This document discusses the uses of iPads in post-compulsory education. It identifies key pedagogical affordances of iPads including personalization through student choice, collaboration through sharing data and conversations, and authentic learning experiences through fieldwork and situated learning. The research evidence base for iPads is growing and shows they can effectively support flexible pedagogies through increasing student choice around pace, place and learning mode. Personalization, collaboration and authenticity emerge as powerful affordances that iPads help facilitate distinct mobile learning pedagogies.

2. •access to content (textbooks, websites, blogs, wikis,
etc.);
•exploration of interactive content/activities – (to
discover relationships, to master concepts)
•consolidation of processes (e.g to build mastery and
fluency)
•demonstration of mastery and skills (e.g. capturing a
performance)
•creation of interactive activities to share
understandings
•creation of conceptual vignettes to support the
learning of others.
Uses of iPads in post-compulsory education
Dr. Tim Pelton: Victoria University
http://ipadsineduc.blogspot.com/2013/03/istesigml-webinar-explain-everything.html

4. Flexible Pedagogies:
providing students with choices about
about
•pace - delivery schedules
•place - physical location
•mode - learning technology

5. Flexible Pedagogies; Neil Gordon, 2014, p.5
A
B
C
Increasing levels of choice

6. Mobile learning is not just?

7. National research and evaluations

8. World-wide survey of educator’s mobile
learning pedagogies (n=195)

9. Personalisation
Collaboration Authenticity
Distinctive pedagogies of mobile devices

10. Personalisation

12. Agency - student choice

13. Customisation
Adaptive Learning - examples

14. Customised ‘books’

15. eBooks that understand your
‘reading’ habits

16. Collaboration

17. What does the research say?
Mobile technologies enhance
different forms of collaborative
learning
• Through supporting ‘conversations’ (face-to-face and
virtual)
• Through the creation and sharing of data

21. Learner Generated Content

22. Authenticity

25. QuickTime™ and a
Apple Intermediate Codec decompressor
are needed to see this picture.

27. Situated learning

28. Heritage learning -
situated

33. Field-work
QuickTime™ and a
H.264 decompressor
are needed to see this picture.

34. QuickTime™ and a
decompressor
are needed to see this picture.

35. QuickTime™ and a
'avc1' decompressor
are needed to see this picture.

37. • the research evidence base for iPads is
growing but is not organised for educators
• Personalisation; Collaboration;Authenticity
are emerging as powerful affordances of
iPads
• iPads support different forms of flxible
pedagogies
Your take-away

38. Dr. Kevin Burden: Reader,
University Teaching Fellow,
Senior Fellow Higher Education Academy (SFHEA)
Faculty of Education,
The University of Hull, HU6 7RX
Tel: (44) 01482 466731
Mobile: 07815184477
Twitter: @edskjb
URL: https://hull.academia.edu/KevinBurden
MESH maps (iPads)
http://www.richprocter.co.uk/cgi-
bin/pathways/pad.pl