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Reclaiming mobile audioactive learner-gatherersacross the formal-informal continuum,[object Object],Andrew Middleton,[object Object],Sheffield Hallam University,[object Object],(cc) shadowtheG 2009,[object Object]
reconsider mobile audio for learning,[object Object],Contexts,[object Object],Methodology,[object Object],6 Scenarios,[object Object],Discussion and conclusions,[object Object],(cc) skippyjon-2 2008,[object Object]
Dead-time learning ,[object Object],does it work?,[object Object],Are you receiving me?,[object Object],(cc) Pink Sherbet Photography 2006,[object Object]
Deal (2007) points out that when students listen to lecture recordings they tend to do so using a PC, and usually at home.,[object Object],(cc) williambrawley 2009,[object Object]
The conversation continues,[object Object],Podcasting:,[object Object],“You can use it anytime, anywhere” said Cebeci and Tekdal (2006),[object Object],“But can students concentrate?” asked Salmon and Nie (2008),[object Object],“Teachers can do so much more with this” suggested Bell (2007),[object Object],“And so can students, wherever they are” I said,[object Object],(cc) scrappy annie-2010/jenny downing 2010,[object Object]
Receivers? ,[object Object]
...or Gatherers?,[object Object],Audio innovation:,[object Object],[object Object]
Authentic and meaningful?
 Extended Learning Environment?(not ‘supplemental’)
Beyond formal and traditional academic environments and methods?
Revealing and Opportunist?
Part of an engaginglearner-centred curriculum?,[object Object]
Don’t look back...,[object Object],McLuhan and Fiore (1967): problem with evaluating the potential of technology ,[object Object],looking “at the present through the rear-view mirror”,[object Object],Marching backwards into the future,[object Object],(cc) NightRPStar 2009,[object Object]
University,[object Object],Diversity,[object Object],The idea of the typical student is gone (Bradwell 2009) and with it expectations that student engagement will be predictable and regular.,[object Object],These days all students are exceptional ,[object Object],(cc) wolfpix 2007,[object Object]
Diversity Challenge,[object Object],Tempting – but not good for you,[object Object],KISS,[object Object],regular, bite-sized, traditional,,[object Object],easy to swallow, content,[object Object],fed to irregular, forward-looking,,[object Object],challenging students?!,[object Object],(cc) MyklRoventine 2009,[object Object]
Diversity Challenge,[object Object],Mobile learning,[object Object],Supporting learner diversity and autonomy,[object Object],(cc) williamedia 2008,[object Object]
Digital Age needs,[object Object],Digital Fluency,[object Object],(cc) boarderstu 2009,[object Object]
Technology is disruptive...,[object Object],...and leads to innovation,[object Object],(cc) vieux bandit-2008,[object Object]
What is innovation in education?,[object Object],...new technology?,[object Object],...teaching the same way with new technology?,[object Object],...doing new and better things that we weren’t able to do before?,[object Object]
User-Producers,[object Object],teacher-learner     speaker-listener      passive-active     receiver-gatherer,[object Object],(cc) Florian SEROUSSI 2009,[object Object]
formal: notes from the planned curriculum,[object Object],semi-formal: unplanned notes from the formal curriculum,[object Object],informal: notes from beyond the formal curriculum,[object Object],(Nortcliffe and Middleton 2009a),[object Object]
Life-wide curriculum (Jackson 2010),[object Object],(cc) Jeffy Can 2005,[object Object]
Voices,[object Object],Pervasive,[object Object],Personal,[object Object],Niche adaptive,[object Object],Organised,[object Object],Transferable,[object Object],Active in different ways according to time and space,[object Object],Adaptable to changing working patterns,[object Object],Easy to integrate,[object Object],[ALSO: ,[object Object],attributes recognised by Conole et al 2008 in depth study into use of everyday technology by students],[object Object],(cc) John Wardell (Netinho) 2006,[object Object]
Transformation,[object Object],Sharples asks how can education itself be transformed,[object Object],by mobile technologies (2005)?,[object Object],(cc) miyukiutada 2007,[object Object]
audio is,[object Object],interventionary,[object Object],Enabling:,[object Object],connectivity,[object Object],orientation,[object Object],motivation,[object Object],personal and social challenge,[object Object],learner reflection,[object Object],(cc) Leo Reynolds 2007,[object Object]
scenario generation,[object Object],"a socially engaged approach to knowledge generation” (Bloor and Wood 2006),[object Object],Developers,[object Object],Learning Technologists,[object Object],Academics,[object Object],Students,[object Object],Managers,[object Object]
6 Ideas,[object Object],(a small selection of what is possible),[object Object],a-PDP,[object Object],audio notes,[object Object],pre-visit,[object Object],fieldtrip commentary,[object Object],user voices,[object Object],pocketables,[object Object],(cc) Cayusa 2007,[object Object]
a-PDP,[object Object],1,[object Object],At the end of the dayrecord three questions:,[object Object],What have I done today?,[object Object],What have I learnt today?,[object Object],What will I do with this knowledge?,[object Object],At the beginning of the day,[object Object],play three answers!,[object Object],End of the week: written synthesis and action plan,[object Object],(cc) Cayusa 2007,[object Object]
audio notes,[object Object],2,[object Object],Students carry recorders andphone memo tools,[object Object],Capture 'significant conversations',[object Object],eg formal, semi-formal feedback,[object Object],Summarise events and activities,[object Object],'Middle of the night' ideas and personal notes,[object Object],'Rehearsing' - listening back to yourself,[object Object],Group work decisions,[object Object],(cc) Cayusa 2007,[object Object]
previsit,[object Object],3,[object Object],Orientation prior to:,[object Object],visit,[object Object],field trip,[object Object],lab,[object Object],etc,[object Object],Listen on the way,[object Object],Arrive tuned in and ready to recognise the opportunity,[object Object],(cc) Cayusa 2007,[object Object]
fieldtrip commentary,[object Object],4,[object Object],Groups assigned task of creatingaudio reports,[object Object],different themes or responsibilities,[object Object],creating a rich collection of material,[object Object],students gather:,[object Object],interviews with people they meet,[object Object],audio observations (people, places and processes),[object Object],ambient sound,[object Object],discussions (experts and peers),[object Object],other information not usually available to them ,[object Object],gathering and making creates a learning framework,[object Object],eventual use creates authentic driver,[object Object],(cc) Cayusa 2007,[object Object]
user voices,[object Object],5,[object Object],academics, developers or studentsgather and share real stories, e.g.,[object Object],patients,[object Object],clients,[object Object],(cc) Cayusa 2007,[object Object]
pocketables,[object Object],6,[object Object],audio or video podcastdemonstrations,[object Object],technique or process ,[object Object],reduce anxiety prior to initial performance,[object Object],e.g. ,[object Object],nursing student attaching a drip,[object Object],interview techniques,[object Object],(cc) Cayusa 2007,[object Object]
device accessibility,[object Object],user-generation,[object Object],lo-fi,[object Object]
a-PDP,[object Object],audio notes,[object Object],mediating autonomous learner reflection,[object Object],found or made 'opportunity' - a significant part of the mobile learning environment,[object Object],deep learner engagement with knowledge from a situation that is otherwise ephemeral,[object Object],mediates a personal, rich articulation that is immediate and still forming,[object Object],devices extend benefits of conversation over time,[object Object],(cc) woodleywonderworks 2009,[object Object]
previsit,[object Object],a-PDP,[object Object],Orientation : transition from informal to formal spaces of engagement,[object Object],(cc) Kraetzsche Photo 2009,[object Object]

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Reclaiming Mobile Audio

Editor's Notes

  1. Deadtime learning:Mobile technology can be facilitate learning at times and in places that would otherwise be wasted:the commuting studentthose who are otherwise displaced, through the introduction. It recognises the complex student demographics of the twenty first century and the complex lives that many students lead as they work to pay their way through undergraduate study or as they study whilst making their ways through the post-graduate world of work.
  2. when students listen to lecture recordings they tend to do so using a PC, and usually at home.
  3. Cebeci and Tekdal (2006) : basic advantage of podcasting is its capacity to enable "anywhere or anytime mobile learning.”Salmon and Nie (2008) : students find it difficult to concentrate whilst mobileBell et al. (2007) frustrated at the limited vision for the educational use of podcasting. They suggest STILL TEACHER CENTRED: news and updates, answering questions sent in (for example by email), and/or give general feedback to students. Another possibility would be to highlight the key points you stated in class and have extended discussion about them, and/or conducting interviews with external people adding or reinforcing the material addressed. Podcasts [are] also a way of providing hands-free instructions to students conducting laboratory work or using different computer programs." ,
  4. Several authors, including Parsons et al. (2009) and Copley (2007), have noted that the value of recorded lectures is limited as a teaching method, though in some cases there may be benefits for the learner as a revision aid. This acknowledgement signals where the real potential lies: away from the push of the teacher towards the learner’s control of the medium.
  5. How audio can be used meaningfully and effectively to not only bring active forms of learning to situations that are otherwise unproductive, but to support learning beyond what are understood to be education’s formal and traditional academic environments and methods in an engaging learner-centred curriculum?
  6. For learners, teachers and their institutions, the way ahead in considering audio and podcasting is inevitably obscured by their previous experiences of education. McLuhan and Fiore (1967, pp.74-75) describe this problem with evaluating the potential of technology as looking “at the present through the rear-view mirror;” a tendency to march backwards into the futureThe familiar paradigm for teaching and learning, however, is being disrupted by external factors, including government drivers and ready access to new ubiquitous and pervasive technology (Kukulska-Hulme and Traxler 2005).
  7. Addressing student diversity creatively
  8. The Learning Literacies in the Digital Age (JISC 2009) highlighted how the nature of work, learning and knowledge is changing, as is the texture of social life and literacy practices. It suggests education needs to address this change to ensure that the UK economy is not hampered by "a lack of high-level skills and a dearth of future capacity... The future demands skilled, digitally-aware learners with the capacity to participate in learning throughout their life, using technologies of their own choosing"
  9. education should manage its disruption through innovative development.Disruption is often reported as being problematic, yet disruptiveness has two sides to it: one that undermines the status quo and one that drives innovation.
  10. Education’s challenge: recognise change and innovate Towards better experience of being at university better than before. Needs simple and effective ways of doing this that are easy to implement, with benefits that are transparent to all involved.
  11. The producersThe literature on podcasting, discussed in Middleton (2009), is split between the idea of educational podcasting as a teaching space and as a learning space. Learner-production is just one way in which podcasting can be used in a learner-centred curriculum. Cobcroftet al. (2006, p5) discuss how learners can be "empowered to undertake user-led education" by using audio to involve their "peers and communities within and beyond the classroom."
  12. recognising formal, semi-formal and informal spaces and experiencePicking up on Conoleet al.'s keywords (2008), voices are pervasive, personal, niche adaptive, organised, transferable, active in different ways according to time and space, adaptable to changing working patterns and, potentially, easy to integrate. As learners, teachers, experts and publics, our voices and behaviours are innately adaptable, adjusting naturally and effectively to context. In a project conducted at Sheffield Hallam University over one academic year (Nortcliffe and Middleton 2009a), students were given MP3 recorders and asked to use them in any way that they would find useful to aid their learning and to periodically report back to share their experience with the other participants. Once the students had been challenged to think creatively about how they might make use of the devices, it emerged that they discovered and captured useful learning voices in many varied situations, most of which did not directly connect with a formal view of university education. These uses were loosely categorised as,formal: notes from the planned curriculum;semi-formal: unplanned notes from the formal curriculum; and,informal: notes from beyond the formal curriculum. (ibid)