future challenges for education: the changing digital environment (bpp university annual learning...
DESCRIPTION
Dr. Kevin Burden argues for the need to understand how and why technologies bring about learning rather than just what changesTRANSCRIPT
Future Challenges for Education: the changing
digital environment:
Dr. Kevin Burden: Senior Lecturer and University Teaching
Fellow:The Faculty of Education
The University of Hull
•What pedagogical approaches does research indicate work well?
•Does research inform us why and how they work well?
•Can we therefore design better mobile learning scenarios?
•What might these look like?
Why do these strategies work well?
Technology
Content Pedagogy
Pedagogical Content Knowledge
Technological & PedagogicalContent Knowledge
(TPACK)
What is mobile learning?
What is mobile learning?
Mobile learning is not?
Delivering more content!
iPod Project: North East Lincolnshire, 2009-2001
iPad Scotland Evaluation: 2012
Edinburgh 1:1 Mobile project: 2012-2013
What works?
Challenges and Opportunities?
Challenge 1:
Expertise & Authority
Imbalances of traditional classrooms
Daily use of technology in school (iPad Scotland)
Daily use of technology in school (Edinburgh 1:1)
What do students use it for regularly in school?
Student agency: where and how to learn
Second inbalance -
unsymmetrical classrooms
What do students use it for regularly in school?
Learner Generated Content
Summary
Challenge 2:
Individualisation .v. Socialisation
Customisation
AR as customisation
“It doesn’t work if it’s shared because all the good things that happen, happen because it’s yours and you’re taking it home and you’re using it and then you’re adapting and you’re taking the different things. And you’re getting so used to using it that you can use them across the different apps and you can have that bit of personal choice” (Student, Bellshill Academy)
Conversations mediated by mobile devices, not replaced by them
Challenge 3:
Is learning authentic?
Using mobile devices to make learning more authentic
1. Using the device to replicate professional tools
2. using the device to generate real life tasks using real data
3. using the device in outdoor contexts
Regular use of technology at home
(iPad Scotland)
QuickTime™ and aApple Intermediate Codec decompressor
are needed to see this picture.
QuickTime™ and aApple Intermediate Codec decompressor
are needed to see this picture.
Heritage learning - situated
Personalisation
Collaboration
Authenticity
Design Based Research
Using DBR to improve the effectiveness of feedback
QuickTime™ and a decompressor
are needed to see this picture.
Using DBR to improve the effectiveness of feedback
Changing the nature of assessment and feedback
“… before I would have maybe sent a worksheet
home and they would just complete it and send it
back to me. But if I put the worksheet on ‘Screen
Chomp’, then they can do the worksheet on
‘Screen Chomp’ but record themselves while they
do it, and explain what they are doing to me, so I
can see where their understanding is, and I can see
any points that they are not understanding. And I
can also, when I am marking it when I am talking to
the children after, I will be able to give them more
direct and targeted feedback because I will know
exactly where they have gone wrong with things. I
think that has been a big change in being able to
do that”
Teacher - Chryston Primary School
‘Making Thinking Visible’
•Use scenarios which encourage two-way feedback
•Design problems which force students to articulate their thinking processes
•Facilitate students feedback with peers
•Focus on ‘threshold concepts’ and ‘troublesome knowledge’
Your take-away