This document summarizes Dr. Kevin Burden's presentation on designing meaningful pedagogies for mobile learning. The presentation discusses how mobile devices can engage students but issues arise when novelty wears off. It questions what pedagogies work well with mobile devices, why this is important but not sufficient, and how to design more effective learning episodes. The document outlines frameworks for mobile learning pedagogy including collaboration, data sharing, conversation, authenticity, contextualization, personalization, agency, and customization. It also discusses design-based research approaches to iteratively testing and refining mobile learning solutions in practice.
DiscoverE Leading Kids Through A Successful Engineering ExperienceDiscoverE
This self-guide tutorial is full of tips and advice on leading a group of kids through a hands-on engineering experience. This step-by-step guide is full of helpful tips like “Don’t hand out the materials until you want the kids to start touching them” to important messages to share with students about engineering. Whether you are a new volunteer or a seasoned veteran, a review of this workshop will help to increase your effectiveness.
Idea to prototype: An Ideation Pathway for studentsRamneek Kalra
This presentation was shared under IEEE Inspire India School Seminar in Kerala Schools.
Topic of Contents:
- Problem Statement/Idea
- Process of Idea to Prototype
- Available Resources
- Ready to showcase?
For more presentations like this, explore my Slideshare profile.
DiscoverE Leading Kids Through A Successful Engineering ExperienceDiscoverE
This self-guide tutorial is full of tips and advice on leading a group of kids through a hands-on engineering experience. This step-by-step guide is full of helpful tips like “Don’t hand out the materials until you want the kids to start touching them” to important messages to share with students about engineering. Whether you are a new volunteer or a seasoned veteran, a review of this workshop will help to increase your effectiveness.
Idea to prototype: An Ideation Pathway for studentsRamneek Kalra
This presentation was shared under IEEE Inspire India School Seminar in Kerala Schools.
Topic of Contents:
- Problem Statement/Idea
- Process of Idea to Prototype
- Available Resources
- Ready to showcase?
For more presentations like this, explore my Slideshare profile.
Looking to get kids interested in engineering? Host a Discover Engineering Family Day at an area museum or school. This presentation will walk you through all of the steps involved.
The Inspire Innovation workshop is for use with students in grades 8 through 12. Designed for one 45-minute class period, it is anchored by videos from current engineering students. Your students will meet six engineering undergrads and hear what they wish someone had told them about engineering. This engaging workshop provides an overview of the engineering profession, breakdowns stereotypes about engineering, and encourages students to consider pursuing an education and career in engineering.
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
These are the slides that were used in the 2017 Engineers Week Planning webinar. Feel free to download them and use them to engage your colleagues and plan your 2017 outreach activities.
Using design based research to develop meaningful mobile learning scenarios Kevin Burden
Current research into the use of mobile devices and tablet computers like the iPad indicate there are multiple opportunities to support and enhance learning and we already know a considerable amount about what works in classrooms when these devices are deployed. However it is still unclear why or how these technologies make a difference and this presentation argues that design based research (DBR) would help practitioners and researchers gain a better understanding about the design principles required to develop effective and meaningful learning sceanrios using mobile technologies
Looking to get kids interested in engineering? Host a Discover Engineering Family Day at an area museum or school. This presentation will walk you through all of the steps involved.
The Inspire Innovation workshop is for use with students in grades 8 through 12. Designed for one 45-minute class period, it is anchored by videos from current engineering students. Your students will meet six engineering undergrads and hear what they wish someone had told them about engineering. This engaging workshop provides an overview of the engineering profession, breakdowns stereotypes about engineering, and encourages students to consider pursuing an education and career in engineering.
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
These are the slides that were used in the 2017 Engineers Week Planning webinar. Feel free to download them and use them to engage your colleagues and plan your 2017 outreach activities.
Using design based research to develop meaningful mobile learning scenarios Kevin Burden
Current research into the use of mobile devices and tablet computers like the iPad indicate there are multiple opportunities to support and enhance learning and we already know a considerable amount about what works in classrooms when these devices are deployed. However it is still unclear why or how these technologies make a difference and this presentation argues that design based research (DBR) would help practitioners and researchers gain a better understanding about the design principles required to develop effective and meaningful learning sceanrios using mobile technologies
DISCOVERABILITY A NEW LEARNABILITY PRINCIPLE FOR CHILDREN’S APPLICATION SOFTWAREijcsit
For more than two decades children’s use of multimedia was restricted to watching television and listening
to music. Although some parents complained about children being addicted to listening to music the idea
that children could be addicted to television was a real concern to most parents. Nowadays parents not
only need to be concerned about how much television their kids are watching, but also many other forms of
media that are emerging with the fast development in information and technology such as the internet,
video games, tablets and smart phones. From this the researcher came to realize that children are
increasingly becoming the consumers of application software facilitated by these information systems.
Children spend at least three hours according to research on these media which includes the use of
computers, tablets, smartphones and music. The researcher was concerned that system vendors use the
same learnability principles to make applications for all age groups based on learnability principles that
were designed with adult users in mind. Many interface design principles used for adult products cannot be
applied to products meant for children and further yet children at different ages learn differently. The
research looked at the existing learnability principles by trying to evaluate them and come up with new
principle(s) that can be used to further improve the current principles so that they can be used effectively
by information system designers to improve on the learna
The Modern Face of Engineering Education: Tools to Build the Next Generation ...Michael Klopfer
Overview of Calit2's mission for engineering education and some feedback to electronics designers on electronics education products for makers and technical education
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
This presentation was created for the 2012 ICTEV Annual State Conference: Creative Connections. It suggests some tools that can be used to make science learning more creative in the middle years.
The ‘Scale up challenge’: simulation for authentic learning debbieholley1
The challenges of embedding digital technologies in learning, teaching and assessment are complex, and rethinking the roles of educators has been at the foreground of recent Educause New Horizon expert panel reports. The most recent Jisc Student digital experience insights survey (2020) report highlighted that only 20% of students have experiences of simulation. The challenges of scale seem insurmountable – however, in this session we suggest some low-tech solutions, and invite participants to come along bringing their mobile phones and a google cardboard headset. We will discuss some of the barriers and solutions to changing practice, drawing upon the findings of the ‘State of XR and Immersive Learning Outlook Report (2020).
D4DL Workshop presentation at Bristol: 9th October 2013Kevin Burden
Dr. Kevin Burden presents findings from research projects across the UK showing how teachers are using iPods, iPads and other mobile devices. He argues that understanding what works well on mobile devices is not sufficient and that researchers need to work alongside teachers to construct meaningful mobile learning scenarios.
Disrutpive Innovations and Technology: Bishop Grosseteste University Presenta...Kevin Burden
Dr. Kevin Burden explores how the concept of Disruptive Innovations (Clayton Christensen) applies in the field of educational technology, and in particular the field of mobile learning (m-learning)
As mobile devices continue to shrink in size and cost their functionality and potential for learning is expanding, mediated
through their various affordances which include more powerful multimedia, social networking, communication and
geo-location capabilities. Hence educators and researchers are increasingly seeking ways to exploit the appeal and
growing ubiquity of mobile devices and the learning which is associated with it (m-learning), although their use and
appropriateness in formal contexts, such as schools is relatively unknown and under-theorised (Churchill, Fox & King,
2012; Johnson, Adams & Cummins, 2012). Research is therefore needed to design, develop and test effective mobile
pedagogies based on evidence of how they contribute to quality learning across the curriculum, informing teacher practice,
policy makers, curriculum developers and teacher education (Goodwin, 2012; Pegrum, Oakley & Faulkner, 2013). Mindful
of these interests and challenges, this presentation explores how teachers are conceptualising and designing learning
scenarios for students which exploit the pedagogical features of m-learning, and in particular the opportunity to design
more authentic learning contexts which bridge the gap between formal and informal learning, in and beyond schools
(Herrington, Mantei, Herrington, Olney & Ferry, 2008). It draws upon an initial analysis of data from a world-wide survey,
which focused on the distinctive mobile pedagogies used by educators across different phases and sectors of education, and reports upon research in progress with teachers and trainee teachers to design and test more effective learning scenarios (Kearney, Schuck, Burden and Aubusson, 2012).
Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world activities. This paper theorises how ubiquitous mobile technologies are fracturing the boundaries that demarcate traditional accounts of authentic learning affording new opportunities to reconceptualise what authenticity means for learners when they use a boundary object such as a mobile device. Whilst some of this has been captured previously with terms like ‘seamless’, ‘contextualised’ and ‘agile’ learning this paper argues that the concept of authentic mobile learning is a highly fluid construct which will continue to change as the technologies develop and as the pedagogical affordances become better understood by educators and end-users. The paper offers a three-dimensional model of authentic mobile learning and argues that further empirical research is required to understand what is authentic mobile learning from the perception of learners.
Doha College Mobile Learning Conference 2014: Learning from ResearchKevin Burden
Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet
University of Hull Federation of colleges presentation 2014Kevin Burden
Dr. Kevin Burden fromt he University of Hull presents at the launch of the Digital and Mobile Learning Network, established to support lecturers and learners maximise the use of mobile technologies in learning
iPads and Research: presentation at Francis Combe School 14th May 2014Kevin Burden
This is a presentation by Dr. Kevin Burden at Francis Combe school on 14th May, explaining how teachers and educators can benefit from tapping into the emerging research base on the use of iPads in the UK and across the World
Investigating Distinctive Pedagogies in Mobile Learning: SITE 2014 Conference...Kevin Burden
Dr. Matthew Kearney and Dr. Kevin Burden present the initial findings from their research into how teachers are using mobile technologies to support learning and teaching
How to get involved in MESH as a practitionerKevin Burden
A presentation from Dr. Kevin Burden explaining how MESH seeks to make research evidence available to teachers and schools in a format which can be easily accessed and used in the classroom. This is referred to as Translation research in this presentation
Apple Conference Southampton 2014: research base for iPadsKevin Burden
Dr. Kevin Burden investigates how teachers and academics can build a pedagogic knowledge base around the use of iPads using the MESH project (www.meshguides.org). The emerging research evidence undertaken by Dr. Burden and his team indicates that Personalisation; Collaboration and Authenticity are powerful affordances for learning with mobiles devices like iPads
Disruptive Innovations? Research on iPads - Apple RTC Annual Conference (Eden...Kevin Burden
Dr. Kevin Burden explores to what extent the use of iPads in schools constitute 'disruptive technologies' which challenge the underlying paradigms behind education
e-learning foundation keynote (June 2013): Distinctive Pedagogies of iPadsKevin Burden
Dr. Kevin Burden outlines how the use of mobile technologies (tablets and phones) can be enhanced by the use of carefully designed and researched mobile pedagogies
Kevin Burden, from the University of Hull, presents the findings from two recent research projects in Scotland and North East Lincolnshire, along with a theoretical model for mobile learning with tablet devices
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Dr. Kevin Burden:
The University of Hull
Designing Meaningful
Pedagogies for Mobile
Learning
Apple Meeting:
Regents Street, London
28th June 2013
3. “There is very little evidence that kids learn
more, faster or better by using these
machines...iPads are marvellous tools to engage
kids, but then the novelty wears off and you get
into hard-core issues of teaching and learning.”
Larry Cuban, professor emeritus of education at
Stanford University New York Times, 2011
(
http://www.nytimes.com/2011/01/05/education/05tablets.html?_
)
4. • what pedagogies work well with
mobile devices?
• why is this important but not
sufficient?
• how can practitioners and
researchers design more effective
learning episodes using mobiles?
37. Collaborative analysisCollaborative analysis
of practical problemsof practical problems
by researchers andby researchers and
practitionerspractitioners
Reflection to produceReflection to produce
‘design principles’ and‘design principles’ and
enhance solutionenhance solution
implementationimplementation
Design Based Research
Development of initialDevelopment of initial
solution driven bysolution driven by
design principles &design principles &
technologicaltechnological
innovationsinnovations
Iterative cycles ofIterative cycles of
testing andtesting and
refinement ofrefinement of
solutions in practicesolutions in practice
refinement of problems, solutions and design principles
39. Collaborative analysisCollaborative analysis
of practical problemsof practical problems
by researchers andby researchers and
practitionerspractitioners
Development of initialDevelopment of initial
solution driven bysolution driven by
design principles &design principles &
technologicaltechnological
innovationsinnovations
Iterative cycles ofIterative cycles of
testing andtesting and
refinement ofrefinement of
solutions in practicesolutions in practice
Reflection to produceReflection to produce
‘design principles’ and‘design principles’ and
enhance solutionenhance solution
implementationimplementation
Design Based Research
How can weHow can we
customise feedbackcustomise feedback
to students to make itto students to make it
more effective?more effective?
Teacher uses App toTeacher uses App to
provide richer, moreprovide richer, more
informative feedbackinformative feedback
Prototype designPrototype design
modified to enablemodified to enable
students to use Appstudents to use App
to make their thinkingto make their thinking
more visiblemore visible
Extract ‘designExtract ‘design
principles’:principles’:
40. How can weHow can we
customise feedbackcustomise feedback
to students to maketo students to make
it more effective?it more effective?
Teacher uses App toTeacher uses App to
provide richer, moreprovide richer, more
informative feedbackinformative feedback
42. How can weHow can we
customise feedbackcustomise feedback
to students to maketo students to make
it more effective?it more effective?
Teacher uses App toTeacher uses App to
provide richer, moreprovide richer, more
informative feedbackinformative feedback
Prototype designPrototype design
modified to enablemodified to enable
students to use Appstudents to use App
to make their thinkingto make their thinking
more visiblemore visible
Extract ‘designExtract ‘design
principles’:principles’:
•Use the App to encourage two-way
flow of feedback data
•Focus on ‘threshold concepts’
•Encourage peer-to-peer feedback
•Use feed-back to inform future
planning
46. 53
Dr. Kevin Burden
The Centre for
Educational Studies
The Faculty of Education
The University of Hull
k.j.burden@hull.ac.uk
07815184477
Editor's Notes
Could be called: Three Models and a Challenge - Distinctive Pedagogies for Tablet Computers
As long back as ancient times physicians and doctors like Hippocrates knew that the bark of this tree (the willow) when ground down (powder) produced a compound with great analgesic powers to reliev a wide variety of minor aliment and pains including inflammation and headaches. It continued to be used as a remedy for hundreds of years until in the 1860s it was identified as acetylsalicylic acid’ In 1899 Bayer (the US pharmaceutical company) patented this chemical as Aspirin but it was not until 1971 that John Robert Vane actually discovered the mechanism behind this drug. Since John Vane made his discovery numerous other applications have been developed moving far beyond the original purpose which was simple pain relief - it is now used extensively to prevent heart attacks and strokes
The use of technology in general, and mobile computers and tablets devices like the ipad, in particular follows a similar pattern to that I have just described. Given the recency of these devices (2008 for mobiles and 2010 for iPads) we have already collected considerable amounts of evidence about what works and does not work. But we are still struggling to explain the precise mechansims - the why and the how - that make these activities work. That is the real challenge for researchers and practitioners and this is where my research lies But firstly lets consider what we do know about what works and does not work when iPads are used in classrooms For example, even from the relatively small number of genuine studies which have been undertaken in the use of mobile devices and tablet devices in particular we know the following activities or pedagogical patterns appear to work very well:
Where is this evidence located ? A growing number of studies led by this one in Scotland - NEED OTHER STUDIES HERE - 2008, MELBOURNE STUDY, ETC
But despite all of this evidence to indicate what works and what works less well, we are still unclear about why or how these particular technologies achieve these outcomes. We do not yet undertsand the DNA code which would enable us to extend and generalise what works to new settings and indeed into new, as yet unexplored, pedagogical patterns. Partly because our research tends to be descriptive rather than explanatory or even prescriptive (as in medicine). We need to adopt a new research paradigm to achieve this. What some researchers as calling, working in Pasteur’s Quadrant. Doing this using a research approach called Educational Design Research
Stage 1 - Technology Triggers (touch screen) * characterised by proof of concept and media stories (Need image from papers here) * seldom a usable product exists - therefore viability is unproven Stage 2: Peak - early publicity fuels triggers of success stories - some companies take action (most do not) Stage 3: Trough - interest wanes as implementations and experiments fail * producers fail or move on *investment limited to those providers who improve their offering in the light of what early adopter wants Stage 4: slope of enlightenment * more successful examples begin to emerge to show real benefits * 2nd and 3rd generation products emerge * more funding for pilots *conservative enterprises remain cautious (is this where we are now?) Stage 5: Plauteau: *mainstream adoption begins * criteria for assessing and measuring viability and effectiveness are well established *broad market applicability paying off
The juxtaposing of both models suggest different groups and individuals will be further along the Hype cycle than others 1. innovators have alrerady scaled the Peak experienced the trough - through the first wave of tablet PCs (i.e. pen driven) 2. they have now moved on with the next generation of devices to the slope (2nd and 3rd wave generations - e.g. iPods and iPads) and the plateu, followed now by the early adopters who are the trend setters: 3. approaching the plateau - seeking ways top meausure their success (more of this later) This phase is characteristed by BUT important to remember the early majority (34%) are now following them - some points to make about their adoption patterns 1. Do they need to follow the same route - i.e. false expectations dahsed: probably not (can learn from others - in school this may be through champions and sharing - e.g. TeachMeets) 2. Note this group will follow but are not natural innovators - they will do so when they see it how it fits in with their current lives and ways of working (in practice this may mean becoming familiar with the technology at home - comon in many studies now - 3. BUT - they are unlikely to want to use this technology to change the current way things are done (i.e. to be transfromational) - this needs to be driven elesewhere
By the time innovators and early adopters reach Roger’s plateau they are well versed in the technology itself and are looking to establish tools and criteria to measure or evaluate the value of these initiatives. This is where we are approaching with some individuals and schools now. How do they do this?
One way - SAMR good to measure where you or your school are in relation to technolgy use generally Little value as a formmative tool, however, to help you or your organisation progress
To support this form of research we are using a largely theoretical framework for mobile learning developed between myself and colleagues at the University of Technology, Sydney. It identifies three broad areas to investigate and within this six strands or designs
Stages in DBR 1. Stage 1: Identify the problem/puzzle (real world) - e.g. How can I get students to take more notice of the feedback I provide to them when I assess their work? 2. Stage 2: what does the literature say about this? (e.g. Hattie: Visible Learning - summarise findings) 3. Stage 3: develop the prototype activity with practitoners - introduce Explain Everything app (illustrate example from Sally giving feedback on writing - report effect) 4. Stage 4: collect feedback from stakeholders and modify the design - report here on Reshan Richard’s feedback in NY - how teachers started to discover more effective ways of using Explain Everything - get students to use it to explain their thinking 5. Stage 5: implement new iteration - e.g. student led (insight into their thinking) - collect feedback 6. Stage 6: develop theoretical understanding (Pasteur’s use-inspired basic theory) -e.g. the most effective feedback is not from the teacher to the student (i.e. iteration 1) but from the student to the teacher and using a multimodal format like EE enables the teacher to understand this better and modify their teaching accordingly. NB. This is just an example - porbably fits into Customisation
1. Teachers are generally very capable and fluent in their pedagogical content knowledge (PCK) – i.e. they understand how different pedagogical patterns will be more/or less effective in helping students to understand particular bodies of subject knowledge. The difficulties lies in understanding how, when and under what circumstances technology is part of this equation (TPCK- Mishra and Koeller) – the personal ownership of a device like the iPad brings this equation into play in a big way and teachers have probably not been equipped or prepared for this in their training