Situating Mobile Learning on College Campuses (213299311)

8/12/2019 Situating Mobile Learning on College Campuses (213299311)

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@regardingjohn

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Situating

MobileLearning

John Martin UW-Madison Academic Technology

@regardingjohn

PLACES• situated issues

& concepts•

deeply embodied,experiential

PROBLEM SPACES• inquiry quests• game-based,

playful learning• leaderboards

INFORMATION• just-in-time-&-place

access to databases& information whenmost needed

PEOPLE• social support• peer-to-peer• collaboration

people info

places problem spaces

situate & connect

situate & connect

Yesterday in this track we focused a lot on mobile administration — making apps, checking them out, ERP, etc. My focus is more on the teaching side, but stick around anyway because

I’m going to try some things out, and I need guinea pigs to test them on.



MLI

A few things about me. I’ve helped run a wilderness camp for 20 years, and did a PhD on mobile learning in 2009 based on it. As such, I believe in experiential learning,and try to teach that way — my students get A’s basically just for showing up and doing things — including game design. At UW-Madison, I’m a designer in the MobileLearning Incubator there, and a Sr. T&L consultant.

http://mobile.wisc.edu/teaching-and-learning



Plant Identification Bird Identification

Fiber Plant Mapping Folklore Concept Mapping

mobile.wisc.edu/teaching-and-learning

see missing videos at








and here are a few of the learning things we’re doing with mobile — you don’t necessarily see it in the videos, but these are all very social, and experiential. They are what I think mobile

is amazing for — what we call “s ituated learning” — at its best, mobile can provide learners with what they need to learn when they want or need to learn.








And situated learning is a bug that’s been in my pants since I started looking at learning with mobile in 2005. It’s a huge part of why my colleague built ARIS in 2008, and why I jumped onit when it was first being developed.



In addition to “Field Research”-type learning, I’m a fan of Seymour Papert’s “Constructionism” —learning by building things. And I’ve been working with students to design mobile

games since 2005, working Eric Klopfer and his crew at MIT, and now with ARIS, and even analog games.



m o b i l e . w

i s c . e d u

m o b i l e.wi s c. e d u

So that’s my story. Now let’s talk about “kids these days” and their fancy talking gadgets.





Acting

Interacting

P l a y e r

W or l d

Killers

Socializers Explorers

Achievers

harass, heckle, hack,

cheat, taunt, tease

give, express, comment,

share, greet, like, tease

explore, view, rate,

curate, vote, review

win, challenge, create,

compare, show o!

Bartle (1996) http://www.mud.co.uk/richard/hcds.htm

HINT: let them play their game

But let me start with games — the Learning Sciences are clear on the point that when we’re motivated to learn, we learn better. So, I try to hook onto what students are already passionateabout to connect with course content. IN DOING SO, I try to design learning experiences that let them play the type of game they like to play. Now, you might think it odd for me to bring upGAMES in a session on mobile learning, because we’re not talking about games, right? But how did this generation of students learn how to use all things digital? GAMES — It’s part of whatBourdieu calls their Habitus.

http://www.mud.co.uk/richard/hcds.htm



“Mobile”

What devices do we have?

What makes them mobile?

activity time!

bit.ly/mobileconnect

https://sites.google.com/site/classresponsejgm/home

With “mobile learning”— I look to using what they already use, and are interested in.

Now, we are not digital natives, or at least I’m not. So, let’s roll together and try some crazy stuff. Get online any way you can and fill out this survey!

http://bit.ly/mobileconnect



What did we just learn?

(and can your next tweet earn you an awesome bead?)

So what did we learn? And how can it inform our questions about mobile learning?

Let’s look closer at mobile…



personal devices

personalized devices

Mobiles are personal devices. We keep them on us all the time, wake up to them, fall asleep to them; hesitate when sharing them. We customize them, arrange the icons, know where to

find things on them, know how to learn the apps we use, and generally set them up to help us do the things we want to do



Formal vs Informal (what rings true?)

Do a Google Image Search of “LMS” or any type of formal learning term. There aren’t a lot of images; and the people in them are rarely smiling. On the other hand, people are often

smiling when using mobile devices. Why?



personalized learning (formal vs informal)

instructor

directs

learnerdirects

We use these personal devices all the time for informal learning — what song? what actress? next bus? where to eat? friend’s status? what is this place? Questions that we direct , whose

answers we never before had such immediate access to.




instructordirects

learner

directs

In some ways then it seems an odd thing to try to use them for formal learning — for questions that often have a right answer that the instructor already knows.




instructor

directs

learner

directs

On the other hand, they’re powerful tools that we carry with us at all times! So why not try to find a way to use them in a way that balances the informal learning we use them for, with

the formal learning of education?



Because they’re so personal, they feel different from computer labs, and even mobile checkout devices — people don’t tend to connect with devices that they can’t personalize.



Mobile Learning

What all do we do with mobile devices?

What don’t we do (yet)?

Can we improve learning by looking beyond content?(time management, study aids, community nourishment, health & well-being, etc.)

Can we improve mobile learning without building apps (and maintaining multiple platforms)?

What mindsets need addressing?

activity time!

So, with “mobile learning”— I look to using what they already use, and are interested in.

A. Individually, on a sheet of paper (not post-it yet), write downall the things you or your students use mobile for



all the things you or your students use mobile for. 1. circle formal learning things

course-related = specifically required for coursework

(e.g. readings, quizzes, & a bunch of other examples you can

probably provide)

2. underline informal learning things

informal learning = learning about things not required by courses*

(e.g. bus schedules, office hours & location, hobbies & interests,

stalking potential dates, etc.)

3. X-out not-learning-related things

B. In 3-5 minutes, when your table is running out of individual

ideas, start sharing the ideas on Post-it notes.

1. (5 minutes) Identify the most popular ideas. These are the ones

that you all wrote down. If your campuses are already supporting

these ideas, set them to the side. We'll come back to them in a bit.

2. (5 minutes) Identify the most compelling intriguing, and

worthwhile formal, informal, and not learning-related ideas.

Someone from each group should be the devil's advocate and

argue for other classifications. Decide as a group which color

post-it note to put them on• RED LIGHT (pink notes) for things that would be difficult,

complicated, or troublesome to do on campus• GREEN LIGHT (green notes) for things that are simple, no-

brainers, easy to do on campus C. Report out the most interesting Mobile Learning Activities.

Do we even have 15 minutes left?



people info

places problem spaces

situate & connect

via experience

THIS IS THE KEY SLIDE! When we do that, we need to respect that typically they’re used for connecting activities

C t t h



Connect to where…

we are we want to (or should) be

Situated Learning

just-in-time/place information

field research

etc.

chatting with friends

catching up on news

doing homework

taking quizzes

following hobbies/passions

etc.

Documents

Situating Mobile Learning on College Campuses (213299311)