The document discusses incorporating mobile learning into emerging pedagogies. It presents a framework for integrating mobile learning and pedagogies in classroom settings, especially in rural schools in developing countries. It discusses how pedagogy 3.0 utilizes new technologies and participatory learning approaches. The document also examines inquiry-based learning, problem-based learning, and experiential learning approaches and how mobile learning can be incorporated into each. The author resonates most with experiential learning due to its hands-on nature and potential for enhanced mobile learning experiences.

1. Incorporating mobile learning into the emerging pedagogy
ABSTRACT: Research suggests that it is difficult to integrate information and
communications technologies (ICT) in classrooms. This model presents the framework for
the integration of mobile learning and pedagogies in the classroom settings in developing
countries primarily in rural schools. Although numerous initiatives have made an attempt to
place ICT resources in schools, it is evident that by merely introducing information
communication and technological resources in schools is not enough and will not bridge the
digital divide The knowledge teachers possess has been challenged by the demand of
incorporating technology into their teaching. These require their abilities to effectively use
resources to stimulate interest of the 21st century learners. It has become clear, however
that the main concern should be on discovering ways of using and incorporating the
emerging technology in the new pedagogies .
Introduction
In this project I am going to present a synopsis of Sir Ken Robinson’s talk in TED
talks and the effect of his talk up to the minute. Secondly I will describe the principles
of pedagogy 3.0 with regards to teaching and learning. I will further discuss mobile
learning which is integrated in other types of learning for example Inquiry Based
Learning, Problem Based Learning and Experiential Based Learning. Lastly I will
choose learning style that I resonate with and briefly discuss it
Ted Talks
Students have a passion of learning through dance, therefore teachers could use this
talent to enhance learning and develop their creative thinking. Robinson highlighted
the natural abilities that humans are born with. He urges teachers to use these
natural abilities to develop in student an innate talent. He raises concern about the
kind of curricular that the education system has come up with in schools which
impact on the lives of students. The Department of Education is has narrowed the
curriculum by focusing on standardized testing without considering activities that
develops creativity in students. He further argues that education system has reduced
the curriculum into ‘laboring’ by refusing to acknowledge the major role played by
exposing children to activities such as the arts which they passionately enjoy.
The education system does not help student to discover their innate abilities which
could assist them in doing subjects that focus more on content. Human beings have
a variety of qualities which if harnessed can prove to be unerring. Much is
accomplished through devotion and through passion. It is therefore imperative that
the curriculum is designed in such a way as to accommodate all the processes that
are deemed necessary for learning. Blending the arts into the content subject could
improve creativity of students and they could perform better in anything they put their
mind to.
Brief description of Pedagogy 3.0
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2. Pedagogy 3.0 is the, the dawn of civilization, with a shift from didactic content to
participatory learning and yet few pedagogues have been prepared to meet the
demands of the new era. “The challenges facing education and training providers
who are steeped in traditional delivery styles when confronted with digitally literate
students, where, rather than simply receiving and memorizing the wisdom of their
elders, which has been the tradition for millennia, students are now demanding
training that meets their specific information needs.”
According to “new and emerging pedagogies have the power to harness the
information and communication technologies by bringing dramatic change in the
educational landscape, transforming the breadth, depth and opportunities for
learning.” The emergence of new technologies has changed the structure of
education and produced a new relation between educators and student. Pedagogy is
an umbrella term encompassing the activities of learning and teaching, includes also
methods for education which involve ways of knowing as well as ways of doing.
Teaching is a pedagogy that focuses on education for social change (Nieto, 1999).
An in-depth research and innovation are two factors that can ensure the future
quality of pedagogy . A well-designed and effectively conducted analysis is an
essential prerequisite that should provide knowledge and experiences for making
each of the pedagogy’s components more enriching and appropriate to the needs of
learners and teachers.
Educators should be familiar with latest advanced teaching methods throughout their
teaching profession to keep abreast with the emerging technologies. Their training
courses should be organized in a way that allows them adapt to change to suit new
purpose of pedagogically sound methods of teaching and learning with technology.
The Inquiry, Problem and Experiential learning has contributed to the advancement
of mobile learning, which is able to meet the demand arising from the needs of 21st
century learners.
Incorporating mobile learning with pedagogy 3
The study integrates mobile learning and pedagogy for Inquiry, Problem and
Experiential based learning taking into consideration the needs and experience of
rural school teachers. It is a tremendous fact in human experience; that a whole
pedagogy achieves an advanced stage of development which is dependent on the
effective use of mobile technology. The integration of the new pedagogies of the
mobiles is integral to Inquiry, Problem and Experiential based learning
The 21st century learners require learning that offers trendy ideas that demonstrate
the authenticity of mobile learning devices. The emerging pedagogy of mobiles has a
potential of being perceived by the senses. Its capability includes tangibility, easily
perceptible sounds and hearing audible range, perceptible changes in behavior and
conversational processes that enable learners to develop the skills required to
investigate, examine, inquire, analyze and solve problems in real context. Its distinct
properties contribute to its popularity as a device for learning. The emergence of the
mobile learning pedagogies recognizes the 21st century learning and pedagogies of
learning (experiential, inquiry and problem based learning). Hence Pedagogy 3.0 is
the new approach that will transform teaching from classroom based learning to
learning that is situated in various places and provide for a variety of favorable
combination of circumstances. The emergent of the new pedagogies give rise to a
democratized mobile learning classroom that is adapted for the benefit of learners at
large.
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3. The Inquiry, Problem and Experiential learning has contributed to the advancement
of mobile learning, which is able to meet the demand arising from the needs of 21st
century learners.
Overview of the Inquiry based learning (IBL)
Initially Inquiry based learning (IBL) emanate from the perspectives of the
constructivist . Learners’ construct their own meaning rather than receive knowledge
from the educator . It is learner centered and based on the principle that learners
learn best by discovering things on their own with the teacher as a facilitator. defined
Inquiry based learning as “an approach to learning that involves a process of
exploring the natural or material world, and that leads to asking questions, making
discoveries, and rigorously testing those discoveries in the search for new
understanding”
Learning is an active process engaging learners in higher cognitive process such as
using knowledge acquired in practical situations, to facilitate personal interpretation
of learning content. They design their activities and embark on bold new ventures
through inquiry and work cooperatively to search for knowledge and create tasks that
reflect their interpretation and meaning. It is thought provoking and engages learners
to pursue knowledge by asking questions that stimulate their natural curiosity to
participate in an activity. Being inquisitive, compel learners seek information and
probe questions. A teacher offers guidance and support as a facilitator which follows
a short account of examining the learning experience at the end.
Teachers empower learners to develop their innate abilities and to acquire necessary
skills to explore, examine and discover essential features related to the real world.
The focus is away from the teacher and towards the learner. The teacher assumes
the role of a facilitator. A facilitator alleviates the process by guiding learners
towards the more challenging lessons and arriving at their own conclusion. In Inquiry
learning the learner is portrayed as an inquirer into unfamiliar and authentic activities
who develops innate abilities and skills essential to carry out a research project. He
has distinctive intellectual depth of a diversity of disciplines to discover concepts that
are appropriate and relevant to the context and to the entire world. Furthermore,
inquiry based learning provide worthwhile activities within the context of learners to
gain knowledge and skills to be able to comprehend concepts. IBL approaches help
learners to create their own meaning and understanding, by considering their
cognitive skills, which include the capacity to evaluate sources, analyze and
synthesize data, and communicate findings.
Learners are more likely to benefit from research through investigation of inquiring
into unfamiliar activities when they engage actively in research, for example, through
a variety of active learning, such as an action research.
The primary purpose of action research is to produce practical knowledge that is
useful for students. It is aimed at taking both action and creating knowledge about
theory.
Figure 1 The Action Research inquiry model
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Identify a
Evaluate action problem

4. Table 1 Summary of the Action Research inquiry model
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Investigate problem
(Just give me the facts.)
Evaluate Data
(What does it all mean?)
List possible
actions
Predict outcomes
Implement action
(Let’s hit the road.)
Select best action
(This is IT!)
Identify a new problem
and follow procedure
(Just give me the facts.)
Predict outcome
Make a prediction about the
conclusion. Envision the results.
Give evidence by finding a solution to
a problem
Select best action
Recognize or perceive the difference.
Reach a conclusion after a
discussion
Implement action
Carry out some action.
Keep evidence of improvement to
show possible and achievable
solution. Design a systematic action
plan
Evaluate action
Discuss the result. Form a critical
opinion of the action plan
Identify problem
It is important to critically discover
causes of a problem
Investigate problem
Research, explore, examine and find
the reasons to the problem
Evaluate data
Determine the nature, value, quality,
ability, extent and the significance of
information
List possible actions
Execute methods of problem solving.
Explain how to solve the problem

5. Problem based learning (PBL)
Problem Based Learning (PBL) that is presently known has developed from
innovative health sciences program introduced in North America thirty years ago
.PBL was initially initiated by the health sciences and has been adopted by other
discipline, for example, education and acknowledged by primary and secondary
schools due to being successful. With a relatively long history and its success in
medical use, educators in schools, have also adopted the principles of PBL.
In the school setting PBL is a sophisticated approach to learning that impart skills or
knowledge to numerous approaches that are critical for a century learning . PBL
strategies guide learners to develop an investigation process that combines
theoretical knowledge into practical skills, fostering its application in defined contexts.
“PBL is extremely engaging, motivating and involving a form of experiential learning”
demonstrate effective communication skills, and to use content knowledge and
intellectual skills to become lifelong learners
Essential characteristics of PBL providing information on how to
relate PBL to the real world situation
It is necessary that problems relate to real life experience in PBL. Tasks are
designed and controlled by the facilitator to allow learners to find solutions on their
own. These tasks develop in learners the ability to analyze, criticize, identify the
problem and find solution. During the lesson learners should be given a variety of
sources to promote and encourage quizzical ideas to develop new branch of
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6. knowledge. Obtaining information from a variety of sources enable learners to
resolve problems in the same situation like people in the real world.
Most of the jobs available today are opened to information sharing, whereby
colleagues are required to collaborate with each other. PBL provide for the
necessary skills required for collaboration. The autonomous study presented to
learners must be applied to show feedback to the problem with analysis and solution.
The study is relevant for individuals to collect information that informs the group’s
decision-making by being judgmental in discerning individual’s ideas.
At the end of each study individual or peer assessment should be carried out. The
emphasis on importance of this activity to be able to reflect and to deeply think about
knowledge gained in enhancing meta - cognitive processing skills.
Figure 2 the following diagram give you a visual overview of the model
(Barrows and Tamblyn 1980)
Table 2 Summary of the PBL model
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7. Overview of Experiential Based Learning (EBL)
Experiential learning is the process of creating knowledge through the transformation
of experience . Experience based learning (EBL) is recognized by distinct features
that takes learners into cognizant. According to (EBL) is based on a set of
assumption about learning from experience. These experiences has been identified
as the basis of learning and used to motivate learners. Learners actively construct
their own meaning by organizing ideas, arguments, and concepts. Learners’
experience is at the forefront of teaching and learning. Experience learning is learner
centered which is based on active participation. The experience may encompass
their pre – knowledge experience, successive events experienced in contact with the
teacher and instructors. The focus in experience learning is that learners explore
and discover the meaning of their learning experience by considering the solution to
the problems to be solved. This includes the ability to reason and solve real world
problems. Experiential knowledge includes all kind of learning, namely, informal,
formal, non formal education which links learners’ past experience with new concepts
to be learned . In EBL, learners use concrete apparatus and not abstract or
imaginary.
Experiential learning makes use of experience in a unique context to facilitate
knowledge acquisition and creation. It has characteristic features that serve to
distinguish it from other approaches of the same kind.
The essential characteristics of experience-based learning
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1. Students are given a problem
2. Students talk about the
problem in a small group PBL
tutorial. They give clarity and
facts of the case. They define
what the problem is. They
brainstorm ideas based on the
prior knowledge, identify what
they need to learn to work on
the problem, what they do not
know (learning issues). They
reason through the problem.
They specify an action plan
for working on the problem.
3. Individuals engage in
autonomous and authentic
studies. They use various
sources of information such
as the internet and library.
4. They come back to the PBL
tutorial (s) sharing information,
peer teaching and working
together on the problem
5. They present and discuss their
solution to the problem
6. They review what they have
learnt from working on the
problem. All who participated in
the process engage in self, peer
and tutor review of the PBL
process and each person’s
contribution to that process

8. It involves and develops the person as a whole i.e. the knowledge, senses, emotions
and attitude and belief. For example, engaging in activities such as role plays and
games stimulate the mind and some other senses. Learning takes place. Experiential
learning recognizes knowledge that results from direct participation in activities. In
(EBL) the teacher is the facilitator who has the positive influence in the students
learning. Both the facilitator and the students assume the same relationship involving
mutual connections by bringing ideas collectively whilst giving learners autonomy
and control.
EBL it is outcomes based through processes and assessment which depends on
how results are obtained. It offers suitable assessment tasks that are appropriate and
aligned with EBL.
The learner’s direct involvement in experiential learning is in direct contact with the
subject being studied .
Kolb’s four-stage cycle of experiential learning can be regarded as reflective
observation, abstract conceptualization, and active experimentation” and has
extensive information that enables students to comprehend knowledge gained
through experience.
Figure 3 Kolb’s model of experiential learning
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9. Table 3 summary of Kolb’s cycle of experiential learning
1. In concrete experience stage students begin from the
concrete, using the senses from direct observation or
participation in activities.
2. Students reflect on what they did i.e. what went wrong and
how they could improve on it.
3. In the abstract stage student are now independent of
tangible apparatus.
4. In active experiment stage, the students apply the
knowledge that they have acquired to practical situation.
Learning style that I resonate with
I choose Experiential Based Learning (EBL) because I have applied methods of EBL
in the classroom and also because mobile learning offers enhanced learning
experiences. Learners I in grade 3 predominantly engage in hands - on activities.
They bring in the pre – knowledge experience which I use to further develop their
knowledge by linking theory and practice. Learners get involved in what they using
their senses to perceive information. Knowledge is acquired through experience. It
corroborates the importance of experiential methods such as simulation and games.
It affords mobile learning with innovative and high-value learning styles. It has
unique, multi-facetted range of strategies that are relevant to world experience. Although it
is challenging, it requires that teachers focus of attention on learners and to be
flexible in order to take them through the processes of learning.
Conclusion
In this project I discussed the TED talks, principles of pedagogy 3.0 and the
implication of blending the types of learning and the mobile learning. I conclude that
incorporating mobile learning with other styles of learning is a big concern that needs
constant review and evaluation
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11. Savery, J. R. (2006). Overview of problem-based learning: Definitions and
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