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KYAMK:n verkko-ope 2.0 koulutukseen liittyvä mobiilioppimista käsittelevä vierailuluentoni.
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Mobiilioppimisesta –About mobile learning
Verkko-ope 2.0 Mobiilioppimisen teemapäiväKYAMK
Jari Laru, yliopisto-opettaja, Oulun yliopistoJari Laru, University teacher, University of Oulu
http://farm4.static.flickr.com/3175/2961226120_61c51497b4_z.jpg?zz=1
Esityksen materiaalit
http://www.mendeley.com/groups/1486783/mobiililuento-kyamk/papers/ http://www.slideshare.net/larux
Lähteet Diaesitykset Videotvodpod.com/larux
http://vodpod.com/watch/15508281-alan-kays-dynabook-rare-nhk-video-ipad-1960-1970-lukujen-taitteessa?u=larux&c=mobiililuento
http://www.slideshare.net/larux/1-luento-tieto-ja-viestinttekniikan-perusteet-opintojaksolla-tvt-opetuskytn-historia
http://www.tietokone.fi/uutiset/anssi_vanjoki_alypuhelin_kuoleehttp://www.slideshare.net/philrawcliffe/wac-press-conference-mwc-2011?from=ss_embed
http://chrome.angrybirds.com/
http://www.slideshare.net/larux/3-luento-tieto-ja-viestinttekniikan-pedagogiset-perusteet-tietokoneavusteinen-yhteisllinen-oppiminen-cscl
Hutchins, E. (1995). Cognition in the wild. Cambridge, Mass: MIT Press.
Roschelle, J., & Pea, R. (2002). A walk on the WILD side: how wireless handhelds may change CSCL, 51-60. Retrieved from http://dl.acm.org/citation.cfm?id=1658616.1658624
2002“His 2002 paper with Roy Pea, "Walk on the Wild Side," has been influential in understanding the future possibilities for wireless handheld learning devices”
MLEARNING – MOBIILIOPPIMINEN. 1:1
Traditional approach / Perinteinen näkökuma
ONE-TO-ONE TECHNOLOGY ENHANCED LEARNING
http://www.flickr.com/photos/olpc/3038680654/
Chan, T.-W., Roschelle, J., Hsi, S., Kinshuk, K., BROWN, T., Brown, T., Patton, C., et al. (2006). One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 1-26. Retrieved from http://www.worldscinet.com/abstract?id=pii:S1793206806000032
ULEARNING – U-OPPIMINEN N:1Future trend
http://www.slideshare.net/larux/3-luento-tieto-ja-viestinttekniikan-pedagogiset-perusteet-tietokoneavusteinen-yhteisllinen-oppiminen-cscl
http://www.fkaplan.com/file/caif-interpersonal.doc
Kaplan, F., DoLenh, S., Bachour, K., Kao, G. Y.-ing, Gault, C., Dillenbourg, P., Huang, J., et al. (2009). Interactive Artifacts and Furniture Supporting Collaborative Work and Learning (Vol. 10, pp. 1-17). Boston, MA: Springer US. Retrieved from http://www.springerlink.com/content/uxr3q7t022751275/
2008: interpersonal computers
TANGIBLES,ROOMWARE,PHIDGETS,WEARABLES = ULEARNING/U-OPPIMINEN
1. AKSELI/1st. axis
1.”U-oppiminen” ”uLearning”
RoomwareTangibles
http://www.youtube.com/watch?v=I5GWUx3ZSMw
Tangibles
Phidgets Wearables
http://www.youtube.com/watch?v=4hXM6paYOME
http://www.youtube.com/watch?v=5UPiFeJhwS4
http://www.youtube.com/watch?v=RmLU4GS7zAI
LOCATION BASED MOBILE TECHNOLOGIES, MOBILE SOCIAL MEDIA = MLEARNING/M-OPPIMINEN
2. AKSELI/2nd. axis
2. ”mLearning” ”mOppiminen”
YHTEISÖLLISEN OPPIMISEN TUKEMINEN MOBIILILAITTEILLA/ SUPPORTING COLLABORATIVE LEARNING WITH MOBILE COMPUTERS
Jari Laru
Perustutkimusta ja soveltavaa tutkimusta
Suomen Akatemia,European Science Foundation,Erilaiset säätiöt ja rahastot yritysmaailma
TEKES, EU-FP7, EU-ESR, EU-EAKR,Erilaiset säätiöt ja rahastot, yritysmaailma
Perustutkimus on yliopiston perusta
Eipäs! Soveltava tutkimus on ajanhermolla
22LET - Oppimisen ja koulutusteknologian tutkimusyksikköJari Laru, 22.4.2009
Monimenetelmäinen (kokeileva) oteOsatutkimus I Osatutkimus II Osatutkimus III
Haastattelut
Kyselyt
Logidata (yksi sovellus)
Keskustelut
KyselytRyhmähaastattelu
Lehtiset
Nauhoitetut ryhmätilanteet
käsitekartat
KyselytHaastattelut
Videoidut ryhmätilanteet
logidata (useita sovelluksia)
onlinedata (wikit, blogit etc)
käsitetesti
Logidatan analyysi
Verkostoanalyysi (SNA) olemattoman vuorovaikutuksensyiden etsimisessä
Kevyt keskusteluanalyysi
Haastattelut tukimateriaalina
Käsitekarttojen tilastollinen analyysi, jonka avulla ryhmät jaettiin huonosti ja hyvin menestyneisiin
Mann-Whitney U-test hyvien ja huonojen ryhmien suoritusten vertailemiseksi
Ryhmätilanteiden ja lehtisten sisällönanalyysi
Bayes mallinnus, jonka avulla kyselydata, logidata ja käsitetesti kytkettiin yhteen [kokeilu]
Verkkoon tuotetun materiaalin analysointi (multilevel IA analysis)
haastatteluiden ja/tai ryhmätilanteiden analysointi
• This thesis work focuses on developing and analyzing innovative ways of applying the framework of distributed scaffolding for learning activities in authentic real world contexts.
• In this study theoretical ideas of cognitive tools and scaffolding are applied for designing light-weight mobile software and pedagogical models for learning in authentic real world contexts. This is done in order to generate new knowledge and solutions that advance collaborative learning in mobile computer supported collaborative learning
Research aims
24LET - Oppimisen ja koulutusteknologian tutkimusyksikköJari Laru, 22.4.2009
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3.
STUDY 1: FLE3mobile
• ” … This is perhaps not surprising because the same claims have been made about every new technology developed in the last century. For example, when the motion picture, radio, and television were invented, each was hailed as answer to solving educational problems” (Heinich, 1979; Cuban, 1986; Mayer, 1999).
• ”Instructional methods make the difference in how well students learn, not the message or the delivery technology” (Clark, 1983)
Over-expectations with to respect to its intrinsic effects on learning
26
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3.
STUDY 2: FLYERS
Course feed
WikiworkPhototaking
A.Ground C.ConceptualizeB.ReflectD. Reflect & elaborate
E. Review & evaluate F. Co-construct knowledge
G.Monitor Tools used to merge multiple RSS feeds
Merged feedsMultiple feeds
Course blog and wiki Mobile applications
Course level tools
Group level tools
Monitoring tools
Lecture Discussion Blogging Discussion
Collaborative Solo Collaborative
Phase:
Software:
Activity:
STUDY 3: EDUFEEDS
Figure 4. Socio-technological design of the course. The idea of making use of each others’knowledge was operationalized in socio-technical design. It consisted of recurrent individual and collective phases in which students used multiple Web 2.0 tools and mobile phones in concert to perform designed tasks. Retrieved from: Jari Laru, Piia Näykki, Sanna Järvelä, Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context, The Internet and Higher Education, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.
Edufeeds – Pedagogical design
Figure 5. Pedagogical design of the course. Groups were required to complete a wiki project by the end of the semester. In order to complete the wiki project, students needed to participate in recurrent solo and collective phases mediated by the use of social software tools and face-to-face discussions in their respective phases. Jari Laru, Piia Näykki, Sanna Järvelä, Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context, The Internet and Higher Education, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.
QUESTIONS? FEEDBACK?HTTP://WWW.MENDELEY.COM/PROFILES/JARI-LARU/
Kiitos / Thank You!