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.
When I read this article – “Invest in Your Customers More Than Your Brand” – from the Harvard Business Review (HBR) I couldn’t help but make similarities between ‘brand’ and ‘learning’, between ‘customers’ and ‘students’. That is why this post is called “Invest in your ‘students’ more than your ‘learning’.”
I know we shouldn’t see students as customers but the simple truth is that many of them think of themselves that way and, since students are paying up to £9,000 per year for their University degrees now, Universities are competing for students numbers in similar ways to companies competing for High Street or online shoppers.
There are some incredibly recognisable brands in the world today, but why are they so big and so memorable? When someone mentions a big brand what do you think? If I mention Nike do you think about the ‘tick’ logo, the quality of product, or the sports personality wearing it? If I ask about Marks & Spencers do you again think green and gold logo or the ease of parking at their stores? There is a difference here between what the organisation wants their brand to be, and what their customers think their brand is. Brand is not necessarily what you want it to be, but what your customers thinks it is. Continue reading →
With discussions taking place around the College and University about the merits and technicalities of providing students with recorded materials, the timing couldn’t have been better for this workshop.
Hosted by Loughborough University with keynotes and sessions from leading users and supporters of lecture capture technology, the event was a good introduction to what experienced users are doing with he established technology, and how these enhancements are being vowed and used by students.
What do I want to get from today? I’ve used and been a supporter of lecture capture for many years now, and am enthusiastic for its introduction at Leicester. I want to build on my existing knowledge and understanding, how this has changed in the year or so since I moved to Leicester, and how established users of lecture capture technology are taking things forward and developing the techniques and pedagogy surrounding the technology.
We also need to be careful we do not ignore the ‘other’ questions that need asking: it’s not only about the students and pedagogic use of the technology, it’s also about how it’s implemented. We need to be sure to address the resources and resourcing, the implementation, the strategy surrounding its installation and use, the pedagogy, the support, etc. It is not about how we use it, it’s about how well we use it.
Regular readers will know I’ve been writing about what I think it is to be a Learning Technologist in a series of posts I’ve been calling ‘What is a Learning Technologist?’. Welcome to part 10 in that series.
Part of my journey is the continuing exploration of the technology and of the role itself, and how it is received and perceived by people I come into contact with (academic, administrative, etc.). I made it clear in 2011, once I completed my PG Cert course, that I wanted to take my learning and teaching more seriously and gain a qualification that would reflect my abilities.
I have considered several Masters level courses since then but have finally settled on the MSc in Learning Innovation from the Institute of Learning Innovation here, at the University of Leicester.
“Societal challenges of today (e.g. aging) are complex and often require systemic solutions to be addressed. To address these challenges, various expertise and knowledge are required; in this sense, collaborative network projects have a lot of potential in offering a systemic solution. Design workshops (synchronous collaboration) are often used to achieve progress in such projects. In this paper we introduce asynchronous collaboration, which can occur anytime, anywhere through the use of social media. We have probed Instagram as a ‘ready-made’ social media platform within two collaborative network project case studies. This was done to experiment with asynchronous collaboration and knowledge sharing in addition to design workshops. Both cases were evaluated through focus groups that indicated how social media has the potential to enable actors to cross-field boundaries, inspire each other, and in this way enrich the design process within asynchronous collaboration. Our contribution with this work is two-fold: on the one hand, we aim to inspire and show how collaborative network projects can benefit from asynchronous collaboration in addition to synchronous collaboration. On the other hand, we hope to contribute to the creation of specific social media platforms as tools for supporting asynchronous collaboration within collaborative networks.”
What piqued my interest here was the use of an established (if you can call a social network that’s been around for only 2 years ‘established’) social network from which to run and maintain asynchronous collaboration. Continue reading →
I’m a Learning Technologist. Regular readers will know I have an interest in using, and understanding how we can use, Social Media and Social Networks with students and learning. It’s not just about helping students understand their ‘digital footprint’, or improving their digital literacy, or how their actions online can affect their employability. It is also about using the different tools and techniques for learning and Social Media and Social Networks are a valuable source of learning materials from many different cultures and backgrounds.
Which is why this book is of interest to me – ‘Using Social Media in the Classroom‘ by Megan Poore. Billed as a book that provides “an overview of different types of digital technologies” it is more important to me and how I work that it also covers more contextual and “constructive guidance on how to safely and intelligently use them as tools for learning”. All good stuff I hope you’ll agree.
This quote from Megan is key to the understanding of the benefits for communication, collaboration, participation and socialisation of, and in, education:
“One of the most exciting features of social media for education is precisely their socialness. They allow us to break out of the paradigm of the monolithic learner into the more intricate and complex world of constructivist, active, and situated pedagogies.” (p. 8)
“Poor use of technology is a significant waster of time and money in the public sector. UK Higher Education is not exempt from this problem. This course will help those planning and delivering teaching in HE to make the best use of technology in their work and avoid pitfalls and hiccups.”
Starting in April 2013, and running for 10 weeks, the online course will “help those planning and delivering teaching in HE to make the best use of technology in their work and avoid pitfalls and hiccups”.
You can follow the course, and the run up to it, on Twitter with the hashtag #ocTEL and Twitter account @ALTocTEL
The course will cover aspects of (and is not limited to … nor is it finalised yet either):
Induction: how this course works, who can help
Openness and standards
Options for the material, sizing effort, lead times, hardware and software needs, costs
Scary/violent video games … “can be an alternate way to release negative emotion, and help children alleviate their innate desire for risk and adventure.” I’ll sit on the fence on this one: while there may be some positive benefits to these kinds of games I’m not sure if they outweigh the negative?
Science practicals … “isn’t always as effective as it may appear on the surface.” This statement says that science or lab practical work isn’t working – is it the actual time spent in a practical or the actual experiment itself that isn’t working? I enjoyed my science lab work, even more so when it didn’t work, but (and this was more down to the way it was taught and not the subject, I think) I was not given the opportunity to ‘try’ out different things.
Chess … “forces students to slow down, concentrate, use precise thinking, active both inductive and deductive reasoning, as well as recognizing difficult and complex patterns.” Yes, but so do lots of other ‘games’ in different and equally beneficial ways. Let’s not single out a specific game, we should be able to advocate all game-based learning, especially when there is scope for the student to “understand that ‘losing’ the game is as valuable as winning.”
Building blocks … “one of the simplest and longstanding toys, teach geometry, patterns, shapes, colors, and physics” not to mention spatial awareness and dexterity?
Music and movement … help children to “learn to appreciate the pacing of words and how to speak more clearly” through rhyme. “Children who engage in music from a young age have a more finely tuned ability to speak and communicate” therefore are more articulate when it comes to reflection and critical thinking in later life?
Drama and comedy … induce a “vibrancy of emotion that shows a student’s entire mind and feelings are engaged in the activity” and learning, in various ways, is a result from an engaged child – “one who is more likely to absorb information, retain it, and make real-life associations with the knowledge.”
These are just a few of the interesting ‘findings’ on how students learn, so be sure to read the full article on the link above to read more about these and:-
“Children who construct their own video games experience increased cognitive and social growth”
“Engaging children in planning and reflection enhance their predictive and analytic capabilities”
“Children are not blank slates on which adults imprint knowledge”
“Children learn more when they initiate an activity and are actively engaged in it”
“Children behave better when parents are involved in their education at home and at school”
This NESTA (National Endowment for Science, Technology and the Arts) report was highlighted on the BBC News website this morning with the text that caught my attention – “there is clear evidence that technology can boost learning”. Powerful words. What’s worse, however, is that it also confirms what we’ve all thought for a while now, that while “digital technology that has the power to transform education [it] often sits in boxes because teachers do not know how best to use it, a study claims.”
Excellent news, proof that we’re all talking sense then when we try and use current and emerging technology in a manner to improve what we do and how students can use it to their advantage? When talking about expensive technology, the report found that
“they say that too often they are used without a strong understanding of their power to transform education, and many schools still use technology to support 20th Century teaching methods and learning objectives.”
I wonder, has anyone actually explained to these Schools’ what they’re buying, or is just someone sat down with a catalogue and a budget and told they have to spend the budget, even if they don’t need or want it, or they don’t get anything next year, when they may need it? Do Schools get any training on the tech they buy other than “this is how you switch it on and connect to it the network”? Anything contextual or helpful is probably left to the School’s ICT Co-ordinator to figure out for him/herself.
“We have lots of examples of brilliant use of technology from all over the world and this report brings them all together.”
Excellent, I’ll be spending some time reading this then. Click the image above or use this link to download the full ‘Digital Learning’ report.
The second day of the Designs on eLearning Conference started with the keynote from Bruce Brown, titled ‘Cave to Cloud’. Bruce highlights the technology shifts through the ages (mechanical to digital) and their fundamental impact on education.
There is a genuine revolutionary shift in learning and technology, highlighting the same Gutenberg printing development that Steve Molyneux talked about in the first keynote yesterday. This move is happening with or without us, so we have no choice butto recognise the new generation of technology, and how it affects knowledge acquisition and consumption?
“We still talk of the future but act in the past” is something everyone is still guitly of, but how do we get past this?
Our “old and broken” model of education is not reflecting or modifying itself in the face of the current trend and shift in modern society.
It’s not only about who wants content, but where that content has been ‘approved’. The current knowledge acquisition / revolution is no longer the one-to-many relationship, it is now the many-to-many and many-to-one, which we need to engage in as this is how the students are living, therefore this is their experience … “the tyranny of one over many”.
The ‘cave’ in the keynote title comes from the time (20,000 years ago?) when man first started using tools of sorts to paint on cave walls… and then on each other. Is this the first form of learning and subsequent mobile learning – those who ‘read’ the pictures took away their own interpretation of the message (hunting, gathering, etc) and passed it on through their own pictorial artwork.
“Embodied knowledge” – not just taught but caught, the knowledge that changes behaviour. Learning is “the embodiment of knowledge and experience to create permanent changes in behaviour”. How many still think of learning as the exchange of ideas with this definition in the room?
“Transmission Teaching” is designed to control content and to conquer distance via development of means for distance ‘teaching’, not distance ‘ learning’ – image making, typographic printing (mechanical age), electronic transmission, cloud computing (digital age). Image making and electronic transmission are just intermediary ages for the movement from mechanical to digital ages.
The escalating need for content helped drive the development of printing technologies, and enabled the knowledge transfer of one-to-many information dissemination techniques – e.g. books. Electronic transmission (not just the written word – dont forget the development of radio and then television!). This also vanquished time (delay) in the transmission of content. All development of content dissemination has tried to rid the delay in getting this information to the people
Mechanical technologies have passed into borderless transmission techniques – e.g. personal computing and the World Wide Web – again based on the need for the consumption of content, not broadcast of content.
“If you want to learn rather than be taught, how an you use technologies to enable collaboration” good question for everyone here …
’Gene Sharp: How to start a Revolution‘ illustrates the real power of how new digital technologies transforms many independent communities into one based around a desire or need that harnesses technological developments into the conquering of scale and interaction.
Have we now moved from the one-to-many content creation direction to many-to-one? With everyone having somewhere to go to have their say (blog, Twitter, Facebook, etc) who’s listening anymore?
1971: “Education to furnish all who want to present an issue to the public with the opportunity to make their challenge known” Ivan Illich quote to showcase not teaching, but learning, as the centre for education.
MOOCs are described as the “future of online education” (EdX) and students can expect to be connected 24/7 … For “anyone, anywheres, anytime”. Question: is this learning based on the many-to-one relationship? There is still evidence that MOOCs are being delivered as transmission teaching using the one-to-many relationships, using existing techniques and are not utilising the changes in content transmission technologies.
“Students are getting access to lifetime of embodied knowledge” – this SHOULD be our answer to the questions from students about what they get for their £9,000 tuition fee. Bruce left us with this statement, and also that “Universities will have to move from control of content to co-production of knowledge” in order to compete in modern education.