Putting Learning into Context with Mobile Devices

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Keynote in Barcelona June 2011 at Aprenentatge 3.0: nous avenos tecnolgics aplicats a l'educaci, 30 June,

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1. Putting Learning into Context with Mobile Devices Keynote at Aprenentatge 3.0: nous avenostecnolgicsaplicats a l'educaci, 30 June, Barcelona June 2011John Cook with help of Carl Smith, Claire BradleyLearning Technology Research InstituteLondon Metropolitan University 2. Johnnigelcookor Jonni Gel Cook!Email: john.cook@londonmet.ac.ukHome page: http://staffweb.londonmet.ac.uk/~cookj1/Twitter: http://twitter.com/johnnigelcookSlideshare: http://www.slideshare.net/johnnigelcookMusic wiki: http://johnnigelcook.wetpaint.com/page/MusicAcademia.edu: http://londonmet.academia.edu/JohnCook/AboutBlip.fm: http://blip.fm/johnnigelcook 3. StructureJargon busterLook at two EC projectsDiscussion 4. Jargon BusterMOBILE 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) 5. Jargon BusterVISUALISATIONS. Formats can include images, maps, 2-D or 3-D animation, 3D models, timelines and Augmented Reality (AR) environments.AUGMENTED REALITY (AR). Technology that extends the picture of the world you can see through your phone. (Guardian, 2010). 6. Augmented RealityExample: Street Museum: Augmented Reality on the streets of London 7. VisualisationsAllow 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. Look at two EC projects 9. European Projects - CONTSENS 10. Context Sensitive Mobile LearningCompleted 2 year project. Involved a European-wide consortium headed by Ericsson Education, Ireland.Using outcomes of two of LTRIs workpackages in mLeMan:Cistercian AbbeysUrban Planning Tour European Projects - CONTSENS 11. European Projects - MLeManMLeMan will play a central role in introducing European wide accreditation form-learningmanagers withthe intention of raising standards across the sector. Thesemanagersarechargedwith evaluating, sourcing or implementing m-learning solutions.Example: Defineahighlevelskillsetfortheeffectivedevelopmentof MobileAugmentedReality(MAR)invocationalandeducationalsettings.This work is by Carl Smith 12. Initial Skill Set: The Digital Intervention 1) The Digital Intervention must Justify its Existence: Has the designer provided evidence thattheintervention allows the user to engage with the situation on many levels that were not previously possible? 13. 14. 15. Initial Skill Set: Build in Adaptability2) HastheMARdesignercreatedanappropriatelevelof challengeneithertooeasynortoodifficultwhichwillkeepthelearnerwithintheir zoneofproximaldevelopment?Cantheuserthemselvesdecideonthelevelof difficulty involved within the system? 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. The ability to be in a particular position but get a variety of views/different visual perspective was a very useful opportunity. The whole thing also got everyone talking in a way I hadn't experienced on field trips to Fountains before. 18. EvaluationAs an archaeologist I am typically also interested in architecture and related art history - so the idea of a multifaceted package which could allow the user to easily transform content between subjects interests me intelligent learning packages which respond to people with needs within a particular subject area but then allow them to push these boundaries and develop their activity beyond this really ensures the technology provides opportunities way beyond the usual paper-based handout. 19. Initial Skill Set: Participatory Design3) Istherescopeintheinterventionforuserstoadaptthe content elements of the MAR system? 20. Initial Skill Set: Multiple Ways of Seeing: 4) Has the MAR environment incorporated multiple ways of seeing?Whether utilisingmicroscopic, xray or macroscopic all theseaugmented ways of seeing are available within MAR systems and should be taken advantage of if appropriate. 21. Macroscopic LearningA map of Manhattan named Here & There. places the viewer simultaneously above the city and in it and allows them to plot a path between them. http://berglondon.com/projects/hat/The projection connects the viewer's local environment to remote destinations normally out of sight. A macroscope is something that helps us see what the aggregation of many small actions looks like when added together. John Thackerahttp://clubneko.net/matt-webb-on-design/(Slide by Carl Smith) 22. Initial Skill Set: Technology Narrative5) Whatis the ratio of push vs pull within thesystem? Does the intervention allow the user to remain active in their learning process? Does the intervention allow for a technology narrative to be built? 23. Work Package 4:The Training of Urban Education Professionals 24. 25. 26. 27. EvaluationStudents took part in the first trial in 3 distinct groups 28. Quantative feedback: 29. CONTSENS questionnaire 30. informal group interviews afterwards 31. Tutor feedback: 32. interview