research & development workshops on pervasive learning siobhan thomas [email protected]...

RESEARCH & DEVELOPMENT WORKSHOPS ON PERVASIVE LEARNING

Siobhan Thomas [email protected] www.pervasivelearning.org

i: Some challenges…

What is pervasive learning?

What is best practice?

Paralysing fear

The social implications of pervasive learning

Connectivity

1

2

3 Dealing with the past?

Quest for new literacies4

5

6

7



Pervasive learning is a social process that connects learners to communities of devices, people, and situations so that learners can construct relevant and meaningful learning experiences, that they author themselves, in locations and at times that they find meaningful and relevant.

Challenge one: What is pervasive learning?

•Mama knows best…•The easy (but not entirely accurate) answer: a learning situation that incorporates pervasive technologies•Pervasive technology good learning •Convergence•Over-defining•Working definition:



Challenge two: What is best practice?

•Few examples of anywhere, all the time. Pervasiveness doesn’t really exist…•Uncharted territory, with a caveat…



Challenge three: Dealing with the past

•How to avoid reinventing the wheel, again and again•Pervasive learning is interdisciplinary

-Erkki Huhtamo: late 19th c ‘photographic pest’ parallels with modern day camera phone user Hidden histories of mobile media, http://www.receiver.vodafone.com/11/articles/pdf/11_01.pdf

-Tom Standage Victorian Internet: Electric telegraph hype, scepticism, hackers, on-line romances and weddings, chat-rooms, flame wars, information overload, predictions of imminent world peace

-Kevin Lynch and imageability [location]-45.9 percent drop in sales [convergence]



Challenge four: Quest for new literacies

•Locational literacy (satellite vs. street)•Wayfinding skills: Audio, video, smell, touch



Challenge five: Connectivity

•Bluetooth, GPRS, SMS, wifi, landlines•Always on education=always connected?•Seamless experience



Challenge six: Social implications

•Privacy & Security•Longevity: if learning involves making mistakes…•Psychology of being always connected/ always within reach



Challenge seven: Paralysing fear

•‘Paralyscope’: massive scale can be paralysing•Reconsidering role of trainer: can’t be everywhere, all of the time•Learners and time management





•Possible model

•MMORPGs, pervasive/ alternate reality games

•Constructivist, cooperative, situated, CSCL, distributed, multimodal learning, social development theory

•Background: 2001, MUDs, MOOs, Majestic, Nokia Game, proving a point.

ii: What enhances/ impedes the problems





What is Pervasive Learning?

•Pervasive—or ubiquitous or ambient—learning is “always on” education.

•Always on education: available 24 hours a day, 7 days a week, anywhere, at anytime.

•Need to emphasise: Vast difference between a pervasive or ubiquitous learning experience

and pervasive or ubiquitous technology.

•Emphasis is on social process not pervasive or ubiquitous technology





Community

Relationality

Locationality

Autonomy

Pervasive learning is a social process that connects learners to communities of devices, people, and situations so that they can construct relevant and meaningful learning experiences, that they authored themselves, in locations and at times that they find meaningful and relevant

Research & Development Workshops on Pervasive Learning




COMPONENT PERVASIVE LEARNING PRINCIPLE

COMMUNITY Principle One. Relationship Building: Architect Situations but Forsake the Blueprints

Principle Two. Conversation Instances: Don’t Shut the Door on Collaboration

Principle Three. Learner Roles: Resist the Urge to Typecast

AUTONOMY Principle Four. It’s All About Control: Give Learners the Power

Principle Five. Content Ownership: Let Them Author and They Will Stay

Principle Six. Multiple Solutions: Give Learners Freedom to Explore Possibility

Principle Seven. Prior Experience, Future Growth: Make Knowledge a Valued Commodity

LOCATIONALITY Principle Eight. Choice: Let the Learner Choose When and Where

Principle Nine. Dynamic Content, Dynamic Environments: Design for Always On Not Always the Same

Principle Ten. No Learner is an Island: Don't Deny Learners Their Context

RELATIONALITY Principle Eleven. Personal Environments: Help Learners Personalize Public Spaces

Principle Twelve. Personal Goals: Let Them Achieve Their Mission, Should They Decide to Invent It…

Principle Thirteen. Personal Meaning: Account for Learner Perspective

13 Principles of Pervasive Learning

Model can be used for design or

evaluation





Community

Going to happen anyway

Rethinking of role of trainers/ instructors

Principle One. Relationship Building: Architect Situations but Forsake the Blueprints

•Principle Two. Conversation Instances: Don’t

Shut the Door on Collaboration

•Principle Three. Learner Roles: Resist the Urge to Typecast





Autonomy

•Principle Four. It’s All About Control: Give Learners the Power

•Principle Five. Content Ownership: Let Them Author and They Will Stay

•Principle Six. Multiple Solutions: Give Learners

Freedom to Explore Possibility

•Principle Seven. Prior Experience, Future

Growth: Make Knowledge a Valued Commodity





Locationality

• Need to Principle Eight. Choice: Let the Learner Choose When and Where

• Principle Nine. Dynamic Content, Dynamic Environments: Design for Always On Not Always the Same

• Principle Ten. No Learner is an Island: Don't Deny Learners Their Context.





Relationality

•Need to Principle Eleven. Personal Environments: Help Learners Personalize Public Spaces

•Principle Twelve. Personal Goals: Let Them Achieve Their Mission, Should They Decide to Invent It…

•Principle Thirteen. Personal Meaning: Account for Learner Perspective





•Research & Development

•Collaborations with other disciplines

•Training & Education: exchanging ideas and best practice

•International perspective, collaborations

iii: Suggestions for solutions!





•Ongoing work in four areas of model e.g. community and user placed RFID stickers

•Low tech solutions (can it work)

•High-tech (experimental)

•Psychology, social implications

Research & Development





•Traditional and non-traditional business collaborations to deliver material e.g. urban design and banking or SFA

•Commercial and academic: apply theoretical knowledge, conduct evaluations, usability research

•But also education: a lot of academic work being done on collaboration techniques, etc. that isn’t purely theoretical

Collaborations with other disciplines





•How to seminars, workshops, tutorials

•Project lists: post-mortems and lessons learners

•Producing resources: tech sheets

•Important background reading

Education and Training





•Sharing resources e.g. simply translating

•Technical: scandinavia vs. the world

•Knowledge exchange: pervasive projects spaink, large scale m-learning canada, mobile platforms for engineering education in jordan

International perspective

research & development workshops on pervasive learning siobhan thomas [email protected]...

Documents

learning situation

research development

touch slide

caveat slide

reach slide

time management slide

sales convergence slide

seamless experience