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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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viewing mobile learning from a socio cultural pedagogical perspective

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
The Plan for this presentation
  • Viewing mobile learning from a sociocultural pedagogical perspectivewww.researchinlearningtechnology.net/index.php/rlt/article/view/14406/html Matthew Kearney, Sandra Schuck, Keving Burden and PeterAubusson Centre for Reasearch in Learning and Change, University of Technology, Sydney, Australia; The Centre for Educational Studies The University of Hull, UK.
  • You will need to BYOD (mobile device), ensure you have connectivity to the WWW plus have paper and pen handy.
  • To enable you to enjoy this presentation in your own time and at your own speed I have set it up so that to advance each slide - Left Mouse Click!
  • Engage and enjoy!

Please download & read this article

learning intentions
Learning Intentions
  • Students will demonstrate understanding of the socio-cultural pedagogical FRAMEWORK by applying it to evaluate the socio-cultural nature of given mobile learning case studies.
  • Students will critique the nature and application of the socio-cultural pedagogical FRAMEWORK
introduction

Are you comfortable?

Introduction

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).

a pedagogical framework for m learning from a socio cultural perspective
A pedagogical framework for m-learning: from a socio-cultural perspective?

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).

http://www.flickr.com/photos/josemota/

(1896-1934).

Read more about Vygotsky’s socio-cultural theories here…

http://www.learning-theories.com/vygotskys-social-learning-theory.html

defining m learning
Defining M-learning
  • Learning that is mediated by a mobile device.
  • Focusing on the connection between working with mobile devices and the occurrence of learning (Kearney et al, 2012, p.2).
  • M-learning has the potential to transcend constraints of time and space…
  • Any where, any time and any place learning!
thoughts on the state of mobile learning
Thoughts on the state of mobile learning

Watch this video

http://www.youtube.com/watch?v=AQgCXEoTap4&feature=relmfu

m learning putting student learning at the centre
M-Learning - Putting student learning at the centre

Collaboration

Authenticity

Personalisation

Photo taken by Lexie Flickinger.

http://www.flickr.com/photos/56155476@N08/with/6659988943/#photo_6659988943

a pedagogical framework for m learning a socio cultural perspective
A pedagogical framework for M-learning - a socio-cultural perspective

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective.Research in Learning Technology 20:

personalisation
Personalisation

Appropriately designed m-learning experiences facilitate a high degree of learner choice, agency, self-regulation and customisation:

  • Personal control over time and place both physically and virtually
  • Personal control over pace and time of learning
  • Autonomy over engagement in learning content
authenticity
Authenticity

“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).

collaboration
Collaboration

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).

evaluating m learning activities using a socio cultural pedagogical framework
Evaluating m-learning activities using a socio-cultural pedagogical framework
case studies adapted from the pedagogical perspectives of mobile learning
Case StudiesAdapted from: The Pedagogical Perspectives of Mobile Learning
  • Mobile devices for Geography: Students use iPods to support field-based activities, e.g. listen to pre-loaded instructions, taking photos and observational notes, recording of student’s own reflections, etc.

(University of Gloucestershire & Kingston University)

#1

slide16

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

slide17

Mobile phones for language learning

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.

Futurelab

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.

case studies continued
Case Studies (continued)
  • Pre-class podcasts: Contain news/issues related to the subject, books/journals/films reviews, explanation of key concepts/terminologies, background information about the subject, links to make wider connections, questions students should be thinking about before the class, etc. (University of Leicester, Edirisingha, P., Salmon, G., & Fothergill, J. (2006). Profcasting: a pilot study and a model for integrating podcasts into online learning. A paper proposal for the EDEN 2006 research conference in Barcelona
case studies
Case Studies
  • Mobile computer supported collaborative learning (MCSCL) system: teacher’s handheld device (Pocket PC) is used to distribute activities to a mobile network, students work in collaborative groups (students have to come to agreement before the answer can be submitted), teacher collects students works through Pocket PC.

Futurelabhttp://www.futurelab.org.uk/home

slide20

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.

http://cit.duke.edu/about/ipod_faculty_projects_fall05.do#downstream

http://ipod.gcsu.edu/

the 1 minute guide to teachers concerns about m learning
The 1-minute guide to teachers’ concerns about m-Learning

How could the socio-cultural pedagogical framework be applied to overcome the concerns identified in this Blog post?

concluding thoughts
Concluding Thoughts

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).

slide23
Collaborate and Contribute your Thoughts… Click on the Wallwisher Bulletin Board http://wallwisher.com/wall/Glynis

#1

Click here to go to case studies

Case Studies

slide24

The Smartphone your personal, authentic, ubiquitous and collaborative hand held, pocket ready connected mobile device

#2

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022 650 8061

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slide25

Thank you for participating!

Ka kite ano

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reference list
Reference List

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