Putting Learning into Context with Mobile Devices #2
Post on 06-May-2015
DESCRIPTIONKeynote at Mobile Learning Now and the Future 28th September 2011College of North West London
1.Putting Learning into Context with Mobile Devices Keynote at Mobile Learning Now and the Future 28th September 2011College of North West London John Cook (with help of Carl Smith & Claire Bradley)Learning Technology Research InstituteLondon Metropolitan University2. Johnnigelcookor Jonni Gel Cook!Email: email@example.comHome page: http://staffweb.londonmet.ac.uk/~cookj1/Twitter: http://twitter.com/johnnigelcookSlideshare: http://www.slideshare.net/johnnigelcookMusic wiki: http://johnnigelcook.wetpaint.com/page/MusicAcademia.edu: http://londonmet.academia.edu/JohnCook/AboutBlip.fm: http://blip.fm/johnnigelcook3. StructureRelevance & jargon busterLies, Damned Lies and Statistics!CONTSENS projectContext of urban educationReuse in context of language learningConclusions & Future4. Relevance for learning and teaching (Horizon, 2011) Do not have to buy or maintain: virtually every postsecondary student has a mobilePortability and Internet-capabilityStore of reference materials and learning experiences, Fieldwork to record observations via voice, text, or multimediaConvergence of several technologieselectronic book readers, location-based services, annotation toolsapplications for creation and composition, and social networking tools.5. Jargon BusterMOBILE LEARNING. Mobile learning is not about delivering content to mobiledevices but, instead, about the processes of coming to know and being able to operatesuccessfully in, and across, new and ever changing contexts and learning spaces. (Pachler, Bachmair and Cook, 2010, p. 6)LOCATION BASED LEARNING.Location-based learning takes advantage of the ability of mobile devices to know where they are located and deliver information that is time-and-place-relevant. (Horizon, 2009)6. Jargon BusterVISUALISATIONS. Formats can include images, maps, 2-D or 3-D animation, 3D models, timelines and Augmented Reality (AR) environments.Learner Generated Content. Using digital devices to capture photos, videos, interviews, reflections, etc. from Managing Events studentsfor detail see Cook, Pachlerand Bradley (2008). 7. Visualisationsand mixed realityAllow people to study objects that are too fragile to be physically handled, to reconstruct past events and landscapes, or to see behind the scene on location8. Lies, Damned Lies and Statistics!Image credit: http://www.swifteconomics.com/2009/08/14/lies-damned-lies-and-statistics-a-primer/9. Stats from mobiThinking, (27th September 2011)There are 5.3 billion mobile subscribersthat's 77 percent of the world populationGrowth is led by China and IndiaDoes your VLE offer that reach?10. Half a billion people accessed mobile Internet worldwide in 2009. Usage is expected to double within five years as mobile overtakes the PC as the most popular way to get on the Web.Just in China there are 277 million mobile Web users.11. Web-enabled handsetsBy 2011, over 85 percent of new handsets will be able to access the mobile WebIn US and W. Europe, it is already surpassed thatLots of new handsets support 3G fast InternetSmartphonesare only a fraction of Web-enabled phones12. Unlimited data plansWidespread availability of unlimited data plans drove mobile media in Japan, now its driving the US; but in W. Europe, lack of availability is holding up progress.Image credit: http://www.edweek.org/ew/articles/2010/03/18/26overview.h29.html13. CONTSENS PROJECT(see handout)14. Context Sensitive Mobile Learning See http://bit.ly/oU9bjInvolved European-wide consortium headed by Ericsson Education, Ireland.Cistercian AbbeysUrban Planning Tour Second Language LearningMarketingEuropean Projects - CONTSENS15. European Projects - CONTSENS16. The gap between the physical space (Cistercian ruins) and the 3D mobile space is inhabited by the shared cognition of the students(Cook, 2010) 17. Focus of this talk on the successful reuse of the context of one subject (urban education) in another (language learning) Rapid reconfiguration of the required scripts/information within the mobile device mediated augmented space for learning. 18. Both tours (urban education and each of the language tours) use the same physical space Used and evaluated with representative teachers and learners, feedback was very positive (see Smith et al, 2011, for detail). 19. Context of urban education20. Work Package 4:Training for Urban Education21. The initial tour was developed with the aim of enabling HE students to visualise urban education through various collective images and representations. A tutor had developed the original tour in North London and was closely involved in the creation of the mobile tour. 22. The development and production process involved the following elements: (i) Initial field work and documentation of the site; (ii) Learning narratives/scripts for each task episode in a GPS zone, (iii) Capture and digitisation of oral histories, Path news clips and local historical stories, 23. (iv) Capture and digitisation of material elements that detail changes in the urban form, such as photographs depicting the evolution of school buildings and historical maps, and (v) MEDIASCAPE (location-based mobile production to support the underlying pedagogy of the tour). 24. 25. 26. 27. Evaluation22 studentstook part in the first trial in 3 distinct groups 28. Feedback: 29. CONTSENS questionnaire 30. informal group interviews afterwards 31. Tutor feedback: 32. interview
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