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Designing the Learning Task

Agnes Kukulska-Hulme. Designing the Learning Task. Sony Ericsson. What kind of learning?. Learning for the mobile age: “ the processes of coming to know through conversations across multiple contexts amongst people and personal interactive technologies ” (Sharples, 2007).

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Designing the Learning Task

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  1. Agnes Kukulska-Hulme Designing the Learning Task Sony Ericsson The Open University's Institute of Educational Technology

  2. What kind of learning? Learning for the mobile age: “the processes of coming to know through conversations across multiple contexts amongst people and personal interactive technologies” (Sharples, 2007)

  3. Rethinking pedagogy for a digital age Chapter by Kukulska-Hulme & Traxler: Designing for mobile and wireless learning • Characterizations of mobile learning include: ‘personal’, ‘spontaneous’, ‘opportunistic’, ‘informal’, ‘pervasive’, ‘situated’, ‘private’, ‘context-aware’, ‘bite-sized’, ‘portable’ • This implies a conceptualization of mobile learning in terms of the learners’ experiences with an emphasis on device ownership, informality, movement and context that will always be inaccessible to conventional e-learning eds Beetham & Sharpe, 2007 The Open University's Institute of Educational Technology

  4. Degrees of participation • Receive content • Take part in prescribed activities • Take part in proposed activities • Seek out new content • Share with others • Create own content • Create own activity The Open University's Institute of Educational Technology

  5. Critical success factors for mobile learning Based on papers from mLearn conferences 2002-5, Naismith & Corlett (2006) identified 5 critical success factors: • Availability of Technology: Whether provided for, or by the learner, successful mobile learning projects make mobile technology available • Institutional Support: Extensive and well thought out support resources, including staff training and equipment/software maintenance • Connectivity: Successful mobile learning projects incorporate wireless network access, whether through local wireless LAN or over the mobile telephone networks • Integration: Successful mobile learning projects do not stand apart, but are integrated with thecurriculum, the student experience, or ‘real life’, or any combination of the three • Ownership: Ownership of technology helps to promote ownership over learning. Learners should either own the technology or at least treat it as if they own it (use it any time they wish, be free to customise or upgrade it, or even to use it subversively)

  6. Describing a mobile learning activity Activity title: ….. 1. Learning context - type of setting: school learning, university, workplace, everyday learning, museum learning... 2. Target audience – who will participate? 3. Learning need - addressing an existing need, generating new needs by enabling new practices? 4. Pedagogical approach – learning principles and ideas underpinning educational design; integration with other activities/ other learning 5. Learning activity - short description of the activity itself 6. Technology - what technology/ies are used in which parts of the activity (hardware, device, sensors, etc.). How and where do you expect learners to use the technology?

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