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Teacher training course on didactics and technologies for mobile learning


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Teacher training course on didactics and technologies for mobile learning

  1. 1. Teacher training course on didactics and technologies for mobile learning<br />Mart Laanpere, Tallinn University, Estonia<br />
  2. 2. Introduction<br />I have been teaching in the outdoor education summer school for 4 years<br />Well-established community of primary & secondary school teachers<br />Identity of this community and essence of outdoor education is often defined through black & white opposition with technology<br />Four cornerstones of good outdoor education: place, sense, act, story (+1: point)<br />
  3. 3. Definitions of outdoor education<br />Psychosocial:<br />the use of experiences in the outdoors for the education and development of the ‘whole person’<br />appeals to the use of the senses - audio, visual, taste, touch, and smell - for observation and perception<br />Environmental:<br />education in, for, and about the outdoors<br />going out into the natural environment, learning about and respecting the environment<br />often synonymous with environmental education and outdoor recreation<br />
  4. 4. Competing OE cultures/traditions<br />Scouts: survival skills, using/defeating the nature<br />Playful learning<br />Academic discourse: physiological grounding (cortisone level, physical development) or pedagogical reasons (experiential learning)<br />Estonian approach: folklore, cultural heritage<br />New perspective: M-learning (learning with mobile technologies like GPS, smartphone, iPad, camera…)<br />
  5. 5. M-learning challenges<br />Didactical:<br />poor reflection and sense-making<br />no feedback, no grading<br />loose connection to curriculum<br />repeating classroom practices<br />Technological:<br />conflicts with the mainstream view<br />poor IT skills and technophobia <br />cost (devices, GSM)<br />access (no wifi in forest)<br />
  6. 6. Planning teacher training course on MOE<br />Descriptive didactics: no recipes, models, theories<br />Experiential learning: direct experience, reflection, generalisation, practical implementation<br />Urban playground: parks, backyards, streets<br />Artifact-oriented: producing scenarios, lesson plans, learning resources, learning tasks<br />
  7. 7. Course design<br />Two contact days within 2 months, mostly Web-based<br />Mobile technologies used: GPS, smartphone, camera<br />Online learning environment: Wikiversity, Elgg, portfolio, Gowalla, Flickr, Twitter<br />Tasks: create your e-portfolio, share your OE experience, reflect on geocaching game, write a scenario for m-learning game, test and evaluate the game scenario of your peer, reflect on course<br />
  8. 8. Implementation 2009 an 2010<br />Participants: 15 (2009) and 12 (2010) educational technologists and lecturers from universities, colleges, vocational schools<br />Scenarios developed by participants: <br />Urban bird watch (QR)<br />First aid simulations using mobile video tutorials<br />Privacy and security map of the university campus<br />
  9. 9. Conclusions<br />Most of the participants have been technology enthusiasts<br />Our m-learning course is clearly not attractive to outdoor education community<br />Learning by doing (or designing scenarios) and sharing is appreciated by the learners with good ICT skills<br />Involving students in M-learning scenario design? Cross-curricular theme ‘Technology & Innovation’<br />