Transcript Diapositivo 1 - London Mobile Learning

Eduarda Ferreira
Escola Secundária Sebastião da Gama
[email protected]
3rd WLE Mobile Learning Symposium, 27 March 2009, WLE London
In a not so far away future …
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School will
• Use students’ own technologies
• Build on students’ skills of networked learning and informal collaboration
• Take advantage of the interests, enthusiasms and passions of the individual in informal
learning contexts
• Facilitate personalised learning environments in which learners can create a coherent
experience of learning in diverse locations
• Acknowledge and value the learning that goes on outside the classroom crossing
boundaries between formal and informal learning
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How do we get there?
Using technology
Focus on the ability
of mobile phones to
cross boundaries
Young people and
mobile phones
School and mobile
phones
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> Young people and mobile phones
Own
Use
Strong motivation
Online national survey on media uses by pre-teens and teenagers in Portugal, with 1353
participants (ages from 9 to 18 years old), integrated on the E-Generation project
(Cardoso, Espanha & Lapa, 2007)
Do you turn off/silence your mobile phone in:
Age
Restaurants
Entertainment
Medical care
Classroom
%
0%
20%
Always
40%
Sometimes
60%
Never
80%
100%
No answer
Adapted from (Cardoso et al, 2007)
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> Young people and mobile phones
Research project: Youth, Mobile phones and School - Student’s focus group
on the use of mobile phones in school activities - 7th, 8th and 9th grades
(Ferreira, 2009)
Mobile phone is
always present
in various
contexts of their
lives, with one
exception:
school
(classrooms,
curricular
activities)
Mobile phone
attraction has
functional and
emotional
dimensions
Mobile phone
communication
dimension is the
most important
3rd WLE Mobile Learning Symposium, 27 March 2009, WLE London
Most used
features are low
cost or free, and
enable
communication
/ connection
Mobile phones
use in school
activities is
perceived as
possible and
desirable
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> School and mobile phones
Rules that forbid the use of mobile phones in classrooms
Mobile phones + school = references related to indiscipline
and disruptive behaviour
Mobile phones in
classrooms
TV show online survey
27 February 2009
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> School and mobile phones
Research project: Youth, Mobile phones and School
Teacher’s focus group on the use of mobile phones in school activities
(Ferreira, 2009)
First reaction: I never thought about it.
•We should not forget about health; radiation are bad and some even sleep
with them under the pillow, maybe we should not encourage them to spend
more time with mobile phones
•They like it a lot, they use it a lot, and to use it in school will contribute
further more to increase their dependence
Resistance:
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> School and mobile phones
•There is no comparison between the significance of technologies for them
and for us, they always lived with them, it is difficult for us to understand
the importance of mobile phones in their lives
•Our school’s rules prohibits the use of mobile phones in the classroom, but
I think it does not prohibit teachers who want to use it as a curricula
resource, I think the rule purpose is to avoid distraction
Advantages of mobile phones in curricula activities:
•If I send content via SMS to students, they will not resist to see it
•Using mobile phones to teach would be a way to get into their space
But there is hope:
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> School and mobile phones >
> The context
 Technological Plan http://www.planotecnologico.pt
 e-school initiative
• 100% of state schools have a fixed broadband connection;
• Students and teachers can buy a laptop computer with
mobile broadband at reduced cost;
• Program “Magalhães” will launch the provision of laptops
for all primary school students.
 Most schoolteachers are familiar with the use of web-based
tools (Pedro, Soares, Matos, & Santos, 2008)
We have the hardware but, as Laurillard (2008) notes, we need the quality of change
management within our education systems that would enable us to exploit it.
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> School and mobile phones >
> Teachers are key to change
“Bottom-up” system change perspective
We must not undervalue isolated individual teacher’s initiatives in
innovation. Minor, scattered changes may create a forceful impetus
for structural change if they are promoted and coordinated.
“Open teaching” essentials (Laurillard, 2008):
Support for some personal development in how to teach
The means to build on the work of others to design their approach
The means to experiment and reflect on what the results imply for their design and
their understanding
The means to articulate and disseminate their contribution
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> School and mobile phones >
> “mSchool” discussion board
Teacher support online discussion board to promote and
facilitate the use of mobile phones as a curricular resource.
Educational activities that can be implemented with students’
mobile phones and with no additional costs.
Ownership
To allow students to use their own technologies
challenges one key aspect in schools attitude towards
ICT in education: control
Young people
digital practices
Recognise and value out of school student’s digital
practices
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> School and mobile phones >
> “mSchool” discussion board
Areas:
Description of experiments and
trials
Concerns:
Trustworthy source » associated
with a Teachers Training Centre
Collaborative area
Sustaining teachers’ interest »
Links to research and theoretical
studies
moderators, regular feedback and
social networking resources
Reflection area
Balanced use of discussion board
areas » monitor contributions,
create stimulating situations
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> School and mobile phones >
> “mSchool” discussion board
Strategies
Teachers mailing lists
Divulgation on national teachers portals
Personal contacts with specific teachers
Difficulties
Negative opinion on mobile phones and school
Resistance on admitting using mobile phones in classroom
Get teachers to write
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> School and mobile phones >
> “mSchool” discussion board
Beta version - Description of experiments and trials
Some records:
 To take pictures and record videos of classroom
experiences (science class), to share them via internet and
use on reports
 To use jpg files (made from ppt file) with information on a Guidance
program, to share them trough Bluetooth with the class, and work
on that information directly from each students mobile phone
 To register information on a field work with mobile phones and use it
to classroom exploration
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> School and mobile phones >
> “mSchool” discussion board
Beta version - Description of experiments and trials
Some records:
 To challenge students to take photos of the most
important things of their life, transfer to a computer,
and produce a slideshow including their comments. To
be presented in classroom through data show.
 To record parts of class in mp3 audio files and to listen while
studying at home
 To create a Valentine’s day collaborative poem using SMS. One
student starts and sends to another that adds a line, and so forth.
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> School and mobile phones >
> “mSchool” discussion board
Beta version - Collaborative area
Some records :
 No problems with indiscipline
 It makes learning more interesting and rich
 Increases motivation
 SMS activities are limited by cost
 Best results with structured activities
 Out of school activities sometimes are not accomplished
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School system will integrate mobile phones as a way …
to extend education outside the classroom, into the
conversations and interactions of everyday life.
Sharples, Milrad, Arnedillo Sánchez & Vavoula (2008)
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Cardoso, C., Espanha, R. & Lapa, T. (2007). E-Generation: Os Usos de Media pelas Crianças e Jovens em Portugal. Lisbon: CIES/ISCTE –
Centro de Investigação e Estudos.
Capgemini (2007). The User Challenge Benchmarking The Supply Of Online Public Services (report of the 7º measurement). European
Commission Directorate General for Information Society and Media, Setembro de 2007. Retrieved January 05, 2009, from
http://ec.europa.eu/information_society/eeurope/i2010/docs/benchmarking/egov_benchmark_2007.pdf
Cook, J., Pachler, N. and Bradley, C. (2008). Bridging the gap? Mobile phones at the interface between informal and formal learning.
Journal of the Research Centre for Educational Technology. Special Issue on Learning While Mobile, 4 (1) pp. 3-18.
Drotner, K. (2008). Leisure Is Hard Work: Digital Practices and Future Competencies. In David Buckingham (Ed.), Youth, Identity, and
Digital Media (pp. 167–184). Cambridge, MA: The MIT Press.
Ferreira, E., (2009). Jovens, Telemóveis e Escola. Trabalho de Projecto do Mestrado de Gestão de Sistemas de e-Learning da Faculdade
de Ciências Sociais e Humanas da Universidade de Lisboa.
Green, H., Facer, K., Rudd, T., Dillon, P. & Humphreys, P. (2005). Personalisation and Digital Technologies. Bristol: Futurelab.
Green, H. & Hannon, C. (2007). Their Space: Education for a digital generation. London: Demos.
Laurillard, D. (2008a). Digital technologies and their role in achieving our ambitions for education. Professorial lecture. London: Institute
of Education, University of London.
Laurillard, D. (2008b). Open Teaching: The Key to Sustainable and Effective Open Education. In T. Iiyoshi and M. S. Vijay Kumar (Ed.),
Opening Up Education (pp. 319-335). Cambridge: MIT Press.
Pedro, N., Soares, F., Matos, J. F., & Santos, M. (2008). Utilização de plataformas de gestão de aprendizagem em contexto escolar:
Estudo
nacional.
Lisbon:
DGIDC.
Retrieved
November
22,
2008,
from
http://moodle.crie.minedu.pt/file.php/400/relatorio_final_estudo_plataformas _2008.pdf (Use of learning management systems in schools: national
study – available in Portuguese)
Prensky, M. (2005). What Can You Learn from a Cell Phone? Almost Anything!. Innovate, 1 (5).
Sharples, M., Taylor, J., & Vavoula, G. (2007). A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.) The
Sage Handbook of Elearning Research. London: Sage, pp. 221-47.
Sharples M., Milrad M., Arnedillo Sánchez I., Vavoula G. (2008) Mobile Learning: Small devices, Big Issues. To be published in Balacheff,
N., Ludvigsen, S., de Jong, T., Lazonder, A., Barnes, S. & Montandon, L. Technology Enhanced Learning: Principles and Products.
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