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Developing M-learning Pedagogical and Design Perspectives

Developing M-learning Pedagogical and Design Perspectives. Mike Sharples Kodak/Royal Academy of Engineering Educational Technology Research Group University of Birmingham. An Alternative History of Computers and Education.

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Developing M-learning Pedagogical and Design Perspectives

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  1. Developing M-learningPedagogical and Design Perspectives Mike Sharples Kodak/Royal Academy of Engineering Educational Technology Research Group University of Birmingham

  2. An Alternative History of Computers and Education “Imagine having your own self-contained knowledge manipulator in a portable package the size and shape of an ordinary notebook. Suppose it had enough power to outrace your senses of sight and hearing, enough capacity to store for later retrieval thousands of page-equivalents of reference material, poems, letters, recipes, records, drawings, animations, musical scores, waveforms, dynamic simulations, and anything else you would like to remember and change… Alan Kay

  3. The Dynabook …the Dynabook is now within reach of current technology.” Alan Kay 1976 Learning Research GroupXerox Palo Alto Research Centre

  4. Ingredients of a Dynabook • Handheld multimedia hardware • Object-oriented software • Wireless communications • Personal mobile learning

  5. Dynabook idea Alto Smalltalk Evolution of Hardware, Software and Communications 1970’s Arpanet Ethernet Xerox Star Apple Lisa Apple Macintosh 1980’s TCP/IP Analog cellular radio C++ Worldwide web Digital cellular radio Wireless LAN Windows PCs Laptop PCs PDAs 1990’s Java 2000’s Wireless PDAs CORBA Bluetooth

  6. Discovery Learning Evolution of Learning Theory 1970’s Situated learning Constructivist learning Collaborative learning 1980’s Problem-based learning Lifelong learning 1990’s 2000’s Informal learning Contextual learning

  7. Lifelong Learning • Train the workforce to adapt to a rapidly changing world • Empower children and adults to manage, share, and enjoy their own learning in a variety of contexts throughout their lifetimes

  8. Learning Projects • A typical adult undertakes eight personal learning projects (lasting seven days or more) in a year • Computer package, foreign language, sport, home repair, cooking etc. • Less than 1% are for formal credit Tough, 1979

  9. Informal learningGiasemi Vavoula • 12 “learning intensive” adults • Kept diaries for 4 days • 118 self-reported learning episodes (2.5 per person per day) • 58% pre-planned, 42% serendipitous • 44% alone, 56% with others 33 % At work site Elsewhere 18 % 22 % 15 % 11%

  10. Contextual learning • Context is not simply a function of time and place • Also involves: • Trajectory: how did I get here? Where am I going? • Intention: what do I want to get out of this situation? • Negotiation

  11. Art Gallery Visitor

  12. New Technology • User centred • Personal • Networked • Portable • Ubiquitous • Durable

  13. NewEducation • Learner centred • Individualised • Collaborative • Situated • Ubiquitous • Lifelong

  14. New Education …Technology • Learner centred • Individualised • Collaborative • Situated • Ubiquitous • Lifelong • User centred • Personal • Networked • Portable • Ubiquitous • Durable

  15. The Challenge To design personal learning assistants based on sound educational design combined with good engineering

  16. Technical Issues • Contextual awareness • Interaction and interface design • Handwriting recognition • Speech recognition • Weight and battery life • Seamless integration of high-speed communications

  17. Learning Issues • From situated to mobile learning • Ad hoc collaboration and informal interaction • Context-aware devices: more sophisticated notion of context • Pervasive learning medium • Support for learning projects • Lifelong learning support • Ownership • Disruption of classroom learning

  18. Conclusion • Designing the technology is (now) fairly straightforward • Designing and managing the learning is going to be hard

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