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Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
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Learning across contexts – Mobile for field and studio work
Adel Gordon | @adelgordonLearning TechnologistUniversity of Northampton
23 January 2014
UCISA - Effective use of mobile technologies to enhance learning, teaching and assessment
#umobtel
How can mobile benefit learning?
“Mobile and wireless technologies support learning designs that are personalised, situated and authentic...”
“mobile learning should aim to innovate and to discover what is gained through having portable tools that support observations, interactions, conversations and reflections, within and across various contexts of use...”
(Kukulska-Hulme, Traxler & Pettit, 2007)
How can mobile benefit learning?
Contextual learning:
place
timeLearner
Social resources
Cognitive resources
Physical resources
Virtual resources
Learning across contexts
Contexts for learning:
Adapted from Downward et al., 2008
Personal workspace
Lecture Theatre
Laboratory
Online / VLE
The field
Seminar room
Environmental Scienceslearning across contexts
Habitat Ecology & Management
Learning outcomes
- find, extract, evaluate, analyse, synthesise, interpret, summarise and communicate information relating to the ecology of terrestrial/wetland ecosystems
What they did: recording habitat data in a group blog
Environmental Scienceslearning across contexts
What they thought:The mobile
technology helped to put the location
of sites into perspective
Dictation was useful, because it’s hard to type
notes while wearing gloves!
The camera was handy - I recorded a lot more than I
would have with a notebook
I found it useful having it all in one thing e.g.
notebook, camera
Pretty hard to get internet out here...
Environmental Scienceslearning across contexts
Art & Design – Studio workcreating learning contexts
Stage 2 of a Foundation course
Assessment Criteria:
1. Investigation, problem analysis and research.
2. Observation and analysis through drawing and mixed media.
3. Visual presentation and communication.
4. Skills and media and techniques.
5. Innovation, inventiveness and experimentation.
6. Personal direction, self motivation and time management.
Art & Design – studio workcreating learning contexts
Video intro
Full video – http://bit.ly/uonmobileart (9:09)
What they thought:It was really useful to not have to 'lose the moment' in the long and drawn-out process of looking for a camera then going to the library to find a computer to then upload the
image...
I like to be able to record processes of how a piece of
work was made and the app made that very easy to do. It is also useful to look
back over your work without having to haul out
huge sketchbooks etc.Being able to post
via a mobile means work in
progress can be recorded in situ
and shared spontaneously.
Feedback about the work allowed me to be more
selective and move my work forward
Art & Design – studio workcreating learning contexts
Lessons learned
• Can increase engagement and support activities that are central to learning
• Be clear about the aims and manage expectations (especially of internet availability!)
• Importance of preparatory work
This year’s students Environmental Sciences
• Using iPad mini with the FieldTrip GB app
• FieldTrip GB:
– High quality background maps that offer rich data in both urban and rural environments
– Map caching to allow off-network usage
– Data capture
– Custom data collection forms that allow users to define the data they want to capture.
Form Author
What they say, so far…
Like having access to the forms before
the fieldwork
I like the bigger screen on the iPad
mini – makes it easier to use the
maps
Being able to sync data once connected
is great, and the FieldTrip GB app facilitates data
collection really well
I really like the iPad mini and having a 3G version makes it even better in
the field
FieldTrip GB is Great!
Future plans
• Oculus Rift – pre fieldwork activities to enhance the usefulness of data capture and gathering in the field.
• In trials on generic maps and 3D environments student have commented that…
ReferencesBrown, E. (ed) (2010). Education in the Wild: contextual and location-based
mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. University of Nottingham: Learning Sciences Research Institute (LSRI).
Downward, S., et al. “Podcasts and Locations”. In Salmon, G. and Edirisingha, P. (eds) (2008). Podcasting for Learning in Universities.Maidenhead: Open University Press, pp 57-69.
Kukulska-Hulme, A., Traxler, J., and Pettit, J., (2007). “Designed and user-generated activity in the mobile age”. Journal of Learning Design, 2(1), pp. 52–65.
Blackboard Mobile – http://www.blackboardmobile.com/
FieldTrip GB - http://fieldtripgb.blogs.edina.ac.uk/
Oculus Rift - http://www.oculusvr.com/
Contact
• Adel Gordon
– University of Northampton
– @adelgordon
– http://blogs.northampton.ac.uk/learntech
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