Putting Learning into Context with Mobile Devices #2

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Keynote at Mobile Learning Now and the Future 28th September 2011College of North West London


  • 1.Putting Learning into Context with Mobile Devices Keynote at Mobile Learning Now and the Future 28th September 2011College of North West London
    John Cook
    (with help of Carl Smith & Claire Bradley)
    Learning Technology Research Institute
    London Metropolitan University

2. Johnnigelcook
or Jonni Gel Cook!
Email: john.cook@londonmet.ac.uk
Home page: http://staffweb.londonmet.ac.uk/~cookj1/Twitter: http://twitter.com/johnnigelcookSlideshare: http://www.slideshare.net/johnnigelcook
Music wiki: http://johnnigelcook.wetpaint.com/page/Music
Academia.edu: http://londonmet.academia.edu/JohnCook/About
Blip.fm: http://blip.fm/johnnigelcook
3. Structure
Relevance & jargon buster
Lies, Damned Lies and Statistics!
CONTSENS project
Context of urban education
Reuse in context of language learning
Conclusions & Future
4. Relevance for learning and teaching (Horizon, 2011)
Do not have to buy or maintain: virtually every postsecondary student has a mobile
Portability and Internet-capability
Store of reference materials and learning experiences,
Fieldwork to record observations via voice, text, or multimedia
Convergence of several technologies
electronic book readers, location-based services, annotation tools
applications for creation and composition, and social networking tools.
5. Jargon Buster
MOBILE LEARNING. Mobile learning is not about delivering content to mobiledevices but, instead, about the processes of coming to know and being able to operatesuccessfully in, and across, new and ever changing contexts and learning spaces. (Pachler, Bachmair and Cook, 2010, p. 6)
LOCATION BASED LEARNING.Location-based learning takes advantage of the ability of mobile devices to know where they are located and deliver information that is time-and-place-relevant. (Horizon, 2009)
6. Jargon Buster
VISUALISATIONS. Formats can include images, maps, 2-D or 3-D animation, 3D models, timelines and Augmented Reality (AR) environments.
Learner Generated Content. Using digital devices to capture photos, videos, interviews, reflections, etc.
from Managing Events students
for detail see Cook, Pachlerand Bradley (2008).
7. Visualisationsand mixed reality
Allow people to study objects that are too fragile to be physically handled, to reconstruct past events and landscapes, or to see behind the scene on location
8. Lies, Damned Lies and Statistics!
Image credit: http://www.swifteconomics.com/2009/08/14/lies-damned-lies-and-statistics-a-primer/
9. Stats from mobiThinking, (27th September 2011)
There are 5.3 billion mobile subscribers
that's 77 percent of the world population
Growth is led by China and India
Does your VLE offer that reach?
10. Half a billion people accessed mobile Internet worldwide in 2009.
Usage is expected to double within five years as mobile overtakes the PC as the most popular way to get on the Web.
Just in China there are 277 million mobile Web users.
11. Web-enabled handsets
By 2011, over 85 percent of new handsets will be able to access the mobile Web
In US and W. Europe, it is already surpassed that
Lots of new handsets support 3G
fast Internet
Smartphonesare only a fraction of Web-enabled phones
12. Unlimited data plans
Widespread availability of unlimited data plans drove mobile media in Japan,
now its driving the US;
but in W. Europe, lack of availability is holding up progress.
Image credit: http://www.edweek.org/ew/articles/2010/03/18/26overview.h29.html
13. CONTSENS PROJECT(see handout)
14. Context Sensitive Mobile Learning
See http://bit.ly/oU9bj
Involved European-wide consortium headed by Ericsson Education, Ireland.
Cistercian Abbeys
Urban Planning Tour
Second Language Learning
European Projects - CONTSENS
15. European Projects - CONTSENS
16. The gap between the physical space (Cistercian ruins) and the 3D mobile space is inhabited by the shared cognition of the students(Cook, 2010)
17. Focus of this talk on the successful reuse of the context
of one subject (urban education)
in another (language learning)
Rapid reconfiguration of
the required scripts/information
within the mobile device mediated augmented space for learning.
18. Both tours (urban education and each of the language tours) use the same physical space
Used and evaluated with representative teachers and learners, feedback was very positive (see Smith et al, 2011, for detail).
19. Context of urban education
20. Work Package 4:Training for Urban Education
21. The initial tour was developed with the aim of
enabling HE students to visualise urban education
through various collective images and representations.
A tutor had developed the original tour in North London and was closely involved in the creation of the mobile tour.
22. The development and production process involved the following elements:
(i) Initial field work and documentation of the site;
(ii) Learning narratives/scripts for each task episode in a GPS zone,
(iii) Capture and digitisation of oral histories, Path news clips and local historical stories,
23. (iv) Capture and digitisation of material elements that detail changes in the urban form, such as photographs depicting the evolution of school buildings and historical maps, and
(v) MEDIASCAPE (location-based mobile production to support the underlying pedagogy of the tour).
24. 25. 26. 27. Evaluation

  • 22 studentstook part in the first trial in 3 distinct groups

28. Feedback: 29. CONTSENS questionnaire 30. informal group interviews afterwards 31. Tutor feedback: 32. interview