Learning on the move: Considerations for formal, informal, and semiformal learning
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Presentation for University of Oklahoma Emerging Technology and STEM Education Symposium, University of Oklahoma, Norman, OK.
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Learning on the move: Considerations for formal, informal, and semiformal learning
- 1. Learning on the move Considerations for formal, semi-formal & informal learning and instruction Michael M. Grant, PhD mgrant2@memphis.edu | @michaelmgrant Emerging Technology & STEM Symposium | May 6, 2013 Michael M. Grant 2013Image from http://www.flickr.com/photos/ari/
- 2. Michael M. Grant The University of Memphis http://viral-notebook.com @michaelmgrant
- 4. 3 Targets 1. Formal, informal & semi-formal learning 2. Uses of mobile devices for teaching & learning 3. Considerations for teaching & learning
- 5. Mobile devices Some 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. Formal, informal & semi- formal learning
- 7. Formal Learning Images from http://www.law.fsu.edu/prospective_students/VideoViewbook/images/sections/technology.jpg
- 8. Informal Learning Image from http://www.flickr.com/photos/oncell/4711186271/in/set-72157624761515274/
- 10. Considerations • Much of mobile learning literature focuses on leveraging informal learning. • Fragmented, transient knowledge may occur from informal learning. • Disconnected pieces of information must be integrated and internalized.
- 11. Uses of Mobile Devices Increased access to student information & campus resources Increase interaction with content Create representations of knowledge Augment face-to-face instruction Support performance & decision- making Deploy instruction
- 12. Increase access to student information & campus resources
- 13. Increase interaction with content Image from http://www.flickr.com/photos/chegs/5161314847/sizes/l/
- 15. text4baby.org
- 16. Increase interaction with content Image from http://www.recordonline.com/apps/pbcs.dll/article?AID=/20100426/NEWS/100429736
- 19. Using Google Voice Video from http://www.youtube.com/watch?v=Y7PoWsFlsKU&feature=player_embedded
- 20. Create representations of knowledge Image from http://www.st-clair.net/ict/picomap.htm
- 21. Augment face-to-face instruction Image from http://www.tommiemedia.com/news/professors-using-smartphones-other-technology-in-classrooms/
- 29. Considerations Mobile devices & services Culture & situatedness Mediation Learner autonomy, self-direction & self-regulation What does mobile mean? Always isn’t better.
- 30. Mobile Devices & Services • Characteristics of mobile devices make them attractive for learners, teachers, and developers. • Mobile device adoption does not guarantee its potential or use. • Mobile device adoption does not guarantee the adoption of mobile services. • Little attention given to the distinction between mobile devices and mobile services.
- 31. Culture & situatedness • Mobility with learning affords authentic interactions within cultural settings. • Learning in situ provides authentic settings and lends real-world credence to learning contents. • Context-aware, or location-based services, allow specific learning tasks to occur at a particular location. • The value and utility of location-based services is just beginning to show promise.
- 32. Mediation • Mobile devices and mobile services mediate interactions with physical and networked environments. • Mediated interactions facilitates/allows knowledge construction.
- 33. Learner autonomy, self- direction & self-regulation • Mobile learners are physically and socially separated from peers and teachers. • Learning itself with mobile devices and mobile services may change. • There is not consensus on the use of self- regulation with mobile learning.
- 34. 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 mobile devices and mobile services. • Mobile augments learners.
- 35. Always isn’t better The more learning is decentralized, the more important guidance and scaffolding will become.
- 38. Always isn’t better Fragmented information does not change into knowledge until it has been internalized.
- 39. THANKS. QUESTIONS? Michael M. Grant mgrant2@memphis.edu | @michaelmgrant Michael M. Grant 2013