Viewing mobile learning from Viewing mobile learning from a socio-cultural pedagogical a socio-cultural pedagogical

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The Plan for this presentationThe Plan for this presentation1. Viewing mobile learning from a sociocultural pedagogical per

spective www.researchinlearningtechnology.net/index.php/rlt/article/view/14406/html Matthew Kearney, Sandra Schuck, Keving Burden and PeterAubusson Centre for Reasearch in Learning and Change, University of Technology, Sydney, Australia; The Centre for Educational Studies The University of Hull, UK.

2. You will need to BYOD (mobile device), ensure you have connectivity to the WWW plus have paper and pen handy.

3. To enable you to enjoy this presentation in your own time and at your own speed I have set it up so that to advance each slide - Left Mouse Click!

4. Engage and enjoy!

Learning IntentionsLearning Intentions

1. Students will demonstrate understanding of the socio-cultural pedagogical FRAMEWORK by applying it to evaluate the socio-cultural nature of given mobile learning case studies.

2. Students will critique the nature and application of the socio-cultural pedagogical FRAMEWORK

www.eife-l.org/publications/eportfolio/.../T2_cotterill.pdf

IntroductionIntroductionThe most serious issue faced by mobile learning is the lack of a

solid theoretical framework which can guide effective instructional design and evaluate the quality of programs that rely significantly on mobile technologies (Park, 2006).

There is an ongoing need to examine the pedagogies that are suitable for m-learning from the perspective of the learner’s experiences (Kearney, Schuck, Burden & Abusson, 2012, p.1).

Are you comfortable?

A pedagogical framework for m-learning: A pedagogical framework for m-learning: from a socio-cultural perspectivefrom a socio-cultural perspective?

Vygotsky’s theory of learning states that “learning is a situated, social endeavour, facilitated and developed through social interactions and conversations between people and cultural tools.” (Vygotsky cited in Kearney, Schuck, Burden & Aubusson, 2012, p1).

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(1896-1934).

Read more about Vygotsky’s socio-

cultural theories here…http://www.learning-theories.com/vygotskys-social-learning-theory.html

Defining M-learning

Learning that is mediated by a mobile device.Focusing on the connection between working

with mobile devices and the occurrence of learning (Kearney et al, 2012, p.2).

M-learning has the potential to transcend constraints of time and space…

Any where, any time and any place learning!

Thoughts on the state of mobile Thoughts on the state of mobile learninglearning

http://www.youtube.com/watch?v=AQgCXEoTap4&feature=relmfu

Watch this video

M-Learning - Putting student learning M-Learning - Putting student learning at the centreat the centre

Photo taken by Lexie Flickinger. http://www.flickr.com/photos/56155476@N08/with/6659988943/#photo_6659988943

AuthenticityAuthenticity CollaborationCollaboration

PersonalisatioPersonalisationn

A pedagogical framework for M-learning - A pedagogical framework for M-learning - a socio-cultural perspectivea socio-cultural perspective

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology 20:

PersonalisationPersonalisation

Appropriately designed m-learning experiences facilitate a high degree of learner choice, agency, self-regulation and customisation:Personal control over time and place both physically and virtuallyPersonal control over pace and time of learningAutonomy over engagement in learning content

AuthenticityAuthenticity

“Authentic tasks provide real world relevance and personal meaning to the learner” (Radinsky et al. cited in Kearney et al, 2012, p8).

Authenticity “lies in the learner-perceived relations between the practices they are carrying out and the use value of these practices “ (Barab, Squire & Dueber cited in Kearney et al, 2012, p8).

CollaborationCollaboration

“Shared online conversational spaces mediated by mobile devices facilitate timely, personalised feedback from tutors , rich peer interactions and a sharing of information and artefacts across time and place” (Kearney et al, 2012, p8).

A tag cloud created by A

ndy Coverdale using an online tool

Evaluating m-learning activities using a Evaluating m-learning activities using a socio-cultural pedagogical frameworksocio-cultural pedagogical framework

Case Study #Scale Subscale High Activity

Low Activity

Authenticity Contextualisation

SituatednessPersonalisation Agency

CustomisationCollaboration Conversation

Data sharing

Case StudiesCase StudiesAdapted from: The Pedagogical Perspectives of Mobile Learning

1. Mobile devices for Geography: Students use iPods to support field-based activities, e.g. listen to pre-loaded instructions, taking photos and observational notes, recording of student’s own reflections, etc.

(University of Gloucestershire & Kingston University)

#1

2. Multimedia museum: use Pocket PC to provide an interactive audio-visual tour, allowing visitors to view video and still images, listen to expert commentary and reflect on their experience by answering questions or mixing a collection of sound clips to create their own soundtrack for an artwork.

Scanlon, E., Jones, A. & Waycott, J. (2005). Mobile technologies: prospects for their use in learning in informal science settings. http://jime.open.ac.uk/2005/25/scanlon-2005-25-paper.html

3. Mobile phones for language learningStudents were sent frequent vocabulary messages and

revision material via mobile phones using SMS text messages.

Mobile phones with online services allow students to access multiple choice questions and answers, and practical exercises.

FuturelabFuruya, C., Kimura, M. & Ohta, T. (2004). Mobile Language Learning

– A Pilot Project on Language Style and Customization. Proceedings of ELEARN 2004, pp.1876-1880.

Case Studies Case Studies (continued)4. Pre-class podcasts: Contain news/issues related

to the subject, books/journals/films reviews, explanation of key concepts/terminologies, background information about the subject, links to make wider connections, questions students should be thinking about before the class, etc. (University of Leicester, Edirisingha, P., Salmon, G., & Fothergill, J. (2006). Profcasting: a pilot study and a model for integrating podcasts into online learning. A paper proposal for the EDEN 2006 research conference in Barcelona

Case StudiesCase Studies5. Mobile computer supported collaborative

learning (MCSCL) system: teacher’s handheld device (Pocket PC) is used to distribute activities to a mobile network, students work in collaborative groups (students have to come to agreement before the answer can be submitted), teacher collects students works through Pocket PC.

Futurelab http://www.futurelab.org.uk/home

6. Mobile devices allow students to record their own reflections on activities or events, and share with other students via podcasting (University of Gloucestershire, Charles Stuart University, Duke University, GCSU)

Chan, A. & Lee, M.J.W. (2005) An MP3 a day keeps the worries away: Exploring the use of podcasting to address preconceptions and alleviate pre-class anxiety amongst undergraduate information technology students. In D.H.R. Spennemann & L.Burr (eds.) Good Practice in Practice: Proceedings of the Student Experience Conference (pp. 58-70). Wagga, NSW, September 5-7.

http://cit.duke.edu/about/ipod_faculty_projects_fall05.do#downstreamhttp://ipod.gcsu.edu/

The 1-minute guide to teachers’ concerns about m-Learning

How could the socio-cultural pedagogical framework be applied to overcome the concerns identified in this Blog post?

Concluding ThoughtsConcluding ThoughtsThis presentation has discussed the possibilities of

educators using a socio-cultural pedagogical framework to illuminate, examine and evaluate distinctive sociocultural features of mobile learning experiences.

As mobile technologies develop our challenge as educationalists is to probe new pedagogical opportunities that honour principles of authentic, collaborative and personalised learning. (Kearney et al, 2012, p11).

Collaborate and Contribute your Thoughts… Collaborate and Contribute your Thoughts… Click on the Wallwisher Bulletin Board

http://wallwisher.com/wall/Glynis#1

Case Studies

Click here to go to case studies

Mini Survey:1.Was this presentation informative? Y/N2.How will you use this information? (txt a short sentence).3.What question do you have?

#2 The Smartphone your personal,

authentic, ubiquitous and collaborative hand held, pocket ready connected

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Thank you for participating!Thank you for participating!Ka kite anoKa kite ano

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Reference ListReference ListEdirisingha, P., & Salmon, G. (2006). The Pedagogical Perspectives of Mobile Learning

. Presented at the OnlineEduca 2006 conference in Berlin on Wednesday, 29th November by Retrieved from http://www2.le.ac.uk/departments/beyond-distance-research-alliance/

Kearney, M., Schuck, S. & Burden, K. (2010). Locating mobile learning in the third space, in Proceedings of mlearn2010: 10th world conference on mobile and contextual learning, eds M. Montebello, V. Camilleri & A. Dingli, University of Malta, Valetta, pp. 108–115. (Retrieved from http://hull.academia.edu/KevinBurden/Papers/598822/Locating_Learning_in_the_Third_Space )

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology 2012, 20: 14406 - DOI: 10.3402/rlt.v20i0/14406

Park, Y. (2011). A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning (12) 2. 78-102