This document provides a summary of a presentation on mobile learning. It discusses the history and future of mobile learning, including early concepts like Alan Kay's Dynabook from the 1960s-1970s and more recent developments in one-to-one mobile technologies and location-based mobile social media. It also summarizes three studies conducted by the author on designing and analyzing mobile-supported collaborative learning activities in authentic contexts using theoretical ideas of cognitive tools and distributed scaffolding.

1. ffgfg Mobiilioppimisesta–About mobile learning Verkko-ope 2.0 Mobiilioppimisen teemapäiväKYAMK Jari Laru, yliopisto-opettaja, Oulun yliopistoJari Laru, Universityteacher, University of Oulu http://farm4.static.flickr.com/3175/2961226120_61c51497b4_z.jpg?zz=1

2. Esityksenmateriaalit Diaesitykset Lähteet Videot http://www.mendeley.com/groups/1486783/mobiililuento-kyamk/papers/ vodpod.com/larux http://www.slideshare.net/larux

4. http://vodpod.com/watch/15508281-alan-kays-dynabook-rare-nhk-video-ipad-1960-1970-lukujen-taitteessa?u=larux&c=mobiililuento http://www.slideshare.net/larux/1-luento-tieto-ja-viestinttekniikan-perusteet-opintojaksolla-tvt-opetuskytn-historia

5. http://chrome.angrybirds.com/ http://www.slideshare.net/philrawcliffe/wac-press-conference-mwc-2011?from=ss_embed http://www.tietokone.fi/uutiset/anssi_vanjoki_alypuhelin_kuolee

6. http://www.slideshare.net/larux/3-luento-tieto-ja-viestinttekniikan-pedagogiset-perusteet-tietokoneavusteinen-yhteisllinen-oppiminen-cscl

7. Hutchins, E. (1995). Cognition in the wild. Cambridge, Mass: MIT Press.

8. 2002 “His 2002 paper with Roy Pea, "Walk on the Wild Side," has been influential in understanding the future possibilities for wireless handheld learning devices” Roschelle, J., & Pea, R. (2002). A walk on the WILD side: how wireless handhelds may change CSCL, 51-60. Retrieved from http://dl.acm.org/citation.cfm?id=1658616.1658624

9. Mlearning–mobiilioppiminen. 1:1 Traditionalapproach / Perinteinen näkökuma

10. ONE-TO-ONE TECHNOLOGY ENHANCED LEARNING http://www.flickr.com/photos/olpc/3038680654/ Chan, T.-W., Roschelle, J., Hsi, S., Kinshuk, K., BROWN, T., Brown, T., Patton, C., et al. (2006). One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 1-26. Retrieved from http://www.worldscinet.com/abstract?id=pii:S1793206806000032

12. Ulearning– u-oppiminen N:1 Futuretrend

13. 2008: interpersonal computers http://www.slideshare.net/larux/3-luento-tieto-ja-viestinttekniikan-pedagogiset-perusteet-tietokoneavusteinen-yhteisllinen-oppiminen-cscl http://www.fkaplan.com/file/caif-interpersonal.doc Kaplan, F., DoLenh, S., Bachour, K., Kao, G. Y.-ing, Gault, C., Dillenbourg, P., Huang, J., et al. (2009). InteractiveArtifacts and FurnitureSupportingCollaborativeWork and Learning (Vol. 10, pp. 1-17). Boston, MA: Springer US. Retrieved from http://www.springerlink.com/content/uxr3q7t022751275/

14. Tangibles,roomware,phidgets,wearables = Ulearning/u-oppiminen 1. AKSELI/1st. axis

15. 1.”U-oppiminen” ”uLearning” Tangibles Roomware Tangibles http://www.youtube.com/watch?v=5UPiFeJhwS4 http://www.youtube.com/watch?v=I5GWUx3ZSMw Phidgets Wearables http://www.youtube.com/watch?v=4hXM6paYOME http://www.youtube.com/watch?v=RmLU4GS7zAI

16. Locationbased mobile technologies, mobile social media = mlearning/m-oppiminen 2. AKSELI/2nd. axis

17. 2. ”mLearning” ”mOppiminen”

18. Jari Laru Yhteisöllisen oppimisen tukeminen mobiililaitteilla/ Supportingcollaborativelearning with mobile computers

19. Perustutkimusta ja soveltavaa tutkimusta Eipäs! Soveltava tutkimus on ajanhermolla Perustutkimus on yliopiston perusta Suomen Akatemia, European Science Foundation, Erilaiset säätiöt ja rahastot yritysmaailma TEKES, EU-FP7, EU-ESR, EU-EAKR, Erilaiset säätiöt ja rahastot, yritysmaailma

22. 22 Monimenetelmäinen (kokeileva) ote Osatutkimus I Osatutkimus II Osatutkimus III käsitetesti Kyselyt Kyselyt Haastattelut Ryhmähaastattelu Haastattelut Kyselyt Lehtiset Videoidut ryhmätilanteet Logidata (yksi sovellus) Nauhoitetut ryhmätilanteet logidata (useita sovelluksia) Keskustelut käsitekartat onlinedata (wikit, blogit etc) Käsitekarttojen tilastollinen analyysi, jonka avulla ryhmät jaettiin huonosti ja hyvin menestyneisiin Bayes mallinnus, jonka avulla kyselydata, logidata ja käsitetesti kytkettiin yhteen [kokeilu] Logidatan analyysi Kevyt keskusteluanalyysi Verkostoanalyysi (SNA) olemattoman vuorovaikutuksen syiden etsimisessä Verkkoon tuotetun materiaalin analysointi (multilevel IA analysis) Ryhmätilanteiden ja lehtisten sisällönanalyysi Haastattelut tukimateriaalina Mann-Whitney U-test hyvien ja huonojen ryhmien suoritusten vertailemiseksi haastatteluiden ja/tai ryhmätilanteiden analysointi LET - Oppimisen ja koulutusteknologian tutkimusyksikkö Jari Laru, 22.4.2009

23. This thesis work focuses on developing and analyzing innovative ways of applying the framework of distributed scaffolding for learning activities in authentic real world contexts. In this study theoretical ideas of cognitive tools and scaffolding are applied for designing light-weight mobile software and pedagogical models for learning in authentic real world contexts. This is done in order to generate new knowledge and solutions that advance collaborative learning in mobile computer supported collaborative learning Researchaims

24. 24 STUDY 1: FLE3mobile Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3. LET - Oppimisen ja koulutusteknologian tutkimusyksikkö Jari Laru, 22.4.2009

25. Over-expectations with to respect to its intrinsic effects on learning ” … This is perhaps not surprising because the same claims have been made about every new technology developed in the last century. For example, when the motion picture, radio, and television were invented, each was hailed as answer to solving educational problems” (Heinich, 1979; Cuban, 1986; Mayer, 1999). ”Instructional methods make the difference in how well students learn, not the message or the delivery technology” (Clark, 1983)

26. 26 Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3. STUDY 2: FLYERS

27. STUDY 3: EDUFEEDS Course blog and wiki Mobile applications Course leveltools D. Reflect & elaborate E. Review & evaluate F. Co-constructknowledge B.Reflect Phase: A.Ground C.Conceptualize Course feed Group leveltools Software: Solo Collaborative Collaborative Activity: Wikiwork Phototaking Blogging Discussion Discussion Lecture Multiplefeeds Mergedfeeds Monitoringtools G.Monitor Tools used to mergemultiple RSS feeds Figure 4. Socio-technological design of the course. The idea of making use of each others’ knowledge was operationalized in socio-technical design. It consisted of recurrent individual and collective phases in which students used multiple Web 2.0 tools and mobile phones in concert to perform designed tasks. Retrieved from: Jari Laru, PiiaNäykki, Sanna Järvelä, Supporting small-grouplearningusingmultiple Web 2.0 tools: A casestudy in the highereducationcontext, The Internet and HigherEducation, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.

28. Edufeeds – Pedagogical design Figure 5. Pedagogical design of the course. Groups were required to complete a wiki project by the end of the semester. In order to complete the wiki project, students needed to participate in recurrent solo and collective phases mediated by the use of social software tools and face-to-face discussions in their respective phases. Jari Laru, PiiaNäykki, Sanna Järvelä, Supporting small-grouplearningusingmultiple Web 2.0 tools: A casestudy in the highereducationcontext, The Internet and HigherEducation, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.

30. Questions? Feedback?http://www.mendeley.com/profiles/jari-laru/ Kiitos / ThankYou!