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Dr. Kevin Burden presents findings from research projects across the UK showing how teachers are using iPods, iPads and other mobile devices. He argues that understanding what works well on mobile devices is not sufficient and that researchers need to work alongside teachers to construct meaningful mobile learning scenarios.
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Dr. Kevin Burden: The University of Hull
Designing Meaningful Pedagogies for Mobile Learning in schools
D4DL Mobile Workshop, BRISTOL9th October 2013
Designing Meaningful Pedagogies for Mobile Learning in schools
D4DL Mobile Workshop, BRISTOL9th October 2013
“There is very little evidence that kids learn more, faster or better by using these machines...iPads are marvellous tools to engage kids, but then the novelty wears off and you get into hard-core issues of teaching and learning.”
Larry Cuban, professor emeritus of education at Stanford University New York Times, 2011
•Do we know what pedagogical theories/strategies work best with mobile learning?
•Do we know why and how they work?
•Can we therefore identify key design principles for mobile learning in different environments/contexts?
•What is currently missing from how we design for mobile learning in schools?
Greece:5th century, BC
U.K: 1971
HippocratesJohn Robert
Vane
acetylsalicylic acid
1861
John Robert Vane (1971)
Waltham Leas
East Ravendale
Scartho Juniors
Signhills
Middlethorpe
iPod Study, 2009-2012
iPad Scotland Evaluation - 2012
Edinburgh City Council 1:1 Evaluation – 2012-2013
Forrester High School
Gracemount High School
Sciennes Primary
Broomhouse Primary
Headline findings
Modes of ‘ownership’
Class setsPersonal use in school
Ubiquitous Personal use
Significantly greater access to technology when it is needed: ‘just in time’ rather than ‘just in case’
What works?
Personal ownership
Personal ownership
Collaborative learning
What works?
Classroom dynamics
Personal ownership
Collaborative learning
What works?
Informal & situated use limited
Classroom dynamics
Personal ownership
Collaborative learning
What works?
Outdoor learning
Classroom dynamics
Personal ownership
Bridging home-school divide
Collaborative learning
What works?
25
On-line learning scenarios survey
http://www.survey.hull.ac.uk/mobilelearningscenario
Collaboration
Data
sharing
Conv
ersa
tion
Authenticity
Contextualis
ed
Situated
Personalisation
Agen
cy
Customisation
A pedagogical frameworkfor mobile learning
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012) Viewing mobile learning from a pedagogical perspective,
Research in Learning TechnologyVol. 20, 2012
Newcastle CLC Project: Developing Learning Scenarios, 2013-2014
iPads for Initial Teacher Training (2013-2015)
http://www.mmiweb.org.uk/hull/site/ipad/ipad_1.html
Collaborative Collaborative analysis of analysis of practical practical
problems by problems by researchers and researchers and
practitionerspractitioners
Reflection to Reflection to produce produce ‘‘design design principlesprinciples’’ and and
enhance solution enhance solution implementation implementation
Design Based ResearchDevelopment of Development of initial solution initial solution
driven by design driven by design principles & principles &
technological technological innovationsinnovations
Iterative cycles of Iterative cycles of testing and testing and
refinement of refinement of solutions in solutions in
practicepractice
refinement of problems, solutions and design principles
How can we How can we customise customise
feedback to feedback to students to students to
make it more make it more effective?effective?
Teacher uses Teacher uses App to provide App to provide richer, more richer, more informative informative feedbackfeedback
Prototype design Prototype design modified to modified to
enable students enable students to use App to to use App to make their make their
thinking more thinking more visiblevisible
Extract Extract ‘‘design design principlesprinciples’’::
•Use the App to encourage two-way
flow of feedback data•Focus on ‘threshold concepts’
•Encourage peer-to-peer feedback
•Use feed-back to inform future planning
•Do we know what pedagogical theories/strategies work best with mobile learning?
•Do we know why and how they work?
•Can we therefore identify key design principles for mobile learning in different environments/contexts?
•What is currently missing from how we design for mobile learning in schools?
Conclusions
39
Dr. Kevin BurdenThe Centre for Educational StudiesThe Faculty of EducationThe University of [email protected]
