Education 3.0 and the Pedagogy of Mobile Learning
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Presentation about moving from Education 1.0 to Education 3.0; from pedagogy to andragogy to heutagogy; from instructivism to constructivism to connectivism in the context of mobile learning
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Education 3.0 and the Pedagogy of Mobile Learning
- 1. Education 3.0 and the Pedagogy of Mobile Learning
- 5. Education should be learning by doing. Ray Kurzweil: Humans Learn By Doing
- 6. Learning should be engaging, authentic, relevant. Authentic Learning for the 21st Century
- 7. Learning should produce a state of flow. Flow – A Measure of Student Engagement
- 8. Learning should tap into and engage the learner's intellect, emotions, social connections, and the body (whenever possible). 15 Ways Online Educators Can Light Social Engagement Afire
- 9. Learning should include critical, reflective thinking. Where is reflection in the learning process?
- 10. Learning should change behavior and thinking. Everything you know about curriculum may be wrong. Really. Grant
- 12. http://www.flickr.com/photos/95092252@N08/ A Photo of Epic Learning
- 13. river30street@photos.flickr.com A Photo of Epic Learning
- 15. Rationale: Ownership and use patterns should drive the types of mobile learning activities, so transfer outside of the learning setting can occur.
- 18. Teens and Technology 2013 http://www.pewinternet.org/Reports/2013/Teens-and-Tech/Main-Findings/Teens-and-Technology.aspx
- 19. Teens and Technology 2013 http://www.pewinternet.org/Reports/2013/Teens-a
- 20. Based on Pew Research (and other research), there is a prevalence of mobile device ownership but not smartphone ownership. BYOD mobile learning activities should not require the use of apps.
- 26. http://hbr.org/2013/01/how-people-really-use-mobile/ar/1 SOURCES "Seven Shades of Mobile" study, conducted by InsightsNow for AOL and BBDO, 2012. In the first phase, 24 users completed a seven-day diary and in-depth interviews. In the second, 1,051 U.S. users ages 13 to 54 were surveyed, data on 3,010 mobile interactions were collected, and the mobile activities of two-thirds of those users were tracked for 30 days.
- 29. ECAR Student study, 2011 key findings • Students recognize major academic benefits of technology. • Students report uneven perceptions of institutions and instructors on technology. • Students prefer, and say they learn more in, classes with online components. ©2011 EDUCAUSE. CC by-nc-nd Responses from 3,000 students at 1,179 colleges and universities provided a nationally representative sample of students
- 31. Based on the technology that students value, what types of instructional activities might "easily" fit into your own learning and teaching environment?
- 33. Mobile Education Landscape Report Mobile connectivity provides an opportunity to offer new ways of teaching and learning that ultimately will improve performance. Mobile will increase access to up-to-date materials, will enable collaboration and strengthen learner engagement. http://www.ambientinsight.com/News/Ambient-Insight-highlighted-in-GSMA-reports.aspx
- 35. http://4.bp.blogspot.com/_8cj6Gu0irhU/Ri76D5F4PsI/AAAAAAAAABk/0P3W67iAh28/s1600-h/WebSchool10.jpg
- 36. http://4.bp.blogspot.com/_8cj6Gu0irhU/Ri76D5F4PsI/AAAAAAAAABk/0P3W67iAh28/s1600-h/WebSchool10.jpg
- 37. Education 3.0 learners play a key role as creators of knowledge artifacts that are shared, and where social networking and social benefits outside the immediate scope of activity play a strong role. http://p2pfoundation.net/Education_3.0
- 38. http://usergeneratededucation.wordpress.com/2013/03/22/schools-are-doing-education-1-0-talking-a
- 39. Education 1.0, 2.0, or 3.0? http://www.youtube.com/watch?v=p-QjpMhm9rY&feature=youtu.be&t=1m
- 41. A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types http://www.irrodl.org/index.php/irrodl/article/view/791/1699
- 45. Instructivism Instructor explains why and how they learn about the topic. http://suifaijohnmak.wordpress.com/2009/03/19/learning-metaphor-understanding-of-an-elephant-based-on-instructivism-constr
- 52. General Assessment Question: Would learners choose to engage with the app on their own time?
- 55. Constructivism Learners communicate with each other, and share their understandings, feelings, knowledge, and experience, to come up with new knowledge. The teacher becomes the facilitator, and the learners are encouraged to interact, exchange views and experience and co-construct meaning and knowledge that is based on their needs (still with the teachers’ intervention.) http://suifaijohnmak.wordpress.com/2009/03/19/learning-metaphor-understanding-of-an-elephant-based-on-instructivism-constr
- 56. http://www.tmstaffordllc.com/1/post/2013/03/what-are-the-seven-laws-of-adult-learning.html What Are The Seven Laws of Adult Learning?
- 65. 1. Adults need to know why they need to know something before they are willing to invest time and energy in learning.—- m-learning can be designed to address personal development goals and is voluntary 2. Adults have a deep psychological need to be self-directing and to take responsibility for their own learning. —- m-learning environments can be adaptable to personal needs 3. Adults have a wide variety of backgrounds and experience and it cannot be assumed that all adult learners come from the same starting point. —- m- learning environments can be individualized 4. Adults become ready to learn something when they need to know it to be able to cope effectively with real-life situations. —- m-learning is flexible, can be tailored around daily routine and is interruptable 5. Adults are task-oriented in their learning. They learn things best in the context of using them to do things they want to do. —- using m-learning in lifelong learning settings: e.g. language learning for professional development, can be integrated into real, everyday life http://mobilegbl.wordpress.com/2012/05/20/m-gbl-and-adult-learners/
- 66. Project-Based Learning as Education 2.0 and Andragogy http://learninginhand.com/pbl/
- 68. A new system (of education) in which learning is best conceived of as a flow, where learning resources are not scarce but widely available, opportunities for learning are abundant, and learners increasingly have the ability to autonomously dip into and out of continuous learning flows. http://www.fastcoexist.com/1681507/the-future-of-education-eliminates-the-classroom-because-the-world-is- your-class
- 69. Instead of worrying about how to distribute scarce educational resources, the challenge we need to start grappling with is how to attract people to dip into the rapidly growing flow of learning resources in order to create more opportunities for a better life. http://www.fastcoexist.com/1681507/the-future-of-education-eliminates-the-classroom-because-the-world-is- your-class
- 70. http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/ Fostering autonomous and self-regulated learners. When an instructor does for learners what learners should do for themselves, the learning experience is incomplete. Developing capacity for learning and the mindsets needed to be successful learners is a central attribute. We are not only concerned with the epistemological development of learners (knowing stuff) – we target ontological development (being a certain type of person) as well.
- 71. http://heutagogycop.wordpress.com/2013/03/31/providing-a-compass-neuroscience-heutagogy/ Neuroscience supports the tenets of heutagogy involve the learner in designing their own learning content and process as a partner; make the curriculum flexible so that new questions and understanding can be explored as new neuronal pathways are explored; individualise learning as much as possible; provide flexible or negotiated assessment; enable the learner to contextualise concepts, knowledge and new understanding; provide lots of resources and let the learner explore; differentiate between knowledge and skill acquisition (competencies) and deep learning; recognise the importance of informal learning and that we only need to enable it rather than control it; have confidence in the learner; and recognise that teaching can become a block to learning
- 73. Connectivism Learners encourage each other to be involved in networks, internet use, and make use of their sensemaking (metacognition skills – thinking how to think), patterning (knowledge recognition), and way- finding (identifying their goals and mission through those networks and community involvement) and realizing the emergent knowledge (ontology – learning to be) through an integration of informal learning with their formal education. http://suifaijohnmak.wordpress.com/2009/03/19/learning-metaphor-understanding-of-an-elephant-based-on- instructivism-constructivism-and-connectivism/
- 75. What do you want to learn and how can you use your mobile devices to do so?
- 76. How would you document your learning?
- 77. How would you document your learning? Blogging
- 78. http://www.freetech4teachers.com/2013/03/a-short-guide-to-mobile-blogging- apps.html#.UXHsdYU8ylQ
- 79. How would you document your learning? Photo Essays
- 81. How would you document your learning? Video Essays
- 83. What is the big, overriding legacy you want to leave with your learners?