doha college mobile learning conference 2014: learning from research
DESCRIPTION
Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yetTRANSCRIPT
Learning in a Mobile Age: Translational Research That Makes a Difference
Doha College Mobile Learning Conference,
2014
Dr. Kevin Burden:
Reader in Educational Technology
The Faculty of Education
The University of Hull
“There is very little evidence that kids learn more, faster or better by using these
machines…
iPads are marvellous tools to engage kids, but then the novelty wears off and you get
into hard-core issues of teaching and learning.”
Larry Cuban, Professor Emeritus of Education at Stanford University New York Times, 2011
What does the
research tell us?
Mobile learning is not
just?
Delivering more content!
Personalisation
Collaboration Authenticity
Agency
LOW MEDIUM HIGH
Customization
Situated
Conversational
Data sharing
External control Negotiated outcomes
‘One size fits all’:
‘just in case’Tailored fit: ‘Just in time’
Contrived Realistic
Simulated Embedded: real
practice
Solitary: disconnected Networked: rich
Content building Context sharing
Internal control
Contextualisation
Mobile technologies
dramatically increase
personal access to
technology in the
classroom
Regular use of technology in
school iPad Scotland Evaluation (2012)
14
2117
3 8
81
0
23
45
68
90
PC computer Laptop Mobile device
Before After
Personalisation
increases when mobile
devices are deployed
effectively
“Staff directly involved in the initiative consider it has
fostered greater personalisation of learning by
offering students a greater degree of choice and
freedom in how they access information (e.g. through
apps or the Internet), how they process information
and how they present and offer it up for assessment”
Headteacher, Bellshill Academy
Greater levels of
collaboration and
cooperation are evident
• through conversations - ‘dialogical
talk’
through sharing artefacts
Conversations mediated, not replaced, by mobile
devices
Learning can be more
authentic
• Task authenticity
• Tool authenticity
• Situated learning
Shifts from consumption
(content delivery) to
production (content creation)
Learner Generated Content
Students as authors
(knowledge constructors)
What Next...?
Application
1Remembering
2Understanding
3Applying
4Analysing
5Evaluating
6Creating
1Acquire
knowledge
in one discipline
2Apply
knowledge
in one discipline
3Apply
knowledge
across disciplines
4Apply
knowledge
to real-world
predictable
situations
5Apply
knowledge
in real-world
unpredictable
situations
Critical thinking
Problem solving
Collaboration
Threshold concepts
S
A
M
R
‘Wicked Problems’
ubstitution
ugmentation
odification
Critical quadrant
for designing
mobile learning
scenarios
Original knowledge
construction
What do students use it for
0
25
50
75
100
125
Research images video sound makingmovie
create abook
sharework
writing
Scotland Edinburgh Belfast Bedford
images sound books writing
Design Based Research in the real world
Stage 1:
Identify a product to design or
improve
Stage 1I:
Build on the shoulders of
giants
Stage III:
Develop an initial prototype
and test it
Stage 1V:
Iterative cycles of testing and
improvement
Stage V:
Identification of design
principles
Stage 1:
Identify a product to design
or improve
Stage II:
Build on the shoulders of
giantsProviding
formative
evaluation data
(0.9 effect size)
Stage III:
Develop an initial prototype
and test it
Stage IV:
Iterative cycles of testing
and improvement
Place the items below in their correct position on the timeline
1000 ADBC/AD500 BC 1500 AD 2000 AD500 AD
Great Fire of
London
Thirteenth
Century44BC
Magna CartaFirst
Century1661 AD
Caesar’s invasion of
Britain Seventeenth
Century1215 AD
‘Making Thinking Visible’
Stage V:
Extraction of design principles for
formative evaluation
• Design activities which encourage two-way feedback
• Design problems which force students to
articulate their thinking processes
• Facilitate student feedback with peers
• Focus on ‘threshold concepts’ and ‘troublesome
knowledge’
Outputs
A European Mobile Learning Network for Teacher Educators
Designing ‘interactive’ books
Book Widgets & Interactivity
Interactive Books - Elements
Feature Pedagogical
implication
Multimodal (many elements) Multiple literacies
Expandable/easy to up-date Developed not written
iterative learning
Dynamic feedback Individual learning pathways
PortableTranscends physical space
Collaborative & social Rubrics for group assessments
Intelligent (‘Big Data’) Personalised learning
Augmentable Differentiation
Easy to authorAuthority and Power:
Who is the ‘expert’
Authentic audience Motivational and demanding
www.mttep.eu
Learning from experts
Learning with others
Learning through making
Learning through exploring
Learning through inquiry
Learning through practising
Learning from assessment
Learning in and across settings
Areas of particular
interest • authenticity - making tasks
more relevant to the real
world
• context-sensitive learning
scenarios: e.g. field-work
• Augmented Reality and the
Internet of Things
• Customisation: bringing the
‘Amazon’ factor into learning
• Authorship and interactive
widgets
• We know what works but not why it works
• We need to better understand the unique
‘affordances’ of mobile technologies in
order to leverage higher order thinking
skills
• Thinking of teaching as a design based
science may help to identify how these
affordances are translated into learning
scenarios
"Technology should be like oxygen: ubiquitous,
necessary and invisible”
Contact Details
Dr. Kevin Burden
Reader in Educational Technology
The Faculty of Education
The University of Hull
Twitter: @edskjb
www.mttep.eu