mobiililaitteilla tuettu oppiminen (byod): miten suunnitella tämän vuosisadan ydintaitoja tukevaa...

Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus. Kasvatustieteiden tiedekunta, Suomi, Finland

Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan ydintaitoja tukevaa osaamisen kehittämistä?

2012 (koulusta)1982 (kouluun)

https://www.youtube.com/watch?v=Mk7ExsojYgI&list=UUXiKgucoUVd47dPnUrMtrPg

Taustayhteisöni on Oppimisen ja koulutusteknologian

tutkimusyksikkö LET



Mobiiliteknologian ja oppimisen lyhyt yhteinen taival. Historia

pikakelauksella.

Laru, J., Naykki, P., & Jarvela, S. (2014). Four stages of research on the educational use of ubiquitous computing. Learning Technologies, IEEE Transactions on , vol.PP, no.99, pp.1,1doi: 10.1109/TLT.2014.2360862

Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology

Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of

Wisconsins, Madison, USA

Technology triggerPeak of inflatedExpectations

Trough of Disillusionment

Slope of Enlightenment Plateau of productivity

First generation:PocketPCs

First steps (R&D)Personal Digital Assistants

2nd generation:Wireless Internet Learning Devices(Smartphones)

3rd generation:Out of the box tools, social media integration

Case study I

Case study II

Case studyIII

time

Vis

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Ubiquitous future




Technology trigger Peak of inflated Expectations

First generation:PocketPCs

First steps (R&D)Personal Digital Assistants

Case study I

time

Vis

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1. First years of research: mobility & PDAs

• Beliefs that mobile deviceswould revolutionizeeducation (Trifonova, 2003)

• ”M-learning or mobile learning” (Keegan, 2005; Quinn, 2000) as extensionof e-learning (Quinn, 2000).

• Definition of mobile learning (Sharples, 2000).

• Era of technologydeterminism started

Case study 1: Designing a new virtualmaster’s programme

Collective task

Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, Universityof Wisconsins, Madison, USA

Existing master’s programs

New master’s program

Knowledge building activity

• The participants (n=10) shared a major problem: to design a new distance education program in new domain

• Instructional design wassimplified: a mobile deviceequipped with knowledgebuilding tool was just embeddedinto existing practises.

• Dissappointing results

Laru, J., & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International, 45(1), 17-32.




time

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2. ”Wireless internet learning devices togetherwith pedagogically ambitious learning goals”

2nd generation:Wireless Internet Learning Devices(Smartphones)

Case study II


• ”tool support of mostprojects is notpedagogically ambitious” (Frohberget et. al, 2009).

• In order to ensure engagedlearners, a proper design is needed (Looi et. al, 2009)

• Seminal WILD paper(Roschelle & Pea, 2002) [was ahead of the timewhen was published]

• Role of teacher, scaffoldingetc.

Slope of Enlightenment

Case study 2: Field trip (K12-education)


• The participants’ (n=22, age=12) participated one-dayfield trip to nature park

• Their shared problem was to explore inanimate and animate traces

• Smart phones with bluetoothmobile encounter networks

• Core-activity was aimed at scaffolding argumentativediscussions in small groupsduring inquiry learning (soft and hard scaffolds)

• Design included also pre- and post-structuring activities.

• Mixed resultsLARU, Jari; JÄRVELÄ, Sanna; CLARIANA, Roy B. Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners. Interactive Learning Environments, 2012, 20.2: 103-117.




time

3. Combining affordances of social software and mobile learning

Case study III

• Personal and wirelessly networkedtechnologies and social software tools are (currently) becoming moreprevalent in the live of learners(Lewis et. Al, 2010; Lewis, Pea & Rosen, 2009)

• Mobile social media (Multisilta & Milrad, 2009) in education is stitchingformal and informal learning contextstogether and briding individual and social learning, which leads to seamless learning

• However, very few papers discuss the mechanisms of bridging the individual and collaborative activities(Wong & Looi, 2011). Slope of Enlightenment

3rd generation:Out of the box tools, social media integration

Case study III: a course in the contextof higher education


• The participants (n=21) undergraduate teachereducation students.

• Learners’ core task was to integrate selected individualblog reflections and visualrepresentations into coherentand comprehensive wiki

• Multiple individual and collective phases before the wiki activity where contentwas elaborated multiple times

• Role of the mobile device wassmaller than earlier studies

• Positive resultsLaru, J., Näykki, P., & Järvelä, S. (2012). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. The Internet and Higher Education, 15(1), 29-38.




time

4. Ubiquitous tomorrow: learning environmentconsisting of an amalgam of tools around the corner

• Research and educational use is currently in the phase of the plateauof the productivity

• World is entering the age of mobilism(Norris & Soloway, 2011)

• Mobile phones are nowadayconnected computing devices thatoffer multitude services (Pea & Maldonado, 2006)

• Contemporary human interactionparadigms (RFID, QR-Codes etc. Arebecoming regarded as mainstrea, in current mobile devices

• Multiple device-student ratios (e.g. 1:1 or 1:all) set new challenges for instructional designers (Wong & Looi, 2011)

Plateau of productivity




Technology trigger Peak of inflated Expectations

time

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Conclusion


Slope of Enlightenment Plateau of productivity

TuoOmaLaitteesiLuokkaanOpiskeluvälineeksi

BYOD eli

EI HIDASMUUTOS

”(tieto)allinto tietää pedagogia paremmin”; ei ole rahaa uudistuksiin; koulut ovat homeessa; opettajajohtoinen opetus; ei ole täydennyskoulutusta riittävästi; ei ei..

Muutos on tulossa, mutta pidetään ensiksi muutama kokous

NOPEAMUUTOS Lasten & nuorten mediamaailma; digitaalinen teknologia; sosiaalinen media; luova tuho & mustat joutsenet; ongelmalähtöisyys elämässä

Opettajankoulutus

Oppilaitokset päiväkodeista korkeakouluihin

21th century skills

TPACK -taidot

Digiajan osaaminen

Oppilaitos

Muutoshaasteet

Pedagoginen muutos

Vakioidut, tuetut ja hallinnoidut yliopiston järjestelmät esim. Optima ja Noppa

Nuorten aikuisten digitaalinen todellisuus

Työelämän digitaalinen todellisuus

BYODCYODC/BYOT

Bring Your Own Devices

Choose Your Own Devices

Choose/Bring Your Own Things

BYOD/CYOD

MDM myös opiskelijoiden laitteissa

Toimivat pilvipalvelut

peilaus

Pilvipalvelut Sovellukset

Opiskelijoiden käytössä (ei henkilökunnalle, ei sivustoja)

Pilottikäytössä Oulun yliopistossa. tuotantokäytössä Oulun normaalikoulussa.

Pikkusovelluksia joita voi hyödyntää omassa opetuksessa

C/BYOT

Vertaistuki Videotuki

Käyttäjätuen muuttuvat muodot

ENTÄ SITTEN?

"The computer

revolution hasn't

happened yet” (Kay,

1997)we haven't realized the potential that computers can provide for us…

”To put it simply, the next great

advance in human ability comes from

being able to externalize the mental

models we spend our entire lives

creating”. (Granger, 2015)

http://www.chris-granger.com/

Laru, J., & Järvelä, S. (2015). Integrated Use of Multiple Social Software Tools and Face-to-FaceActivities to Support Self-Regulated Learning: A Case Study in a Higher Education Context. In SeamlessLearning in the Age of Mobile Connectivity (pp. 471-484). Springer Singapore.

YDINTAIDOT?

21th century skills

TPACK -taidot

Digiajan osaaminen

Oppilaitos

Muutoshaasteet

Pedagoginen muutos

Vakioidut, tuetut ja hallinnoidut yliopiston järjestelmät esim. Optima ja Noppa

Nuorten aikuisten digitaalinen todellisuus

Työelämän digitaalinen todellisuus

21th century skills

TPACK -taidot

Digiajan osaaminen

Oppilaitoksen ja opettajien tekemät valinnat

Muutoshaasteet

Pedagoginen muutos

Kiitos ja tervetuloa!