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Disruptive Mobile Learning Mike Sharples Learning Sciences Research Institute University of Nottingham www.nottingham.ac.uk/lsri/msh

Disruptive Mobile Learning

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First presented at the BETT Conference and Exhibition, January 9th 2008

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Page 1: Disruptive Mobile Learning

Disruptive Mobile Learning Mike Sharples

Learning Sciences Research InstituteUniversity of Nottingham

www.nottingham.ac.uk/lsri/msh

Page 3: Disruptive Mobile Learning

1908

1958

2008

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Why have schools changed so little over the past 100 years?

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The education system is internally consistent and self sustaining…

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The education system is internally consistent and self sustaining…

National curriculum Standards

League tables

Research Assessment Exercise

QCA

TDA

LSC

HEFCE

LEAs

SATs

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…but doesn’t connect with the rest of learning

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Diagram with permission from “The Learning in Informal and Formal Environments (LIFE) Center” http://life-slc.org

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“Sarah has twenty-one candies” “She gets

thirty more” “John has thirty four candies. Who has more?”

Children’s approximate arithmetic(Gilmore et al., Nature, 2007)

5-6 year old children

73% gave correct answers

But these approximate arithmetic skills are not developed at school

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Rich learning outside the classroom

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The 3C’s of effective lifelong learningConstruction

relating experience to knowledge, creating new ideas

Conversationwith teachers, with learners, with ourselves, and with the world

Controlactively pursuing knowledge

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Construction

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Construction

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Conversation

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Conversation

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Control

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Control

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Control

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How do we connect…

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learning in the classroom…

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…and learning at home?

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How do we connect…

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learning about the world …

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… and learning in the world?

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PodcastsTeaching on mobile phones

Home access to the school intranetSend assessment questions and

receive multiple choice responses via email or SMS which can then be auto-

responded to with feedback” www.ambientperformance.com

Extend the classroom into everyday learning?

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PodcastsTeaching on mobile phones

Home access to the school intranetSend assessment questions and

receive multiple choice responses via email or SMS which can then be auto-

responded to with feedback” www.ambientperformance.com

Extend the classroom into everyday learning?

“At school, you do all this boring stuff, really basic stuff, PowerPoint and spreadsheets and things. It only gets interesting and exciting when you come home and really use your computer. You're free, you're in control, it's your own world.” (Guardian, May, 2007)

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Extend everyday learning into the classroom?

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What do these have in common?

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Answer: They have all been banned in classrooms

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10 to 1 ratio

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3 to 1 ratio

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1 to 1 ratio

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1 to 1 ratio

MobloggingOnline

research

Group media creation

Collaborative online writing

Serious gaming

Conversational language learning

Mobile social networking

Group learning

Peer teaching

Personalised learning

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“In class I have to power down” (Guardian, May, 2007)

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Personal technologies

Cyber-bullying

Classroom texting

Exam cheating

Game playing

Disruptive mobile

learning

Loss of teacher control

Powerful

Connects home and

school

Ownership

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Challenges for schools and educational suppliersConnect learning inside and outside the classroomManage children bringing their own powerful personal technologies into schoolEnable effective 1 to 1 learning in the classroomSupport learning through construction, conversation and control

RM Asus MiniBook computer from £169

Eduinnova conversational

classroom learning(Steljes)

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Connecting learning inside and beyond the classroomMyArtSpacePI: Personal Inquiry

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MyArtSpaceService on mobile phones for

enquiry-led museum learning

Learning through structured construction and conversation

Students create their own interpretation of a museum visit which they explore back in the classroom

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MyArtSpaceMuseum test sites

Urbis (Manchester)The D-Day Museum (Portsmouth)The Study Gallery of Modern Art

(Poole)About 3000 children during

2006

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How it worksIn class before the visit, the teacher sets an inquiry topicAt the museum, children are loaned multimedia phonesExhibits in the museum have 2-letter codes printed by themChildren can use the phone to

Type the code to ‘collect’ an object and see a presentation about itRecord soundsTake photosMake notesSee who else has ‘collected’ the object

All the information collected or created is sent automatically to a personal website showing a list of the items

The website provides a record of the child’s interpretation of the visitIn class after the visit, the children share the collected and recorded

items and make them into presentations

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Summary of resultsThe technology worked

Photos, information on exhibits, notes, automatic sending to website

Students liked the ‘cool’ technology Students spent longer (90 mins compared to

20 mins)Supported enquiry learningEncouraged children to make active choices Museum more accessibleNeed for more teacher preparation

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PI: Personal Inquiry

Project with the Open UniversityInquiry science learning Connecting learning inside and outside

the classroomHandheld wireless technology

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SceDerJitti

NiramitranonPhD project

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Participate project

ScienceScope

BT, BBC, Blast Theory, Microsoft Research,

University of Nottingham, University of Bath, Sciencescope

Personal carbon monoxide monitor linked to Google

maps

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Beyond disruptive mobile learning

Fusion of physical and virtual

1 to 1 learning in the classroom

1 to 1 primary classroom, Taiwan

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Beyond disruptive mobile learning

RSA Academy at Tipton

Designed to support a new

competence-led curriculum

Building schools around the 3

C’s

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Inquiry learning in the

world

Ambient WoodEquator research collaboration

(Universities of Nottingham, Bristol, Lancaster, Glasgow, Southampton, Sussex, University College London, Goldsmith’s College)

Learning-enabled

environments

Beyond disruptive mobile learning

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Learning is for life, not Learning is for life, not just for classroomsjust for classrooms