Learning is mobile anyway... invited webinar contribution for Edinburgh Napier University (11 April...

transcript

Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi

Learning is mobile anyway Invited webinar, 11 April 2014, Edinburgh Napier University

the plan Context 1. Mobile reflections project – the voice & social media: inclusive learning &

teaching in practice 2. A module in your pocket – learning through application 3. BYOD4L – mobile learning on an open course about mobile learning

What would you like to get out of the session?

• Where do you learn?

• When do you learn?

• How do you learn?

Richly social and intensively personal by Steve Wheeler @timbuckteeth

“On Apr. 3, 1973 the world's first portable cell phone, the DynaTAC (also known as "the brick"), was introduced in the United States by Dr. Martin Cooper at Motorola. The phone was a foot long, weighed two pounds, and cost $4,000. It was not until 1983 that the first commercial cell phone system was launched in Chicago by Ameritech Mobile Communications.” http://cellphones.procon.org/

The future of education (2030 vision): “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ (Redecker, 2014, 12)

“From primary school all the way up to universities there is an alarming dearth of educators.” (UNESCO, 2012, p. 6)

“In order to address the global teacher crisis: it (the world) must raise both the quantity and quality of the global teacher workforce. [...] mobile technologies can help move countries closer to both of these goals.” [...] mobile devices, often functioning in concert with other technologies, have a track record of improving educational efficiency and helping novice and experienced teachers alike acquire complex skills and complete meaningful work in classrooms.” (UNESCO, 2012, p. 7)

“What makes social media exciting for higher education is the inherent public aspect. Whether through posting a video, image or a text response in a conversation, anyone in the social network can engage with the content. [...] Social media has changed the nature of these important conversations so that they are not always behind closed doors, but instead viewed as an opportunity for substantial collective thinking and action.” (Johnson et al, 2014, 9)

“We need to stop seeing the curriculum as a predictable, ordered and manageable space, but instead review it as an important site of transformation characterised by risk and uncertainty” Prof. Maggi Savin-Baden, Prof of Higher Education Research,

Coventry University, 2011 ECEL2011 contribution

A lifewide curriculum is an ecological curriculum (Prof. Norman Jackson)

“If we begin with the problems, challenges, interests in our lives we create our own process(es) that provide us with opportunities, relationships and resources for learning, development and achievement. Self-created learning ecologies are the means by which experiences and learning are connected and integrated across the contexts and situations that constitute our life. They are the means through which we take concepts and reasoning learnt in formal education settings and apply and modify them to real world situations. Knowing how to create and sustain a learning ecology is an essential part of 'knowing how to learn' in all the different contexts that comprise an individual's life. Learning ecologies are therefore of significant conceptual and practical value to the theory and practice of lifewide learning and education.” (Jackson, 2014, 20)

individual’s learning ecology (Prof. Norman Jackson)

use of digital tools

in private life for learning for teaching

http://www.learninglives.co.uk/uploads/1/0/8/4/10842717/chapter_c2.pd

Mobile Reflections (MoRe) Pilot,

Developing Reflection within Initial Teacher Training for students with

dyslexia

Chrissi Nerantzi 2010

project started as part of my MSc BOE at Edinburgh Napier University

inclusivity in your classroom

developing reflection within initial teacher training

recording and sharing audio

reflections within a community (use own devices)

peer support

pilots: student teachers with dyslexia

duration: Feb – March 2010

not funded!

http://morepilot.wordpress.com

the plan and process

calling

sharing online

downloading

listening

adding, commenting,

audio feedback

social media

wordpress

http://morepilot.wordpress.com

the space where I record my thoughts about the pilot http://chrissinerantzi.wordpress.com/category/mlearning/

Time reflecting, calling, listening, engaging in

conversation

Money call to a UK landline,

once a week, for 8 weeks

voices

“Really easy. It would have taken me 2 hours to

write my reflective journal. Now this is just a quick phone call between

my dusting.”

“It feels natural. I can listen back and have another chance to filter what I can take away and learn from it.”

deepening reflection

describing

feeling

analysing

reasoning

stepping back

being self-critical

exploring options

linking to action

own perspective

link to theory

colleagues, students,

classification

criteria based on Hatton’s and Smith’s (1995), also adapted by Moon (2004)

abbreviation/title characteristics

3 CritR Critical Reflection

Critical exploration and reasoning of practice in a wider context, link to theory and thinking about the effects upon others of one's actions.

2 DialR Dialogic Reflection

Stepping back, practice analysed, reasoning well developed, linking own viewpoints with these of other, exploring problem solving.

1 DescR Descriptive Reflection

Own practice is analysed, some reasoning for decisions and actions, limited to own viewpoints and perspective.

0 RepoR0 Reporting, no reflection

Accounts limited to reporting events sporadic evidence of reflection.

evidence showed

0 (RepoR0)

1 (DescR)

(DialR)

(CritR)

findings

good issues actions

engagement throughout technology, initially more initial training and testing

descriptive -> reflective 0 > 1(+2)

ongoing support peer support, refine approach

students positive weekly activities 2-week cycle?

structured approach technical support

audio feedback modelling?

peer support visual guides

comparative study

enjoyed pilot larger group

MoRe pilot (totals)

duration: 8 weeks

18 phlogs/8 weeks

146min (2h 26min)/8 weeks

per student (averages)

9 phlogs/8weeks

73min (1h 13min)/8 weeks

8min/phlog

live link: http://morepilot.wordpress.com

Warning! Modelling effective

mobile learning is infectious, an example from Higher Education

Chrissi Nerantzi, Juliette Wilson,

Nadine Munro, Gemma Lace-Costigan & Neil Currie

Best Case Study Award 2014

http://www.ucisa.ac.uk/~/media/Files/publications/case_studies/ASG_Effective_Use_Mobile%20Learning

How mobile is your classroom?

A module in your pocket

access on the go: LTHE site

http://learningandteachinghe.wordpress.com/

Discussing and supporting: Google + community

https://plus.google.com/communities/112186086573392653278

Capturing learning: PGCAP portfolios

Sharing and connecting: tweet-tweet

https://twitter.com/pgcap

Visual learning: YouTube

http://www.youtube.com/user/pgcapsalford/videos

learning through games

Benefits • Integrated approach increased confidence progressively • Increased connectivity and connectedness • Helped the formation of a learning community • Students’ opened up more, shared more • Peer-to-peer support, learning and collaboration increased • Increased curiosity to explore and actively experiment • Resourceful use of existing technologies • Teaching practices started changing

Challenges • Using own devices for Learning and Teaching new concept • Technological barriers • Support issues • Always ‘switched on’ - mismatch of expectations • Social media addiction?

http://www.learninglives.co.uk/uploads/1/0/8/4/10842717/chapter_c2.pd

BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning

Ecologies

Chrissi Nerantzi & Sue Beckingham (2014)

Learning about mobile learning

on a course.......................in a workshop? How do you learn about mobile learning?

BYOD4L

Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi

Sue Beckingham Academic Developer

Sheffield Hallam University @suebecks

BYOD4L is... mobile mobile

flexible flexible

collaborative collaborative

authentic authentic

autonomous autonomous

self-organised self-organised

self-determined self-determined

pick ‘n’ mix pick ‘n’ mix

supported supported

registration-free registration-free

for teachers & students for teachers & students

rewarding achievement rewarding achievement

BYOD4Learning course

MELSIG Smart Learning event #3

MELSIG Book project

David Hopkins BYOD4L badges lead Learning Technologist University of Leicester @hopikinsdavid

The BYOD4L team

organisers 2 facilitators 11

open badges lead 1 badges reviewer 1

critical friend 1 learning analytics 1

BYOD4L communities

location https://plus.google.com/communities/115166756393440336480?partnerid=gplp0

location https://www.facebook.com/groups/1385272118361805/

Chrissi & Sue

Twitter DM

Chrissi & Sue

Twitter DM

#BYOD4Lchat Join me on Twitter every day

8-9pm UK time. Remember to use the hashtag. ;)

“Fantastically chaotic”

Daily TweetChat #BYOD4Lchat 8-9pm Tweets were captured using Storify http://storify.com/melsiguk#stories

extending BYOD4L through local engagement

source: http://michaelbromby.wordpress.com/2014/01/31/creation-fifth-and-final-topic-for-the-byod4l-mooc/

BYOD4L answer garden

1 February 14 http://answergarden.ch/view/80135

“opening fully to new possibilities”

“Starting to see light”

“Sorry I couldn’t be there last night. Here is my creativity and my question shower as learner.”

Important message?

“Content is not education, interaction is!”

Darco Jansen

my learning ecology

my contexts

my resources

my will & capacity

my process

my relationship

my history

(Jackson, 2013b, 2)

What are you taking away from this session? Please share.

References Jackson, N. J. (2014) Towards a Lifewide Curriculum, in: Lifewide Magazine Lifewide Learning and Education in Universities & Colleges, Issue 9,

pp. 18-22, available at ttp://www.normanjackson.co.uk/uploads/1/0/8/4/10842717/lifewide_curriculum__article.pdf [accessed 25 March 2014]

Jackson, N. J. (2013b) Learning Ecology Narratives in N Jackson and G B Cooper (Eds) Lifewide Learning, Education and Personal Development

E-Book. Chapter C4 available at: http://www.lifewideebook.co.uk/. Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014) NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New

Media Consortium, available at http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf [accessed 29 March 2014] Nerantzi, C and Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson, N. & Willis, J.

(eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html. – invited chapter

Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (2014) Warning! Modelling effective mobile learning is infectious, an example

from Higher Education, UCISA Best Practice Guide using mobile technologies for learning, teaching and assessment, available at http://www.ucisa.ac.uk/~/media/Files/publications/case_studies/ASG_Effective_Use_Mobile%20Learning pp. 11-17.

Nerantzi, C (2011) Mobile Reflections (MoRe) Pilot, Developing Reflection within Initial Teacher Training for students with dyslexia, in:

Middleton, A. (ed) Media-Enhanced Feedback case studies and methods, JISC, ASSET, MELSIG, available athttp://ppp.chester.ac.uk/images/4/43/Middleton-Media-enhanced_feedback_proceedings-final.pdf pp. 21-25 (ISBN: 978‐1‐84387‐337‐2)

Redecker, C. (2014) The Future of Learning is Lifelong, Lifewide and Open, in: LIFEWIDE EDUCATION’S LEARNING LIVES CONFERENCE

Encouraging, Supporting and Recognising Lifewide Learning in Universities & Colleges, Special Edition,Lifewide Magazine, Volume 9, March 2014, pp. 12-17, available at http://www.lifewidemagazine.co.uk/uploads/1/0/8/4/10842717/lifewide_magazine_9.pdf [accessed 24 March 2014]

UNESCO (2012) Mobile Learning for teachers. Global themes. UNESCO working paper series on mobile learning, Paris: United Nations

Educational, Scientific and Cultural Organization , available at http://unesdoc.unesco.org/images/0021/002164/216452E.pdf [accessed 29 March 2014]

Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi

Learning is mobile anyway Invited webinar, 11 April 2014, Edinburgh Napier University

“Good use of technology is when you don’t notice it” FDOL132 participant