This document discusses a case study of using mobile devices to support vocational learning for building maintenance students. The study provided iPod Touches to students in an upper secondary vocational program, including some with special educational needs. The objectives were to gain experience with collaborative mobile learning and improve students' media skills. Students created learning materials like instructional videos and photos documenting their work. They provided peer teaching and feedback using the mobile devices. The study aimed to understand how mobile technologies could support authentic, student-centered learning in a vocational context.

1. Vocational Learning
on the go
The Case of
Mobile Learning of
Building Maintenance
Esko Lius (@eskolius)
19th International Conference on Learning
14th August 2012, London UK

2. #mokia
#ICoL
@eskolius

3. Ken Robinson The Element: How Finding Your Passion Changes Everything
“ The fact is that
given the challenges we face,
education doesn't need to be reformed
– it needs to be transformed.
Illustration: © Sir Ken

4. Ken Robinson The Element: How Finding Your Passion Changes Everything
“ The fact is that
given the challenges we face,
education doesn't need to be reformed
– it needs to be transformed.
The key to this transformation is
not to standardize education, but
to personalize it, to build achievement
on discovering the individual talents
of each child, to put students in an
environment where they want to
learn and where they can naturally
Illustration: © Sir Ken
discover their true passions.
”

5. Learning is personal
Photo: © Teemu Ylikoski

6. Learning is personal
M. Montessori
Sensitivity
periods
Photo: © Teemu Ylikoski

7. Learning is personal
M. Montessori
Sensitivity
periods
L. Vygotski
ZPD and
knowledge-
able other
Photo: © Teemu Ylikoski

8. Learning is personal
M. Montessori
Sensitivity
periods
L. Vygotski
ZPD and
knowledge-
able other
H. Gardner
Multiple
intelligences
Photo: © Teemu Ylikoski

9. Learning is social
Photo: © Teemu Ylikoski

10. Learning is social
L. Vygotski
Social
development
theory
Photo: © Teemu Ylikoski

11. Learning is social
L. Vygotski
Social
development
theory
P. Parslow
”differently
abled others”
Photo: © Teemu Ylikoski

12. Learning is social
L. Vygotski
Social
development
theory
P. Parslow
”differently
abled others”
G. Siemens
Connectivism
Photo: © Teemu Ylikoski

13. World of work is changing
Photo: © Teemu Ylikoski

14. The change of paradigm
comes from the world we live in
globalization
information society

15. The change of paradigm
comes from the world we live in
new world of work
crowd activities

16. The change of paradigm
comes from the world we live in
changing identities
intertwining networks

17. 2020
The change of paradigm
comes from the world we live in
globalization
2030
information society
2040
new world of work
crowd activities
2050
changing identities
intertwining networks

18. Building and its maintenance
Photo: © Teemu Ylikoski

19. Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

20. Photo: Esko Lius

21. Mobile learning
• mobile technology assists learner
• location of learning not necessarily fixed
• authentic learning environments

22. Mobile learning
• mobile technology assists learner
• location of learning not necessarily fixed
• authentic learning environments
• new opportunities for multi-channel,
student-based workflows
• assistance happens through a framed interface
(contrary to augmented learning)

23. Mobile learning
• mobile technology assists learner
• location of learning not necessarily fixed
• authentic learning environments
• new opportunities for multi-channel,
student-based workflows
• assistance happens through a framed interface
(contrary to augmented learning)
TEST Visit pollev.com/mokia and answer

24. TEST Visit pollev.com/mokia and answer
tiny.cc/mokiapoll

26. Pick one & explain
1 + 1 minutes

27. Finnish education system
Photo: © Teemu Ylikoski

28. Three paradoxes of Finnish education
• Teach less, learn more
• Test less, understand more
• More equality with greater diversity
(derived from Pasi Sahlberg, Director General of CIMO)

29. Vocational education and training

30. Vocational education and training

31. Characteristics of VET in Finland
popular and respected
does not close any further learning paths
strong further professional development
versatile regional and business cooperation

32. Meaningful, lifelong learning
skills & tools for LLL
learner-based
social & contextual
meaningful unity

33. Omnia, The Joint Authority
of Education in Espoo Region
 multi-sector vocational education provider
 competence-based vocational,
further vocational and
special vocational qualifications
 professional development programs
for teachers
 entrepreneurs, students and staff working
and learning together
 “First choice” for 1,500 in 2006
for 2,300 in 2012

34. The Case of
Mobile Learning of
Building Maintenance
Funded by NBE

35. Objectives
Getting experience on
collaborative use of mobile devices in VET.
Media skills of the participating
students and teachers develop.
Understanding of av-based
mobile learning process of students
Photo:
mia! @ flickr.com with special educational needs
deepens.

38. Research on student-generated video
Kearney&Schuck, Students in the Director‘s Seat
”student-centred, context-rich and
encouraging active group participation”
http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf

39. Research on student-generated video
Kearney&Schuck, Students in the Director‘s Seat
”strongly aligned with principles of
independent, authentic learning”
”student-centred, context-rich and
encouraging active group participation”
http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf

40. Research on student-generated video
Kearney&Schuck, Students in the Director‘s Seat
”strongly aligned with principles of
independent, authentic learning”
”student-centred, context-rich and
encouraging active group participation”
”strong sense of ownership,
self-regulation and contributing to
self-esteem benefits and
personal interest in topics”
http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf

41. ‘Mokia’ in practice
 16-22 year old students of
building maintenance and cleaning
(upper secondary VET qualification)
 special educational needs
 iPod Touches given for a school year
 subject & special education teacher,
and tech support
 project lead by Omnia,
piloted by Omnia and Tavastia,
peer-reviewed by Kiipula institute

42. Students making learning material
Send & QR
Make it
Use it

43. Students demoing skills & competence
Take it
Share & comment

44. Video clips
How to use a mop
http://youtu.be/iG6vycR5gbI

45. Video clips
• sweeping machine: parts and usage
• emptying a trash-can
• starting a driveable lawn-mower
• changing ventilation system filter
Filter-change Sweeping machine
Room before Room after cleaning up

46. QR Codes
- how to wash hands
- igniting a lawn-mower
- safety instructions

47. Pictures and text
”Gone shopping”
• finding the right machine for
a job and getting a price for it
• picture taken and price added
as text or speech
Vacuum cleaner

48. Scaffolding and narration
Cleaning up own room

49. Other
• learning diary: dictate /
video clip / writing a note
• location and route maps to
the job-learning place
• communication with
instructors, teachers and
peers: email and SMS

50. Why?
Special Education Instructor Päivi Vuorihuhta, Omnia
- familiar tool, fits to pocket
- motivation to use it when student gets to
use it also on leisure
- peer usage/guidance/collaboration
- voice, picture, text: multi-channel
- autonomy, ownership, self-regulation
- own activity, repetition, returning to own work
is easy as it is always at hand

51. To be considered
Special Education Instructor Päivi Vuorihuhta, Omnia
- requires passion and readiness to
learn new from the instructor
- lot of time, scaffolding and support needed
for learners with special educational needs
- infrastructure: support for learning the
tech, getting the apps, adjusting web access
- getting equipment based on learning process
and goals, not vice versa

52. Their say
Survey, building maintenance students, Omnia
+
easy to use Listen music
Watch movies
personal extension Surf net
Take photos
very little need for it-help Shoot video
Play games
cloud-based apps Write memos
Use email
peer-to-peer learning Other

53. Their say
Survey, building maintenance students, Omnia
–
WiFi not sufficient No probs
iPod difficult
killing some gremlings
Apps difficult
Probs with WLAN
Other big probs
Minor probs, but OK
Flickr, Alex Barros

54. Slides online @eskolius & tiny.cc/mokia
CC-BY-SA 3.0 except pics marked with ©
Thank you!
Photo: Esko Lius