1) The document discusses research on the use of iPads in education, finding that iPads can dramatically increase personal access to technology in the classroom and that personalization may increase when mobile devices are deployed effectively.
2) It also finds that levels of collaboration and cooperation tend to increase with iPad use, and that the focus of learning shifts from content consumption to content production.
3) The document suggests that educators should view teaching as a design-based science in order to leverage the unique capabilities of mobile technologies and translate them into effective learning scenarios.
5. Is the iPad a ‘disruptive innovation’?
Clayton Christensen:
‘Disruptive Innovations’
6. • What?
• So what?
What do we currently know about the
use of mobile technologies in education?
What does this mean?
What difference is it making?
• What next?
What does the research suggest we sh
be looking to in the future with mobile
learning?
11. increase personal
access to technology in
the classroom
iPads dramatically
increase personal
access to technology in
the classroom
iPads dramatically
12. Regular use of technology in school
iPad Scotland Evaluation (2012)
iPad Scotland Evaluation (2012)
16. “It doesn’t work if it’s shared because all the good things
that happen, happen because it’s yours and you’re taking
it home and you’re using it and then you’re adapting and
you’re taking the different things. And you’re getting so
used to using it that you can use them across the
different apps and you can have that bit of personal
choice” (Student, Bellshill Academy)
17. increase when mobile
devices are deployed
effectively
Personalisation may
increase when mobile
devices are deployed
effectively
Personalisation may
18. “Staff directly involved in the initiative consider
it has fostered greater personalisation of
learning by offering students a greater degree of
choice and freedom in how they access
information (e.g. through apps or the Internet),
how they process information and how they
present and offer it up for assessment”
Headteacher, Bellshill Academy
20. Finding 4:
Levels of collaboration
and cooperation increase
Levels of collaboration
and cooperation increase
Levels of collaboration
and cooperation increase
34. Greater authenticity is
possible
1. using the iPad to replicate professional tools
2. using the iPad to access real time data in the classroom
3. using the iPad in outdoor contexts
37. “… before I would have maybe sent a worksheet
home and they would just complete it and send it
back to me. But if I put the worksheet on ‘Screen
Chomp’, then they can do the worksheet on ‘Screen
Chomp’ but record themselves while they do it, and
explain what they are doing to me, so I can see
where their understanding is, and I can see any
points that they are not understanding. And I can
also, when I am marking it when I am talking to the
children after, I will be able to give them more direct
and targeted feedback because I will know exactly
where they have gone wrong with things. I think that
has been a big change in being able to do that”
Teacher - Chryston Primary School
38.
39. Design Based Research
Stage 1:
V:
1I:
Stage 1V:
III:
Iterativeathe initial to
Identify cycles of
Identification of design
Build on an shoulders
Develop product
testing and
design or improve it
principles
of giants and test
prototype
improvement
40. Can we use DBR to design more effective
mobile learning scenarios?
42. Using DBR to improve the effectiveness of
feedback
43.
44. ‘Making Thinking Visible’
•Use scenarios which encourage two-way feedback
•Design problems which force students to articulate their
thinking processes
•Facilitate student
feedback with peers
•Focus on ‘threshold concepts’ and ‘troublesome
knowledge’
45. Your take-away
• Mobile devices can be ‘disruptive
innovations’
• Educators need to understand the unique
‘affordances’ of mobile technologies in
order to leverage powerful learning
opportunities
• Thinking of teaching as a design based
science may help to identify how these
affordances are translated into learning
scenarios
Need to talk about the nature of the research (paradigm) and how it is distributed and disseminated in a form that practitioners can use
Mention ‘fuzzy generalisations’ (Michael Bassey)
My colleagues and I have captured all of these opportunities/affordances in a framework as shown
Low = exchange of content
High = creation and sharing of contexts
Low = exchange of content
High = creation and sharing of contexts
Every year 30,000 consumer products are launched - 95% fail because producers don’t see it from the customers persepctive
Customers look at products as a way to get a job done - what is the job of a milkshake?
Function is not the same as the job
What might be the job of an iPad?
Disruptive innovations:innovations that change the paradigm (e.g. publishing or music industries)
What is the job of a milkshake
The other end of the spectrum - techno-dystopia
Current growth in interest around mobile learning - evidenced by the interest of the international Agencies
Fill in with other pictures from the UNESCO studies across the world
Aims of this session:
Draw us back to the national context of the UK first - share with you the research I and my colleagues have been undertaking in mobile learning, before going back to the international scene and thinking then about the future
Using a tested technique to do this
What next – and here I will suggest we need to investigate far more about the mechanisms that make mobile leanring effective and to do this we need to employ a new set of research instruments and paradogms which I will share with you towards the end of the presentation when I return to the international scene.
iPod research in North East Lincolnshire, 2009-2011
Authority:
1. Where mobile technologies are sanctioned within the institution, especially in depolyments which are highly personal (e.g. 1:1) they alter the relationship between learners and teachers/educators
2. Current model of learning is unsymmetrical in many ways:
the teacher owns and controls most of the knowledge or ‘stuff’ which is mandated to be understood/known - Freire’s Banking Analogy (Knowledge is deposited) restricting the ability to think critically
knowledge (or stuff) is consumed by the learner in large volumes but relatively little is produced, particularly with any lasting value (most is ephemeral and quickly lost)
3. Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
not necessary to teach as much content any longer - most of it can be located by students
it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
learners become more independent and less needy of the teacher
they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
they
Need to define regular - is this daily or weekly?
all of our research demonstrates very clearly how students get considerable more access to technology in school when mobile devices are introduced than they ever did before (see graph)
the access to technology is significantly more unmediated than is normally the case
Why is this significant?
1. gives students more control or efficacy over their lives
2. challenges the existing paradigm of learning - where and when
To undertake research and to support writing (fairly traditional - on the surface at least - this needs unpacking)
So what do students use this access and technology for?
1. All of our evidence show two principal uses at this point in time:
research/internet
writing - productivity
2. Interesting - for later - also considerable sharing (look at this later)
Research is interesting - demonstrates a different model of learning - not a banking model (deposits)
Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
not necessary to teach as much content any longer - most of it can be located by students
it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
learners become more independent and less needy of the teacher
they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
they
To provide personal ownership to technology - to put the learner in the driving seat
Models of ownership - we are going towards a much more 1:1 model
Shift towards a very personalised model of learning
not just about providing equipment - its about providing flexible provision (giving students more choice)
One aspect of personalisation is customisation - technologies, like the iPad, offer great opportunities to customise learning to the individual
the device itself can be customised giving it a great sense of personal identity (show screens)
like eBay and Amazon the device can start to understand the learner’s preferences and customise resources accordingly (e.g. use of Twitter to send personal details)
some apps are very good at customising the experience of learning (e.g. Beluga Maths)
customisation through books - see iBooks and Bookry widgets
The risks associated with individualisations - lack of social contact
But our data does not support this conclusion - at least not yet
1. we were surprised to find higher levels of conversation and collaboration in the classroom than we expected - teachers report it has increased
Important that teachers still design lessons which encourage collaboration and cooperation between learners - when they do the technology actually supports this kind of learning - (e.g. see these apps_)
Examples of production - student generated content (contexts) - find examples
For almost as long as we have had schools the relationship between the learner and the teacher has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why
technical reasons - hard for students to produce anything that would last
technical - hard to share or disseminate to a wider audience
lack of real audience diminishes the drive to publish - who reads a typical essay
What does this suggest about technology and cognition generally - we are smarter than you think
Extended cognition
Deep Blue won in 1997 (three an half to two and a half)
Steve Crampton and Zack Stephens - beat all grand masters + Hydra
Technologies have always done this - extended our cognition
In doing so they have altered changed the way we think - books, for example, encouraged more linear and more abstract ways of thinking than did pictograms (oral tradition)
e.g. who directs and control learning: the teacher; the student:both?
Where and how is learning organised - (pacing) - emerging
Issues of space - traditional learning is situated in classrooms
Introduces more choices and autonomy for students - one of the emerging themes to date (students have more opportunities to find out for themselves; to be ‘experts’; to learn from experts outside the classroom’
But is it happening (see findings from our study)
These are the mobile technologies of their day
Just use the Book video with the iBooks to show how long it takes for practices to become standardised (e.g. book numbers and indexes)
Whole host of apps and software which enable students to create their own books
smart books - customised t your likes and interests - sharing content with other readers/their notes on the same book - knows where you are and who is near you
insert images of Apple books here ..
Widgets to make books more customised for learning - customied to the individual
List from previous conference - ??? 2012
delivering more content
One aspect of personalisation is customisation - technologies, like the iPad, offer great opportunities to customise learning to the individual
the device itself can be customised giving it a great sense of personal identity (show screens)
like eBay and Amazon the device can start to understand the learner’s preferences and customise resources accordingly (e.g. use of Twitter to send personal details)
some apps are very good at customising the experience of learning (e.g. Beluga Maths)
customisation through books - see iBooks and Bookry widgets
social learning is not just about face to face collaboration - virtual and online as well
1 - microscopes, sensors and wind tunnels
2 - demo iPad (Quakespotter and Plane Finder)
2. museum trails/ AR apps/ games (ARIS)
3. Using it in real work-places:
Authentic learning tools - video capture
Situated learning on the job - in the work-place
3. Using the real world and AR as the classroom - Museum of London street app
Some immediate challenges around expertise, knowledge and authority
Currently the creative activities, where students are producers, not consumers, are still low but we are starting from a low base and this needs to be an area where teachers re-conceptualise what leanring is and how it is assessed -process is as important as product (you can have both)
So whats stops us tackling these issues - we know what works (by observing) but we know far less about why or how they work and therefore how to replicate them at scale - use analogy
What next - we need to understand more about what makes good learning with mobile technologies so good, in order that we can replicate this and better understand when and when not to use mobile devices
Example of DBR in non educational context - traffic flow and calming
Models of ownership - frequently 1:1 - highly personalised (see models of deployment in Scotland)