tdg project first sharing - eduhkrepository.lib.ied.edu.hk/pubdata/ir/link/pub/16077.pdf · dr....
TRANSCRIPT
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Dr. SONG Yanjie
Department of Mathematics and Information Technology
Hong Kong Institute of Education
Hong Kong
17 Jan. 2014
How Can BYOD Help Enhance Students’
Reflective Engagement?
SONG Yanjie
TDG Project First Sharing
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Overview
1• Introduction
2 • Pedagogical approaches
3 • Affordances of mobile devices
4
8 December 2014 2
• Pedagogies or affordances?
• Example5
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Evolving process of various
learning modes
Face-to-face
learningE-learning
Mobile learning
Seamless learning / Blended learning
Smart learning
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Seamless learning
(無縫學習)Please use “QR Code Reader” on your mobile
device to scan the following QR Code. Then
complete a simple task indicated in the QR code.
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5
Classification of pedagogical approaches
to designing seamless learning activities
for reflective engagement
Pedagogical ApproachesBehaviorist
■ Drill & practice
■ Content delivery
■ Resource-based
…
Social Constructivist
■Collaborative
■ Inquiry-based
■ Project-based
■ Situated
■ Knowledge
building…
Personalisedlearning
Differentiated learning
Self-directed learning
…
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Content Delivery: Example -Improving
English Vocabulary Learning through
SMS• Purposes:To improve freshmen English vocabulary
learning through SMS
• Methods: Integrated use of SMS and online learning. To
send SMS messages containing one new word and one
example sentence twice daily (Morning and afternoon).
In the meantime, students can go online to reading
articles in which the new word is used to consolidate the
vocabulary learning.
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Content delivery: Example Improving English Vocabulary Learning
through SMS
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Content delivery: Example
Improving English Vocabulary
Learning through SMS
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Social Constructivist Learning:
Example - Collaborative learning
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Social Constructivist Learning:
Example – Inquiry-based learning
8 December 2014 10Such learning is also situated learning
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5-E Inquiry-based Learning Model
5-E Inquiry-based Learning Model118-Dec-14
Extend
extended topic
extended questions
Engage
topic
questions
Explore
plans
evidence
Evaluate
self, peer, teacher
evaluation
Explain
analysis
presentation
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Personalized learning
• Personalized learning provides an
approach tailored to the abilities,
preferences, interests, and other
diverse needs of the individual
students.
• It helps ‘‘increase learner choice and
voice’’ in which learners have the
power and control over their learning
(Rudd, 2008).
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Self-directed learning SDL
• “In its broadest meaning, ‘self-directed learning’
describes a process by which individuals take
the initiative, with or without the assistance of
others, in diagnosing their learning needs,
formulating learning goals, identify human and
material resources for learning, choosing and
implement appropriate learning strategies, and
evaluating learning outcomes.” (Knowles, 1975,
p. 18)
8 December 2014 13Source: http://www.selfdirectedlearning.org/what-is-self-directed-learning
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Self-directed learning SDL
SDL refers to the learning in which the
learner takes
• the initiative to pursue a learning
experience, and
• the responsibility for completing their
learning.
8 December 2014 14Source: http://www.selfdirectedlearning.org/what-is-self-directed-learning
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Mobile Technology-assisted
Personalized Learning
• Two unique characteristics of mobile
technology-supported learning:
(a) learning occurs in environments that
move with the learners
(b) learning is more personalized in
continually reconstructed contexts (Looi, Wong & Song, 2012)
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Situated learning: QR code
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Affordances
• According to Gibson (1977), affordances
refer to “what it [the environment] offers
the animal, what it provides or furnishes,
either for good or ill” (p. 127).
• Affordances are possibilities for action. (Young, Barab, & Garrett, 2000; Barab & Roth, 2006).
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Affordances of technology tools
Technology tools for varied learning
activities, including but not limited to:
(1) learning by exploring;
(2) learning by conversing;
(3) learning by reflecting;
(4) learning by visualizing, and
(5) learning by constructing
(Jonassen et al., 2000).8 December 2014 19
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Affordances (1)
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Apps Affordances Uses
Search engines (e.g.,
Google, Yahoo,
Chrome);
Viewing tools (e.g.,
Adobe reader);
Learning platforms
(e.g., Moodle,
Edmodo)
Resource access Instructional
Referential
Reflective
Informative
Explorative
Collaborative
Camera;
Recording;
Video-taking; Note-
taking
Resource collection Reflective
Referential
Instructional
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Affordances (2)
8 December 2014 21
Apps Affordances Uses
Social network apps (e.g.,
Edmodo, Facebook,
Instagram);
Instant Messaging (SMS);
email; phone call; Whats App;
Line; WeChat; Facebook, etc.
Communication Socializing
Informative
Coordinating
Collaborative
Inquiry
Socializing
NFC;
Bluetooth;
Google Drive;
Dropbox
Social network apps (e.g.,
Edmodo, Facebook, Instagram,
Flickr)
QR code
Resource sharing Referential
Collaborative
Peer assessment
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Affordances (3)
8 December 2014 22
Apps Affordances Uses
Google Map;
MapKing
QR code (QR code
reader/scanner
Augmented
reality
Location-aware
Interactive
MindMeister;
MS PowerPoint;
Prezi
Photo; camera
Representation Visualizing
Word Mobile, PPT; Notes; or
other downloaded software;
Google docs
Constructive Construction
Google Form;
Google spreadsheet;
Survey Monkey
Survey Researching
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Affordances (4)
8 December 2014 23
Apps Affordances Uses
Data analysis software or
apps such as Graphic
calculating software
Data analysis Analysing
Calculator Productivity Visualizing
Calendar; tasks; excel; Notes
…
Scheduling
…
organising
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New Seamless Learning Environment
Virtual Face-to-Face classrooms*
(MOOCs)
Face-to-Face classrooms
Smart classrooms
Flipped classrooms
* Proposed by Prof Nian-Shing Chen
?
Out of
classrooms
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Pedagogies in the technology-
rich environment
• In today’s complex technology-rich
learning environment,
1. What pedagogies
shall we adopt?
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BYOD
• With the increased availability of personal
mobile devices, and the increased costs of
providing IT equipment,
2. Are affordances of BYOD
(Bring Your Own Device) seen
as a viable way for enhancing
students’ reflective
engagement?
(Bowman, 2013)
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BYOD-supported learning
environment + Pedagogies
Uses of affordances
Affordance network
The “niche” for seamless learning
(adapted from Song 2013)
A
The niche for seamless learning on
reflective engagement
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Social Constructivist
Instructional Principles
P1: Working on authentic problems
P2: Encouraging diverse ideas
P3: Providing collaborative opportunities
P4: Doing embedded assessment
P5: Making constructive use of
authoritative information
(Song & Looi, 2012; Zhang et al., 2011; Vygotsky, 1978)
288-Dec-14
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How to plan and carry out the
group project in a seamless
learning environment?
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Group Research Topic
• The effect of Kuso on society
• Online shopping and society
• Facebook depression and its impact on
teenagers
• The phenomena and impacts of Nomophobia
on Hong Kong students
• The Internet and Generation Lap
• Cyberbullying and its effects on teenagers
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Search information online
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Discuss research method
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Construct questionnaire items on
Google Drive (Survey template)
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8 December 2014 34
Construct questionnaire items on
Google Docs (spreadsheet)
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Interview students on campus
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8 December 2014 36
Interview students on campus
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Upload survey findings to
[Moodle]
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8 December 2014 38
Upload survey findings to
[Moodle]
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Share group research findings
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The “niche” for the group’s seamless learning(Reflective engagement in the outline of the group project)
Where is the niche for the group’s seamless
learning (Reflective engagement in the group project)?
• BYOD
• Google Drive survey template
• Google Docs spread sheet
• Recording tool of BYOD
• Referential tool of BYOD
• LCD projector
• Online learning platform [Moodle]
• Social resources (peers)
• No computers and with computers
• Classroom WiFi
• LCD projector
• BYOD-supported learning environmentStudents’
capability
and
intention
BYOD-supported learning
environment
Effectivity setAffordance
network
A
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8 December 2014 41
Framework of examining the “niche” for BYOD supported
seamless learning
The “niche” for the group’s seamless learning(Reflective engagement in the outline of the group project)
BYOD-supported learning
environment
Effectivity setAffordance
network
A
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創作QR Code• 請用移動裝置掃描下面的QR Codes:
42
QR code產生器: http://createqrcode.appspot.com/
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Choose Spreadsheet in Google
Drive to compose questionnaire
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Example 1: Questionnaire in
“Spreadsheet” in Google Drive
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Share with others
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Example 2: Created in “Form” in
Google Drive
46
• If you construct questionnaire here, you have to add the
respondents names in order to get their feedback online.
• Alternatively, you can ask the respondents questions while
referring to the questionnaire on your mobile device.
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Conducting a survey
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Bring your own device (BYOD)
• BYOD initiatives refer to technology
models where learners bring a personally
owned device to school for the purpose of
learning (Alberta Education, 2012; Collier
& Halpin, 2012).
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Premises of BYOD pedagogical
designs• The pedagogical designs: are premised on
ecological and social constructivist learning
principles.
• Learners’ role: having more engagement in
knowledge construction and more access
to digital contents
• Learning: enabling personalization,
participation and productivity in learning.(Alberta Education, 2012; Edelsen, 2001)
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Ecology
Ecology is a branch of science that
studies the relation between living
things and the environment.
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Ecological niche for living things
ompetitors in the life world
• These factors in order to survive.
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• Functional role of a species in its community
• Not just “where it lives”!
•But also what it does, what it eats, how much
of resources it uses etc.
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Ecological niche for students’ learning
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the life world
• These factors in order to learn better.
• Roles of learners
• Not just “where she/he learns”!
•But also what s/he learns, why
s/he learns, how much of
resources s/he uses etc. in the
life-worlds (learning environment)
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• Affordance networks
• Effectivity sets
• Life-worlds
(Barab & Roth, 2006)
The elements of the ecological niche
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Niche: an area or position that is exactly suitable for a small
group of the same type (Cambridge online dictionary)
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Affordances
• According to Gibson (1977), affordances
refer to “what it [the environment] offers
the animal, what it provides or furnishes,
either for good or ill” (p. 127).
• Affordances are possibilities for action. (Young, Barab, & Garrett, 2000; Barab & Roth, 2006).
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Affordance networks
• Functionally bound possibilities
extended in time that can be acted
upon to realize particular goals (Barab
& Roth, 2006).
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Example of An affordance network
My goals: To share and
communicate with you here.
Functionally bound potentials:
When doing the presentation, I
can notice particular information
and engage in an affordance
network.
Be acted upon to achieve my goals.
Affordance Network
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Effectivities
• Effectivities are complimentary to
affordances (Gibson, 1979).
• Barab and Roth (2006) posit that “If an
affordance is a possibility for action by an
individual, an effectivity is the dynamic
actualization of an affordance” (p. 6).
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Effectivity sets
• Effectivity sets: The attunements and
behaviors that an individual can employ to
realize an affordance network.
(Barab & Roth, 2006)
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With capability and intention
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Life-world
• Life-world: refers to the environment from
the perspective of an individual.
• Therefore, a life-world is inherently different from
the material world surrounding the person from
the material aspects of one’s mind.
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Different ecological niches
This lecture room affords a different
ecological niche to you and me than to a
maintenance worker due to different goals.
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Example: How to accomplish the
niche for seamless learning
supported by BYOD?
• Where is the area/niche that is exactly
suitable for seamless learning?
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• Affordance networks
• Effectivity sets
• Life-worlds
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Example
How did HKIED students in the GED1001
course achieve their goals supported by
BYOD?
Goals:
(1)Work out the outline of group project
(2)Plan and carry out the group project
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How to work out the outline of
group project?
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What is the life world / environment?
• without computers
• Classroom WiFi
• LCD projector
• BYOD-supported learning environment
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Familiarize themselves with
QR code
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Present their findings after decoding
the QR code in the newspaper
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Use BYOD to decode the group task
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Read the decoded group task
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Discuss outline of group project
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Write the outline of group project
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Create their QR code (Group outline) and
exchange the QR code with other groups
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Revise their outline based on
other groups comment
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Share their outline of group project
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What is the affordance network?
• BYOD
• QR code reader application
• QR code on newspaper
• QR code creation application
• NFC application
• Online learning platform [Moodle]
• Social resources (peers)
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What is the effectivity set?
• The attunements and behaviors that
students employed to realize the
affordance network in the environment.
• e.g, use of the following affordances:
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• BYOD
• QR code reader application
• QR code on newspaper
• QR code creation application
• NFC application
• Online learning platform [Moodle]
• Social resources (peers)
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BYOD-supported learning
environment
Effectivityset
Affordance network
The “niche” for the group’s mobile learning(Reflective engagement in the outline of the group project)
A
Where is the niche for the group’s mobile
learning (Reflective engagement in the outline
of the group project)?
• BYOD
• QR code reader application
• QR code on newspaper
• QR code creation application
• NFC application
• Online learning platform [Moodle]
• Social resources (peers)
• No computers
• Classroom WiFi
• LCD projector
• BYOD-supported learning environmentStudents’
capability
and
intention
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Are the “niches” for seamless
learning stand alone?
• This type of knowing involves not just one
successful experience in certain context
but developing the capacity and interest to
create new action possibilities, even
reconstructing relations that might not
have been readily apparent in the
environment (Shaffer, 2004).
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Is this kind of learning
individualized learning?
• Learning in this view is an ecological, not
an individualistic, phenomenon that is
distributed and enables the learner to
engage in progressively more adaptive
individual–environment relations.(Barab & Roth, 2006)
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Hence better reflective engagement.
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How does learning take place?• As a learner’s “niche” expands, it involves sets
of experiences (building up effectivity sets and
spanning multiple affordance networks, and
evolving into new ways of interacting with the
“niche”).
• Transfer can occur when individuals begin to
see different contexts as having similar
underlying affordance structures—even in the
context of differing contextual particulars (Barab &
Roth, 2006)
• (e.g. experiences of working QR code).8 December 2014 80
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From an ecological perspective, the
presentation
• discusses how “niche” seamless learning happens
using the concepts of affordance network,
effectivity sets and learning environment, and
• develops a framework of the “niche” to examine
seamless learning for reflective engagement
• provides an example
Conclusion & implications
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Employing the framework to examine the “niche”
for seamless learning helps us understand
• how learners interact with the seamless learning
environment
• recognize that joining in the affordance network,
expanding and even creating the affordance
network is the key to realize effectivity sets and
• hence obtain the “niche” for seamless learning
for reflective engagement.
Conclusion & implications
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Thank you!
Q & A
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