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Handheld Learning Project: North East Lincolnshire

Handheld Learning Project: North East Lincolnshire. Kevin Burden: Principal Investigator The University of Hull. Signhills. Middlethorpe. Scartho Junior. Waltham Leas. East Ravendale. Introductions.

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Handheld Learning Project: North East Lincolnshire

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  1. Handheld Learning Project: North East Lincolnshire Kevin Burden: Principal Investigator The University of Hull

  2. Signhills Middlethorpe Scartho Junior Waltham Leas East Ravendale

  3. Introductions Introduce yourself to somebody in the room you have not met by sharing an application on your mobile device with them Explain why you like this app

  4. “Mobile learning – as we understand it – is not about delivering content to mobiledevices but, instead, about the processes of coming to know and being able to operatesuccessfully in, and across, new and ever changing contexts and learning spaces.And, it is about understanding and knowing how to utilise our everyday life-worldsas learning spaces. Therefore, in case it needs to be stated explicitly, for us mobilelearning is not primarily about technology.” (Pachler, Bachmair and Cook, 2010, p. 6)

  5. Learning as a process of ‘meaning-making’

  6. SS Sites of formal learning (e.g. Schools) Sites of informal learning (pupil’s ‘Life Worlds’)

  7. http://www.wltx.com/news/article/130328/2/Expert-Smart-Phones-Are-the-Next-Classroom-Computershttp://www.wltx.com/news/article/130328/2/Expert-Smart-Phones-Are-the-Next-Classroom-Computers

  8. SPACE ‘Affinity Spaces’ (e.g. dancing club unbounded TIME scheduled negotiated School-based learning bounded

  9. How does space and time impact on learning? unbounded Space Time scheduled negotiated bounded

  10. Authenticity of learning Real-World Simulations Higher Order Thinking Productivity Tools (Office) Complexity of learning Real-World contexts Artificial Skill & Drill Basic Skills Coaching Didactic Constructivist Pedagogical Approach

  11. What use of technology supports complex thinking and learning? (Y axis?) • Which pedagogical approaches work most effectively with mobile technologies and to what effect? ( X axis)? • What technology might act as a springboard for real-world contexts of learning (Z axis)?

  12. Authenticity of learning Higher Order Thinking Complexity of learning Real-World contexts Artificial Basic Skills Coaching Didactic Constructivist Pedagogical Approach

  13. What is this project about • Genesis and background • Schools involved and numbers

  14. The Project Wiki

  15. How can the use of handheld mobile devices ( such as the iPod touch) support the transformation of pedagogical practices in and between primary schools.

  16. Middle-thorpe School Data collection by University staff Signhills Junior School Waltham Leas School How can the use of handheld devices support the transformation of pedagogical practices in and between primary schools? School networking through consortium Staff Development through central course East Ravendale School Scartho Junior School Action Research by school champion Wybers Wood School

  17. What pedagogical patterns are most effective for integrating the iPod Touch into classroom practice?

  18. What resources and applications associated with the use of the iPod Touch afford the greatest leverage for deep learning and understanding in the classroom?

  19. How do school leaders and other strategic stakeholders facilitate the adoption, wider take-up and sustainability of technologies such as iPodTouches in and across their institutions?

  20. What models of professional learning best support teachers to maximise their use of the iPod Touch as a teaching and learning tool (both for their pupils and themselves)

  21. How effective is the iPod Touch as part of a strategy to bridge the divide between learning in formal contexts (e.g. schools) and informal contexts (e.g. home, museums) ?

  22. Project timescales • Work with school champions (Action Research & Training) • Establish research framework • Complete baselines surveys • Implement first round of projects in schools • Interview sample of participants • Review and modify first round projects • Implement modified project (or new topic) • Conduct interim interviews • Review and modify second round projects • Collect data from representative sample • Summarise action research findings • Complete final surveys • Plan for next roll-out

  23. What do we know about handheld learning to date?

  24. http://www.adesontheweb.com/ADEs_on_the_Web/ADE_Hottest_Apps_Blog/ADE_Hottest_Apps_Blog.htmlhttp://www.adesontheweb.com/ADEs_on_the_Web/ADE_Hottest_Apps_Blog/ADE_Hottest_Apps_Blog.html

  25. Handheld Learning projects iLearn Project – Virginia Radford Outdoor Augmented Reality Project(ROAR) Kids for Change – games based projects (Spore, Civilisation)

  26. Outbreak

  27. Some ideas • ROAR – Radford Outdoor augmented Reality project http://gameslab.radford.edu/ROAR/games/outbreak.html

  28. Augmented Reality Projects (ROAR) • The Radford Outdoor Augmented Reality project:

  29. StateCraft X http://www.youtube.com/watch?v=7i_sb8VNuUU

  30. Ways of thinking about this project

  31. Contact details Kevin Burden, Centre for Educational Studies, The University of Hull, k.j.burden@hull.ac.uk

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