Dr. Kevin Burden explores how the concept of Disruptive Innovations (Clayton Christensen) applies in the field of educational technology, and in particular the field of mobile learning (m-learning)
9. Affordances of mobile technologies
Lightweight
Powerful
Instant on
Long battery life
HD cameras (twin)
Video mirroring
Portable
A post-PC technology?
13. • What?
• So what?
What do we currently know about the
use of mobile technologies in education?
What does this mean?
What difference is it making?
• What next?
What does the research suggest we sh
be looking to in the future with mobile
learning?
20. “It doesn’t work if it’s shared because all the good things
that happen, happen because it’s yours and you’re taking
it home and you’re using it and then you’re adapting and
you’re taking the different things. And you’re getting so
used to using it that you can use them across the
different apps and you can have that bit of personal
choice” (Student, Bellshill Academy)
22. “Staff directly involved in the initiative consider
it has fostered greater personalisation of
learning by offering students a greater degree of
choice and freedom in how they access
information (e.g. through apps or the Internet),
how they process information and how they
present and offer it up for assessment”
Headteacher, Bellshill Academy
38. Greater authenticity is
possible
1. using the iPad to replicate professional tools
2. using the iPad to access real time data in the classroom
3. using the iPad in outdoor contexts
41. “… before I would have maybe sent a worksheet
home and they would just complete it and send it
back to me. But if I put the worksheet on ‘Screen
Chomp’, then they can do the worksheet on ‘Screen
Chomp’ but record themselves while they do it, and
explain what they are doing to me, so I can see
where their understanding is, and I can see any
points that they are not understanding. And I can
also, when I am marking it when I am talking to the
children after, I will be able to give them more direct
and targeted feedback because I will know exactly
where they have gone wrong with things. I think that
has been a big change in being able to do that”
Teacher - Chryston Primary School
42.
43. Design Based Research
Stage 1:
V:
1I:
Stage 1V:
III:
Iterativeathe initial to
Identify cycles of
Identification of design
Build on an shoulders
Develop product
testing and
design or improve it
principles
of giants and test
prototype
improvement
44. Can we use DBR to design more effective
mobile learning scenarios?
45.
46. Using DBR to improve the effectiveness of
feedback
47.
48. ‘Making Thinking Visible’
•Use scenarios which encourage two-way feedback
•Design problems which force students to articulate their
thinking processes
•Facilitate student
feedback with peers
•Focus on ‘threshold concepts’ and ‘troublesome
knowledge’
49. Your take-away
• Mobile devices can be ‘disruptive
innovations’
• Educators need to understand the unique
‘affordances’ of mobile technologies in
order to leverage powerful learning
opportunities
• Thinking of teaching as a design based
science may help to identify how these
affordances are translated into learning
scenarios
51. Senior Fellow Higher Education Academy (SFHEA)
Faculty of Education,
The University of Hull, HU6 7RX
Tel: (44) 01482 466731
Mobile: 07815184477
Twitter: @edskjb
URL: https://hull.academia.edu/KevinBurden
Slideshare: http://www.slideshare.net/edskjb/edit
_my_uploads
MESH maps (iPads) http://www.richp
rocter.co.uk/cgi-bin/pathways/pad.pl
Notes de l'éditeur
Every year 30,000 consumer products are launched - 95% fail because producers don’t see it from the customers perspective
Customers look at products as a way to get a job done (many companies do not look at it this way) - what is the job of a milkshake?
First attempted traditional approaches - i.e. to segment the market by demographics (e.g. etc) and products (milkshakes) - asked people what defines a good milkshake - they shared their ideas and the company responded to these, but sales did not increase. They had focused on the functions of a milkshake, not the job it is ‘hired’ to do
Christensen approached it differently by sitting and watching people buying milkshakes - he spotted that 40% were bought in the mroning and people did not drink them on the premises (i.e. they commuted with them)
He then interviewed these people and discovered that the job they had ‘hired’ the milkshake to do was to starve off boredom - most had a long commute to work (driving) and they needed something to keep them occupied with one hand (it kept them busy - they were not really hungry) - it is so viscous it takes 20 minutes to suck it up the straw
Function is not the same as the job
Customers ‘hire’ a product to get a job done -
Milkshake firm wanted to improve its sales
What might be the job of an iPad?
Disruptive innovations:innovations that change the paradigm (e.g. publishing or music industries)
What is the job of a milkshake
Every year 30,000 consumer products are launched - 95% fail because producers don’t see it from the customers perspective
Customers look at products as a way to get a job done (many companies do not look at it this way) - what is the job of a milkshake?
First attempted traditional approaches - i.e. to segment the market by demographics (e.g. etc) and products (milkshakes) - asked people what defines a good milkshake - they shared their ideas and the company responded to these, but sales did not increase. They had focused on the functions of a milkshake, not the job it is ‘hired’ to do
Christensen approached it differently by sitting and watching people buying milkshakes - he spotted that 40% were bought in the mroning and people did not drink them on the premises (i.e. they commuted with them)
He then interviewed these people and discovered that the job they had ‘hired’ the milkshake to do was to starve off boredom - most had a long commute to work (driving) and they needed something to keep them occupied with one hand (it kept them busy - they were not really hungry) - it is so viscous it takes 20 minutes to suck it up the straw
Function is not the same as the job
Customers ‘hire’ a product to get a job done -
Milkshake firm wanted to improve its sales
What might be the job of an iPad?
Disruptive innovations:innovations that change the paradigm (e.g. publishing or music industries)
What is the job of a milkshake
Adaptive Learning – subset of personalization/customization – use of data to customize learning (cognitive tutors) see Carneige Learning (Beluga maths identifies the component skills which students need in order to progress in maths) – trying to unpack the cognitive process in terms of what a student needs and what are the most critical sub-sets
ePortfolios: helps students show to employers the competencies and skillsets they have developed – encourage student reflection on learning (not yet taking off in the USA –
Mobile apps: apps often focus on narrow elements of classroom learning
Disggregating traditional role of LMS (show how you could you use Evernote in the same way) – see Western International School using Explain Everything to give short feedback to students
Learning games: often have a complex underlying dynamic similar to adaptive learning (invisible learning ) – but difficult to integrate into learning (less fun when you know it is a game) – need to be well aligned with the curriculum
Video content (YouTube): best example integrate animations, subtitle; assessment (see CrashCourse) – flipped classroom (educator)
Big Data projects – learning analytics
iPod research in North East Lincolnshire, 2009-2011
My colleagues and I have captured all of these opportunities/affordances in a framework as shown
Low = exchange of content
High = creation and sharing of contexts
Low = exchange of content
High = creation and sharing of contexts
The other end of the spectrum - techno-dystopia
Current growth in interest around mobile learning - evidenced by the interest of the international Agencies
Fill in with other pictures from the UNESCO studies across the world
Aims of this session:
Draw us back to the national context of the UK first - share with you the research I and my colleagues have been undertaking in mobile learning, before going back to the international scene and thinking then about the future
Using a tested technique to do this
What next – and here I will suggest we need to investigate far more about the mechanisms that make mobile leanring effective and to do this we need to employ a new set of research instruments and paradogms which I will share with you towards the end of the presentation when I return to the international scene.
Authority:
1. Where mobile technologies are sanctioned within the institution, especially in depolyments which are highly personal (e.g. 1:1) they alter the relationship between learners and teachers/educators
2. Current model of learning is unsymmetrical in many ways:
the teacher owns and controls most of the knowledge or ‘stuff’ which is mandated to be understood/known - Freire’s Banking Analogy (Knowledge is deposited) restricting the ability to think critically
knowledge (or stuff) is consumed by the learner in large volumes but relatively little is produced, particularly with any lasting value (most is ephemeral and quickly lost)
3. Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
not necessary to teach as much content any longer - most of it can be located by students
it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
learners become more independent and less needy of the teacher
they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
they
Need to define regular - is this daily or weekly?
all of our research demonstrates very clearly how students get considerable more access to technology in school when mobile devices are introduced than they ever did before (see graph)
the access to technology is significantly more unmediated than is normally the case
Why is this significant?
1. gives students more control or efficacy over their lives
2. challenges the existing paradigm of learning - where and when
To undertake research and to support writing (fairly traditional - on the surface at least - this needs unpacking)
So what do students use this access and technology for?
1. All of our evidence show two principal uses at this point in time:
research/internet
writing - productivity
2. Interesting - for later - also considerable sharing (look at this later)
Research is interesting - demonstrates a different model of learning - not a banking model (deposits)
Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
not necessary to teach as much content any longer - most of it can be located by students
it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
learners become more independent and less needy of the teacher
they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
they
To provide personal ownership to technology - to put the learner in the driving seat
Models of ownership - we are going towards a much more 1:1 model
Shift towards a very personalised model of learning
not just about providing equipment - its about providing flexible provision (giving students more choice)
The risks associated with individualisations - lack of social contact
But our data does not support this conclusion - at least not yet
1. we were surprised to find higher levels of conversation and collaboration in the classroom than we expected - teachers report it has increased
Important that teachers still design lessons which encourage collaboration and cooperation between learners - when they do the technology actually supports this kind of learning - (e.g. see these apps_)
Examples of production - student generated content (contexts) - find examples
For almost as long as we have had schools the relationship between the learner and the teacher has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why
technical reasons - hard for students to produce anything that would last
technical - hard to share or disseminate to a wider audience
lack of real audience diminishes the drive to publish - who reads a typical essay
What does this suggest about technology and cognition generally - we are smarter than you think
Extended cognition
e.g. who directs and control learning: the teacher; the student:both?
Where and how is learning organised - (pacing) - emerging
Issues of space - traditional learning is situated in classrooms
Introduces more choices and autonomy for students - one of the emerging themes to date (students have more opportunities to find out for themselves; to be ‘experts’; to learn from experts outside the classroom’
But is it happening (see findings from our study)
These are the mobile technologies of their day
Just use the Book video with the iBooks to show how long it takes for practices to become standardised (e.g. book numbers and indexes)
Whole host of apps and software which enable students to create their own books
smart books - customised t your likes and interests - sharing content with other readers/their notes on the same book - knows where you are and who is near you
insert images of Apple books here ..
Widgets to make books more customised for learning - customied to the individual
1 - microscopes, sensors and wind tunnels
2 - demo iPad (Quakespotter and Plane Finder)
2. museum trails/ AR apps/ games (ARIS)
3. Using the real world and AR as the classroom - Museum of London street app
Example of DBR in non educational context - traffic flow and calming