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Reclaiming mobile audioactive learner-gatherersacross the formal-informal continuum
Andrew MiddletonSheffield Hallam University
(cc) shadowtheG 2009
reconsider mobile audio for learning
ContextsMethodology6 ScenariosDiscussion and conclusions
(cc) skippyjon-2 2008
Dead-time learning does it work?
Are you receiving me?(cc) Pink Sherbet Photography 2006
• Deal (2007) points out that when students
listen to lecture recordings they tend
to do so using a PC, and usually at home.
(cc) williambrawley 2009
“You can use it anytime, anywhere” said Cebeci and Tekdal (2006)
The conversation continues
“But can students concentrate?” asked Salmon and Nie (2008)
“Teachers can do so much more with this” suggested Bell (2007)
“And so can students, wherever they are” I said
(cc) scrappy annie-2010/jenny downing 2010
Podcasting:
Receivers?
...or Gatherers?
Audio innovation:
• Active?• Authentic and meaningful?
• Extended Learning Environment?(not ‘supplemental’)
• Beyond formal and traditional academic environments and
methods? • Revealing and Opportunist?
• Part of an engaginglearner-centred curriculum?
Contexts
Don’t look back: escaping traditionDiversity challengeDigital Age, digital fluency and employabilityDisruptive technology and innovationUser-producers: democratic and autonomousEmbracing formal, semi-formal, informal spaces
(cc) Philippe Put 2010
Don’t look back...
McLuhan and Fiore (1967): problem with evaluating the potential of technology looking “at the present through the rear-view mirror”Marching backwards into the future (cc) NightRPStar 2009
UniversityDiversity
The idea of the typical student is gone (Bradwell 2009) and with it expectations that student engagement will be predictable and regular.
These days all students are exceptional
(cc) wolfpix 2007
KISS
regular, bite-sized, traditional,easy to swallow, content
fed to irregular, forward-looking,challenging students?!
Tempting – but not good for you
Diversity Challenge
(cc) Mykl Roventine 2009
Diversity Challenge
Mobile learningSupporting learner diversity and autonomy
(cc) williamedia 2008
Digital Age needsDigital Fluency
(cc) boarderstu 2009
Technology is disruptive...
...and leads to innovation(cc) vieux bandit-2008
What is innovation in education?
...new technology?
...teaching the same way with new technology?
...doing new and better things that we weren’t able to do before?
User-Producers
teacher-learner speaker-listener passive-active receiver-gatherer(cc) Florian SEROUSSI 2009
formal: notes from the planned curriculum
semi-formal: unplanned notes from the formal curriculum
informal: notes from beyond the formal curriculum(Nortcliffe and Middleton 2009a)
Life-wide curriculum (Jackson 2010)(cc) Jeffy Can 2005
Voices
PervasivePersonal
Niche adaptiveOrganised
TransferableActive in different ways
according to time and space
Adaptable to changing working patternsEasy to integrate
[ALSO: attributes recognised by Conole et al 2008 in depth study into use of everyday technology by students]
(cc) John Wardell (Netinho) 2006
Transformation
Sharples asks how can education itself be transformedby mobile technologies (2005)?
(cc) miyukiutada 2007
audio isinterventionary
Enabling:
connectivityorientationmotivation
personal and social challengelearner reflection
(cc) Leo Reynolds 2007
scenario generation"a socially engaged approach to knowledge generation” (Bloor and Wood 2006)
DevelopersLearning Technologists
AcademicsStudents
Managers
6 Ideas(a small selection of what is possible)
1. a-PDP2. audio notes3. pre-visit4. fieldtrip commentary5. user voices6. pocketables
(cc) Cayusa 2007
a-PDP• At the end of the day
record three questions:1. What have I done today?2. What have I learnt today?3. What will I do with this knowledge?• At the beginning of the day• play three answers!• End of the week: written synthesis and action plan
1
(cc) Cayusa 2007
audio notes
• Students carry recorders andphone memo tools
• Capture 'significant conversations'• eg formal, semi-formal feedback• Summarise events and activities• 'Middle of the night' ideas and personal notes• 'Rehearsing' - listening back to yourself• Group work decisions
2
(cc) Cayusa 2007
previsit
• Orientation prior to:– visit– field trip– lab– etc
• Listen on the way• Arrive tuned in and ready to recognise the
opportunity
3
(cc) Cayusa 2007
fieldtrip commentary• Groups assigned task of creating
audio reports• different themes or responsibilities• creating a rich collection of material• students gather:
– interviews with people they meet– audio observations (people, places and processes)– ambient sound– discussions (experts and peers)– other information not usually available to them
• gathering and making creates a learning framework• eventual use creates authentic driver
4
(cc) Cayusa 2007
user voices
• academics, developers or studentsgather and share real stories, e.g.– patients– clients
5
(cc) Cayusa 2007
pocketables
• audio or video podcastdemonstrations
• technique or process • reduce anxiety prior to initial performance• e.g. – nursing student attaching a drip– interview techniques
6
(cc) Cayusa 2007
device accessibilityuser-generation
lo-fi
mediating autonomous learner reflectionfound or made 'opportunity' - a significant part of the mobile learning environmentdeep learner engagement with knowledge from a situation that is otherwise ephemeralmediates a personal, rich articulation that is immediate and still formingdevices extend benefits of conversation over time
a-PDPaudio notes
(cc) woodleywonderworks 2009
Orientation : transition from informal to formal spaces of engagement
previsita-PDP
(cc) Kraetzsche Photo 2009
Scaffolding enquiryMotivating frameworkGathering evidenceCo-operation (side by side)Collaboration (together)
Field TripCommentary
(cc) chrisevans 2006
Recognising:• Predicament• Situations• Anxiety Instilling:• Reassurance• Confidence• Making a personal connection
to their competence
Pocketables
(cc) +fatman+2006
developing empathyaccess to authentic stories
User Voices
(cc) splityarn 2008
Conclusion
(Dead time delivery is a weak response)
What is mobile audio good for?• Digital Age requires student-centred approaches• The richest conversations happen beyond formal environment• Audio: accessible, adaptable and manageable, opportunistic• Engagement:
– authentic– independent and social– timely and meaningful– mobile (i.e. formal, semi-formal, informal)– gathering (enquiry)
(cc) kayintveen 2007
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