1 Pedagogical implications of mobile technologies Diana Laurillard WLE Symposium on M-Learning 9...

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Pedagogical implications of mobile technologies

Diana Laurillard

WLE Symposium on M-Learning9 February 2007

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Outline

What do mobile technologies contribute?

What are the pedagogical challenges?

What are the research challenges?

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What do mobile technologies contribute?

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What characteristics are intrinsic to mobile technologies?

Enable knowledge building by learners in different contexts.

Enable learners to construct understandings. Mobile technology often changes the pattern of

learning/work activity. The context of mobile learning is about more than time

and space.

Mediating tools in the learning process, addressing:• The learner and their personal relationships (peer

groups, teachers, etc.) • What is the leaner learning (topic, relationship to

prior experience, etc.)? • Where and when are learners learning?

Affective forms of motivation afforded by aspects of mobile control (over goals) ownership fun communication learning-in-context continuity between contexts

["Big Issues in Mobile Learning" workshop]

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What is common to mobile technologies?

Tools and environments to support:Exploring - real physical environments linked to digital guidesInvestigatingDiscussing - with peers, synchronously or asynchronously, audio or textRecording, capturing data - sounds, images, videos, text, locationsBuilding, making, modelling - using captured data and digital toolsSharing - captured data, digital products of building and modellingTesting - the products built, against others’ products, others’ comments, or real physical environmentsAdapting - the products developed, in light of feedback from tests or commentsReflecting - guided by digital collaborative software, using shared products, test results, and comments

[“Convergence” workshop]

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What are the pedagogical challenges?

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We could look at the learning process as a series of encounters between learner, teacher, and other learners.

Teacher/Lecturer Learner Other learner(s)

Concepts

What does it take to learn (formal learning)?

Answers

Productions

Ideas

CommentsQuestions

Comments

Ideas

The discursive level

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We also need to represent the activities a learner undertakes when learning - such as practising, experimenting, investigating, discussing, reflecting, making, commenting, debating…


Task goal

Feedback

Revisions

Actions

Trial actions

Trial actions

The experiential level


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So we could see these two aspects of the learning process in terms of a class presentation, or lecture, on the one hand:


Concepts Answers

Questions Productions

Ideas Comments

Ideas Comments

LECTURE OR CLASS PRESENTATION

FIELD TRIP OR PRACTICAL

… and a field trip, or practice exercise on the other:


Task goalFeedback

Actions Revisions

Trial actions

Trial actions

Discursive level

Experiential level


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Concepts Answers

Questions Productions

Ideas Comments

Ideas Comments

Task goalFeedback

Actions Revisions

Trial actions

Adapt actions

Adapt actions

Adapt the Task practice environment

Trial actions

Discursive level

Experiential level


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Reflect



Concepts Answers Ideas

Comments

Actions Revisions

Adapt actions

Adapt actions

Adapt the Task practice environment

Action ideas

ReflectReflect

What does it take to learn for formal learning?

The learning experience for informal learning

The Real World

- the Conversational Framework for supporting the learning process

Task goalFeedback

Action ideas

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How do teaching methods and technologies map onto the Conversational Framework?


Using the CF to evaluate teaching methods


ConceptsAnswers

QuestionsProductions

Ideas, Comments

Task goalFeedback

ActionsRevisions

Action ideas

Adapt actions

Adapt actions

Adapt the Task practice environment Reflect ReflectReflect

Action ideas

Ideas, Comments

Control over goals?

Communication?

Fun?

Ownership?

Learning in context?Continuity between contexts?

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Lectures

Tutorials

ReadingReading

Computer-based toolsComputer-based tools

Collaborative online toolsCollaborative online tools

TrailsTrails

The mapping for a possible planned learning sessionThe mapping for a possible planned learning session

SummarySummary

Mapping teaching methods to the Mapping teaching methods to the

Conversational FrameworkConversational Framework

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This represents the parts of the Conversational Framework covered by Lectures -

Learning Experiences and Teaching Methods (Lectures)

This is a teaching method (like books and TV) which focuses mainly on presentation of concepts and ideas, but has the advantage that learners can ask questions.



Concepts

Task goal

Actions Action ideas

Adapt actions

Adapt actions


Ideas

Answers

Questions

Productions

Revisions

Feedback

Comments

Comments

Ideas

Comments

Action ideas

Comments

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Concepts

Task goal


Adapt actions

Adapt actions


Ideas

Answers

Questions

Productions

Revisions

Feedback

Comments

Comments

Ideas

Comments

Action ideas

Comments

This represents the parts of the Conversational Framework covered by Tutorials which are face-to-face and enable learners to discuss together as well as with the tutor:

The focus here is discussion. There is no link to practice, as it is essentially about the expression and analysis of the theory or concepts of the subject. Learners may exchange their own ideas as part of the tutorial, but the principal exchange is more likely to be between students and the tutor.

Learning Experiences and Teaching Methods (Tutorials)

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Learning Experiences and Teaching Methods (Reading)

This is a teaching method (like lectures and TV) which focuses mainly on presentation of concepts and ideas, but also embeds questions to encourage students to produce their own thinking, and provides ‘model answers’ for them to check their ideas against.



Concepts Questions

Task goal


Adapt actions

Adapt actions


Model answers

Answers

Productions

Revisions

Feedback

Comments

Comments

Ideas

Comments

Action ideas

Comments

This represents the parts of the Conversational Framework covered by Reading assignments which include activities and self-assessed questions based on the reading:

Ideas

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Learning Experiences and Teaching Methods (Tools)

This represents the parts of the Conversational Framework covered by computer-based tools, such as spreadsheets, simulations, data-analysis -


Teacher’s environment Learner Other learner(s)

Questions

Questions, answers

Questions, answers

Feedback

Practice attemptComment


There is no reflection by the teacher while the learner is working on the tool unless it is combined with small group supervision, or monitored online. There is no interaction with other learners unless it is run as a collaborative project. The learner uses their theoretical understanding to generate their actions in the tool, which may give feedback on how close they are to the goal, and further practice attempts should motivate reflection.

Adapt actions

Adapt actions

Adapt a Task practice environment Reflect ReflectReflect

Answers

Concepts

Task goal

Revisions

Actions

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This represents the parts of the Conversational Framework covered by collaborative digital tools, such as ‘Criterion’ -


Teacher environment

Learner Other learner(s)

Questions

Questions, answers

Questions, answers

Actions

Practice attempt

Practice attempt

Adapt actions

Adapt actions


Answers

Concepts

Task goal

There is no reflection by the teacher while the learner is working on the tool unless it is combined with small group supervision, or monitored online. There is interaction with other learners to share practice attempts at actions to achieve the goal, and also at the level of discussion, questions and answers. The learner uses their understanding to generate actions in the tool, which may not itself provide feedback; feedback from other learners motivates further practice attempts, and that motivates reflection.

Learning Experiences and Teaching Methods (Collaborative tools)

Actions

Revisions

Feedback

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Learning Experiences and Teaching Methods (Trails)

This represents the parts of the Conversational Framework covered by trails, using mobile phones to capture, narrate, and share data discovered



Questions

Questions, answers

Questions, answers

Feedback

Action



There is no reflection by the teacher while the learner is working on the trail (unless it is combined with small group supervision, or monitored online). The interaction with other learners is at the level of making available their practice data trail, and asking and answering questions of other learners using their presentations. The learner uses their understanding to generate actions in the tool, but it gives no feedback; feedback from peers motivates further practice attempts which in turn motivates reflection.

Adapt actions

Adapt actions


Answers

Concepts

Task goal

Revisions

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Mapping of Teaching Methods for a planned session (Lecture,Tutorial, Reading, Tools)


Questions

Questions, ideas, answers

Questions, ideas, answers

Feedback

Action



Adapt actions

Adapt actions


Hints CommentsModel answers

ConceptsQuestions

Task goal

Revisions

This represents the parts of the Conversational Framework covered by the combination of all the planned Teaching Methods:

The coverage is good, but it may be worthwhile to consider how the remaining gaps will be addressed.

Answers

CSCL environment Synchronous online structured reading group Collaborative lab/fieldwork project Role-play simulation

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What are the research challenges?

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1. access the theory, ideas or concepts?2. ask questions of (i) the teacher, or (ii) their peers?3. offer their own ideas to (i) the teacher, or (ii) their peers?4. use their understanding to achieve a clear task goal by adapting their actions?5. repeat practice, using feedback that enables them to improve performance?6. share their trial actions with peers, for comparison and comment?7. reflect on the experience of the goal-action-feedback cycle?8. debate their ideas with other learners?9. reflect on their experience, by producing their ideas, reports, designs?10. reflect on their experience, by presenting their ideas to their teachers?

Matching the mobile technology solution to the pedagogy

The CF can check pedagogic design - Does it motivate students to:

ExploringInvestigatingDiscussingRecording, capturing dataBuilding, making, modellingSharingTestingAdaptingReflecting

Mobile technologies offer tools and environments to support:

1. access the theory, ideas or concepts?2. ask questions of (i) the teacher, or (ii) their peers?3. offer their own ideas to (i) the teacher, or (ii) their peers?4. use their understanding to achieve a clear task goal by adapting their actions?5. repeat practice, using feedback that enables them to improve performance?6. share their trial actions with peers, for comparison and comment?7. reflect on the experience of the goal-action-feedback cycle?8. debate their ideas with other learners?9. reflect on their experience, by producing their own ideas, reports, designs?10. reflect on their experience, by presenting their ideas to their teachers?

Can research demonstrate a match?Or challenge the need for a match - new framework?Or develop the means to make a good match?

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1 Pedagogical implications of mobile technologies Diana Laurillard WLE Symposium on M-Learning 9...

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