Micro-Scholarship, What it is, How can it help me.pdf
Yates m learncon 2014 san diego
1. Designing Dynamic and
Unique Mobile Learning
Solutions
Nicholas Yates
Instructional Designer
Apple Distinguished Educator
Apple Professional Developer
@digitalemerge
16. Outline
• Context
• TPACK
• Dissecting TPACK
• Putting TPACK back together
• mLearning workflows
• Examples
• Resource for action
17. Session ObjectivesIn this session, you will learn
• What the TPACK framework is and why it is
important
• How TPACK was used to integrate mobile learning
in a higher-education context
• How to structure thinking, planning, and designing
mobile-learning solutions with the TPACK
framework
• How to evaluate your mobile-learning integrations
using the TPACK framework
• How to apply it to your own mobile-learning
context.
23. Dissecting TPACK
Mobile Learning Environment
Learning and the learner
become:
• Mobile
• Ubiquitous
• Integrated
Archibald, Berking, Birtwhistle, and Haag (2012), El Hussein & Cronje (2010), Gagnon, D (September 22, 2010), Gerstein, J
(May 13, 2013)
24. Criticisms of TPACK
• Can we really distinguish between the
separate branches of knowledge?
• Would you reorder the knowledge?
• Who and what is missing?
• Where would they fit?
Archamault, L. & Barnett, J. (2010).
Perks, J. (September 6, 2009).
36. Content
• Islamic Art and Design
• Learning outcome
Can describe the feature with reference to
a principle using on-topic language
• Descriptive Writing
• Learning outcome
Can accurately produce adjectives /
adjective clauses / prepositional phrases
TPACK Example I
47. Summarizing and
Critical Thinking
• Composition and critical thinking skills
• Digital literacy
• Developing writing with tablets for
“same old assessments”
48. The Workflow
Explains rationale Lessons: Practice skills
Design and produce
assignment
Facilitate peer feedbac
Presentations Grading
62. The IELTS Workflow
• Learn and produce on-topic language in
different formats
• Engage in task 1 processes
• Develop and practice IELTS task 1 skills
63. The IELTS Workflow
Choose Topic
Brainstorm Questions
and language
Research
Create Survey Survey Analyse Data
Create Graph Analyse Produce Analysis
Make Task 1 Question Write Task 1
74. References
Archamault, L. & Barnett, J. (2010). Revisiting technological pedagogical and content knowledge: Exploring the TPACK framework.
Computers and Education, 55, pp. 1656-1662.
Archibald, Berking, Birtwhistle, and Haag (2012). Mobile learning, not just another delivery. Retrieved May 2 from
http://www.adlnet.gov/wp-content/uploads/2012/12/12079.pdf
El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining Mobile Learning in the Higher Education Landscape. Educational Technology &
Society, 13 (3), 12–21 http://www.ifets.info/journals/13_3/3.pdf
Gerstein, J. (May 13, 2013). Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning. Retrieved May 1, 2014
from http://usergeneratededucation.wordpress.com/2013/05/13/education-3-0-and-the-pedagogy-andragogy-heutagogy-of-mobile-
learning/
Gagnon, D (September 22, 2010). Mobile Learning Environments. Retrieved May 1 from http://www.educause.edu/ero/article/mobile-
learning-environments
Koehler, M., & Mishra, P. (2008). Introducing TCPK. In J. A. Colbert, et al. (Eds.), Handbook of technological pedagogical content
knowledge (TCPK) for educators (pp. 3-29). Milton Park: Routledge.
Oller, Rick. “The Future of Mobile Learning” (Research Bulletin). Louisville, CO: Educause Center for Applied Research, May 1, 2012
available from https://net.educause.edu/ir/library/pdf/ERB1204.pdf
Perks, J. (September 6, 2009). Where is the learner? A TPACK Critique. Retrieved May 2 from
http://jperk30.edublogs.org/2009/09/06/where-is-the-learner-a-tpack-framework-critique/comment-page-1/
Sharples, M. & Taylor, J. (2006). The Pedagogical Perspectives of Mobile Learning. Retrieved May 2 from
https://www2.le.ac.uk/departments/beyond-distance-research-alliance/dissemination-
activities/conferences/2006/OnlineEduca2006/uol-online-educa2006-podcasting-workshop/WIKI%20BUILDING%20DUMMY.doc
80. TPACK Example 1
Content
• Linguistic
• Learning outcomes:
Can form and ask questions
• Thematic
• Learning outcomes:
Can produce on-topic language on
family
Campus - Zayed University in Abu Dhabi, the United Arab Emirates
English is spoken commonly in the UAE but 99% of students would say that English is their second language. Thus all courses should be considered a course within an ESL context
Instructional Designers
My role: to help teachers design teaching and learning experiences in eLearning, online and mLearning environments.
Today i will focus on the face-2-face training, development and support that I give to faculty
And the use case of tablets is in face-to-face classes and together, the teachers and I work on mLearning teaching and learning workflows.
For at least the past 8-10 years, ZU has been 1:1 laptop learning environment where each student has their own laptop.
In 2012, that changed to iPads due to a federal government initiative. Students in the foundation program all were given iPads and as the cohorts of students graduate from year to year, more teachers and classes have students with iPads. We are now about to embark on the first series of major classes with sophomores who only have iPads.
High Connectivity - wifi enabled campus - very few dead spots on campus
Contrast
old way - laptops and often needed ethernet cable
a mobile learning implementation in 2012 resulted in a lot of change. the jury is still out whether it was for the better or worse and it depends on who you speak with.
Shift in conversation
educational values and beliefs
evaluating effective learning
evidence based approach
Now let me tell you about some of the signs we are shifting and some of the conversations we are having
We’ve gone from relying on written essays (pen and laptop)
2 ways
To encouraging students to practice skills of writing composition through different digital mediums and the end product
End product shift towards digital storytelling practicing skills and developing student content along the way
(But we still have paper based exams and written essays)
A shift away from being tethered to cords or being stuck inside classes
To encouraging field trips and students working outside to gather evidence or bring authentic resources back into the class
Conversations turned to assessment eventually and we were asking whether we needed to rely on standardised assessment as much as we did.
Shifting towards competency based assessment of students and their products of learning.
summative feedback
we went from giving most of the feedback after the learning
to giving students formative feedback during the learning process, perhaps while making the product or on the go in class through
instant polls, quizzes, surveys to get feedback from students to evaluate progress and give formative feedback on the go
So how did we get from where we were to where we are?
From tpack.org
TPACK - teacher knowledge for technology integration.
At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation.
Effective technology integration
- dynamic - depending on many factors, teachers must draw on these three areas to integrate technology
unique - no situation is the same so all teaching and learning experiences will be slightly different
for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching.
example 1
In mLearning - the tablet or smartphone, the apps
environment may be more suited to online or elearning but may have application in your context
Macro - methodologies and frameworks that can be used within a mobile learning environment
like a behaviourist or social constructivist approach
problem based learning
Micro
individual vs social / collaborative
learning styles
differentiated learning
Conceptual (otherwise Propositional Knowledge)
Knowledge of facts within discipline
Nature
mathematical - numeracy, formulas, systematic
humanities - is a little different to this
Mobile
In terms of behaviour - On the go, anytime and anywhere.
In terms of attitude - anytime, anywhere
Ubiquitous
Learning is anytime and anywhere, boundaries of learning and life blend, chunks of learning can happen ongoing whenever the learner wants or is able to
Integrated - behavour, actions, attitude?
integrated in terms of classroom students, outside of class -
hardware software / itunes u
Tools - the device has hardware and software
Content & Skills - 21st century skills and content - mobile devices have quick content delivery capabilities - iTunesU
Interactions - learner/learner, learner/teacher, learner/content - digital textbooks, file sharing, online discussions, wikis, iTunesU,
Bringing outside in - bringing evidence of learning from outside into class, bringing evidence of realia into the class.
Design principles for mobile learning
From analysis of the data, the following characteristics are
recommended for the incorporation of mobile learning into a higher
education learning environment:
1. Real world relevance: Use mobile learning in authentic contexts
2. Mobile contexts: Use mobile learning in contexts where learners
are mobile
3. Explore: Provide time for exploration of mobile technologies
4. Blended: Blend mobile and non mobile technologies
5. Whenever: Use mobile learning spontaneously
6. Wherever: Use mobile learning in non traditional learning spaces
7. Whomsoever: Use mobile learning both individually and
collaboratively
8. Affordances: Exploit the affordances of mobile technologies
9. Personalise: Employ the learners’ own mobile devices
10. Mediation: Use mobile learning to mediate knowledge
construction.
11. Produse: Use mobile learning to produce and consume
knowledge.
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1089&context=edupapers
Distinguish
Study by Archamault and Barnett found that a lot of people couldn’t distinguish between the branches of knowledge. But this emphasises the point of TPACK that it is an interplay between the three and only when three elements are there can we understand the knowledge of integration.
Missing
Learners, the learning space, context in wrong place.
Discussion and collaboration about the separate elements of TPACK
For me
Learner is in the pedagogy (art of teaching and learning and assessing learner needs is a part of this)
Discussion and collaboration about the separate elements of TPACK and then we’ll look at TPACK
Discussion and online collaboration about TPACK in your context
Let me tell you more about our context but start talking about why TPACK was thought of
TPACK identifies the teaching and learning environment as one filled with
unique problems that are ill-structured, undefined and complex.
Problems here include elements that are never the same and solutions must focus on the different details
Some problems that arise at ZU… problems related to TPACK and my instructional design context
Language related - what digital tool is available for sts to help their language (dictionaries, grammar translations) - which pedagogical way is best to support language development with the content of the lesson
Content misunderstandings - how can we re-teach or structure pedagogy and learning differently to promote understanding
Connectivity - knowing technological solutions to connect an iPad tablet to network
- pedagogically knowing what app or what part of the teaching and learning can you go on with instead
Some common problems at ZU
Motivation - student body has motivational issues
Classroom mngt - some students are disruptive and use the tablet as a distractor to themselves and others
Attendance - poor attendance - how can teachers utilise the technology to offer blended solutions -take the device and go off and learn in a different environment - or try to engage students so they are more motivated to attend class
Reluctance amongst faculty to step outside the box - how do we as instructional designers help, train them in order to empower them, support their learning development and do this in order to change and develop
Nature of mLearning - teachers feel that mLearning pedagogy is extremely different. They don’t understand that through small steps, they can get there.
Locus - teachers think that technological problems are the domain of the IT Helpdesk or me and they think they should just focus on content - and not even pedagogy sometimes!
Lead into TPACK
In my mind, teachers were super heroes as they went about reacting to and dealing with the change. TPACK was their weapon of choice … I was their mentor guiding them around the TPACK venn diagram and discussing each component in relation to each other and the whole.
by the end of this, i want people to think of the teachers they support as super heroes too
Explain
Foundation English as a Second Language class with
lessons on Islamic Art and Design
Language relating to descriptive language
Pre-field trip
Constructivist approach to learning where
“knowledge is actively constructed by learners as they are
trying to make sense of their experiences”
Language and content is just static on a page in a book we use in class, it is becomes authentic when students interact with it before during and after the field trip. Their authentic experiences help to engage their content and language development.
content
Looking at basics and principles of Islamic art and design
Very general - as more language learning than content learning
Linguistic
Descriptive writing
hitting a number of accuracy based grammar learning outcomes. These ones specifically help students write descriptive sentences about the mosque and their experiences.
Investigative
On the go - able to investigate and collect data whenever and wherever
documenting their experiences, using the camera to capture video and photos, using garageband to capture audio only, using skitch to annotate and notability to write.
Integrated
Tools - the device has hardware and software
Bringing outside in - bringing evidence of learning from outside into class, bringing evidence of realia into the class.
Authentic
Of course this depends on giving the right learning activity or having self-motivated learners.
Learning is continued beyond the four walls.
Anytime they see something, they can capture it and learn from it.
The world is their oyster and learning experiences can potentially result from many different things.
TPACK statement
- a statement that combines all three elements to describe the teaching and learning process.
Students exploring Islamic Art and Design concepts through real life experiences and capturing this learning experiences and process to use authentic target language and produce a description to an audience of their peers.
We will now look at 2 of 6 examples of TPACK in action - seeing it from an instructional design process. talking about the TPACK elements as well as the design of teaching and learning in a mobile learning environment in higher education
Our aim should be
Of course thinking about TPACK
Production of a children’s book using iPad apps
similar to a previous teaching and learning process where student teachers made paper-based children’s books
Literacies for both the student teacher and children (to very different extents - and contexts [student teachers in making and children in understanding])
digital literacies in navigating ipad, apps and the book
visual literacies in understanding content through visual elements
multimodal literacies - understanding content through different modalities
Modelling - processes that are common in ADEC schools as some have iPads
digital processes
understanding children’s literacy + literature
brainstorming - pencil/paper - write 3 topics
- showed examples of paper books by former sts
just wanted them to write - that’s the way Patience has always done it
practice figurative writing - mentored texts (reading and evaluating)
in class - looking at children’s texts to see writer’s use of similies and metaphors
Showing and telling - as a technique to be more descriptive
“He Cried” > to “Tears rolled down his wife”
repitition - eleven toes
pairs - looking at books and showing and telling
individually
storyboarding
documents - layout plus text
write drafts - typed up page by page
feedback - sts emailed to Patience, she used track changes / emailed back
CBB - technical details
Patience showed some basics and the parameters of the assignment
iMovie - Memoirs
Final sent to Patience in Dropbox
Technology
Tablets + apps
Swiping motion on books similar to turning page motion.
Accessibility to images, video, book making products
Pedagogy
modelling - the process
experiencing - the process of making a book - trying out “showing and telling” the process where students change “He cries” to “Tears roll down his cheeks”
mentored texts
collaboration - in drafting
multiliteracies - images, videos, text, culture, digital, visual literacies
Content
Understand and product figurative writing
Read and evaluate elements of children’s books
Draft and produce a digital children’s books
Mobile Learning Environment
The multiple activities (steps in process) that could be completed in just one device.
Taking ALL the student teacher books to schools to children
TPACK
Producing children’s books to promote multi-literacies through the integration of content using apps and hardware in children’s books, designed and produced in a collaborative and reflective way utilising techniques that the student teachers are learning
Matthew described this in teacher tasks
Composition and critical thinking skills
looking at writing genre of summarisation but also skills to be able to compare and contrast
This meant students were going through and using some critical thinking skills: analysing, creating, evaluating
Digital Literacy
sts figure out new app and increase their digital literacy
some sts see it as work towards grade and others see as work towards a creative project
Developing writing with tablets for “same old assessments”
the test stayed the same but students practiced and developed skills in composition and critical thinking while making digital texts
Explain Rationale
model - specifically with technical features of app
Matthew - explain everything, prezi, iMovie, keynote
He showed previous students’ work
Lessons: Practice Skills
- Bb dissemnated work through iPad
practice skills in the way they are assessed
summarizing
critical thinking
analyzing
evaluating
Design and produce Assignment
Voice, pictures and full sentence text
Mobile learning component built into the curriculum
Assignment is graded
Facilitate peer feedback
sts then the chance to play
sts present to small group to learn from each other - this helps sts learn some technical things and some digital literacy skills from their friends but also some of the content (Kind of peer editing)
formative assessment - hence the nature of the arrows
end product
presentations + Grading (criteria based)
Technology
Apps that facilitate practicing the skills
media all on one device,
Pedagogy
Practicing the skills in different ways, more active learning and doing of the skills
Peer feedback, experiencing the skills and refining them through the formative feedback of pairs and groups.
Content
Skills based
summarization
critical thinking
Mobile Learning Environment
Interacting in pairs and individually with the content through the skills they are practicing. This could be done anywhere and anytime - producing the explainer video or keynote
TPACK
Practicing and demonstrating skills, like summarising and critical thinking, by producing explainer media, including videos and presentations in a collaborative way learning from each other in terms of skills and app training.
by Ahmed Saif Alzaabi
Sascha
a 90 second
Relevancy and currency - connecting with their interests and their university and giving them
Pre- and post-
Setup in communications fashion
introduction to communication style of doing things
Developing writing with tablets for “same old assessments”
the test stayed the same but students practiced and developed skills in composition and critical thinking while making digital texts
Sascha explained his workflow in communications terms
Draft
draft scripts and shots, storyboard and plan shots
Apps
movies as a form of communication
technical details of production
Record
Out and about around campus filming their projects
Only using the iPad - some bought lapel mikes to plug in but this was optional
Edit
post-production
editing video, and sound
use of garageband to input some sound effects
Technology
Tablets
Integration of hardware and software all on the one device
Pedagogy
Communications modelled teaching and learning activities
Collaboration
Learn by doing
- learn the processes of communication
Content
Communications
My ZU
Mobile Learning Environment
One device capturing all media and then being able to edit the media resulting in the end production
TPACK
Producing a video based on students own interests in their campus while learning a communications process and the technology to be able to make a edit, film and make a video with a tablet.
Producing children’s books to promote multi-literacies through the integration of content using apps and hardware in children’s books, designed and produced in a collaborative and reflective way utilising techniques that the student teachers are learning
Project based learning
She used PBL to structure the learning
the driving question was teacher/student made and negotiated
Engagement
Not just same old teaching and learning processes - most of the students did more research as compared with other classes, their research was more focused because of the driving question
She felt they were more engaged through the topic than previous classes and the project set it up to be more relevant to them because of the driving question - they invested time and energy into making something that interests them in global studies
critical thinking skills
Swetasree wanted students to challenge themselves and challenge what she was saying by finding out the truth in primary sources. She would throw out some mistakes and students job was to find that mistake and point out why
She wanted deeper engagement with the content and research
Not just reciting research but answering the driving question of the research
ncrease their digital literacy
some sts see it as work towards grade and others see as work towards a creative project
Developing writing with tablets for “same old assessments”
the test stayed the same but students practiced and developed skills in composition and critical thinking while making digital texts
Swetasree spoke about her workflow as the stages in a project
Driving question
Swetasree helped them with research driving question
End of cold war
End of nationalism in Soviet Union
- identify key areas within syllabus to build an assignment around
“How could the USSR stop disintegration?” - an alternate to reasons for disintegration
see webdav
Brainstorming
Popplet
brainstorm - research around the driving
evaluating the driving question
research + interviews
google
interviews - interviewed the professors at ZU - people with specialist knowledge of the topics -
general ZU faculty opinion
some videos - add audio clips from internet, recorded and edited themselves
garageband - for voice
Presentation
Public presentation of the book - lazier ones
Class presentation in keynote - more effort - they wanted to make a “presentation” rather than just showing the book
Grading - involvement in the project
Technology
Integrated of media on one device
CBB and keynote - one production app that can get media from other storage apps easily
Pedagogy
PBL
Content
Global Studies - USSR, cold war, Soviet Union
research
Mobile Learning Environment
One device while researching, interviewing and producing. Integration and accessibility of apps
Bringing the outside into the classroom
Promoting more work within the project
TPACK
Producing presentations, in the form of keynotes and e-books, with authentic voices and research brought into the project to provide further engagement into the driving question through deeper understandings of the content.
Project based learning
She used PBL to structure the learning
the driving question was teacher/student made and negotiated
Engagement
Not just same old teaching and learning processes - most of the students did more research as compared with other classes, their research was more focused because of the driving question
She felt they were more engaged through the topic than previous classes and the project set it up to be more relevant to them because of the driving question - they invested time and energy into making something that interests them in global studies
critical thinking skills
Swetasree wanted students to challenge themselves and challenge what she was saying by finding out the truth in primary sources. She would throw out some mistakes and students job was to find that mistake and point out why
She wanted deeper engagement with the content and research
Not just reciting research but answering the driving question of the research
ncrease their digital literacy
some sts see it as work towards grade and others see as work towards a creative project
Developing writing with tablets for “same old assessments”
the test stayed the same but students practiced and developed skills in composition and critical thinking while making digital texts
Emphasize the language production and repetition
Technology
So many apps
Bringing the outside in - authentic data
Pedagogy
Active language learning
Repetition
Constructivist principles - students are learning language through the task and constructing / internalising through their experiences
(Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas)
TBL
Content
skills mainly
content is based on student interest
Mobile Learning Environment
One device while researching, interviewing and producing. Integration and accessibility of apps
Taking the device out to where the data exists and then being able to work with all the products on one device
TPACK
Practicing skills and developing language through real experiences producing authentic data and bringing this back into the teaching and learning process and using it to produce products of this experience.
Discussion genre
giving both sides of the argument
similar to a debate
This is typical of a question type of IELTS so they use their opinions to form a discussion
Position
Following the discussion, they choose one side of the argument and develop it through research.
IELTS
All these develop and practice writing skills
Technology
Integrated
Anytime anywhere
apps
Pedagogy
Semi - Authentic learning representing “academic reality of the test”
Semi - Project - teacher’s role is more of a facilitator
They are making a product
The product is public and it is digitally tangible.
It has currency to students taking the IELTS
Content
Sts choose the question they want to answer based on interests in the topics
research - content and on-topic language
Linguistic - discourse markers for discussion and position genres of writing - modals
Mobile Learning Environment
Work anywhere, collect information from multiple sources
TPACK
Completing genre based writing in multiple communication methods (written and visual) with ideas and language stemming from research with the hardware and software of one device.
Evaluating TPACK
Evaluate the workflow before the teaching and learning experience
Evaluate during and adjust accordingly
Evaluate the practice and experience itself
Mentor, guide and facilitiate resources during the process
Instructional designers should be promoting reflection, stimulating discussion and increasing awareness of the interplay between the branches of knowledge: being technology, content and pedagogy.
Previously a teacher may have done a simple interviewing activity but done with two or three different pieces of technology.
Interviewing community members on a topic
example 1
example 1
A beginner teacher might look at the technology separately and realise that there’s many features on
example 1
A beginner teacher might look at the technology separately and realise that
Ubiquitous
Learning is anytime and anywhere, boundaries of learning and life blend, chunks of learning can happen ongoing whenever the learner wants or is able to
Integrated
Tools - the device has hardware and software
Content & Skills - 21st century skills and content
Higher order thinking - ability to structure activities including all levels of higher order thinking
Interactions - learner/learner, learner/teacher, learner/content - digital textbooks, file sharing, online discussions, wikis, iTunesU,
Bringing outside in - bringing evidence of learning from outside into class, bringing evidence of realia into the class.
TPACK asks a teacher to think about all elements and the interplay between them.
TPACK Statement
A workflow where students are preparing the questions, then capturing the interview and related language to bring back to class to analyse, use again and learn from.
Now once students go into the field with a mobile device, what else can they do with the technology?
Capture thematically based vocabulary in a journal or list.
If we value experiential learning as a pedagogy, how can they capture their experiences while in the field?
record reflective selfies videos
Understanding the workflow as the interplay between three branches of knowledge, we see more of a holistic view, more of the affordances of the three in the mobile environment. Here it is obvious that the mobile device used in this way affords a higher level of integration of activities through hardware and apps. It also allows users to bring the real world back to the classroom much easier than before.
Previously a teacher may have done a simple interviewing activity but done with two or three different pieces of technology.
Interviewing community members on a topic
