Putting Learning into Context with Mobile Devices #2

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Keynote at Mobile Learning Now and the Future 28th September 2011College of North West London

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<ul><li>1.Putting Learning into Context with Mobile Devices Keynote at Mobile Learning Now and the Future 28th September 2011College of North West London <br />John Cook <br />(with help of Carl Smith &amp; Claire Bradley)<br />Learning Technology Research Institute<br />London Metropolitan University<br /></li></ul> <p>2. Johnnigelcook<br />or Jonni Gel Cook!<br />Email: john.cook@londonmet.ac.uk<br />Home page: http://staffweb.londonmet.ac.uk/~cookj1/Twitter: http://twitter.com/johnnigelcookSlideshare: http://www.slideshare.net/johnnigelcook<br />Music wiki: http://johnnigelcook.wetpaint.com/page/Music<br />Academia.edu: http://londonmet.academia.edu/JohnCook/About<br />Blip.fm: http://blip.fm/johnnigelcook<br />3. Structure<br />Relevance &amp; jargon buster<br />Lies, Damned Lies and Statistics!<br />CONTSENS project<br />Context of urban education<br />Reuse in context of language learning<br />Conclusions &amp; Future<br />4. Relevance for learning and teaching (Horizon, 2011) <br />Do not have to buy or maintain: virtually every postsecondary student has a mobile<br />Portability and Internet-capability<br />Store of reference materials and learning experiences, <br />Fieldwork to record observations via voice, text, or multimedia<br />Convergence of several technologies<br />electronic book readers, location-based services, annotation tools<br />applications for creation and composition, and social networking tools.<br />5. Jargon Buster<br />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)<br />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)<br />6. Jargon Buster<br />VISUALISATIONS. Formats can include images, maps, 2-D or 3-D animation, 3D models, timelines and Augmented Reality (AR) environments.<br />Learner Generated Content. Using digital devices to capture photos, videos, interviews, reflections, etc. <br /> from Managing Events students<br />for detail see Cook, Pachlerand Bradley (2008). <br />7. Visualisationsand mixed reality<br />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<br />8. Lies, Damned Lies and Statistics!<br />Image credit: http://www.swifteconomics.com/2009/08/14/lies-damned-lies-and-statistics-a-primer/<br />9. Stats from mobiThinking, (27th September 2011)<br />There are 5.3 billion mobile subscribers<br />that's 77 percent of the world population<br />Growth is led by China and India<br />Does your VLE offer that reach?<br />10. Half a billion people accessed mobile Internet worldwide in 2009. <br />Usage is expected to double within five years as mobile overtakes the PC as the most popular way to get on the Web.<br />Just in China there are 277 million mobile Web users.<br />11. Web-enabled handsets<br />By 2011, over 85 percent of new handsets will be able to access the mobile Web<br />In US and W. Europe, it is already surpassed that<br />Lots of new handsets support 3G <br />fast Internet<br />Smartphonesare only a fraction of Web-enabled phones<br />12. Unlimited data plans<br />Widespread availability of unlimited data plans drove mobile media in Japan, <br />now its driving the US; <br />but in W. Europe, lack of availability is holding up progress.<br />Image credit: http://www.edweek.org/ew/articles/2010/03/18/26overview.h29.html<br />13. CONTSENS PROJECT(see handout)<br />14. Context Sensitive Mobile Learning <br />See http://bit.ly/oU9bj<br />Involved European-wide consortium headed by Ericsson Education, Ireland.<br />Cistercian Abbeys<br />Urban Planning Tour <br />Second Language Learning<br />Marketing<br />European Projects - CONTSENS<br />15. European Projects - CONTSENS<br />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) <br />17. Focus of this talk on the successful reuse of the context <br />of one subject (urban education) <br />in another (language learning) <br />Rapid reconfiguration of <br />the required scripts/information <br />within the mobile device mediated augmented space for learning. <br />18. Both tours (urban education and each of the language tours) use the same physical space <br />Used and evaluated with representative teachers and learners, feedback was very positive (see Smith et al, 2011, for detail). <br />19. Context of urban education<br />20. Work Package 4:Training for Urban Education<br />21. The initial tour was developed with the aim of <br />enabling HE students to visualise urban education <br />through various collective images and representations. <br />A tutor had developed the original tour in North London and was closely involved in the creation of the mobile tour. <br />22. The development and production process involved the following elements: <br />(i) Initial field work and documentation of the site; <br />(ii) Learning narratives/scripts for each task episode in a GPS zone, <br />(iii) Capture and digitisation of oral histories, Path news clips and local historical stories, <br />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 <br />(v) MEDIASCAPE (location-based mobile production to support the underlying pedagogy of the tour). <br />24. 25. 26. 27. Evaluation<br /></p> <ul><li>22 studentstook part in the first trial in 3 distinct groups </li></ul> <p>28. Feedback: 29. CONTSENS questionnaire 30. informal group interviews afterwards 31. Tutor feedback: 32. interview </p>