://www.youtube.com/watch?v=4hXM6paYOME<br />http://www.youtube.com/watch?v=RmLU4GS7zAI<br />
  16. 16. Locationbased mobile technologies, mobile social media = mlearning/m-oppiminen<br />2. AKSELI/2nd. axis<br />
  17. 17. 2. ”mLearning” ”mOppiminen”<br />
  18. 18. Jari Laru<br />Yhteisöllisen oppimisen tukeminen mobiililaitteilla/ Supportingcollaborativelearning with mobile computers<br />
  19. 19. Perustutkimusta ja soveltavaa tutkimusta<br />Eipäs! Soveltava tutkimus on ajanhermolla<br />Perustutkimus on yliopiston perusta<br />Suomen Akatemia,<br />European Science Foundation,<br />Erilaiset säätiöt ja rahastot yritysmaailma<br />TEKES, EU-FP7, EU-ESR, EU-EAKR,<br />Erilaiset säätiöt ja rahastot, yritysmaailma<br />
  20. 20.
  21. 21.
  22. 22. 22<br />Monimenetelmäinen (kokeileva) ote<br />Osatutkimus I<br />Osatutkimus II<br />Osatutkimus III<br />käsitetesti<br />Kyselyt<br />Kyselyt<br />Haastattelut<br />Ryhmähaastattelu<br />Haastattelut<br />Kyselyt<br />Lehtiset<br />Videoidut ryhmätilanteet<br />Logidata (yksi sovellus)<br />Nauhoitetut ryhmätilanteet <br />logidata (useita sovelluksia)<br />Keskustelut<br />käsitekartat<br />onlinedata (wikit, blogit etc)<br />Käsitekarttojen tilastollinen analyysi, jonka avulla ryhmät jaettiin huonosti ja hyvin menestyneisiin<br />Bayes mallinnus, jonka avulla kyselydata, logidata ja käsitetesti kytkettiin yhteen [kokeilu]<br />Logidatan analyysi<br />Kevyt keskusteluanalyysi<br />Verkostoanalyysi (SNA) <br />olemattoman vuorovaikutuksen<br />syiden etsimisessä<br />Verkkoon tuotetun materiaalin analysointi (multilevel IA analysis)<br />Ryhmätilanteiden ja lehtisten sisällönanalyysi<br />Haastattelut tukimateriaalina<br />Mann-Whitney U-test hyvien ja huonojen ryhmien suoritusten vertailemiseksi<br />haastatteluiden ja/tai ryhmätilanteiden analysointi<br />LET - Oppimisen ja koulutusteknologian tutkimusyksikkö<br />Jari Laru, 22.4.2009<br />
  23. 23. This thesis work focuses on developing  and analyzing innovative ways of applying the framework of distributed scaffolding for learning activities in authentic real world contexts.<br />In this study theoretical ideas of cognitive tools and scaffolding are applied for designing light-weight mobile software and pedagogical models for learning in authentic real world contexts. This is done in order to generate new knowledge and solutions that advance collaborative learning in mobile computer supported collaborative learning<br />Researchaims<br />
  24. 24. 24<br />STUDY 1: FLE3mobile<br />Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3.<br />LET - Oppimisen ja koulutusteknologian tutkimusyksikkö<br />Jari Laru, 22.4.2009<br />
  25. 25. Over-expectations with to respect to its intrinsic effects on learning<br />” … This is perhaps not surprising because the same claims have been made about every new technology developed in the last century. For example, when the motion picture, radio, and television were invented, each was hailed as answer to solving educational problems” (Heinich, 1979; Cuban, 1986; Mayer, 1999). <br />”Instructional methods make the difference in how well students learn, not the message or the delivery technology” (Clark, 1983)<br />
  26. 26. 26<br />Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3.<br />STUDY 2: FLYERS<br />
  27. 27. STUDY 3: EDUFEEDS<br />Course blog and wiki<br />Mobile applications<br />Course leveltools<br />D. Reflect & elaborate<br />E. Review & evaluate<br />F. Co-constructknowledge<br />B.Reflect<br />Phase:<br />A.Ground<br />C.Conceptualize<br />Course feed<br />Group leveltools<br />Software:<br />Solo<br />Collaborative<br />Collaborative<br />Activity:<br />Wikiwork<br />Phototaking<br />Blogging<br />Discussion<br />Discussion<br />Lecture<br />Multiplefeeds<br />Mergedfeeds<br />Monitoringtools<br />G.Monitor<br />Tools used to mergemultiple RSS feeds<br />Figure 4. Socio-technological design of the course. The idea of making use of each others’<br />knowledge was operationalized in socio-technical design. It consisted of recurrent individual and collective phases in which students used multiple Web 2.0 tools and mobile phones in concert to perform designed tasks. Retrieved from: Jari Laru, PiiaNäykki, Sanna Järvelä, Supporting small-grouplearningusingmultiple Web 2.0 tools: A casestudy in the highereducationcontext, The Internet and HigherEducation, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004. <br />
  28. 28. Edufeeds – Pedagogical design<br />Figure 5. Pedagogical design of the course. Groups were required to complete a wiki project by the end of the semester. In order to complete the wiki project, students needed to participate in recurrent solo and collective phases mediated by the use of social software tools and face-to-face discussions in their respective phases. Jari Laru, PiiaNäykki, Sanna Järvelä, Supporting small-grouplearningusingmultiple Web 2.0 tools: A casestudy in the highereducationcontext, The Internet and HigherEducation, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004. <br />
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  30. 30. Questions? Feedback?http://www.mendeley.com/profiles/jari-laru/<br />Kiitos / ThankYou!<br />

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