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.
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).
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
3. Mareak Lurrean sargune bat dago. Sargune horretan dike bat egiten da. Dike horretan hainbat turbina jartzen dira. Turbina horiek 2 zentzutara mugitzen dira. (24 ordu) marea gora eta marea behera egitean elektrizitatea sortzen da. Desabantailak -.Inpakto bisuala Adb Mutriko
4. Eguzki plakak Eguzki izpiek eguzki plaketan ematen dute eta hauek beteria batzuk kargatzen dituzte eta ur depositoko ura berotzen dute. Abantailak -Ura berotzen du -Elektrizitatea sortzen da. Desabantailak -Gipuzkoan eguzki gutxi egiten duenez elektrizitate gutxiago sortuko du. -Hasieran garesti samarrak dira; 18.000€ inguru
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7. Hidraulikoa Zentral hidroelektrikoak, mendietan dagoen ura aprobetsatuz, hodi batzuk jartzen dira ura hortik pasatzeko eta gero zentral hidrauliko batera joaten da. Ura tuberia horietatik abiadura hartzen du eta turbinak mugitzen ditu eta elektrizitatea sortzen da . ABANTAILAK -Ez du kutsatzen. -ura egoten den bitartean ez da agortzen.
8. Olatuak Turbina batzuk itsaso behean (hondoan) eta boila batera lotuta egoten dira. Olatu bat datorrenean boila gorutza joaten da eta turbinak soka lusatzean biraka hasten da eta olatua joaten denean turbinak beste aldera bira ematen dute eta berriro ere soka jasotzen du.
9. Biomasa Landareetatik eta animalien hondakinetatik lortzen den energia da. Zuhaitzetako egurra beti erabili da erregai bezala. Energi berriztagarria da, 1.- egurra erretzea sua,beroa 2.- biodiesela landare konkretu batzuetatik (soja, eguzki lorea) erregaia lortzea 3.- biogasa metanoa, landareak deskonposatzen direnean sortzen den gasa.
![Eolikoa Aspei aizeak ematen diete, aspak biraka hasten dira orduan barruan duten engranai batzuk biraka asten dira azkar-azkar eta elektrizitatea sortzen dute . ,[object Object],[object Object],[object Object],Adb Urkilla](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)