learning is mobile anyway... invited webinar contribution for edinburgh napier university (11 april...
TRANSCRIPT
Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi
Learning is mobile anyway Invited webinar, 11 April 2014, Edinburgh Napier University
the plan Context 1. Mobile reflections project – the voice & social media: inclusive learning &
teaching in practice 2. A module in your pocket – learning through application 3. BYOD4L – mobile learning on an open course about mobile learning
What would you like to get out of the session?
• Where do you learn?
• When do you learn?
• How do you learn?
Richly social and intensively personal by Steve Wheeler @timbuckteeth
“On Apr. 3, 1973 the world's first portable cell phone, the DynaTAC (also known as "the brick"), was introduced in the United States by Dr. Martin Cooper at Motorola. The phone was a foot long, weighed two pounds, and cost $4,000. It was not until 1983 that the first commercial cell phone system was launched in Chicago by Ameritech Mobile Communications.” http://cellphones.procon.org/
The future of education (2030 vision): “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ (Redecker, 2014, 12)
“From primary school all the way up to universities there is an alarming dearth of educators.” (UNESCO, 2012, p. 6)
“In order to address the global teacher crisis: it (the world) must raise both the quantity and quality of the global teacher workforce. [...] mobile technologies can help move countries closer to both of these goals.” [...] mobile devices, often functioning in concert with other technologies, have a track record of improving educational efficiency and helping novice and experienced teachers alike acquire complex skills and complete meaningful work in classrooms.” (UNESCO, 2012, p. 7)
“What makes social media exciting for higher education is the inherent public aspect. Whether through posting a video, image or a text response in a conversation, anyone in the social network can engage with the content. [...] Social media has changed the nature of these important conversations so that they are not always behind closed doors, but instead viewed as an opportunity for substantial collective thinking and action.” (Johnson et al, 2014, 9)
“We need to stop seeing the curriculum as a predictable, ordered and manageable space, but instead review it as an important site of transformation characterised by risk and uncertainty” Prof. Maggi Savin-Baden, Prof of Higher Education Research,
Coventry University, 2011 ECEL2011 contribution
A lifewide curriculum is an ecological curriculum (Prof. Norman Jackson)
“If we begin with the problems, challenges, interests in our lives we create our own process(es) that provide us with opportunities, relationships and resources for learning, development and achievement. Self-created learning ecologies are the means by which experiences and learning are connected and integrated across the contexts and situations that constitute our life. They are the means through which we take concepts and reasoning learnt in formal education settings and apply and modify them to real world situations. Knowing how to create and sustain a learning ecology is an essential part of 'knowing how to learn' in all the different contexts that comprise an individual's life. Learning ecologies are therefore of significant conceptual and practical value to the theory and practice of lifewide learning and education.” (Jackson, 2014, 20)
individual’s learning ecology (Prof. Norman Jackson)
use of digital tools
in private life for learning for teaching
http://www.learninglives.co.uk/uploads/1/0/8/4/10842717/chapter_c2.pd
Mobile Reflections (MoRe) Pilot,
Developing Reflection within Initial Teacher Training for students with
dyslexia
by
Chrissi Nerantzi 2010
project started as part of my MSc BOE at Edinburgh Napier University
inclusivity in your classroom
focus
developing reflection within initial teacher training
recording and sharing audio
reflections within a community (use own devices)
peer support
pilots: student teachers with dyslexia
duration: Feb – March 2010
not funded!
http://morepilot.wordpress.com
the plan and process
calling
sharing online
downloading
listening
adding, commenting,
audio feedback
social media
wordpress
http://morepilot.wordpress.com
the space where I record my thoughts about the pilot http://chrissinerantzi.wordpress.com/category/mlearning/
cost
Time reflecting, calling, listening, engaging in
conversation
Money call to a UK landline,
once a week, for 8 weeks
voices
“Really easy. It would have taken me 2 hours to
write my reflective journal. Now this is just a quick phone call between
my dusting.”
“It feels natural. I can listen back and have another chance to filter what I can take away and learn from it.”
deepening reflection
describing
feeling
analysing
reasoning
stepping back
being self-critical
exploring options
linking to action
own perspective
link to theory
colleagues, students,
etc.
classification
criteria based on Hatton’s and Smith’s (1995), also adapted by Moon (2004)
abbreviation/title characteristics
3 CritR Critical Reflection
Critical exploration and reasoning of practice in a wider context, link to theory and thinking about the effects upon others of one's actions.
2 DialR Dialogic Reflection
Stepping back, practice analysed, reasoning well developed, linking own viewpoints with these of other, exploring problem solving.
1 DescR Descriptive Reflection
Own practice is analysed, some reasoning for decisions and actions, limited to own viewpoints and perspective.
0 RepoR0 Reporting, no reflection
Accounts limited to reporting events sporadic evidence of reflection.
evidence showed
0 (RepoR0)
1 (DescR)
2
(DialR)
3
(CritR)
findings
good issues actions
engagement throughout technology, initially more initial training and testing
descriptive -> reflective 0 > 1(+2)
ongoing support peer support, refine approach
students positive weekly activities 2-week cycle?
structured approach technical support
audio feedback modelling?
peer support visual guides
comparative study
enjoyed pilot larger group
MoRe pilot (totals)
duration: 8 weeks
18 phlogs/8 weeks
146min (2h 26min)/8 weeks
per student (averages)
9 phlogs/8weeks
73min (1h 13min)/8 weeks
8min/phlog
live link: http://morepilot.wordpress.com
Warning! Modelling effective
mobile learning is infectious, an example from Higher Education
by
Chrissi Nerantzi, Juliette Wilson,
Nadine Munro, Gemma Lace-Costigan & Neil Currie
Best Case Study Award 2014
http://www.ucisa.ac.uk/~/media/Files/publications/case_studies/ASG_Effective_Use_Mobile%20Learning
How mobile is your classroom?
A module in your pocket
access on the go: LTHE site
http://learningandteachinghe.wordpress.com/
Discussing and supporting: Google + community
https://plus.google.com/communities/112186086573392653278
Capturing learning: PGCAP portfolios
Visual learning: YouTube
http://www.youtube.com/user/pgcapsalford/videos
learning through games
Benefits • Integrated approach increased confidence progressively • Increased connectivity and connectedness • Helped the formation of a learning community • Students’ opened up more, shared more • Peer-to-peer support, learning and collaboration increased • Increased curiosity to explore and actively experiment • Resourceful use of existing technologies • Teaching practices started changing
Challenges • Using own devices for Learning and Teaching new concept • Technological barriers • Support issues • Always ‘switched on’ - mismatch of expectations • Social media addiction?
http://www.learninglives.co.uk/uploads/1/0/8/4/10842717/chapter_c2.pd
BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning
Ecologies
by
Chrissi Nerantzi & Sue Beckingham (2014)
Learning about mobile learning
on a course.......................in a workshop? How do you learn about mobile learning?
BYOD4L
Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi
Sue Beckingham Academic Developer
Sheffield Hallam University @suebecks
BYOD4L is... mobile mobile
flexible flexible
collaborative collaborative
authentic authentic
autonomous autonomous
self-organised self-organised
self-determined self-determined
pick ‘n’ mix pick ‘n’ mix
supported supported
registration-free registration-free
for teachers & students for teachers & students
rewarding achievement rewarding achievement
BYOD4Learning course
BYOD4Learning course
MELSIG Smart Learning event #3
MELSIG Smart Learning event #3
MELSIG Book project
MELSIG Book project
op
en
bad
ges
for
par
tici
pan
ts &
fac
ilita
tors
David Hopkins BYOD4L badges lead Learning Technologist University of Leicester @hopikinsdavid
The BYOD4L team
organisers 2 facilitators 11
open badges lead 1 badges reviewer 1
critical friend 1 learning analytics 1
BYOD4L communities
location https://plus.google.com/communities/115166756393440336480?partnerid=gplp0
location https://www.facebook.com/groups/1385272118361805/
Chrissi & Sue
Twitter DM
Chrissi & Sue
Twitter DM
#BYOD4Lchat Join me on Twitter every day
8-9pm UK time. Remember to use the hashtag. ;)
“Fantastically chaotic”
Daily TweetChat #BYOD4Lchat 8-9pm Tweets were captured using Storify http://storify.com/melsiguk#stories
extending BYOD4L through local engagement
extending BYOD4L through local engagement
source: http://michaelbromby.wordpress.com/2014/01/31/creation-fifth-and-final-topic-for-the-byod4l-mooc/
BYOD4L answer garden
1 February 14 http://answergarden.ch/view/80135
“opening fully to new possibilities”
“Starting to see light”
“Sorry I couldn’t be there last night. Here is my creativity and my question shower as learner.”
Important message?
“Content is not education, interaction is!”
Darco Jansen
my learning ecology
my contexts
my resources
my will & capacity
my process
my relationship
my history
(Jackson, 2013b, 2)
What are you taking away from this session? Please share.
References Jackson, N. J. (2014) Towards a Lifewide Curriculum, in: Lifewide Magazine Lifewide Learning and Education in Universities & Colleges, Issue 9,
pp. 18-22, available at ttp://www.normanjackson.co.uk/uploads/1/0/8/4/10842717/lifewide_curriculum__article.pdf [accessed 25 March 2014]
Jackson, N. J. (2013b) Learning Ecology Narratives in N Jackson and G B Cooper (Eds) Lifewide Learning, Education and Personal Development
E-Book. Chapter C4 available at: http://www.lifewideebook.co.uk/. Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014) NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New
Media Consortium, available at http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf [accessed 29 March 2014] Nerantzi, C and Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson, N. & Willis, J.
(eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html. – invited chapter
Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (2014) Warning! Modelling effective mobile learning is infectious, an example
from Higher Education, UCISA Best Practice Guide using mobile technologies for learning, teaching and assessment, available at http://www.ucisa.ac.uk/~/media/Files/publications/case_studies/ASG_Effective_Use_Mobile%20Learning pp. 11-17.
Nerantzi, C (2011) Mobile Reflections (MoRe) Pilot, Developing Reflection within Initial Teacher Training for students with dyslexia, in:
Middleton, A. (ed) Media-Enhanced Feedback case studies and methods, JISC, ASSET, MELSIG, available athttp://ppp.chester.ac.uk/images/4/43/Middleton-Media-enhanced_feedback_proceedings-final.pdf pp. 21-25 (ISBN: 978‐1‐84387‐337‐2)
Redecker, C. (2014) The Future of Learning is Lifelong, Lifewide and Open, in: LIFEWIDE EDUCATION’S LEARNING LIVES CONFERENCE
Encouraging, Supporting and Recognising Lifewide Learning in Universities & Colleges, Special Edition,Lifewide Magazine, Volume 9, March 2014, pp. 12-17, available at http://www.lifewidemagazine.co.uk/uploads/1/0/8/4/10842717/lifewide_magazine_9.pdf [accessed 24 March 2014]
UNESCO (2012) Mobile Learning for teachers. Global themes. UNESCO working paper series on mobile learning, Paris: United Nations
Educational, Scientific and Cultural Organization , available at http://unesdoc.unesco.org/images/0021/002164/216452E.pdf [accessed 29 March 2014]
Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi
Learning is mobile anyway Invited webinar, 11 April 2014, Edinburgh Napier University
“Good use of technology is when you don’t notice it” FDOL132 participant