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Dr. Kevin Burden: The University of Hull
Designing Meaningful Pedagogies for Mobile Learning
Apple Meeting:Regents Street, London28th June 2013
Designing Meaningful Pedagogies for Mobile Learning
Apple Meeting:Regents Street, London28th June 2013
“There is very little evidence that kids learn more, faster or better by using these machines...iPads are marvellous tools to engage kids, but then the novelty wears off and you get into hard-core issues of teaching and learning.”
Larry Cuban, professor emeritus of education at Stanford University New York Times, 2011
(http://www.nytimes.com/2011/01/05/education/05tablets.html?_r=0)
•what pedagogies work well with mobile devices?
•why is this important but not sufficient?
•how can practitioners and researchers design more effective learning episodes using mobiles?
Greece:5th century, BC
U.K: 1971
HippocratesJohn Robert
Vane
Acetylsalicylic Acid
acetylsalicylic acid
1861
John Robert Vane (1971)
Tablet Computers:
a game changer?
How do we design m
eaningful
learning episodes to
exploit the
affordances of th
e
mobile culture?
http://www2.hull.ac.uk/ifl/ipadresearchinschools.aspx
BBloom’s CognitiveDomains
Remember
Understand
Apply
Analyse
Evalu
ate
Creat
e
ed
it
share
imple
ment
use
simula
tecon
struct
record
classify
compare/contrast
deduce
infer outline
examinedemonstratedeconstr
uct
crit
ique
rank
judge
debate
pri
ori
tise
colla
bora
te
just
ifyde
cide
disc
uss
transform
hypothesise
rear
rang
epro
duce
invent
com
pose
desig
n
explain identifysummarisedescribe
report
retrieve
reportfind
locate
Mind Mapping
Blogging
Word Processing
Internet Searching
Annotating
Presenting
movie-making
interviewing
capturing
constructing
diagramming
problem solving
surveyingspread sheeting
summarising
charting creating advertisement
recommendation
judgement
self-evaluation
conferencing
critiquing
authoring
story-telling
course design
screen-casting
music production
multimedia
AugmentedReality
Bloom’s Taxonomy of Educational Objectives (1956)
engagement
motivationreliance/persistence
independence/autonomy
self-regulation
Effective pedagogies
Personal ownership
Effective pedagogies
Personal ownership
Collaborative learning
Effective pedagogies
Classroom dynamics
Personal ownership
Collaborative learning
Effective pedagogies
Outdoor learning
Classroom dynamics
Personal ownership
Collaborative learning
Effective pedagogies
Outdoor learning
Classroom dynamics
Personal ownership
Bridging home-school divide
Collaborative learning
Pasteur’s Quadrant
?
Applicability
Th
eore
tica
l u
nders
tand
ing
The chasm
Ad
opti
on
Rate
Time
Innovators
Earlyadopters
Earlymajority
Late majority
Laggardsenthusiastsvisionaries
pragmatistsconservatives
skeptics
Want to use technology
Want technology to providesolutions and convenience
Source: Rogers
Rogers Technology Adoption MRogers Technology Adoption Modelodel
Ad
opti
on
Rate
Time
Collaboration
Data
sharing
Conv
ersa
tion
Authenticity
Contextualis
ed
Situated
Personalisation
Agen
cy
Customisation
A pedagogical frameworkfor mobile learning
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012) Viewing mobile learning from a pedagogical perspective,
Research in Learning TechnologyVol. 20, 2012
Personalisation
Beluga Beluga MathsMaths
Collaboration
mediated conversations
Authenticity
Authenticity
Collaborative Collaborative analysis of analysis of practical practical
problems by problems by researchers and researchers and
practitionerspractitioners
Reflection to Reflection to produce ‘design produce ‘design principles’ and principles’ and
enhance solution enhance solution implementation implementation
Design Based ResearchDevelopment of Development of initial solution initial solution
driven by design driven by design principles & principles &
technological technological innovationsinnovations
Iterative cycles of Iterative cycles of testing and testing and
refinement of refinement of solutions in solutions in
practicepractice
refinement of problems, solutions and design principles
Educational Design ResearchExplain Everything
QuickTime™ and a decompressor
are needed to see this picture.
Collaborative Collaborative analysis of analysis of practical practical
problems by problems by researchers and researchers and
practitionerspractitioners
Development of Development of initial solution initial solution
driven by design driven by design principles & principles &
technological technological innovationsinnovations
Iterative cycles of Iterative cycles of testing and testing and
refinement of refinement of solutions in solutions in
practicepractice
Reflection to Reflection to produce ‘design produce ‘design principles’ and principles’ and
enhance solution enhance solution implementation implementation
Design Based Research
How can we How can we customise customise
feedback to feedback to students to make students to make it more effective?it more effective?
Teacher uses App Teacher uses App to provide richer, to provide richer, more informative more informative
feedbackfeedback
Prototype design Prototype design modified to modified to
enable students enable students to use App to to use App to make their make their
thinking more thinking more visiblevisible
Extract ‘design Extract ‘design principles’:principles’:
How can we How can we customise customise
feedback to feedback to students to students to
make it more make it more effective?effective?
Teacher uses Teacher uses App to provide App to provide richer, more richer, more informative informative feedbackfeedback
QuickTime™ and aH.264 decompressor
are needed to see this picture.
How can we How can we customise customise
feedback to feedback to students to students to
make it more make it more effective?effective?
Teacher uses Teacher uses App to provide App to provide richer, more richer, more informative informative feedbackfeedback
Prototype design Prototype design modified to modified to
enable students enable students to use App to to use App to make their make their
thinking more thinking more visiblevisible
Extract ‘design Extract ‘design principles’:principles’:
•Use the App to encourage two-way
flow of feedback data•Focus on ‘threshold concepts’
•Encourage peer-to-peer feedback
•Use feed-back to inform future planning
49
On-line learning scenarios survey
http://www.survey.hull.ac.uk/mobilelearningscenario
51
http://www.educationcommunities.org/c/162117/home.do
53
Dr. Kevin BurdenThe Centre for Educational StudiesThe Faculty of EducationThe University of [email protected]
