Transcript Folie 1

3rd WLE Mobile Learning Symposium: Mobile Learning Cultures across Education, Work and Leisure
27 March 2009, WLE Centre, IOE London, UK
Project:
Mobile Learning
as a Part of Classroom Instruction
Chief Executive /
Director of Media+Education.com
Katja Friedrich
[email protected]
www.medienundbildung.com
Mobile Learning as a Part of Classroom Instruction
Summary
1.The media education task force medien+bildung.com
2. Prevalence of Mobile Phones in Germany
3. Mobile Phones in the educational context in Germany
• Researches
• Schools
4. The Pedagogical Position of medien+bildung.com
5. Pre-project test run „pocket wireless“
• Results
• Methods
• Technical insigts
6. The planned project – „Mobile learning as a part of classroom instruction“
• Pedagogical Aim
• Pedagogical Plan for the Project
• Communication strategy
• Documentation and transfer
1. Media education “task force” –
culturally and pedagogically “on the ball”
12 media educators (ME) working
on location in schools
each ME has mobile
equipment at hand
1.
The media education task force medien+bildung.com
The State of Rhineland-Palatinate initiated, in 2007, its
“10 Point Programme to Promote Media Literacy in Schools”
with financing of 1 million Euros.
10 points = 10 strategies
One strategy = technical investment in schools:
laptop-carts, software, broadband access
Another strategy = training of multipliers
on the protection of minors in the media
Despite such efforts:
everyday acces to schools is still impeded by technical,
psychological, and structural factors.
The aim of
:
to provide support toward overcoming such obstacles and
to demonstrate good practice for media education in schools
2.
2.
Prevalence of Mobile Phones in Germany
2.
Prevalence of Mobile Phones in Germany
3.
Mobile phones in the
educational context in Germany (1)
Assessment of researchers:
PRO: the position of Ben Bachmair:
“In the model of reflexive action and reflexive appropriation of media in an environment
determined by the media, there are two poles – the pole of media that are bound into
everyday aesthetics and the pole of personal agency. (…)
Since schools, with their demand for
literalness, now fail to reach a significant
4 didactic parameters for mobile learning
number of students, it would be
recommendable to connect the structures
Parameter (A): Learning set
Practice of the school ---- practices of mobile media
of learning in school with the structures of
(This parameter includes the variability of formal and informal learning.)
everyday media use, and in doing so to
integrate everyday skills and everyday
Parameter (B): Relation to the object of learning:
media agency into learning at school.”
Mimetic reproduction ---- personal reconstruction
Bachmair, Ben (2009). Medienwissen für Pädagogen.
Medienbildung in riskanten Erlebniswelten, p. 224
Parameter (C): Institutional emphasis on expertise:
School curriculum ---- personal expertise
Parameter (D): Media and modes of representation:
Discrete (mono medial, mono modal) ---- convergent.
3.
Mobile phones in the
educational context in Germany (2)
CONTRA: the position of Joachim Krautz:
“This (…) triangle of teacher, pupil, and object or world is at the core of all upbringing and education.
Through his person, the teacher acts as an intermediary to the things of the world, the pupils gains
acces to them trough his person, he constructs his personal connection to
the world through this interpersonal relationship.” (p. 13)
“The triangle of the pedagogical relationship can serve as a foil for the
assessment of today’s developments. For example, it exposes all the nevertiring attempts to replace teachers - in bygone days, by radio or television,
and now, by computers, the internet, and learning software – as doomed to
failure: they are inadequate to human needs.” (p. 14)
“However, all such efforts to invent the <Nuremberger funnel> [for infusing
knowledge*] have failed: one cannot force-feed knowledge, it cannot be
infused into students by a machine. Learning is a process based on
relationships. (…) At best, the computer is a supportive aid, a medium, like a
book or a film.” (p. 157/158)
Joachim Krautz: „Ware Bildung. Schule und Universität unter dem Diktat der Ökonomie“,
Kreuzlingen/München (Hugendubel) 2007 // <Universität Wuppertal>
book title ... (approx.)...:
Education as a commodity: Schools and universities under the dictate of economics
8
3.
Mobile phones in the
educational context in Germany (3)
Attitudes and positions taken by schools:
• Typically: mobiles in the classroom = negative image
• disturbing or “hazardous”
• appear useless to many older teachers (and some parents), who themselves use
mobiles only in emergencies
• uncomprehending attitude toward the technology and its
role within the culture of young people
• in many schools, mobile phones are banned so that they can’t be used for …
•
•
mobbing or cyberbullying
or simply to avoid ringing and “fiddling around” as permanent disruptions
4.
The Pedagogical Position of medien+bildung.com
progressive education
(Montessori, Adolf Reichwein, and others)
combined with state-of-the-art technology /
„pedagogy of navigation“
(self directed learning by New Media)
(Franz Josef Röll, University of Darmstadt)
establish the everyday culture of children and adolescents as a classroom
topic, understand their fascination with it and the needs it creates
de-code media and knowledge as cultural resources and provide tools for
active participation and empowerment
5.
Working with the mobile phone – “pocket wireless” (“taschenfunk”)
a test run preceding the current project (1)
Project description:
• exploration of concepts, methods, applications, technical obstacles
• extracurricular activities based on today’s mobile phones
• duration: February 2008 – May 2009
• sponsored by SAP Regio Sponsoring
• presentation of outcomes in the brochure “taschenfunk” in May 2009 (1)
• technical output: decision on components for mobile classroom sets, purchased
in January 2009 (2)
Methods / outcomes:
• development of creative media exercises, games and competitive schemes
• exploration of technical options and working conditions in the school context
5.
Working with the mobile phone – “pocket wireless” (“taschenfunk”)
a test run preceding the current project (2)
Examples
presented in the “taschenfunk” brochure
Projects realised with mobiles:
1. Text
• Who’s got the nimblest fingers? SMS competition
• SMS poetry slam
• SMS brainstorming; SMS voting
• Text summary via SMS
• SMS photos
2. Print / Visuals
• Creating a background image for a mobile
• Mobile photo exhibition
• Adventure search with photos as proof
• Picture story
• Developing learning maps
• Making big out of something small
3. Audio
• Creating a ring tone
• Mobile radio item
• Mobile radio drama
• Mobile interview
4. Video
• Short film on the mobile
• Impressions of the city
• Report on vocational internship
5. Software
• Wikipedia
• Learning software
6. Cellcasting / Geocaching
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5.
Method: writing “Little Elves”
Little elves are short stories that always
have 11 words.
First, write an elf on a certain topic.
Then, produce a series of 5 pictures to go
with it.
Variation: you can also take the pictures
first – maybe you already have some on
your mobile? Then write an elf to go with
your pictures.
1 word, an adjective or a noun
2 words, a description that fits the first word.
3 words, what happens? where? who is there? what is the person doing?
4 words, how do I feel about it? does the story have any effect?
1 word, how does the story end? what word suits the elf best?
5.
Method: square-round or black-white
aims:
nr. of participants:

target group /
age / school type:
duration /
variations:

location:
training sense perception
depending on the number of cameras / mobile phones available, approx. 3
persons per camera / mobile phone




primary school (from second form)
secondary school
work with children and adolescents outside schools
adult education
30 – 45 min.

indoors or outdoors
materials:
 camcorder / mobile phone / iPhone
 cards with concepts

description /
process:
impressions:

The participants form groups by drawing cards that say “black-white”, “round”
or “square” (can be expanded to include the primary colours red, blue and
yellow).
In their small groups, the participants now film objects in their environment
that are b/w, round, square, etc.
Students are enthused by this exercise. They enjoy investigating their
surroundings
under
a given
aspect. In their small groups, they have lively 14
© K.
Friedrich,
m+b.com
discussions on what perspective and which objects to choose.
5.
Technical insights gained in the project
“pocket wireless”
• In project work with mobiles, the probability is particularly high
that technical issues will need to be solved.
• The market has not established any uniform standards.
• There are as many different cables to connect a mobile to a PC as there are
companies producing them. When one has filmed a video on the mobile, editing at
the computer cannot begin until the data has been translated into a format
that the computer understands.
• Students’ mobiles are not necessarily compatible with one another –
one will have Bluetooth, another only infra-red, and a third perhaps
no communication interface at all (where youth protection has held sway).
• Collaborative work implies, however, that content be collected on mobiles
by individuals or small groups and later combined into an overall team outcome.
Position 1: Use everyday equipment of students (mobiles) and master technical
hurdles together = essential element of “contextual learning” as the pedagogical
method of choice !
Position 2: Lessen teachers’ reservations towards new technology by standardizing
equipment and reducing obstacles = essential element for acceptance and
sustainability in schools !
5.
Purchase: standard mobile set for project work
Simvalley XP 65
Technical data:
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•
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2.8” touchscreen (240x320)
Windows Mobile® 6.1 Professional
Microsoft Office Mobile (Word, Excel, PowerPoint)
Internet Explorer
WLAN 802.11g, GPRS10, WAP2.0
GPS chip set: SIRF III
• pocket PC, many (freeware-) programmes can be
installed additionally
• functionality can be extended
• offers all functions that can expected of a mobile phone in 2009
• all typical data protocols (e.g. WLAN, Bluetooth, GPRS, MiniUSB) are available =
high flexibility and good outlook for future use !
• display is bright and suited for geocaching, in connection with
integrated GPS chips
BUT: driver solution is necessary to switch function of GPS chips from car to pedestrian use !
6.
The planned project – “Mobile learning
as a part of classroom instruction” (1)
Project design:
• Duration: March 2009 – November 2010
• Location(s): 12 schools, 4 different types of schools (3 X 4) in
Rhineland-Palatinate; focus on socially disadvantaged target groups
• Framework: 4- to 6-week classroom projects during core curriculum time
in various subjects; during the academic year 2009/2010
• Personnel: co-teaching of subject teacher and media educator from m+b.com
• Equipment: a) mobile classroom set of m+b.com (= uniform equipment)
b) private mobiles of the students (= very diverse equipment!)
• Scientific advisor / consultant: Prof. Ben Bachmair, Augsburg / GER
• Evaluation: NN (decision pending)
• Cooperation established with: Teacher training centres RLP;
SAP Regio Sponsoring; State Ministry of Education RLP
• Future cooperation (2nd project phase?) sought with: WLE London (?);
schools in England / Scotland (more experienced than we are!)
6.
The planned project – “Mobile learning
as a part of classroom instruction” (2)
Pedagogical Aim:
• Youthful interest in technology and new work patterns –
such as solving math problems on the mobile phone – can reduce aversions
to content or learning methods and allow for more a positive experience at
school.
• Giving students a responsible role strengthens their self-perception.
In particular, “disadvantaged” students often tend to regard themselves
as incapable of success.
• When a skill that they possess – namely, handling new media with
ease and confidence – is in demand and is seen as valuable, their perception of
themselves in relation to their teacher(s) can change significantly.
Bachmair and Patten (2006, quoted in Bachmair 2009, p. 199):
circumscribe the learning effects emerging from mobile phones as
“collaborative, constructionist, contextual”.
6.
The planned project – “Mobile learning
as a part of classroom instruction” (3)
Conceptual Preparations:
Development of methods: 31 March 2009 m+b.com team (internal conference)
Adaptation of methods / Testing Phase, e.g.
• in “MyClip” project (at 3 vocational schools) with teachers as partners, May/Juin 2009
• in the context of “Multimedia in major subjects” / academic school Daun/Eifel,
a long-standing partner school with a co-teaching model
• etc.
Developping the new role of teacher, media educator and students
by co-teaching-experiences.
Project aims at establishing a partnership of the teacher, ME and students that
enables division of tasks and mutual team efforts.
Conceptual Adaptation from the methods to the 4 didactic parameter:
•
•
•
•
Parameter (A): Learning set
Parameter (B): Relation to the object of learning
Parameter (C): Institutional emphasis on expertise
Parameter (D): Media and modes of representation
6.
The planned project – “Mobile learning
as a part of classroom instruction” (4)
Communication strategy:
• The brochure “taschenfunk” (“pocket wireless”) is to play an important role
in recruiting partners and gaining support from educational policy makers
and administrators.
• Partners for the project can be won on the basis of trust established
in long years of cooperation in other contexts (network from m+b.com + new contacts)
• The project will be presented on 28 May 2009 in Mainz at iMEDIA,
the major fair for teachers, media, and education.
• A kick-off event with partner schools is planned for 28 September 2009
in Mainz at the “full-day school” fair (with all schools participating
in the project, the Ministry of Education, and the scientific evaluators).
• Meetings for parents at cooperating schools, as well as letters to parents,
will help to integrate them as partners and to obtain their approval.
6.
The planned project – “Mobile learning
as a part of classroom instruction” (5)
Documentation and transfer
• Methods and strategies that prove successful toward achieving pedagogical goals
will be documented.
For example:
http://onlinecollegedegree.org/2009/03/19/100-tips-apps-and-resources-for-teachers-on-twitter/
• As means of transfer, e-learning scenarios, tutorials, training courses, will be developed,
with project outcomes presented in written and audiovisual form, and methods made
available in an online databank or as templates in “array of methods”, etc.;
together with suggestions for their application in the curricular context.
• The methods developed will be integrated into teacher training programmes at
universities (m+b.com has academic teaching commissions at four universities).
Application with teacher trainees was tested during the winter term 2008/2009 with
outcomes of the “pocket wireless” project.