mobile-learning2012 at IADIS ML2012

Isa Jahnke, Peter Bergström, Krister Lindwall,
Eva Mårell-Olsson, Andreas Olsson,
Fredrik Paulsson, Peter Vinnervik

Interactive Media and Learning (IML)
Department of Applied Educational Science
Umeå University
Sweden

Understanding, reflecting, designing
learning spaces of tomorrow

IADIS International Conference
Mobile Learning 2012
Berlin, Germany
11-13 March 2012

isa.jahnke@edusci.umu.se
2 andreas.olsson@edusci.umu.se
peter.vinnervik@edusci.umu.se

Some te
achers
enthusia are ve
iPads, th stic to ge ry
ey expec t
t ”creativ
classroo e ndle
ms” ow to ha ge
know h
rs don’t ion: usa
Some teache
rooms => react rses
eir class ms/cou
ICT in th classroo
owed in
i s not all

ds as not real
understa nd virtual worl are
Many people condLife etc.
=> Wrong! Facebook, Se chnology-
a social-c onstructed Te
examples for atters for peop
le who
ty . Social media mternet.
mediated reali municate via the In
com


“Hom
o Intern
in a social-constructed world eticus
”
BUT
we live in a
socio-technical
constructed society Did acticus
We do not live any longer H om o

Social construction of reality
Berger & Luckmann, 1966
Homo Interneticus 4 andreas.olsson@edusci.umu.se
Aleks Krotoski, 2011 peter.vinnervik@edusci.umu.se

Guiding research questions

a) What are the understandings of teachers towards “iPad-Didactics”?
 What do they expect?
 What are their teaching practices supported by iPads?
 What problems will occur?

b) What are the understandings of pupils/students towards
“iPad-Didactics”?

c) What is the classroom of tomorrow (equipment, didactics, virtual…)?

iPad-Dida
ctics
iDidactics


Design-based research perspective
(action research)
How to design
(develop & evaluate)
sociotechnical-didactical learning
successfully?

What does
“successful” mean?

What elements
can be designed?

What are
appropriate methods?
Jahnke et al. 2010,
GMW Zurich; REV Stockholm
Wasson (2007): Design and Use of
Technology Enhanced Learning Environments


Theoretical background
(social sciences)
• Mediatization (e.g., Hjarvard 2008; Krotz 2007)
• Media-constructed social awareness (Medialitätsbewusstsein)
• Objective facticity (Berger & Luckmann 1966)
• Complexity theory (e.g., Dugdale 2000)

New media affects society (“media is integrated into the operations of social institutions”,) but
on the other hand society designs new forms of communication.

Media is formed by society but also became an active agent
which influences human interactions.

People live in a media-constructed world where we have a difference between “reality” and
“reality given by different media”. To know this and to handle this in the classroom is one
aspect of media competency.

Complex problem: technical, social and didactical developments
are required simultaneously

7

CSCL & CSCW
what we already know

• Socio-technical approach
(e.g., Suchman 1987, Orlikowski 1996, Coakes 2002; G. Fischer 2005).

• CSCW: knowledge management
(e.g., 1986 first conference; Gross & Prinz, 2003)

• CSCL: collaborative learning = co-construction of (new) knowledge
(e.g., CSCL conference started 20 years ago;
Koschmann, Stahl, Suthers, Dillenbourg 2003)

• Socio-technical Communities
(e.g., Communities of practice, Wenger & et al. 2002;
Online communities, Preece, 2000)

8

Different understandings of
“mobile learning”

• Focus on mobile learning in terms of devices and technologies
• Focus on the mobility and flexibility of learners (anywhere, anytime,…)
• Focus on mobility of learning
• Focus on learners’ experience with mobile devices
• Mix

Traxler (2007)
Sharples et al. (2005)
Sharples (2006) isa.jahnke@edusci.umu.se
Pachler (2007) 9 andreas.olsson@edusci.umu.se

What is “learning”? To what extent can it be supported?

Kolb’s learning cycle (1984)
•concrete experience (ideas)
•reflective observation (reflecting)
•abstract conceptualization (generalizing)
•active experimentation (applying)

To what extent does the “design of mobile learning”
motivate and enable students to…..
Laurillard, 2007,
•Access theories, ideas or concepts?
pp.163-164
•Ask questions to (a) the teacher, (b) their peers?
•Offer their own ideas to (a) the teacher or (b) their peers?
•Use their understanding to achieve the task goal by adapting their actions?
•Repeat the practice using feedback that enables them to improve performance?
•Share their practice outputs with peers for comparison and comment?
•Reflect on the experience of the goal-action-feedback cycle?
•Debate their ideas with other learners?
•Reflect on their experience by presenting their own ideas, report designs (productions)
to peers and to teachers?


Teaching objectives
Bloom’s taxonomy 1956; Anderson & Krathwohl, 2001

• Remembering
• Understanding What lev
el(
• Applying address; s) do a teacher
to what e
xtent?
• Analyzing What is
her/his d
• Evaluating achieve esi
this leve gn to
l?
• Creating

Designing the Interdependencies

Didactical a
(e.g
pproaches
., learning to
be creative)

Trans-formations
Inter-
Inter-actions dependencies

U se o f
Technology(
S Teaching an
ocial Media) d
LearningCu
ltur
faculties, dis es (different
ciplines, sub
jects)


Research activities
1) University course with iPads (spring 2012)
• “Applied IT in schools” (Krister Lindwall, Peter Vinnervik)
• Ca. 15 student teachers (teacher education program),
• blended learning

2) University course with iPads
• 55 student teachers (teacher education)
• preschool study program (Kenneth Ekström, Eva Mårell-Olsson)

3) Odder municipality (Denmark)
• 200 teachers, 2,000 pupils – iPads for all – started in Dec 2011

4) ”CSCL@Work” – learning at work
• Sean Goggins (USA), Isa Jahnke (SWE), Volker Wulf (GER)


iDidactics
RQ 1: a) Groups at the beginning? B) Changing over time?
-Baromete
r
Group C
Group A Group B
“Tech-NO! teachers”
“iDidactics teachers” “iPad-how? teachers”
-
+ +/-
They want to use iPads in their
They are happy to get an iPad; They don’t want to use new
1.) classrooms, but have no ideas how to
have ideas for designing their do it, have some technical problems;
technologies, iPads. They don’t see
classrooms; have ideas of the the benefit.
they would like to improve their
outcomes; they redesign their teaching practice but without any
teaching practices. more additional effort.

RQ 2: To what extent are iPads
2.) Ideas of useful for student’s learning
Didactical learner’s based on special didactical
Designs learning
designs by the teachers? What
skills are students able to
(supported by iPads)
develop over time? (aimed
outcomes skills, additional skills)

Math; Subject
Bio-logy; Languag
pupils X;
5 e;
=16 n
years
years 11 years
years

Two examples in detail

• Scenario 1: GIS in School
• Scenario 2: Sloyd Project - Podcasting in Teacher Education


GIS in School

Pilot project 2004 (Pär Segerbrant, Leif Marklund, Fredrik Åslund)

Didactical approaches
•Co-construct knowledge together with other pupils
•Increase the pupils' involvement in the learning situation
•Create a strong connection between the learning situation and the
pupils immediate environment
•An interdisciplinary approach


GIS in School

iver
R ec e
GP S
PDA


GIS in School


GIS in School
Problems from the Pilot project 2004

Expensive maps
•

Manual registration of the map coordinates
•

(gps devices had no internet connection)
The pupils could not document their findings
•

with multimedia
No technology for synchronous sharing of the findings among
•

the pupils


GIS in School
Possibilities in 2012
•Inexpensive apps (GPS motion X)
•The devices (ie. iPhone, iPad) often has
constant Internet connection
•The devices can be used to document
the findings via multimedia
•Pupils can share findings synchronously
among themselves and the rest of the
world.


Designing the Interdependencies

Didactical a
(e
pproaches
.g., learning
to be creativ
e)

Inter-
dependencies

U se o f
Technology(
S Teaching an
ocial Media) d
LearningCu
ltur
faculties, dis es (different
ciplines, sub
jects)


Sloyd Project - Podcasting in T.E.
Peter Vinnervik & Krister Lindwall

• Pilot project 2006
• Funded by the Faculty of Teacher Education
• In collaboration with Dept. of Creative Studies
• Teacher programme in Sloyd (metal and woodwork)
• Distance ; 3 on-campus meetings (per semester)
• Project objectives
o Offer a more flexible study environment
o Increase time for individual tutoring during on-campus
meetings
o Promote the use of ICT in teacher education programmes
o Support teacher trainers
o Develop training material for Teacher Education



• Provided 20 students with Ipod Videos
• Prepared instructional videos
o Welding, wood carving etc.
• Subscribe to videos via RSS
• Use Ipod at home in personal workshop
o anywhere, anytime learning



• Then • Now
o Shift in technology
o One-way
o Collaborative opportunities
communcation o Improved anytime,
o Partial anytime,
anywhere learning, 24/7
anywhere learning o Improved usability
o Media player


What we learnt so far
Challenge 1 -- informal learning influences formal education

We can learn from the informal characteristics of knowledge construction:
•The problem is often the trigger for learning
•Take advantage of the curiosity that makes people use Internet for
information retrieval.

Place the problem at the centre. The tool which the learner uses to solve
this problem may vary

Thesis 1: Mobile learning bridges informal learning approaches to formal
education and new flexible teaching methods -- where the problem and
not only the textbook is in the center of teaching.


Challenge 2 -- Shift from “textbook knowledge” to “learning to be creative”

c)How to teach/support learning
“when the answer to a problem is not known”? (Gerhard Fischer, 2011)

e)New understanding of learning
-- learning what
-- learning how,
-- learning to be (e.g., learning to be a teacher, a researcher etc.),
-- learning to be creative

Thesis 2: Mobile learning supports a
shift from “textbook learning” to “learning to be creative”

Collins &Halverson 2009 isa.jahnke@edusci.umu.se


Challenge 3 – omnipresent online presence

c)Change of daily-life discussion culture
e.g., students “google” teacher’s talk

e)Smartphones, iPad, Androids, = Small Multitouch-devices :
It’s different to the Laptop age! The devices are small,
you can communicate in seconds, nobody can see it when the user doesn’t want
to; it doesn’t take time to reboot/start

Thesis 3: Mobile devices bring innovations from daily life into schools
and universities, and are able to “crack” traditional teaching routines


Mobile devices…

We n
dida eed the
ctica
ed l des sociotec
enabling learning unde ucation
igns h
for F nical-
rstan to O
ding foster a RMAL
of ne
across established boundaries crea “learning w
tive” to be

in unexpected online places


Thanks a lot!

Professor Dr. Isa Jahnke
•

Professor in ICT, media and learning
•

Umeå University
•

Dep of Applied Educational Science
•

•

http://isa-jahnke.de
•

http://www.facebook.com/isajahnke
•


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