Well, do we? The paper concludes in saying that the students “did not demand mobile learning and were in fact mostly neutral about the experience” and that “they did not perceive a notable improvement to their learning” (Kinesh et al, 2012). While the students did not report an opposition to the inclusion of the mobile App, they also are not reported to have had any prior experience of it, a preference to mobile learning that was not limited to Blackboard Mobile Learn, nor they opinions (positive or negative) to mobile learning in general. Continue reading →
New Year, new challenges, new opportunities. That’s as much happy-stuff I can muster at the moment – it’s the 3rd day back to work after a wonderful, but tiring, 2 week festive break and I’ve got a stinker of a cold (not that you wanted to hear that).
So, to start the year on a positive note this course, ‘Bring Your Own Device for Learning’, not only attracted my attention but I was also invited to help create and facilitate it. Running from January 27th to 31st, the ‘Bring Your Own Device for Learning’ (BYOD4L) short (open) course, is from the Media-Enhanced Learning Special Interest Group. Participants will be able to immerse themselves (students or teachers) in a range of opportunities to explore the use of smart devices for learning and teaching in their professional context in an immersive, open and collaborative environment.
The advance of mobile devices into our everyday lives continues, and doesn’t look to falter any time soon (if at all).
As educators and facilitators we talk and plan and design and write about implementing and using these devices (phones, tablets, etc.) as either part of the learning process or as an ancillary device, something additional, to where we want the learning to take place. But are we taking the students’ needs and hopes and desires into account when we do this, or do we think we already know and plough ahead regardless?
As I said in the ‘Improving Learning with Mobile Technology’ eBook “If children are spending more and more time connected online, then it stands to reason that some of this time will be in class. In your class? What are you doing about it?”. This is why the article in Research in Learning Technology - ‘‘I don’t think I would be where I am right now’’. Pupil perspectives on using mobile devices for learning – is relevant and important … it highlights the students’ perspective in a comparison bet ween two academies where mobile devices are encouraged in one and banned in the other.
Another infographic, this time looking into how we can tap into mobile learning. Some figures from the infographic for you:
Only 17% of surveyed schools state that children are required to use mobile or portable devices in the classroom, and only 16% allow BYOD (Bring Your Own Device). Whether this is 16% of the previous 17% who allow the use of mobile devices or 16% of everyone surveyed is not clear.
Parents view the use of the use of mobile devices are used more effectively in early years classrooms to promote curiosity than in later years, but it is still significantly higher than for other uses, e.g. to foster creativity, to teach languages or reading.
Parents of children who are being encouraged to use mobile devices are more positive about the learning and educational potential of mobile learning. Notable differences in how parents view their child’s performance between those classrooms where mobile learning is required, to those where it is not, shows the biggest divide.
2/3 or parents think schools should help students use devices safely.
2/3 also agree that the very same mobile devices can distract children from learning.
I find myself listed among friends and colleagues who I look to and respect in the community of learning, including (but not limited to):
Shelly Sanches Terrell
Each essay/response has come together, independently, to form a common theme around the advances in technology and how we choose to use it; devices, networks, content, teaching, collaboration, etc. Continue reading →
I will hold my hands up and say I want an experience of ‘good’ mobile learning.
I know there are (or rather should be, we’ve been talking about it for long enough now) examples out there, but I haven’t ‘seen’ them. I have tried using mobile devices and a browser, I’ve tried Institutional VLEs and downloadable ‘courses’ through iTunes and iTunesU. I’ve tried different Apps (some linked to VLEs and some not) yet none were particularly any good and certainly not good enough to stop me going back to a desktop or laptop PC. I look forward to seeing how FutureLearn works as it is supposed to be developed with the mobile learning at the fore, but do not necessarily want to limit myself to MOOCs, or indeed MOOCs from one provider.
I may have made the title up, as this video is not about a ‘wall of learning’ but it does showcase what can be done with technology and the need/desire to share and facilitate learning. The original Mashable post was simply about the tech and the multi-touch screen
“The wall … is designed to foster stronger engagement between visitors and individual items in the collection … not just for discovery, but for acting on that discovery. Using the museum’s ArtLens iPad app, visitors can link to the wall to add works to their own custom museum tours.”
This is a great way to introduce a museum’s catalogue of work to students, either in the museum or online (in the classroom. etc.). The student can pick one piece of work (or have one picked for them) and the wall/technology can show related or contradictory work, thus engaging the student and making them think about the work in it’s original context and/or in a new context.
Many museum’s have more work than they have space to display, so this could be a great way to bring artwork from archives and storage into the public display again.
Class trip to the museum can start in the classroom with a pre-activity that will direct what the student does or tries to find out when they are in the museum and can continue long after the trip is over and the students are back in class.
Wouldn’t it be good if it can be personalised, that it could remember who is looking through the catalogue (or use NFC to ‘see’ who is standing in front of it?), so collections can be tailored to the user’ profile? Or that it could be used to question the user on the artwork, the artist, or the sculptor, in collaboration with the app?
The idea behind the wall
“shows an openness and willingness, on museum administrators’ parts, to rethink traditional visiting experiences to achieve their chief goals: In this case, to foster interest and better educate visitors about works of art.”
This week I am attending the ‘Designs on eLearning: Crowd and Cloud‘ conference hosted by the University of Arts, London. With presentation on a mixture of eLearning techniques based around the inclusion on cloud technologies, the delegates can listen to experienced innovators to gain knowledge of (good) practice and experience from those utilising different aspects of technology in their teaching and learning.
Whilst obviously aimed towards those who are involved in teaching the arts or design in some shape or other, there is a whole host of experience and knowledge that everyone can take away with them if (like me) they’re not from this type of background.
I am not going to cover each and ever session I attend, the list and this post will be too long. This is the first in a series of posts that highlight what I liked and what struck a chord with me. Please feel free to leave a comment if anything here interests you or, if you attended the conference, to add to the report if I missed anything?
Keynote: Steve Molyneux (@ProfSMolyneux): “The printer, the ‘book’, and the cloud.”
Points that Steve makes includes:
Mobile learning – mLearning – began with invention of the printing press and the first textbook. Books are mobile, personal, have granular content, structured (chapters), meta-tagged data (index, footnotes, glossary, etc), and collaborative (margin notes). New tech (e.g. tablets) add the following to this list: connected, adaptive, communicative, location aware, touch sensitive. What Steve didn’t say here is that new technology like tablets are also (currently) more desirable?
New tech is out of date within hours of its release as the companies involved continue to out-do themselves and each other. It’s not only the hardware that’s out of date so quickly, it’s the content, information, and approach we have to this information, and how we produce it, changes just as quickly.
Students have more power in their own devices that we can provide them with in the computer labs. Question: why provide these costly labs instead of providing a sturdy and secure infrastructure to support their own equipment? Bring Your Own Device (BYOD) works?
Best video to showcase what’s wrong with classrooms and learning is still this clip from Ferris Bueller’s Day Off (amazing that some in the audience hadn’t seen it before – the clip not the film):
Neo-Millennials: creating and mixing existing content and ideas … when and where they want!
Ages of education… Control of education is no longer in the hands of the state, the teacher, or the institution. The power of education is now in the hands of the learner, in a 24/7 connected way that we have never seen before and still don’t fully understand the implications (discuss?).
Knowledge is power
iTunesU – a lengthy video clip but a good one to demonstrate the latest (2012) ‘iTunesU App Demo‘
Remove the projector to truly make the learning spaces mobile by using NearPod – lecture without a ‘front’. Steve showcased the following video demonstrating NearPod:
To close the keynote Steve explained that without a concerted and considered approach (my words) to implementation of this technology and these devices (see the above video, even using NearPod the students are still sat in rows and single seats! They should be able to move and group themselves, to aid collaboration and engagement), and the advantages that this new tech offers, we still suffer from “all the gear, no idea” mentality!