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
Mobile, Digital, Ubiquitous: Solutions for Learning with Handhelds
A panel session at NECC07, Atlanta, June 2007
Panel Moderator: Julie Lindsay, International School Dhaka, Bangladesh
with Judy Breck, Graham Brown-Martin, Janice Kelly and Tony Vincent
Mobile, Digital, Ubiquitous: Solutions for Learning with Handhelds
A panel session at NECC07, Atlanta, June 2007
Panel Moderator: Julie Lindsay, International School Dhaka, Bangladesh
with Judy Breck, Graham Brown-Martin, Janice Kelly and Tony Vincent
Cutting Edge Technology: Mobile Devices in the Classroom. A brief introductory presentation to possible pros and cons of integrating mobile devices into your classroom.
Tech Tools to Support Literacy Teaching and Learning
Tar River Reading Council
January 20, 2011
Dr. Brian C. Housand
East Carolina University
http://brianhousand.com
Presentation by Greg O'Connor (Teacher/Education Services Manager) at the Accessing the Future Conference in the Hunter Valley, NSW, Australia - December 2011.
This is a project debating digital culture and it's influence on the classroom - do you think tablets benefit a students learning? And who are these students anyway - who are we talking about?
Watch to find out more.
The digital landscape for education. We hear so many different opinions on topics such as digital natives, digital literacy and digital technologies such as ‘mobile’ that it is hard to know where to begin. In this session I identify where we currently are in UK education, where some of us are headed and what may be on the horizon to help us enhance the learner experience.
Rethinking Learning for the Digital Generation - Better, Faster, CheaperJulie Cunningham
Presented to the ALPMA (SA Branch) in July 2014
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn” - Alvin Tofler
Many organisations face a similar dilemma - linking learning to organisational performance. Advancements in mobile technology and adaptive learning platforms can change this and offer organizations insight they currently lack.
In this session we will explore some of the benefits of shifting the weighting from its traditional skew towards ‘learning’ to focus as needed on ‘unlearning’ and ‘relearning’.
The future of learning is exciting and full of opportunity – and for organisations who want to thrive into the future, disruptive thinking in this area can create significant competitive advantage.
The future is about insight, experimentation, discovery and connection using emerging technology.
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
Cutting Edge Technology: Mobile Devices in the Classroom. A brief introductory presentation to possible pros and cons of integrating mobile devices into your classroom.
Tech Tools to Support Literacy Teaching and Learning
Tar River Reading Council
January 20, 2011
Dr. Brian C. Housand
East Carolina University
http://brianhousand.com
Presentation by Greg O'Connor (Teacher/Education Services Manager) at the Accessing the Future Conference in the Hunter Valley, NSW, Australia - December 2011.
This is a project debating digital culture and it's influence on the classroom - do you think tablets benefit a students learning? And who are these students anyway - who are we talking about?
Watch to find out more.
The digital landscape for education. We hear so many different opinions on topics such as digital natives, digital literacy and digital technologies such as ‘mobile’ that it is hard to know where to begin. In this session I identify where we currently are in UK education, where some of us are headed and what may be on the horizon to help us enhance the learner experience.
Rethinking Learning for the Digital Generation - Better, Faster, CheaperJulie Cunningham
Presented to the ALPMA (SA Branch) in July 2014
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn” - Alvin Tofler
Many organisations face a similar dilemma - linking learning to organisational performance. Advancements in mobile technology and adaptive learning platforms can change this and offer organizations insight they currently lack.
In this session we will explore some of the benefits of shifting the weighting from its traditional skew towards ‘learning’ to focus as needed on ‘unlearning’ and ‘relearning’.
The future of learning is exciting and full of opportunity – and for organisations who want to thrive into the future, disruptive thinking in this area can create significant competitive advantage.
The future is about insight, experimentation, discovery and connection using emerging technology.
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
In this session, we introduced the concepts of mobile and ubiquitous learning and we had a brief look at some examples of mobile learning apps being used to educate child refugees in Syria. Groups then designed their own mobile learning app and the app must be targeted at children living within a developing context.
Selected slides from presentations on EdTech evaluations, standards and industry-academia collaborations in the area of learning sciences, children and education.
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
SAMPLE GED 501 RESEARCH PAPERTechnology Based Education How.docxagnesdcarey33086
SAMPLE GED 501 RESEARCH PAPER
Technology Based Education: How can theories of learning and/or development be used to guide the use of technology in schools?
Introduction
Twenty first century learning environment is no longer a goal, but an educational reality. We are deep into the midst of a paradigm shift that spans across our entire globe. The technology we live with as a society has exponentially grown at an increasingly rapid rate. This is illustrated from the integration of computers in every facet of our lives. This includes televisions, phones, cars, and even coffee makers which all contain a microprocessor, they all think. Even more startling is how connected we all are. Access to information is available at a finger’s touch. We can connect to people, we can shop, and ask for directions from anywhere at any time. We are tethered to the world by social media such as Facebook. Google has mapped out the entire earth. We can send a text message from the middle of Antarctica. Even more startling is how corporations and the government collects data as they track our ever movement as we go online. All this is reflected upon education, which mirrors this new 21st century society. No longer is the classroom isolated from the world, but it too is connected. Learning technology is critical more than ever because it impacts skills and productivity (Hall, 2011) for both the student and the teacher.
Background
Incorporating technology into the classroom has been around since computers were invented, but it has been only recently been the norm in the last few years. This revolution no more pointedly reflected in our education system, than it is today. Johri (2011) states that although digital information technologies in education has become commonplace, there are few guiding frameworks or theories that explains the relationship between technology and learning practices. Bennett and Oliver (2011) share that view. Research has focused on practical implementation versus the theory and application of the technology. They explained once theories are developed, a better understanding of effective technology based pedagogy would occur.
Technology in Education
I believe however, all the theorists play well with technology. Technology is merely a tool. Its strength is the ability to facilitate. John Dewey is a prime example. He believed in “learning by doing”. With an iPad there is an App where by students are able to see the stars and the constellation. With the use of satellites and GPS held within the piece of technology, students are able to view exact locations of stars. Where the iPad is directed in the sky, the stars would be in that location on the handheld screen, no telescope necessary. The students interact with the material to gain knowledge.
This is further illustrated by this second example. The best way to learn about Mayan pyramids is to actually visit one in Central America. With the use of laptops, students can connect to the Discove.
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)
This Learning Forum session focused on new College initiatives to produce mobile-friendly learning content for students. Using a range of examples of apps in production (such a clinical skills apps being developed in collaboration with Russells Hall Hospital) and others in planning, John Couperthwaite, Marcus Belben and David Morley discussed the challenges of developing mobile technology, the new pedagogical considerations it presents, and the issues arising from publishing to a global audience.
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
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
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
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.
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
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
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
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.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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?
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
31. there was a Map of Medicine for education????
‘Concept to classroom’
Imagine if teachers could access research based
pedagogic knowledge about.....
barriers to learning threshold concepts at a fine grain
level
the most effective strategies for using iPads in the
classroom
34. • the research evidence base for iPads is
growing but is not organised for teachers
• Personalisation; Collaboration;Authenticity
are emerging as powerful affordances of
iPads
• MESH is an international, free, online
project to map the pedagogical knowledge
base in all subjects
Your take-away
36. 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
Editor's Notes
delivering more content
In what ways do tablet devices like the iPad enable and support teaching and learning in ways which could not easily be replicated by PCs or laptops - use the SAMR model to guide thinking about this and as a structure for the presentation
Current growth in interest around mobile learning - evidenced by the interest of the international Agencies
Summarise what they are all saying about mobile learning at this point in time
original research (at scale) on the iPad is still rare. This was undertaken in Scotland in 2012 by the author - what did it discover?
My latest research project - a world widfe survey to discover how educators are using mobile technologies. The findings (in print) suggest they are aware of the affordances but not yet fully exploring them all (go back to SAMR - the unique affordances of these devices)
My colleagues and I have captured all of these opportunities/affordances in a framework as shown. Personalisation; Collaboration; Authenticity (0verlay this with SAMR)
Authority:
1. Where mobile technologies are sanctioned within the institution, especially in depolyments which are highly personal (e.g. 1:1) they alter the relationship between learners and teachers/educators
2. Current model of learning is unsymmetrical in many ways:
the teacher owns and controls most of the knowledge or ‘stuff’ which is mandated to be understood/known - Freire’s Banking Analogy (Knowledge is deposited) restricting the ability to think critically
knowledge (or stuff) is consumed by the learner in large volumes but relatively little is produced, particularly with any lasting value (most is ephemeral and quickly lost)
3. Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
not necessary to teach as much content any longer - most of it can be located by students
it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
learners become more independent and less needy of the teacher
they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
they
Introduces more choices and autonomy for students - one of the emerging themes to date (students have more opportunities to find out for themselves; to be ‘experts’; to learn from experts outside the classroom’
But is it happening (see findings from our study)
One aspect of personalisation is customisation - technologies, like the iPad, offer great opportunities to customise learning to the individual
the device itself can be customised giving it a great sense of personal identity (show screens)
like eBay and Amazon the device can start to understand the learner’s preferences and customise resources accordingly (e.g. use of Twitter to send personal details)
some apps are very good at customising the experience of learning (e.g. Beluga Maths)
customisation through books - see iBooks and Bookry widgets
The risks associated with individualisations - lack of social contact
But our data does not support this conclusion - at least not yet
1. we were surprised to find higher levels of conversation and collaboration in the classroom than we expected - teachers report it has increased
Important that teachers still design lessons which encourage collaboration and cooperation between learners - when they do the technology actually supports this kind of learning - (e.g. see these apps_)
Examples of production - student generated content (contexts) - find examples
For almost as long as we have had schools the relationship between the learner and the teacher has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why
technical reasons - hard for students to produce anything that would last
technical - hard to share or disseminate to a wider audience
lack of real audience diminishes the drive to publish - who reads a typical essay
Whole host of apps and software which enable students to create their own books
smart books - customised t your likes and interests - sharing content with other readers/their notes on the same book - knows where you are and who is near you
insert images of Apple books here ..
Widgets to make books more customised for learning - customied to the individual
3. Using it in real work-places:
Authentic learning tools - video capture
Situated learning on the job - in the work-place
3. Using the real world and AR as the classroom - Museum of London street app