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Abstract We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks. We have used questionnaires and interviews of tutors and students to elicit their views on technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether in the classroom or on fieldwork. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science, and we see the iPad as the main ‘computing’ device for students in the near future. As part of Bring Your Own Technology/Device the iPad has much to offer, although both staff and students need to be guided in the most effective use for self-directed education via development of personal learning Environments.
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iPad use in Fieldwork: formal and informal use to enhance
pedagogic practice in a Bring Your Own Technology world
Brian Whalley University of [email protected] @brianwhalley
Derek France University of Chester
Julian Park Reading University
Alice Mauchline Reading University
Katharine Welsh University of Chester
Victoria Powell University of Chester
#ihe2014 1st International Conference on the use of iPads in Higher Education
Enhancement of Fieldwork Learning: www.enhancingfieldwork.org.uk/ Funded by the Higher Education Academy, UK
Extending the personal in a 21Century, information-rich, world
(for as many people as possible)Image Credit: New Scientist
Personal Learning Spaces
And for learners:
‘there is convincing evidence that people who take the initiative in learning (proactive learners) learn more things, and learn better, than do people who sit at the feet of teachers passively waiting to be taught (reactive learners).
(Knowles 1975 *)
* References at the end
And for learners:
‘there is convincing evidence that people who take the initiative in learning (proactive learners) learn more things, and learn better, than do people who sit at the feet of teachers passively waiting to be taught (reactive learners).
(Knowles 1975 *)
Personal learning spaces can be anywhere
(Does a VLE really allow this?)
* References at the end
Computers in Fieldwork spaces
Lyngen Alps, North Norway, 1984
Computers in Fieldwork spaces
Apple IIe + HDD + CRT Screen + generator + people to carry them all!
Lyngen Alps, North Norway, 1984
Converting field notes from sheets of paper to tablets
Measuring slope angles with a low-cost app
Cumbria fieldwork - March 2014
Personalised Learningin Personal Learning Spaces
from laptops to netbooks to iPads
Personalised Learningin Personal Learning Spaces
from laptops to netbooks to iPads
Personalised Learningin Personal Learning Spaces
from laptops to netbooks to iPads
Personalised Learningin Personal Learning Spaces
from laptops to netbooks to iPads
Personalised Learningin Personal Learning Spaces
from laptops to netbooks to iPads
Personalised Learningin Personal Learning Spaces
from laptops to netbooks to iPads
Tablets - now individually served with apps for you
The active learning is here in this case!
The usual Learning Spaces in Higher Education ….
Towards an ecology of education• Student use and tutor implementation• To get away from 'exam and two essay'• To promote more/better/any
experiential learning• To promote better digital and
information literacies• To promote better understanding of the
way the world works• Through creative educational devices
Towards an ecology of education• Student use and tutor implementation• To get away from 'exam and two essay'• To promote more/better/any
experiential learning• To promote better digital and
information literacies• To promote better understanding of the
way the world works• Through creative educational devices
Personal Learning Environments
Personal Learning Environmenta definition:
As such, a PLE is a single user’s e-learning system that provides access to a variety of learning resources, and that may provide access to learners and teachers who use other PLEs and/or VLEs.
Mark van Harmelen 2006
Drivers
• The needs of life-long learners for a system that provides a standard interface to different institutions’ e-learning systems, and that allows portfolio information to be maintained across institutions.
• A response to pedagogic approaches which require that learner’s e-learning systems need to be under the control of the learners themselves.
• The needs of learners who sometimes perform learning activities offline, e.g. via mobile system in a wireless-free hospital, or on a remote mountainside.
Mark van Harmelen 2006
A ‘PLE’ from Stephen Downes - but it is overly-complicated and VLE-oriented
Personalising Educationvia iPads and PLEs
What Neal Stephenson predicted and what Steve Jobs has (almost) given us via
Moore’s Law (Gordon Moore) through
Constructivist - Connectivist approaches
But we need to take into account:
Mooer’s Law (Calvin Mooer)Moore’s Chasm (Geoffrey Moore)
If you can’t remember, then use your iPad to look them up on Wikipedia!
Personalising and linking in various learning spaces…..
No free beer – but free WiFi
Free food – but expensive WiFi
No beer – no WiFiTraditional notebook
Create a Personal Learning Environment
with an iPad
5 factors for successful learning (Race, 2005)
• Wanting to learn• Needing to learn• Learning by doing – experiential learning
• Learning through feedback – experiential learning
• Making sense of things – experiential learning
Add to these: Spatial and social domains (learning spaces)
And so build into an ecology of education
The Young Lady’s Illustrated
Primer
The Illustrated Primer .....
.... is an extremely general and powerful system capable of more extensive self-reconfiguration than most. …a fundamental part of its job is to respond to its environment.
‘The Diamond Age’, Neal Stephenson, 1995 p. 108.
Marguerite Koole’s FRAME ModelFramework for the Rational Analysis of Mobile Education
Spaces:
DeviceLearnerSocial
A way to situate devices and apps for education
Build into theEcology of Education
via PLEs
Student views of iPads
Student views of iPads
Student views of iPads
Student views of iPads
Student views of iPads
iPads – Disruptive* Devices?Disruptive Technology?
Christensen, Horn and Curtis, 2011
Some Disruptive Apps• Clickers/PRS/polling in class• ‘Facetime’ in class (signing)• Twitter sharing• Sketching and annotation• Collaborative devices• Exchanging and sharing information• Bibliographic tools and PDF handling• Lecture Tools• Synchronous and asynchronous All via one device
Moving around educational spaces
Physical spaces from field to lab and libraryTechnologically enhanced spaces (or not) via WiFi and Cloud accessibilityPedagogic spacesTask and activity spacesKnowledge and Information spacesIndividual and collective (group) spaces
Can be reached via the ubiquitous iPad
After Helen Beetham, 2013 etc
Trip space
Team Space
Personal space
Knowledge space
OtherPersonal
space
Educational Spaces
… lab, home, library ….….. lecture, pub, wherever …
Student information
environment
Rich Internet Applications
PLE Field space
‘Cloud’Wifi ‘APPS’
In the fieldTrip space
Team Space
Personal space
Knowledge space
OtherPersonal
space
Educational Spaces
… lab, home, library ….….. lecture, pub, wherever …
Student information
environment
Rich Internet Applications
PLE Field space
‘Cloud’Wifi ‘APPS’
Your PLE includes
Your learning experiencesAllows you to adapt your PLE to:Your needs For any purpose, at ‘any’ timeCollecting tools as neededSharing information – written, audio-visualDeveloped on a self-contained device Thus, getting close to Neal Stephenson’s device Young Lady’s Primer
Mooer's Law(in case you thought I’d forgotten)
Mooers’ Law: ‘An information retrieval system will tend not to be used whenever it is more painful and troublesome for a customer to have information than for him not to have it.’
The problem is not students using tablets but educators not using them to enhance educational ecology
Technology Adoption Curve
Adoption
Time
Innovators 3-5%
Early Adopters10-15%
Early majority34%
Late majority34%
LaggardsNon-adopters5-16%
Moore’s chasm
Or - the technology just crashes!
From Aldrich 2005, ‘Learning by Doing’Geoffrey A Moore ‘Crossing the Chasm’
What BYOD means .......
• Students (of all ages, but especially the upcoming) will use whatever they feel comfortable perhaps with a bit of guidance
• Digital literacies are rather more than ‘teaching MS Office products) usually done poorly anyway
Bring Your Own Educational Device to your personal learning spaces
You + ‘Space’ + iPad
In Summary
• iPads are the first time a fully functional computer can be carried in a pocket
• to any educational space you choose• to enhance your/students educational
experiences• with easy assimilation of device + apps• to promote enhance educational ecologies
via• Bring Your Own Device implementation
References
• Aldrich, C. 2005 Learning by Doing, Pfeiffer,
• Beetham, H. 2013. Designing for active learning in technology-rich contexts, In: Rethinking pedagogy for a digital age. H. Beetham and R. Sharpe eds.New York and London: Routledge. 31-48.
• Christensen, C. M., M. B. Horn, and C. W. Johnson. 2008. Disrupting class: How disruptive innovation will change the way the world learns, McGraw-Hill New York.
• Downes, S. PLE diagram at: www.edtechpost.ca/ple_diagrams/index.php/L
• van Harmelen, M. 2006. Personal learning environments, Personal Learning Environments. Proceedings of the 6th International Conference on Advanced Learning Technologies (ICALT'06), IEEE. City.
• Knowles, M. S. 1975. Self-directed learning: a guide for learners and teachers., Cambridge, Globe Fearon.
• Koole, M. L. 2009. A model for frameing mobile learning, In: Mobile Learning. Transforming the delivery of education and training. M. Ally ed.Edmonton, Canada: AU Press. 25-47.
• Moore, G. A. 1999 Crossing the Chasm: Marketing and Selling High-Tech Products to Mainstream Customers. New York: HarperBusiness.
• Novak, J. D. 1998. Learning, Creating, and Using Knowledge, Mahwah, New Jersey, Lawrence Erlbaum Associates. For discussion of Ausubel and see Fig 5.6, p.58.
• Race, P. 2005. Making Learning Happen, London, Sage.
• Stephenson, N. 1995 The Diamond Age, Bantam.
