Putting Learning into Context with Mobile Devices

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Keynote in Barcelona June 2011 at Aprenentatge 3.0: nous avenos tecnolgics aplicats a l'educaci, 30 June,

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  • 1. Putting Learning into Context with Mobile Devices Keynote at Aprenentatge 3.0: nous avenostecnolgicsaplicats a l'educaci, 30 June, Barcelona June 2011
    John Cook
    with help of Carl Smith, Claire Bradley
    Learning Technology Research Institute
    London Metropolitan University

2. Johnnigelcook
or Jonni Gel Cook!
Email: john.cook@londonmet.ac.uk
Home page: http://staffweb.londonmet.ac.uk/~cookj1/Twitter: http://twitter.com/johnnigelcookSlideshare: http://www.slideshare.net/johnnigelcook
Music wiki: http://johnnigelcook.wetpaint.com/page/Music
Academia.edu: http://londonmet.academia.edu/JohnCook/About
Blip.fm: http://blip.fm/johnnigelcook
3. Structure
Jargon buster
Look at two EC projects
Discussion
4. Jargon Buster
MOBILE 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)
5. Jargon Buster
VISUALISATIONS. Formats can include images, maps, 2-D or 3-D animation, 3D models, timelines and Augmented Reality (AR) environments.
AUGMENTED REALITY (AR). Technology that extends the picture of the world you can see through your phone. (Guardian, 2010).
6. Augmented Reality
Example: Street Museum: Augmented Reality on the streets of London
7. Visualisations
Allow 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 location
8. Look at two EC projects
9. European Projects - CONTSENS
10. Context Sensitive Mobile Learning
Completed 2 year project.
Involved a European-wide consortium headed by Ericsson Education, Ireland.
Using outcomes of two of LTRIs workpackages in mLeMan:
Cistercian Abbeys
Urban Planning Tour
European Projects - CONTSENS
11. European Projects - MLeMan
MLeMan will play a central role in introducing European wide accreditation form-learningmanagers withthe intention of raising standards across the sector.
Thesemanagersarechargedwith evaluating, sourcing or implementing m-learning solutions.
Example: Defineahighlevelskillsetfortheeffectivedevelopmentof MobileAugmentedReality(MAR)invocationalandeducationalsettings.
This work is by Carl Smith
12. Initial Skill Set: The Digital Intervention
1) The Digital Intervention must Justify its Existence: Has the designer provided evidence thattheintervention allows the user to engage with the situation on many levels that were not previously possible?
13. 14. 15. Initial Skill Set: Build in Adaptability
2) HastheMARdesignercreatedanappropriatelevelof challengeneithertooeasynortoodifficultwhichwillkeepthelearnerwithintheir zoneofproximaldevelopment?Cantheuserthemselvesdecideonthelevelof difficulty involved within the system?
16.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. The ability to be in a particular position but get a variety of views/different visual perspective was a very useful opportunity. The whole thing also got everyone talking in a way I hadn't experienced on field trips to Fountains before.
18. Evaluation
As an archaeologist I am typically also interested in architecture and related art history - so the idea of a multifaceted package which could allow the user to easily transform content between subjects interests me intelligent learning packages which respond to people with needs within a particular subject area but then allow them to push these boundaries and develop their activity beyond this really ensures the technology provides opportunities way beyond the usual paper-based handout.
19. Initial Skill Set: Participatory Design
3) Istherescopeintheinterventionforuserstoadaptthe content elements of the MAR system?
20. Initial Skill Set: Multiple Ways of Seeing:
4) Has the MAR environment incorporated multiple ways of seeing?Whether utilisingmicroscopic, xray or macroscopic all theseaugmented ways of seeing are available within MAR systems and should be taken advantage of if appropriate.
21. Macroscopic Learning
A map of Manhattan named Here & There. places the viewer simultaneously above the city and in it and allows them to plot a path between them.
http://berglondon.com/projects/hat/
The projection connects the viewer's local environment to remote destinations normally out of sight.
A macroscope is something that helps us see what the aggregation of many small actions looks like when added together. John Thackera
http://clubneko.net/matt-webb-on-design/
(Slide by Carl Smith)
22. Initial Skill Set: Technology Narrative
5) Whatis the ratio of push vs pull within thesystem? Does the intervention allow the user to remain active in their learning process? Does the intervention allow for a technology narrative to be built?
23. Work Package 4:The Training of Urban Education Professionals
24. 25. 26. 27. Evaluation

  • Students took part in the first trial in 3 distinct groups

28. Quantative feedback: 29. CONTSENS questionnaire 30. informal group interviews afterwards 31. Tutor feedback: 32. interview