Future Challenges for Education: the changing

digital environment:

Dr. Kevin Burden: Senior Lecturer and University Teaching

Fellow:The Faculty of Education

The University of Hull

•What pedagogical approaches does research indicate work well?

•Does research inform us why and how they work well?

•Can we therefore design better mobile learning scenarios?

•What might these look like?

Why do these strategies work well?

Technology

Content Pedagogy

Pedagogical Content Knowledge

Technological & PedagogicalContent Knowledge

(TPACK)

What is mobile learning?

What is mobile learning?

Mobile learning is not?

Delivering more content!

iPod Project: North East Lincolnshire, 2009-2001

iPad Scotland Evaluation: 2012

Edinburgh 1:1 Mobile project: 2012-2013

What works?

Challenges and Opportunities?

Challenge 1:

Expertise & Authority

Imbalances of traditional classrooms

Daily use of technology in school (iPad Scotland)

Daily use of technology in school (Edinburgh 1:1)

What do students use it for regularly in school?

Student agency: where and how to learn

Second inbalance -

unsymmetrical classrooms

What do students use it for regularly in school?

Learner Generated Content

Summary

Challenge 2:

Individualisation .v. Socialisation

Customisation

AR as customisation

“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)

Conversations mediated by mobile devices, not replaced by them

Challenge 3:

Is learning authentic?

Using mobile devices to make learning more authentic

1. Using the device to replicate professional tools

2. using the device to generate real life tasks using real data

3. using the device in outdoor contexts

Regular use of technology at home

(iPad Scotland)

QuickTime™ and aApple Intermediate Codec decompressor

are needed to see this picture.

QuickTime™ and aApple Intermediate Codec decompressor

are needed to see this picture.

Heritage learning - situated

Personalisation

Collaboration

Authenticity

Design Based Research

Using DBR to improve the effectiveness of feedback

QuickTime™ and a decompressor

are needed to see this picture.

Using DBR to improve the effectiveness of feedback

Changing the nature of assessment and feedback

“… 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

‘Making Thinking Visible’

•Use scenarios which encourage two-way feedback

•Design problems which force students to articulate their thinking processes

•Facilitate students feedback with peers

•Focus on ‘threshold concepts’ and ‘troublesome knowledge’

Your take-away