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Third WLE Mobile Learning Symposium: Mobile Learning Cultures across Education, Work and Leisure 27 March 2009

Third WLE Mobile Learning Symposium: Mobile Learning Cultures across Education, Work and Leisure 27 March 2009. The use of mobile learning to break down barriers between education and work in Further Education Dr Carol Savill-Smith and Rebecca Douch, Learning and Skills Network

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Third WLE Mobile Learning Symposium: Mobile Learning Cultures across Education, Work and Leisure 27 March 2009

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  1. Third WLE Mobile Learning Symposium: Mobile Learning Cultures across Education, Work and Leisure 27 March 2009 The use of mobile learning to break down barriers between education and work in Further Education Dr Carol Savill-Smith and Rebecca Douch, Learning and Skills Network The MoLeNET Programme

  2. Presentation outline What is MoLeNET? Who is/has taken part Aims and facets of the research Operationalising action research How mobile technologies were used by WBLs Methodological challenges – projects, WBLs and for LSN Reflections on the use of action research by the participating projects

  3. Brief outline of the MoLeNET programme • Shared cost mobile learning programme with an aim to support institutions in the introduction and embedding of mobile technologies for teaching and learning • £6m capital funding initiative funded by the Learning and Skills Council in England in 2007-2008, a further £4m for 2008-2009 • LSN’s role was to support and evaluate the programme (20% shared cost funding model) • 3 key roles in each project - Project Manager, m-Champions and a Lead Practitioner Researcher • The first year involved 32 projects, some single colleges, some consortia led by a college with multiple partners (n=90+). The second year involves 30 projects, fewer consortia but larger number of smaller value projects (n=48)

  4. Who is/has taken part? The learners

  5. Who is/took part? Staff

  6. MoLeNET’s research aims • How do colleges and consortia partners use mobile learning to improve teaching and learning? • What is the impact is of mobile learning on learners, teachers and institutions? • Whether mobile learning can help to improve retention, achievement, progression and attendance?

  7. MoLeNET’s Year 1 Research and Evaluation Activities

  8. Practitioner-Led Action Research “Action Research” in this context is described as a research approach with the fundamental aim to help professionals (teacher researchers) to improve practice but also to understand change processes. It uses a cyclical process to diagnose issues for investigation, plan strategies, implement and review them, and reflect upon their findings. Meaning - projects formulate research questions appropriate to them, take ownership, encourage sustainability. LSN’s training role.

  9. Helping the projects develop their research focus • Offered training in action research, including specific training in how to formulate an action plan • Each plan had an area of focus they wanted to examine in relation to mobile learning in their institution (or research question/s). It also contained the evidence they would need to gather in order to answer that question (or success criteria) • In year 1, 106 were finalised with LSN for 32 projects (generally 3 per project) with 171 areas of focus. In year 1, 62 plans are being finalised for 30 projects.

  10. Foci of some Year 1 WBL action research plans • Can the use of mobile devices enhance Work-Based Learning students’ independent learning and collaborative learning skills in Health and Social Care? • Does the use of mobile devices affect retention and achievement in Work-Based learning? • How does the use of mobile technologies help assessors review portfolio evidence for Work-Based learners in construction, motor vehicle and engineering? • How can learners with a learning difficulty use mobile technology in a Work-Based learning environment to learn regular routines?

  11. Foci of some Year 2 WBL action research plans • Can mobile technology improve success (as defined by achievement and retention) for learners with learning difficulties and or disabilities in Work-Related and Work-Based learning? • How can the use of mobile technologies overcome barriers to learning in the areas of Work-Based Learning and Train to Gain? • How can mobile learning increase a Work- Based Learner’s chance of timely success?

  12. How were mobile technologies used by Work-Based Learners? • To communicate with peers, tutors and assessors • To collect video, audio and photographic evidence for portfolios • To assess portfolio evidence and provide feedback (tutors and assessors) – tagging, exam boards • To gain access to learning content through the VLE/internet • To provide additional resources/instruction materials through video recordings • As an aid to completing written work using internet access and generic software – how to guides for all

  13. Methodological challenges – operationalising action research at a local level • It can be difficult for people to become research-focused - systematic and rigorous, reflective and impartial (LSN training) • Local reasons for getting involved – the perception of value of MoLeNET/its research in organisation • Position of LPR in organisation • Backing of SMT • Conducting the research can be heavily influenced by external factors/pressures • It takes time to plan, undertake, analyse and reflect on research, and time is a precious commodity in busy colleges and schools

  14. Methodological challenges – WBL – distributed learning • Lack of technology in the workplace (computers and/or internet), hence mobile devices • However, even with a mobile device, sometimes lack of internet access – “McDonalds”, “Starbucks”, frustration not AAL • Lack of technology know-how • Irregular face-to-face contact with learners • Difficulties of data collection, reliance on other measures, eg access statistics • Some employers would not allow mobile devices to be used on their premises, eg for portfolio evidence (solutions - exclude subjects, eg motor vehicles, change devices)

  15. Methodological challenges – action research in distributed projects • Difficult for non-researchers to formulate research questions and success criteria for action research plans – some needed lots of help and encouragement (Submission of RQs with bids in Year 2) • Staff changes, Ofsted inspections • Difficulty of generalising from action research outputs • Short timescales, equipment delays (influence on action research cycle) • It can be difficult to effect change within educational contexts which can be considered to be very complex

  16. Reflections by Lead Practitioner Researchers • Rewarding, enlightening, interesting, challenging, informative, personally challenging, enjoying opportunity to work with others • Action research process informing teaching and learning (eg getting feedback directly from learners) and college plans • A very different role, a luxury to be able to make “fairly” objective evaluations • New skills, research/technical and how can be used in own teaching practice • Personal growth (CPD)  job changes/promotions • But • Takes time to fulfil the role, balance with teaching duties and personal life, chasing data (particularly in consortia) and college inspections

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