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Viewing mobile learning from a socio-cultural pedagogical perspective. http://ignatiawebs.blogspot.co.nz/2012/07/great-free-book-with-7-mlearning.html. Ngā mihi nui Kia ora. The Plan for this presentation.
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The most serious issue faced by mobile learning is the lack of a solid theoretical framework which can guide effective instructional design and evaluate the quality of programs that rely significantly on mobile technologies (Park, 2006).
There is an ongoing need to examine the pedagogies that are suitable for m-learning from the perspective of the learner’s experiences (Kearney, Schuck, Burden & Abusson, 2012, p.1).
Vygotsky’s theory of learning states that “learning is a situated, social endeavour, facilitated and developed through social interactions and conversations between people and cultural tools.”
(Vygotsky cited in Kearney, Schuck, Burden & Aubusson, 2012, p1).
Read more about Vygotsky’s socio-cultural theories here…
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Photo taken by Lexie Flickinger.
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective.Research in Learning Technology 20:
Appropriately designed m-learning experiences facilitate a high degree of learner choice, agency, self-regulation and customisation:
“Authentic tasks provide real world relevance and personal meaning to the learner” (Radinsky et al. cited in Kearney et al, 2012, p8).
Authenticity “lies in the learner-perceived relations between the practices they are carrying out and the use value of these practices “ (Barab, Squire & Dueber cited in Kearney et al, 2012, p8).
A tag cloud created by Andy Coverdale using an online tool
“Shared online conversational spaces mediated by mobile devices facilitate timely, personalised feedback from tutors , rich peer interactions and a sharing of information and artefacts across time and place” (Kearney et al, 2012, p8).
(University of Gloucestershire & Kingston University)
Multimedia museum: use Pocket PC to provide an interactive audio-visual tour, allowing visitors to view video and still images, listen to expert commentary and reflect on their experience by answering questions or mixing a collection of sound clips to create their own soundtrack for an artwork.
Scanlon, E., Jones, A. & Waycott, J. (2005). Mobile technologies: prospects for their use in learning in informal science settings.http://jime.open.ac.uk/2005/25/scanlon-2005-25-paper.html
Students were sent frequent vocabulary messages and revision material via mobile phones using SMS text messages.
Mobile phones with online services allow students to access multiple choice questions and answers, and practical exercises.
Furuya, C., Kimura, M. & Ohta, T. (2004). Mobile Language Learning – A Pilot Project on Language Style and Customization. Proceedings of ELEARN 2004, pp.1876-1880.
Mobile devices allow students to record their own reflections on activities or events, and share with other students via podcasting (University of Gloucestershire, Charles Stuart University, Duke University, GCSU)
Chan, A. & Lee, M.J.W. (2005) An MP3 a day keeps the worries away: Exploring the use of podcasting to address preconceptions and alleviate pre-class anxiety amongst undergraduate information technology students. In D.H.R. Spennemann & L.Burr (eds.) Good Practice in Practice: Proceedings of the Student Experience Conference (pp. 58-70). Wagga, NSW, September 5-7.
How could the socio-cultural pedagogical framework be applied to overcome the concerns identified in this Blog post?
This presentation has discussed the possibilities of educators using a socio-cultural pedagogical framework to illuminate, examine and evaluate distinctive sociocultural features of mobile learning experiences.
As mobile technologies develop our challenge as educationalists is to probe new pedagogical opportunities that honour principles of authentic, collaborative and personalised learning. (Kearney et al, 2012, p11).
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Edirisingha, P., & Salmon, G. (2006). The Pedagogical Perspectives of Mobile Learning . Presented at the OnlineEduca 2006 conference in Berlin on Wednesday, 29th November by Retrieved from http://www2.le.ac.uk/departments/beyond-distance-research-alliance/
Kearney, M., Schuck, S. & Burden, K. (2010). Locating mobile learning in the third space, in Proceedings of mlearn2010: 10th world conference on mobile and contextual learning, eds M. Montebello, V. Camilleri & A. Dingli, University of Malta, Valetta, pp. 108–115. (Retrieved from http://hull.academia.edu/KevinBurden/Papers/598822/Locating_Learning_in_the_Third_Space )
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology 2012, 20: 14406 - DOI: 10.3402/rlt.v20i0/14406
Park, Y. (2011). A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning (12) 2. 78-102