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
Part 1 of a two-part series on how the ever-evolving world of technology is having an impact on the classroom and how students ultimately learn new materials. This presentation contains the first 5 ways technology are helping students in the classroom
A study of college students' uses of the internet for academic purposes. A study I conducted in 2012 and was presented at the 2nd Indonesia International Conference on Communication in Depok, Indonesia, December 2012.
Part 1 of a two-part series on how the ever-evolving world of technology is having an impact on the classroom and how students ultimately learn new materials. This presentation contains the first 5 ways technology are helping students in the classroom
A study of college students' uses of the internet for academic purposes. A study I conducted in 2012 and was presented at the 2nd Indonesia International Conference on Communication in Depok, Indonesia, December 2012.
CSCW 2012: Going to College & Staying ConnectedMadeline Smith
Going to College and Staying Connected:
Communication Between College
Freshmen and Their Parents
Madeline Smith, Duyen Nguyen, Charles
Lai, Gilly Leshed, Eric Baumer
Presented at CSCW 2012, Bellevue, WA
We studied the ways in which college
freshmen communicate with their
parents and the communication
technologies they use. Interviews
with students revealed insights
into students’ communication an
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
CSCW 2012: Going to College & Staying ConnectedMadeline Smith
Going to College and Staying Connected:
Communication Between College
Freshmen and Their Parents
Madeline Smith, Duyen Nguyen, Charles
Lai, Gilly Leshed, Eric Baumer
Presented at CSCW 2012, Bellevue, WA
We studied the ways in which college
freshmen communicate with their
parents and the communication
technologies they use. Interviews
with students revealed insights
into students’ communication an
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
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
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.
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
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Heutagogy and Standards-based OER
Kin Chew Lim
Open etext books are making a significant difference to educational outcomes. Includes a case study of The plan detectives and analysis of the changes made to student outcomes.
Presentation for the SchoolBox online event, July 2020. Exploring some of the lessons from the COVID-19 lockdown experience, and what we might learn for a blended future.
CMC3 South Spring 2016 Active Learning and Social MediaFred Feldon
How to incorporate technology, social media, flipping, and other tips and tricks to increase face-to-face and online student interaction, participation, and whole-class discussion of higher-level concepts, which profoundly change the teaching/learning process.
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.
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
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
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)
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
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
Mobilising Professional Learning with Mobile TechnologiesKevin Burden
A presentation made at the IADIS Conference (Feb 2009) in Barcelona by Peter Aubusson, Sandy Schuck and kevin Burden. The theme explores how teachers might use mobile technologies such as phones to support their own learning
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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?
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
8. • personal deployment of
devices = high impact
• students use technology
more frequently and
naturalistically
• classroom dynamics and
learning activities change
• alternative forms of
assessment become feasible
9. • ‘buy in’ and adoption from
teachers is straightforward
• students and teachers learn
to use tablets experientially
• collaborative activities (e.g.
peer coaching) increase
• homework morphs into
extension work
10. • parents are more engaged
in their children’s school
work
• students believe they learn
more with the device
• students assume greater
responsibility for their own
learning
• robust and extended wi-fi
connectivity is essential
11. • students are more
productive and creative
• learning is more
personalised
• formal and informal
contexts for learning are
‘bridged’ more easily
12. Rogers Technology Adoption Model
Adoption Rate
The
chasm
Early
adopters
Innovators
visionaries
enthusiasts
Want to
use technology
Early
majority
pragmatists
Late majority
conservatives
Laggards
skeptics
Want technology to provide
solutions and convenience
Time
Source: Rogers
14. ta
Da
sh
ng
ari
Co
nv
er
sat
ion
Collaboration
A pedagogical framework
for mobile learning
nte
Co
se
al i
x tu
Ag
en
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Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012)
Viewing mobile learning from a pedagogical perspective,
Research in Learning Technology
Vol. 20, 2012
d
Customisation
Personalisation
Situated
Authenticity
15. LOW
MEDIUM
Negotiated outcomes
External control
Personalization
‘One size fits all’:
‘just in case’
HIGH
Agency
Tailored fit: ‘Just in time’
Customization
Realistic
Contrived
Authenticity
Contextualization
Embedded: real
practice
Simulated
Situated
Networked: rich
Solitary: disconnected
Collaboration
Conversational
Context sharing
Content building
Data sharing
16. LOW
MEDIUM
Negotiated outcomes
External control
Personalization
‘One size fits all’:
‘just in case’
HIGH
Agency
Tailored fit: ‘Just in time’
Customization
Realistic
Contrived
Authenticity
Contextualization
Embedded: real
practice
Simulated
Situated
Solitary: disconnected
Collaboration
QuickTime™ and a
decompressor
are needed to see this picture.
Networked: rich
Conversational
Context sharing
Content building
Data sharing
21. Educational Research Design
• to co-design, develop and evaluate specific
pedagogies associated with mobile and tablet
devices
• iterative prototyping with interested teachers
• both practical and theory building
• website and community:
40
25. Dr. Kevin Burden
The Centre for
Educational Studies
The Faculty of Education
The University of Hull
k.j.burden@hull.ac.uk
07815184477
45
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.
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:
The followers
The patron saint
Apple as a religion: a faith = the followers believe it will make the World a better place, even though there may be little direct prof available at the moment.
Apple experts as the evangelists or disciples of the cult
The confessional booths;desks
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
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
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
Low = exchange of content
High = creation and sharing of contexts
Low = exchange of content
High = creation and sharing of contexts
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