learning on the move: considerations for formal, informal, and semiformal learning
DESCRIPTION
Presentation for University of Oklahoma Emerging Technology and STEM Education Symposium, University of Oklahoma, Norman, OK.TRANSCRIPT
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Learning on the move Considerations for formal, semi-formal & informal learning and instruction Michael M. Grant, PhD [email protected] | @michaelmgrant Emerging Technology & STEM Symposium | May 6, 2013
Michael M. Grant 2013 Image from http://www.flickr.com/photos/ari/
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Michael M. Grant The University of Memphis
http://viral-notebook.com
@michaelmgrant
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http://viral-notebook.com
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3 Targets
1. Formal, informal & semi-formal learning
2. Uses of mobile devices for teaching & learning
3. Considerations for teaching & learning
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Mobile devices Some images from Lisa Buser at http://www.memphisparent.com/2010/09/pint-sized-learners-have-the-touch/ & http://www.flickr.com/photos/ceardach/4549898097/sizes/m/
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Formal, informal & semi-formal learning
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Formal Learning Images from http://www.law.fsu.edu/prospective_students/VideoViewbook/images/sections/technology.jpg
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Informal Learning Image from http://www.flickr.com/photos/oncell/4711186271/in/set-72157624761515274/
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Semi-formal Learning
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Considerations
• Much of mobile learning literature focuses on leveraging informal learning.
• Fragmented, transient knowledge may occur from informal learning.
• Disconnected pieces of information must be integrated and internalized.
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Uses of Mobile Devices
Increased access to student information & campus resources
Increase interaction with content
Create representations of knowledge
Augment face-to-face instruction
Support performance & decision-making
Deploy instruction
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Increase access to student information & campus resources
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Increase interaction with content
Image from http://www.flickr.com/photos/chegs/5161314847/sizes/l/
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GeoJourney Images from http://www.bgsu.edu/offices/mc/monitor/01-15-07/page26071.html
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text4baby.org
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Increase interaction with content
Image from http://www.recordonline.com/apps/pbcs.dll/article?AID=/20100426/NEWS/100429736
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Create representations of knowledge
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Create representations of knowledge
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Using Google Voice Video from http://www.youtube.com/watch?v=Y7PoWsFlsKU&feature=player_embedded
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Create representations of knowledge
Image from http://www.st-clair.net/ict/picomap.htm
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Augment face-to-face instruction
Image from http://www.tommiemedia.com/news/professors-using-smartphones-other-technology-in-classrooms/
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Augment face-to-face instruction
![Page 24: Learning on the move: Considerations for formal, informal, and semiformal learning](https://reader036.vdocuments.mx/reader036/viewer/2022081403/5549f469b4c9050d488b568b/html5/thumbnails/24.jpg)
Support performance & decision-making
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Support performance & decision-making
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Deploy instruction
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Deploy instruction
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Microlearning in Amsterdam
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Considerations
Mobile devices & services
Culture & situatedness
Mediation
Learner autonomy, self-direction & self-regulation
What does mobile mean?
Always isn’t better.
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Mobile Devices & Services
• Characteristics of mobile devices make them attractive for learners, teachers, and developers.
• Mobile device adoption does not guarantee its potential or use.
• Mobile device adoption does not guarantee the adoption of mobile services.
• Little attention given to the distinction between mobile devices and mobile services.
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Culture & situatedness
• Mobility with learning affords authentic interactions within cultural settings.
• Learning in situ provides authentic settings and lends real-world credence to learning contents.
• Context-aware, or location-based services, allow specific learning tasks to occur at a particular location.
• The value and utility of location-based services is just beginning to show promise.
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Mediation
• Mobile devices and mobile services mediate interactions with physical and networked environments.
• Mediated interactions facilitates/allows knowledge construction.
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Learner autonomy, self-direction & self-regulation
• Mobile learners are physically and socially separated from peers and teachers.
• Learning itself with mobile devices and mobile services may change.
• There is not consensus on the use of self-regulation with mobile learning.
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What does ‘mobile’ mean?
• Mobile is used often without a clear definition. • Mobile described both identity and influences. • Mobile reflects the fluidity and flexibility of mobile
devices and mobile services. • Mobile augments learners.
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Always isn’t better
The more learning is decentralized, the more important guidance and scaffolding will become.
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Always isn’t better
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Always isn’t better
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Always isn’t better
Fragmented information does not change into knowledge until it has been internalized.