Pedagogy in Mobile Learning Environments 2

8/8/2019 Pedagogy in Mobile Learning Environments 2

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Pedagogy in Mobile LearningPedagogy in Mobile Learning

EnvironmentsEnvironments

Josie TaylorJosie Taylor

IET UserLabIET UserLabThe Open UniversityThe Open University


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MOBIlearn projectMOBIlearn project

the creation of a virtual network for the diffusion ofthe creation of a virtual network for the diffusion ofknowledge and learning via a mobile environmentknowledge and learning via a mobile environmentwhere, through common themes, it is possible towhere, through common themes, it is possible to

demonstrate the convergence and merging of learningdemonstrate the convergence and merging of learningsupported by new technology, knowledge management,supported by new technology, knowledge management,and new forms of mobile communication A subsidiaryand new forms of mobile communication A subsidiarygoal is to develop deeper understandings of the socialgoal is to develop deeper understandings of the socialprocesses and interactions that arise when connectivityprocesses and interactions that arise when connectivity

reaches a critical point, so that we are alert to thereaches a critical point, so that we are alert to thepossible emergence of ambient intelligence equivalentspossible emergence of ambient intelligence equivalentsof the widespread takeof the widespread take--up by users of SMS.up by users of SMS.


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MOBIlearnMOBIlearn

30 months30 months 8 million euro8 million euro 20 or so partners20 or so partners 200 members of a SIG200 members of a SIG

OU responsible for requirements andOU responsible for requirements andevaluationevaluation


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Looking at ordinary citizens engaged inLooking at ordinary citizens engaged inseveral activitiesseveral activities

Studying MBA (formal learning)Studying MBA (formal learning)

Going to a Museum or being a tourist inGoing to a Museum or being a tourist inindoor or outdoor historical sitesindoor or outdoor historical sites

Seeking help/knowledge in the health domainSeeking help/knowledge in the health domainsuch as first aid, diet, sports health, babycaresuch as first aid, diet, sports health, babycare


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Mobile learning environmentsMobile learning environments

Moving away from content driven learning to socioMoving away from content driven learning to socio--cultural, activitycultural, activity--based, cobased, co--operative or collaborativeoperative or collaborativelearninglearning

Emphasis on synchronous and asynchronousEmphasis on synchronous and asynchronouscommunicationcommunication in learningin learning Collaborating pairsCollaborating pairs Group work (coGroup work (co--present and distributed)present and distributed) SharingSharing GossipGossip

Ambient/ubiquitous access using all kinds of media,Ambient/ubiquitous access using all kinds of media,devices and services (including paper)devices and services (including paper)

Knowledge creation, sharing, management, husbandryKnowledge creation, sharing, management, husbandry


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2 pronged approach2 pronged approach

Exploit mobile devices for what they can do well,Exploit mobile devices for what they can do well,not replicating other medianot replicating other media

Simple observation may not be enough (cf Luff andSimple observation may not be enough (cf Luff andHeath 1998)Heath 1998)

Carefully examine existing practices andCarefully examine existing practices andactivities so as not to impose our solutionsactivities so as not to impose our solutions Get users to articulate requirements where possibleGet users to articulate requirements where possible


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MOBIlearn projectMOBIlearn project

ScenariosScenarios Expand thinking and enable close scrutinyExpand thinking and enable close scrutiny

Capture expertise in variety of domainsCapture expertise in variety of domains stories communicate with nonstories communicate with non--expertsexperts

Future Technology WorkshopsFuture Technology Workshops

Support learnersSupport learners Focus on activities not technologyFocus on activities not technology

Gives us a window on future possibilitiesGives us a window on future possibilities


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SocioSocio--cognitive engineeringcognitive engineering

activity analysisactivity analysis sets constraints on the system design andsets constraints on the system design and

analyses how people work and interact withanalyses how people work and interact withtheir current tools and technologies;their current tools and technologies;

design of new technologydesign of new technology integrated into the users/learnersintegrated into the users/learners

environment and activity structures.environment and activity structures.

(Sharples 2000; Sharples et al., 2001)(Sharples 2000; Sharples et al., 2001)


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Future Technology WorkshopsFuture Technology Workshops

Consider range of, and benefits of, existing activities before beingConsider range of, and benefits of, existing activities before beingsupported in thinking about how those activities could be moresupported in thinking about how those activities could be moreeffective when supported by new technologies and services.effective when supported by new technologies and services.

approach the concept of a new activity structure in a way which hasapproach the concept of a new activity structure in a way which hastheir goals at the forefront of the discussion, rather than have theirtheir goals at the forefront of the discussion, rather than have theiraims and objectives subsumed beneath technology for its own sake.aims and objectives subsumed beneath technology for its own sake.

An activity theoretic view (Mwanza, 2001) informs our analysis of theAn activity theoretic view (Mwanza, 2001) informs our analysis of theenvironment in which the activities are taking place, other potentialenvironment in which the activities are taking place, other potential

collaborators in the activity, and the ways in which organisationalcollaborators in the activity, and the ways in which organisationalrequirements can impinge on those activities.requirements can impinge on those activities.

(Vavoula et al., 2002).(Vavoula et al., 2002).


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First AidersFirst Aiders

Realisation that technology can dominateRealisation that technology can dominatethe situation at the expense of the patientthe situation at the expense of the patient

Separate roles clearly identified forSeparate roles clearly identified forcontent and communicationcontent and communication


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Where are we?Where are we?

Data is being collected now using socioData is being collected now using socio--cognitive engineeringcognitive engineeringapproach (Mike Sharples, Bham)approach (Mike Sharples, Bham)

User requirements being gathered across the project (Italy,User requirements being gathered across the project (Italy,Switzerland, UK, Finland)Switzerland, UK, Finland)

Database of user/system requirements, some in Volere shells, someDatabase of user/system requirements, some in Volere shells, sometaken into UML usetaken into UML use--cases (Helen Sharp, OU)cases (Helen Sharp, OU)

Database of pedagogic guidelines emerging from studies (ClaireDatabase of pedagogic guidelines emerging from studies (ClaireOMalley, Nottingham)OMalley, Nottingham)

Database of evaluation studies (OU)Database of evaluation studies (OU)


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ConclusionsConclusions

Resistance still noticeable amongst seriousResistance still noticeable amongst seriouseducatorseducators

Failure to recognise changing nature and role ofFailure to recognise changing nature and role ofknowledge for learnersknowledge for learners

Failure to accept informal learning as validFailure to accept informal learning as valid

Failure to recognise the value of communication inFailure to recognise the value of communication inreflective activityreflective activity

Failure to understand expectations andFailure to understand expectations andrequirements of younger populations of usersrequirements of younger populations of users

Documents

Pedagogy in Mobile Learning Environments 2