Learning on the moveConsiderations for formal, semi-formal& informal learning and instructionMichael M. Grant, PhDmgrant2@...
Michael M. GrantThe University of Memphishttp://viral-notebook.com@michaelmgrant
http://viral-notebook.com
3 Targets1.  Formal, informal & semi-formallearning2.  Uses of mobile devices for teaching& learning3.  Considerations for...
Mobile devicesSome images from Lisa Buser at http://www.memphisparent.com/2010/09/pint-sized-learners-have-the-touch/ & ht...
Formal, informal & semi-formal learning
Formal LearningImages from http://www.law.fsu.edu/prospective_students/VideoViewbook/images/sections/technology.jpg
Informal LearningImage from http://www.flickr.com/photos/oncell/4711186271/in/set-72157624761515274/
Semi-formal Learning
Considerations•  Much of mobile learning literature focuses onleveraging informal learning.•  Fragmented, transient knowle...
Uses ofMobileDevicesIncreased access to studentinformation & campus resourcesIncrease interaction with contentCreate repre...
Increase access tostudent information &campus resources
Increase interaction withcontentImage from http://www.flickr.com/photos/chegs/5161314847/sizes/l/
GeoJourneyImages from http://www.bgsu.edu/offices/mc/monitor/01-15-07/page26071.html
text4baby.org
Increase interaction withcontentImage from http://www.recordonline.com/apps/pbcs.dll/article?AID=/20100426/NEWS/100429736
Create representations ofknowledge
Create representations ofknowledge
Using Google VoiceVideo from http://www.youtube.com/watch?v=Y7PoWsFlsKU&feature=player_embedded
Create representations ofknowledgeImage from http://www.st-clair.net/ict/picomap.htm
Augment face-to-faceinstructionImage from http://www.tommiemedia.com/news/professors-using-smartphones-other-technology-in...
Augment face-to-faceinstruction
Support performance &decision-making
Support performance &decision-making
Deploy instruction
Deploy instruction
Microlearning in Amsterdam
ConsiderationsMobile devices & servicesCulture & situatednessMediationLearner autonomy, self-direction &self-regulationWha...
Mobile Devices & Services•  Characteristics of mobile devices make themattractive for learners, teachers, and developers.•...
Culture & situatedness•  Mobility with learning affords authenticinteractions within cultural settings.•  Learning in situ...
Mediation•  Mobile devices and mobile services mediateinteractions with physical and networkedenvironments.•  Mediated int...
Learner autonomy, self-direction & self-regulation•  Mobile learners are physically and sociallyseparated from peers and t...
What does ‘mobile’ mean?•  Mobile is used often without a clear definition.•  Mobile described both identity and influence...
Always isn’t betterThe more learning is decentralized, themore important guidance andscaffolding will become.
Always isn’t better
Always isn’t better
Always isn’t betterFragmented information does notchange into knowledge until it hasbeen internalized.
THANKS. QUESTIONS?Michael M. Grantmgrant2@memphis.edu | @michaelmgrantMichael M. Grant 2013
Learning on the move: Considerations for formal, informal, and semiformal learning
Upcoming SlideShare
Loading in …5
×

Learning on the move: Considerations for formal, informal, and semiformal learning

1,078 views

Published on

Presentation for University of Oklahoma Emerging Technology and STEM Education Symposium, University of Oklahoma, Norman, OK.

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,078
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
5
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Learning on the move: Considerations for formal, informal, and semiformal learning

  1. 1. Learning on the moveConsiderations for formal, semi-formal& informal learning and instructionMichael M. Grant, PhDmgrant2@memphis.edu | @michaelmgrantEmerging Technology & STEM Symposium | May 6, 2013Michael M. Grant 2013Image from http://www.flickr.com/photos/ari/
  2. 2. Michael M. GrantThe University of Memphishttp://viral-notebook.com@michaelmgrant
  3. 3. http://viral-notebook.com
  4. 4. 3 Targets1.  Formal, informal & semi-formallearning2.  Uses of mobile devices for teaching& learning3.  Considerations for teaching &learning
  5. 5. Mobile devicesSome images from Lisa Buser at http://www.memphisparent.com/2010/09/pint-sized-learners-have-the-touch/ & http://www.flickr.com/photos/ceardach/4549898097/sizes/m/
  6. 6. Formal, informal & semi-formal learning
  7. 7. Formal LearningImages from http://www.law.fsu.edu/prospective_students/VideoViewbook/images/sections/technology.jpg
  8. 8. Informal LearningImage from http://www.flickr.com/photos/oncell/4711186271/in/set-72157624761515274/
  9. 9. Semi-formal Learning
  10. 10. Considerations•  Much of mobile learning literature focuses onleveraging informal learning.•  Fragmented, transient knowledge may occur frominformal learning.•  Disconnected pieces of information must beintegrated and internalized.
  11. 11. Uses ofMobileDevicesIncreased access to studentinformation & campus resourcesIncrease interaction with contentCreate representations of knowledgeAugment face-to-face instructionSupport performance & decision-makingDeploy instruction
  12. 12. Increase access tostudent information &campus resources
  13. 13. Increase interaction withcontentImage from http://www.flickr.com/photos/chegs/5161314847/sizes/l/
  14. 14. GeoJourneyImages from http://www.bgsu.edu/offices/mc/monitor/01-15-07/page26071.html
  15. 15. text4baby.org
  16. 16. Increase interaction withcontentImage from http://www.recordonline.com/apps/pbcs.dll/article?AID=/20100426/NEWS/100429736
  17. 17. Create representations ofknowledge
  18. 18. Create representations ofknowledge
  19. 19. Using Google VoiceVideo from http://www.youtube.com/watch?v=Y7PoWsFlsKU&feature=player_embedded
  20. 20. Create representations ofknowledgeImage from http://www.st-clair.net/ict/picomap.htm
  21. 21. Augment face-to-faceinstructionImage from http://www.tommiemedia.com/news/professors-using-smartphones-other-technology-in-classrooms/
  22. 22. Augment face-to-faceinstruction
  23. 23. Support performance &decision-making
  24. 24. Support performance &decision-making
  25. 25. Deploy instruction
  26. 26. Deploy instruction
  27. 27. Microlearning in Amsterdam
  28. 28. ConsiderationsMobile devices & servicesCulture & situatednessMediationLearner autonomy, self-direction &self-regulationWhat does mobile mean?Always isn’t better.
  29. 29. Mobile Devices & Services•  Characteristics of mobile devices make themattractive for learners, teachers, and developers.•  Mobile device adoption does not guarantee itspotential or use.•  Mobile device adoption does not guarantee theadoption of mobile services.•  Little attention given to the distinction betweenmobile devices and mobile services.
  30. 30. Culture & situatedness•  Mobility with learning affords authenticinteractions within cultural settings.•  Learning in situ provides authentic settings andlends real-world credence to learning contents.•  Context-aware, or location-based services, allowspecific learning tasks to occur at a particularlocation.•  The value and utility of location-based services isjust beginning to show promise.
  31. 31. Mediation•  Mobile devices and mobile services mediateinteractions with physical and networkedenvironments.•  Mediated interactions facilitates/allowsknowledge construction.
  32. 32. Learner autonomy, self-direction & self-regulation•  Mobile learners are physically and sociallyseparated from peers and teachers.•  Learning itself with mobile devices and mobileservices may change.•  There is not consensus on the use of self-regulation with mobile learning.
  33. 33. What does ‘mobile’ mean?•  Mobile is used often without a clear definition.•  Mobile described both identity and influences.•  Mobile reflects the fluidity and flexibility of mobiledevices and mobile services.•  Mobile augments learners.
  34. 34. Always isn’t betterThe more learning is decentralized, themore important guidance andscaffolding will become.
  35. 35. Always isn’t better
  36. 36. Always isn’t better
  37. 37. Always isn’t betterFragmented information does notchange into knowledge until it hasbeen internalized.
  38. 38. THANKS. QUESTIONS?Michael M. Grantmgrant2@memphis.edu | @michaelmgrantMichael M. Grant 2013

×