Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan ydintaitoja tukevaa osaamisen kehittämistä?
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Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan ydintaitoja tukevaa osaamisen kehittämistä?
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Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan ydintaitoja tukevaa osaamisen kehittämistä?
- 1. Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus. Kasvatustieteiden tiedekunta, Suomi, Finland Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan ydintaitoja tukevaa osaamisen kehittämistä?
- 3. https://www.youtube.com/watch?v=Mk7ExsojYgI&list=UUXiKgucoUVd47dPnUrMtrPg Taustayhteisöni on Oppimisen ja koulutusteknologian tutkimusyksikkö LET
- 4. Mobiiliteknologian ja oppimisen lyhyt yhteinen taival. Historia pikakelauksella. Laru, J., Naykki, P., & Jarvela, S. (2014). Four stages of research on the educational use of ubiquitous computing. Learning Technologies, IEEE Transactions on , vol.PP, no.99, pp.1,1 doi: 10.1109/TLT.2014.2360862
- 5. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Technology trigger Peak of inflated Expectations Trough of Disillusionment Slope of Enlightenment Plateau of productivity First generation: PocketPCs First steps (R&D) Personal Digital Assistants 2nd generation: Wireless Internet Learning Devices (Smartphones) 3rd generation: Out of the box tools, social media integration Case study I Case study II Case study III time Visibility Ubiquitous future
- 6. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Technology trigger Peak of inflated Expectations First generation: PocketPCs First steps (R&D) Personal Digital Assistants Case study I time Visibility 1. First years of research: mobility & PDAs • Beliefs that mobile devices would revolutionize education (Trifonova, 2003) • ”M-learning or mobile learning” (Keegan, 2005; Quinn, 2000) as extension of e-learning (Quinn, 2000). • Definition of mobile learning (Sharples, 2000). • Era of technology determinism started
- 7. Case study 1: Designing a new virtual master’s programme Collective task Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University Existing master’s programs New master’s program Knowledge building activity • The participants (n=10) shared a major problem: to design a new distance education program in new domain • Instructional design was simplified: a mobile device equipped with knowledge building tool was just embedded into existing practises. • Dissappointing results Laru, J., & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International, 45(1), 17-32.
- 8. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of time Visibility 2. ”Wireless internet learning devices together with pedagogically ambitious learning goals” 2nd generation: Wireless Internet Learning Devices (Smartphones) Case study II Trough of Disillusionment • ”tool support of most projects is not pedagogically ambitious” (Frohberget et. al, 2009). • In order to ensure engaged learners, a proper design is needed (Looi et. al, 2009) • Seminal WILD paper (Roschelle & Pea, 2002) [was ahead of the time when was published] • Role of teacher, scaffolding etc. Slope of Enlightenment
- 9. Case study 2: Field trip (K12-education) Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University • The participants’ (n=22, age=12) participated one-day field trip to nature park • Their shared problem was to explore inanimate and animate traces • Smart phones with bluetooth mobile encounter networks • Core-activity was aimed at scaffolding argumentative discussions in small groups during inquiry learning (soft and hard scaffolds) • Design included also pre- and post-structuring activities. • Mixed results LARU, Jari; JÄRVELÄ, Sanna; CLARIANA, Roy B. Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners. Interactive Learning Environments, 2012, 20.2: 103-117.
- 10. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of time 3. Combining affordances of social software and mobile learning Case study III • Personal and wirelessly networked technologies and social software tools are (currently) becoming more prevalent in the live of learners (Lewis et. Al, 2010; Lewis, Pea & Rosen, 2009) • Mobile social media (Multisilta & Milrad, 2009) in education is stitching formal and informal learning contexts together and briding individual and social learning, which leads to seamless learning • However, very few papers discuss the mechanisms of bridging the individual and collaborative activities (Wong & Looi, 2011). Slope of Enlightenment 3rd generation: Out of the box tools, social media integration
- 11. Case study III: a course in the context of higher education Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University • The participants (n=21) undergraduate teacher education students. • Learners’ core task was to integrate selected individual blog reflections and visual representations into coherent and comprehensive wiki • Multiple individual and collective phases before the wiki activity where content was elaborated multiple times • Role of the mobile device was smaller than earlier studies • Positive resultsLaru, J., Näykki, P., & Järvelä, S. (2012). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. The Internet and Higher Education, 15(1), 29-38.
- 12. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of time 4. Ubiquitous tomorrow: learning environment consisting of an amalgam of tools around the corner • Research and educational use is currently in the phase of the plateau of the productivity • World is entering the age of mobilism (Norris & Soloway, 2011) • Mobile phones are nowaday connected computing devices that offer multitude services (Pea & Maldonado, 2006) • Contemporary human interaction paradigms (RFID, QR-Codes etc. Are becoming regarded as mainstrea, in current mobile devices • Multiple device-student ratios (e.g. 1:1 or 1:all) set new challenges for instructional designers (Wong & Looi, 2011) Plateau of productivity
- 13. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Technology trigger Peak of inflated Expectations time Visibility Conclusion Trough of Disillusionment Slope of Enlightenment Plateau of productivity
- 14. NYT.
- 16. E I HIDASMUUTOS”(tieto)allinto tietää pedagogia paremmin”; ei ole rahaa uudistuksiin; koulut ovat homeessa; opettajajohtoinen opetus; ei ole täydennyskoulutusta riittävästi; ei ei.. Muutos on tulossa, mutta pidetään ensiksi muutama kokous
- 17. NOPEAMUUTOSLasten & nuorten mediamaailma; digitaalinen teknologia; sosiaalinen media; luova tuho & mustat joutsenet; ongelmalähtöisyys elämässä Opettajankoulutus Oppilaitokset päiväkodeista korkeakouluihin
- 18. 21th century skills TPACK -taidot Digiajan osaaminen Oppilaitos Muutoshaasteet Pedagoginen muutos
- 19. Vakioidut, tuetut ja hallinnoidut yliopiston järjestelmät esim. Optima ja Noppa Nuorten aikuisten digitaalinen todellisuus Työelämän digitaalinen todellisuus
- 20. BYOD CYOD C/BYOT Bring Your Own Devices Choose Your Own Devices Choose/Bring Your Own Things
- 21. BYOD/CYOD MDM myös opiskelijoid en laitteissa Toimivat pilvipalvelut peilaus
- 22. Pilvipalvelut Sovellukset Opiskelijoiden käytössä (ei henkilökunnalle, ei sivustoja) Pilottikäytössä Oulun yliopistossa. tuotantokäytössä Oulun normaalikoulussa. Pikkusovelluksia joita voi hyödyntää omassa opetuksessa C/BYOT
- 23. Vertaistuki Videotuki Käyttäjätuen muuttuvat muodot
- 24. ENTÄ SITTEN?
- 25. "The computer revolution hasn't happened yet” (Kay, 1997) we haven't realized the potential that computers can provide for us…
- 26. ”To put it simply, the next great advance in human ability comes from being able to externalize the mental models we spend our entire lives creating”. (Granger, 2015) http://www.chris-granger.com/
- 27. Laru, J., & Järvelä, S. (2015). Integrated Use of Multiple Social Software Tools and Face-to-Face Activities to Support Self-Regulated Learning: A Case Study in a Higher Education Context. In Seamless Learning in the Age of Mobile Connectivity (pp. 471-484). Springer Singapore.
- 29. YDINTAIDOT?
- 34. 21th century skills TPACK -taidot Digiajan osaaminen Oppilaitos Muutoshaasteet Pedagoginen muutos
- 35. Vakioidut, tuetut ja hallinnoidut yliopiston järjestelmät esim. Optima ja Noppa Nuorten aikuisten digitaalinen todellisuus Työelämän digitaalinen todellisuus
- 36. 21th century skills TPACK -taidot Digiajan osaaminen Oppilaitoksen ja opettajien tekemät valinnat Muutoshaasteet Pedagoginen muutos
Editor's Notes
- it characterizes the typical progression of an emerging technology. there are five stages of the Hype Cycle: technology trigger, this first phase of cycle is breaktrough, product launch or other event peak of inflated expectations is term to describe over-enthusiasm and unrealistic exceptations trough of disillusionment, technologies or idea because thei fail to meet exceptations slope of enlightenment, in this phase some business continue to explore benefits and practical application of the technology plateau of productivity, technology reaches the plateau of productivity as the benefits of it become widely accepted. Because the technology is at different levels of development during each of the five portions of the cycle, analysis of the educational use of the mobile technologies can be made in steps. From the slide you can see four major developmental steps. In addition to exploration of the general idea of mobile devices in education, three empirical case studies are included in this paper as examples of the developmental stages.
- The history of the educational use of ubiquitous computing begins with the era of technology triggers (stage 1), including the product launches by Apple Newton, Palm Pilot, and Nokia Communicator in the late 1990s, followed by Microsoft’s PocketPC in the early 2000s. Later devices are considered first-generation gadgets in this cycle. These early developments in ubiquitous communication led to a peak of inflated expectations (stage 2) when some scholars thought that mobile devices would revolutionize education (Trifonova, 2003). It was typical during this period to refer to the educational use of mobile devices under the terms “mobile learning” and “m-learning” (Keegan, 2005; Park, 2011; Quinn, 2000). While we researchers elaborate terms deeply in scientific practices, many still understand mobile devices and wireless networking technologies in education as “an extension of e-learning” (Quinn, 2000) or the mainstream, pervasive learning delivery medium.
- The FIRST case study was conducted in realistic settings with the University Learning Center, which offers distance education on information processing sciences through several retraining programs in seven independent regional learning centers. The voluntary participants (N = 10) were split into three teams at two different locations in a northern area of Finland. In this case study (Laru & Järvelä, 2008), the participants shared a major problem, which was to design a new distance education master’s program in a new domain. The instructional design in this first case study was simplified: a knowledge-building tool was just embedded into existing practices. The results were very disappoing because of nonparticipative behavior.
- In the third stage, that of disillusionment, critical accounts toward technology determinism started to appear. A considerable amount of research effort in this decade was driven by technological challenges, and few studies dealt with questions of how meaningful and productive mobile technology-supported (collaborative) learning actually is (Järvelä, Näykki, Laru, & Luokkanen, 2007; Park, 2011). Nowadays it is widely accepted that In order to ensure engaged learners, a proper pedagogical or lesson design is needed for when enthusiasm for using the new technologies begins to wear out (Looi et al., 2009). First scholars who suggested proper theoretical ideas for designing mobile learning activities were Jeremy Roschelle and Roy Pea in 2002. Roschelle and Pea (2002) predicted how mobile technology might revolutionize the role of teachers by breaking contrastive teaching paradigms of teacher-centered instruction and (teacher-guided discovery. Instead, they offered the idea of “conductor of performances,” which has been further developed by other scholars (Dillenbourg & Jermann, 2010) using the term “orchestration”.
- The participants in the second case study were primary school students (N = 22, all 12 years of age) who participated in a one-day learning project during a field trip to a nature park in a wilderness forest setting in northern Finland The major problem in this study was to explore inanimate and animate traces of nature in small groups in order to create argumentative knowledge claim messages (Laru, Järvelä, & Clariana, 2012). The tools used in this case were smartphones and prototype of mobile peer-to-peer application with ad-hoc connectivity. From the perspective of instructional design (see Figure 3), a collaborative core activity was aimed at scaffolding co-construction of argumentative messages in small groups during inquiry learning. Learning activities were structured with “soft” scaffolding, provided by tutors and the nature guide, and “hard” argumentation scaffolds, provided by the messaging tool (sentence openers). In addition, the instructional design included pre-structuring activities that provided procedural scaffolding in the form of storyboard messages as well as post-structuring activities that included debriefing and conclusive synthesis at the end of each task at the collective level.
- The developments described for the previous phase, together with new affordances of mobile technologies, led to the Hype Cycle stage of enlightenment.). Currently, the increasing use of mobile social media in education is stitching learners’ formal and informal learning contexts together and bridging individual and social learning, which leads to seamless learning. However, most papers considered in the extensive literature review made by Wong and Looi (2011) tend to discuss or analyze personalized and social learning in their studies separately or to only focus on one of these aspects. Further, very few papers discuss the mechanisms of bridging individual and collaborative activities.
- For the third case study, the research participants were 21 undergraduate students in a five-year teacher education program at the Faculty of Education. All students were enrolled in a required course entitled Future Scenarios and Technologies in Learning sciences The third case study in the current paper is focused on bridging individual and collaborative activities as well as face-to-face and mobile social media activities. It includes a full activity design, as suggested by Wong and Looi (2011), with multiple phases; the mobile-mediated conceptualization activity was just one phase of the instructional design. Products created in that phase can be characterized as artifacts that were used as a mediating tool for reflections, elaborations, reviews, and knowledge building (Wong & Looi, 2011). In this experiment, the learners’ core task was to integrate selected individual blog reflections and visual representations into coherent and a comprehensive wiki (see Figure 4). Although this wiki was also the main outcome of the activity (the end goal for their activities), it was not specified as such. There were also multiple individual and collective phases before the wiki activity, where the same content was elaborated multiple times when students encountered multiple representations of each of the content topics using different analogues, examples, and metaphors.
- From the present perspective, this field of research is currently in the phase of the plateau of productivity. The world is entering the Age of Mobilism (Norris & Soloway, 2011). Ubiquitous computing has evolved from Weiser’s initial ideas about the interplay between the human world and communication technologies with the widespread adoption of mobile devices that require proactive involvement rather than the calm computing originally suggested by Weiser. Current trends are increasingly focusing on effective personal learning environments as being characterized by an amalgam of technology devices, software, and services; access to a variety of digital tools simultaneously for everyone, anywhere, anytime; and choices about which technology is most appropriate in a given situation (van’t Hooft & Swan, 2007). Western students today may have “one or more devices per student” if needed, but the number of devices in the ubiquitous environment is quite variable. These diverse device-user ratios set new challenges for instructional designers, because each ratio provides different dynamics of interaction and collaboration (Wong & Looi, 2011).