Framing mobile learning from the perspective of learners’ experiences

Mobile learning has been around as a concept for quite a while, as something that involves "any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies" (MOBIlearn, 2003). Interestingly, even though ostensibly in this definition, the focus is on the learning and the experience of the learner, it still returns to the affordances offered by the technology.

In a paper recommended by Tessa Gray (here), she pulls out the following quote:

There is an ongoing need to examine the pedagogies that are suitable for m-learning, and to conceptualise m-learning from the perspective of learners’ experiences rather than the affordances of the technology tools (Traxler 2007, p. 1)

Tessa goes on to explain that Viewing mobile learning from a pedagogical perspective "unpacks a pedagogical framework - developed from two mobile learning projects (Australia and UK) from a socio-cultural perspective". She also indicates that the 3 aspects highlighted are authenticity, collaboration and personalisation.

What are your own experiences with mLearning (either as a learner or a facilitator / teacher / trainer)? What are your responses to the framework in the paper? Is it something you might find useful?

Reference: "Guidelines for learning/teaching/tutoring in a mobile environment". MOBIlearn. October 2003. p. 6. Retrieved June 8, 2009.

Image: '21st Century Research Tools: Computer, EasyBib+iPhone+App,+and+Books', Found on flickrcc.net

Related articles

• Education 3.0 and the Pedagogy of Mobile Learning
• The Importance Of Mobile Learning In (And Out Of) The Classroom
• The 4 R's Model and Mobile Learning Activities

The Learning Powered School

Image by wlibrary via FlickrGuy Claxton today facilitated a webinar entitled The Learning Powered School. One of the first things he started by asking was why is it that the 19th century approach to learning and teaching is so 'sticky'. He suggested that few people disagreed that education in some way needs to change, and proposed a vision that suggested 21st century education needs to help you people to learn to be open-minded and inquisitive, while also discovering their passions. They should also be encouraged to make and repair friendships, enjoy seeing different sides of a subject, and be unafraid of uncertainty. So, as far as the latter point is concerned this would involve the design of a curriculum that offers, regularly, experiences that are increasingly uncertain.

Guy cautioned against using the academic jargon often used in the writing of vision statements, which are as a result impenetrable and inaccessible to a large proportion of, for instance, government ministers. Values, he also feels should be relevant to life in general, not just for a test. Fancy language gets in the way of being taken seriously!

One of the key points Guy discussed was what does it take to so a 21st century education properly? He advised that eight core principles have been distilled from research:

1. Broadening the core aims of education
2. A vision that offers success for all
3. A strong rationale
4. Precise and accessible language
5. Progressive change to school culture
6. Focusing on teachers and teaching
7. Honest self-appraisal
8. Committed leadership

 Leadership he advises will really make or break shifts in practice, along with clear, visible endorsement by leaders that reinforces objectives. The traditional education agenda, he argues, will not be changed without strong leadership.

Having an 'and' mentality is essential. People who are looking at assessment scores can also be looking at key competencies, but it is reliant on having a complementary set of ways of tracking the key competencies. The government is not stopping us changing by the focus on assessment.

The way in which education needs to change is on a whole lot of different levels. Where the issues are now are in helping and supporting, primarily teachers, but also students, teachers, and members of the wider community how change is going to happen and what it will look like. Where the world is now is moving from "vision to precision", and it requires clarity around, for instance, the role of parents in their child's learning experience. Clarity will help address misunderstandings and 'fogginess'.

Truly integrated learning???

Image via WikipediaWe have all heard the discussions around integrated, cross-curricular approaches and project based learning. So what does truly integrated learning look like? This video caught my attention because the school really does seem to have integrated the learning of quadratic functions in a cross-curricular approach. The big questions for me are, how can this approach be extended across an entire school? And how are we going to attempt to assess it? (Current standardised testing would seem to fall far from the mark).

Image via Wikipedia

The description of the video reads: "Integrating cross-curricular teaching of quadratic functions. At Henry Cort Community College it is not just the maths department that teaches quadratic functions. Indeed, teachers from the PE, design technology, science and IT departments all work together with their maths counterparts to teach the subject in a way that interests the students. Henry Cort, in Fareham, is a specialist sports college, so it seems natural to video basketball throws and use movement analysis software to plot the parabolic trajectories. In design technology the students build adjustable table tennis ball launchers and analyse the track of the balls. In the maths lesson, the students use dynamic geometry software to plot quadratic functions that match the flight of the ball, providing a feel for how the various coefficients affect the shape of the graph. Later the pupils go on to look at the science behind projectile movement". 

To watch the video please click HERE.

Related articles

• Curriculum Design Metablog (stclaird.wordpress.com)