Cook M Learning Seven Things To Remember
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Mobile devices for learning: Seven things to remember (plus or minus two). John Cook Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta. New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
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Cook M Learning Seven Things To Remember
- 1. Mobile devices for learning: Seven things to remember (plus or minus two) 12-13 November 2009 The views expressed in this talk are Professor Cook’s and do not represent those of ALT or Becta. John Cook Chair ALT Research Committee & Learning Technology Research Institute London Metropolitan University
- 2. Part of: Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. 12-13 November 2009, National College for Leadership for Schools and Children’s Services in Nottingham
- 3. Email: [email_address] Home page: http://staffweb.londonmet.ac.uk/~cookj1/ Blog: http://blogs.londonmet.ac.uk/tel Twitter: http://twitter.com/johnnigelcook Slideshare: http://www.slideshare.net/johnnigelcook Skype: johnnigelcook Google Wave: [email_address] Blip.fm: http://blip.fm/johnnigelcook Possible hashtag: #althhl09? johnnigelcook
- 5. 1. New tools have often got bad press in the past People thought the first printing press was an instrument of the devil that would spawn unauthorised versions of the bible. David Crystal (Guardian, 2008), author of ‘Txtng: the gr8db8’ (Crystal, 2008) http://en.wikipedia.org/wiki/Printing_press
- 6. The telephone created fears of a breakdown in family life, with people no longer speaking directly to one another. http://www.solarnavigator.net/inventors/inventor_images/alexander_graham_bell_1876_speaking_into_telephone.jpg
- 7. And radio and television raised concerns about brain-washing. http://oak.cats.ohiou.edu/~postr/MRT/Tour1.htm http://blog.lib.umn.edu/mors0106/architecture/Television.jpg
- 8. Mobile phones can damage your health? txt spk is responsible for bad spelling and moral decay? As always there is more to it than meets the eye …
- 10. 3. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration.
- 11. True Yorkshiremen know all about informal leaning
- 15. Parent Rugby union fan Kids E-Learning project leader Research Self taught bass player PhD students John Play 5 aside football Formal and/or informal learning HE LIFE
- 16. Warning Formal learning did this to me!
- 17. 7 years later & informal learning – Mr Cool at the ICA!
- 18. 7 years later & informal learning! 2 years ago work and to kids finally caught up with to me!
- 19. 1 year ago - resurfacing
- 20. The nature of learning is being augmented and accelerated by new digital tools and media, particularly by mobile devices and the networks and structures to which they connect people.
- 21. RLO CETL mLOs for ‘on-site’ and ‘ off-campus’ learning (EG see Bradley et al. 2007; Smith et al, 2007, Cook et al., 2008; Bradley et al. 2009; Holley et al., 2009; Pachler et al., in press).
- 22. Getting ready for off-site learning Using scalable open source GPS enabled software
- 24. [play Elli clip] (Cook, Pachler and Bradley, 2008; Pachler, Cook, Bachmair , accepted)
- 25. CONTSENS Smith, Cook and Pratt-Adams (2009)
- 28. “ The information given was underlined by the 'experience' of the area and therefore given context in both past and present. ”
- 29. “ “ it was triggering my own thoughts and I was getting to think for myself about the area and the buildings. ”
- 31. 4. Back to the future: Augmented Contexts for Development www.ukzn.ac.za/cae/pfi/sqd/lev.htm
- 33. Qualitative analysis: process and explanatory perspective, looking at the inner features of the situation (Cook, in press) Screen shot of Carl Smith’s wire-frame movie reconstruction of Nine Alters ( http:// cistercians.shef.ac.uk / ) Students interacting @ Cistercian Chapel in CONTSENS
- 34. Temporal underpinning of Augmented Contexts for Development is fundamental
- 35. 5. The future “is necessarily less predictable than the past”! www.teddave.org/end/index.html
- 37. 7(+/-2)
Notes de l'éditeur
- The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information (Miller 1956) is one of the most highly cited papers in psychology.[1][2][3] It was published in 1956 by the cognitive psychologist George A. Miller of Princeton University's Department of Psychology in Psychological Review. http://en.wikipedia.org/wiki/The_Magical_Number_Seven,_Plus_or_Minus_Two, accessed 10 November 2009 Pre-dinner talk by Professor John Cook Media needed for talk: Problems with multiple channels: http://www.youtube.com/watch?v=tVlqVHKn2dg @ 2 min 10 secs Elli_clip.wav Rumsfeld: bh_rumsfeld_20030406.ram
- Crystal explains (Guardian, 2008): “ The reality is that people have always had a tremendous fear about the impact of new technology on language. When the printing press was first invented, people thought it was an instrument of the devil that would spawn unauthorised versions of the bible. The telephone created fears of a breakdown in family life, with people no longer speaking directly to one another. And radio and television raised concerns about brain-washing. Text messaging is just the most recent focus of people’s anxiety; what people are really worried about is a new generation gaining control of what they see as their language.” Gutenberg was the first in Western Europe to develop a printing press. http://en.wikipedia.org/wiki/Printing_press
- The linguist David Crystal in his book ‘Txtng: the gr8db8’ (Crystal, 2008) and in an interview with the press (Guardian, 2008) puts forward the convincing argument that txt spk is responsible for neither bad spelling nor moral decay.
- The results of PISA on reading competence suggest a fragmenting function of written texts in terms of social cohesion. Except for in a few countries, for example in Finland, around 18% of 15 year old students tend to be unable to read texts (OECD, 2004, p. 5) in the sense of finding information in them, interpreting the information and reflecting on or evaluating it; yet, this is a prerequisite everyday life, for example, for understanding contracts for buying ring tones. It is a key for formal education. OECD (2004) Messages from PISA 2000. Available at: http://www.oecd.org/dataoecd/31/19/34107978.pdf Level 1 or below – can only manage the most basic of literacy tasks The reading performance is strongly associated with social background (OECD, 2004, p. 14) The Programme for International Student Assessment
- “ Mobile Learning is a groundbreaking volume, sure to stimulate both discussion and innovation among educational professionals interested in technology in the context of teaching and learning.” http://www.springer.com/education/learning+&+instruction/book/978-1-4419-0584-0 £108.00 !! Will be out as paperback in 9 months
- The work is framed by a socio-cultural ecology approach developed by Patchler, Bachmair and Cook (in press); this outlines the triangular inter-relationships between structure, agency and cultural practice (see diagram). Specifically, the socio-cultural triangle draws on media and cultural studies and is being used to guide our investigation of the outside-in/inside-out challenge. The main theories are: Giddens’ (1984) structuration theory; cultural studies and media (Hall, 1997) regarding individualised agency within the practices of everyday life.
- However, I note that people have engaged in these informal learning activities for centuries. My personal experience of learning to play electric and double bass provides a good example of personal learning. The point being that the digitally literate learners more often than not tend to acquire their skills and abilities outside of educational institutions.
- In 1976 this is want formal education did to me
- Informal learning by 1000s bands in UK was triggered by punk rock in late 1970s, it made us all feel ‘gizza job, I could do that’ SO we all learnt instruments and played in bands. I was no exception and above I am playing at the ICA with Strawberry Switchblade.
- But full-time work and to kids finally caught up with to me!
- I am resurfacing now! This is me playing at the After Dark club in Soho. All my pop, indie, rock, blues and jazz bass skills were largely self-directed informal learning or with a mentor outside formal institutions. See also: http://www.facebook.com/home.php#/album.php?aid=72478&id=739730049
- The nature of learning is being augmented and accelerated by new digital tools and media, particularly by mobile devices and the networks and structures to which they connect people.
- Different types of learning support. A selection of the 200+ internet based Reusable Leaning Objects (RLOs) that the CETL produced for mobile phones have been evaluated with consistently positive results (see Bradley et al. 2007; Smith et al, 2007). For example, in a pilot evaluation of the ‘self-tests’ and ‘basic guides’ shown in Figure, Bradley et al. (2007) found that there were indications from students that they would use mobile learning objects. One thought it was ‘a good idea’ as you could look at something you needed to on the way home from class (this theme was echoed by other students, see below). In this sense, there is a link through to the Bitesize learning material from the BBC also described below; this moves the RLO approach into a context where the learning can take place outside the school or educational establishment in a way that is convenient to the learner. Bradley, C., Haynes, R., Cook, J., Boyle, T. and Smith, C. (2009) ‘Design and development of multimedia learning objects for mobile phones.’ In Mohamed, A. (ed) Mobile Learning in Education and Training. Athabasca University Press Smith, C., Cook, J. Bradley, C., Gossett, R. and Haynes, R. (2007) ‘Motivating learners: mobile learning objects and reusable learning objects for the X-box generation.’ Paper presented at ALT-C 2007 , 14th International Conference of the Association for Learning Technology, University of Nottingham, September 2007
- In the quote by a learner from this study (play clip quote 2 or see above), one learner is outlining her group’s reflective approach to gathering content off-site for the assignment. The phrase “We tried first to observe …” indicates to me that some meta-cognitive monitoring and self-regulation may have been employed and, I suggest, this is indicative of the fact that appropriation was being initiated (i.e. the appropriation stages of interaction and assimilation). The learners successfully incorporated the phones into their learning practice through their agency (refer to typology). However a longitudinal study (e.g. over 6-12 months) would perhaps be required to see if assimilation and change took place.
- In a follow up analysis of the focus group transcripts from the Events and Live Media Industries study (Cook, Pachler and Bradley, 2008) it transpired that participants were positive about the ‘study tips’ aspect (see screen shot) i.e. the texts they received from their tutor. One student responded (the Elli clip): “I mean we had text messages from our teachers, how cool is that! You’re having [teacher’s name] texting you, I really loved it”.
- http://www.londonmet.ac.uk/ltri/research/projects/contsens.htm
- London Met has a diverse student population
- Picture credit: www.timrosablog.com/main_blog/corporate_training/