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December 2009, Enschede. Workshop for South African researchers and educators about how ICT could support their work.
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ICT & mobiles to support Multigrade training programsSLO program 'Supervising Educational Design Research projects'
Wim de Boer
8-12-2009
18 x
MozambiqueMozambique
Universidade Universidade CatólicaCatólica de de MocambiqueMocambique
Dede (2008)
• variety of tools
• not one didactical approach, not one solution
Knezek en Christensen (2008): ICT attitudes & competenties
Voogt, J., & Knezek, G. (Eds.) (2008). International handbook of information technology in primary and secondary education. New York: Springer
What do you use?
Elements:
Focuses:
CMSs and their focuses…
Example of blended learning with the support of TeleTOP
Spaces for supporting your program
• Google collaborate: http://www.google.com/a/help/intl/en/edu/index.html http://www.google.com/webelements/
• Microsoft: http://workspace.office.live.com/#vvim/Documents
• Moodle: http://www.e-socrates.org/ (> 100 sites in SA) http://www.e-socrates.org/course/view.php?id=934
• Yahoo e-groups: http://uk.groups.yahoo.com/
• Wordpress. i.e. http://blogs.bcccc.net/
• portal and social collaboration software: http://www.liferay.com/web/guest/community/home
• Online collaboration (Shared Workspaces, Live Editing, Microblogging, Integrated Chatting): http://pbworks.com/
Real-time conferencing
8 Free Web Conferencing Tools: http://open-tube.com/7-free-web-conferencing-tools/
Features
• Conference-Rooms
• Video/Audio
• See Desktop of any participant
• Whiteboard
• Safe/export Drawings from whiteboard
• Document Importing
• Moderating System
DEFINITION OF MOBILE LEARNING
Figure 1. Functionality and mobility in a definition of mobile learning
Personal computers
Household Internet and computer access 2007 Source: ITU
SA personal computers 8.5 per 100 peopleWorld Bank 2009, Information and Communication for Development p282
SA Internet users 10.75 users per 100 people: 24.04.2008, Source: ITU World Telecommunication/ICT Indicators Database http://www.itu.int/ITU-D/ict/statistics/at_glance/af_ictindicators_2007.html
SA:Internet user spread by province
Goldstuck 2008 p.119
The digital divide
• On-campus, access is fair and equivalent• Off-campus access is varied and unequal
Phones by country
1.3 billion fixed telephone lines worldwide19 per 100 inhabitants Manuel 2009
ITU 2007
67% of South Africans own a cell phone (AMPS, 2008)
44
Mobile Internet usage by low income South African Youth example
• "Assessing Cell Phone Usage in a South African Township School" (Tino Kreutzer, UCT) looks at the mobile phone usage patterns of teenagers in Samora Machel, an informal settlement in Cape Town as opposed to a black township
– 75% of learners had their own phone, 25% shared a phone– 86% could play games on their phones– 67% could take photos– 60% could play/record videos– 50% could access the internet (with own phone)– 96% used prepaid – 80% had used mobile instant messaging– 97% have used a mobile phone to access the internet
(multiphone usage)
Mobile Learning
OrganiseCommunicate
CreateReference
Tools
Fun
Revise
Integration
Calender Timetable
Assignments
Addresses
Lists
To-do
Web
Ideas
Essays
Notes
Lectures
E-books
Newspapers
CalculatorsVLE
Synchronise
Jon Trinder
smartphone: categories of use
• Administration, e.g., the use of calendars, exam reminders, grading software;
• Referential, e.g., dictionaries, e-books and office applications;
• Interactive, e.g., quizzes, response software; Microworld, e.g., simulations, games;
• Data collection, e.g., data logging, note taking, audio recording, eportfolios
• Location aware, e.g., augmented environments, gps navigation and tagging; and
• Collaborative, e.g., pod/vodcasting, blogging, instant messaging.
http://vodpod.com/watch/2582900-mobile-learning-
iphone
New technologies, new pedagogies: Mobile learning in higher education
Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry (editors), New technologies, new pedagogies: Mobile learning in higher education, Faculty of Education, University of Wollongong, 2009, 138p. ISBN: 978-1-74128-169-9 (online). http://ro.uow.edu.au/newtech/
Table of Contents1 - Introduction: Using mobile technologies to develop new ways of teaching and learning3, Jan Herrington, Anthony Herrington,
Jessica Mantei, Ian Olney and Brian Ferry2 - Professional development: Faculty development for new technologies: Putting mobile learning in the hands of the teachers
4, Geraldine Lefoe, Ian Olney, Rob Wright and Anthony Herrington3 - Adult education: Using a smartphone to create digital teaching episodes as resources in adult education5, Anthony
Herrington4 - Early childhood education: Digital story telling using iPods6, Ian Olney, Jan Herrington and Irina Verenikina5 - Environmental education: Using mobile phones to enhance teacher learning in environmental education7, Brian Ferry6 - Information technology education: Incorporating mobile technologies within constructivist-based curriculum resources8,
Anthony Herrington7 - Language and literacy education:
Using iPods to capture professional dialogue between early career teachers to enrich reflective practice9, Jessica Mantei and Lisa Kervin
8 - Mathematics education: Role of mobile digital technology in fostering the construction of pedagogical and content knowledge of mathematics10, Mohan Chinnappan
9 - Physical education: Using iPods to enhance the teaching of games in physical education11, Greg Forrest10 - Reflective practice: Collaborative gathering, evaluating and communicating ‘wisdom’ using iPods12, Lisa Kervin and Jessica
Mantei11 - Science education:
Using mobile phone cameras to capture images for slowmations: Student-generated science animations13, Garry Hoban12 - Visual arts education: Art on the move: Mobility – a way of life14, Ian Brown13 - Design principles: Design principles for mobile learning15, Anthony Herrington, Jan Herrington and Jessica Mantei
EXAMPLES OF MOBILE LEARNING IN THE MAINSTREAM
• South Africa. University of Pretoria: Academic administration by SMSs. Students in rural Africa receive mobile learning messages on timetable changes, enrolment deadlines, assignment results, examination requirements, administrative changes etc. Academic content SMSs giving summaries, examination assistance and multiple choice questioning. All students are studying education courses at the University and are teachers in rural schools with no computer network for elearning but all have mobile phones.
• Australia: iPods were used to extend an established learning community beyond the university setting by creating audio files of professional dialogue captured during workshops and uploading them to a repository for teachers to access as needed.
• Australia: dissemination through podcasts, record and edit an oral text to share with their student colleagues through their subject website.
what kind would you like, why? How?
OrganiseCommunicate
CreateReference
Tools
Fun
Revise
Integration
Calender Timetable
Assignments
Addresses
Lists
To-do
Web
Ideas
Essays
Notes
Lectures
E-books
Newspapers
CalculatorsVLE
Synchronise
Design principles for mobile learning
1. Real world relevance: Use mobile learning in authentic contexts2. Mobile contexts: Use mobile learning in contexts where learnersare
mobile3. Explore: Provide time for exploration of mobile technologies4. Blended: Blend mobile and non mobile technologies5. Whenever: Use mobile learning spontaneously6. Wherever: Use mobile learning in non traditional learning spaces7. Whomsoever: Use mobile learning both individually and
collaboratively8. Affordances: Exploit the affordances of mobile technologies9. Personalise: Employ the learners’ own mobile devices10. Mediation: Use mobile learning to mediate knowledge construction.11. Produse: Use mobile learning to produce and consume knowledge.
