Lecture 7: Mobile & Ubiquitous Learning
Download as PPTX, PDF2 likes1,406 views
The document discusses mobile and ubiquitous learning. It begins by reviewing the early concepts of mobile learning from the 1970s, including the idea of a portable personal computer. It then provides definitions of mobile learning that emphasize learning across contexts using personal devices. The document also discusses how mobile learning enables situated, authentic, and personalized learning opportunities. It reviews examples of mobile apps being used in developing countries for education. Finally, it defines ubiquitous learning as learning that can happen anywhere and anytime through embedded contextual information, and discusses how it builds on many of the same principles as mobile learning.
![The main features of ubiquitous learning are:
(1) accessibility: learners can reach the sources they need at anytime
from anywhere;
(2) permanency: studies are constantly stored;
(3) immediacy: learners instantly access the information, so the
problems are solved easily;
(4) interactivity: the interaction among experts, peers and teachers is
reinforced with synchronous and asynchronous communication;
(5) situating instructional activities: subjects are embedded in the real-
life conditions so that learners can experience the context
demonstrated in practice. Mobile learning also has these similar
characteristics (Ogata & Yano, 2004) 2018].](https://image.slidesharecdn.com/lecture71-181116090613/85/Lecture-7-Mobile-Ubiquitous-Learning-20-320.jpg)
Lecture 7: Mobile & Ubiquitous Learning
- 1. The Future of Learning Dr James Stanfield Lecture 7: Mobile and Ubiquitous Learning Thursday 15th November 2018
- 2. Plan of Action / Part I: Mobile learning Part 2: Ubiquitous learning Part 3: Computational Thinking & Visualisation
- 3. Part I: Where are we?
- 4. Part I: Mobile Learning
- 5. “Imagine having your own self-contained knowledge manipulator in a portable package the size and shape of an ordinary notebook. Suppose it had enough power to outrace your senses of sight and hearing, enough capacity to store for later retrieval thousands of page-equivalents of reference materials, poems, letters, recipes, records, drawings, animations, musical scores, waveforms, dynamic simulations, and anything else you would like to remember and change”. (Kay & Goldberg, 1977/2001, p. 167) Kay, A. C. (1972, August). A personal computer for children of all ages. Proceedings of the ACM National Conference, Boston. DOI: 10.1145/800193.1971922 Kay and Goldberg’s research developed: - prototype desktop computers, described as “interim Dynabooks” - SmallTalk was an object-oriented software language, responsible for the later invention of the graphical user interface (GUI) - allowed users to command the device through clicking on icons, rather than having to type in command strings.
- 6. “Any educational provision where the sole or dominant technologies are handheld or palmtop devices” (Traxler 2005) “Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of learning opportunities offered by mobile technologies.” (O’Malley et al., 2003) “The process of coming to know through conversations across multiple contexts amongst people and personal interactive technologies” (Sharples et al., 2007, p. 4). Definitions of Mobile Learning A historical overview of mobile learning: Toward learner-centered education, August 2013. In book: Handbook of mobile learning, Chapter: 1 Publisher: Routledge Editors: Z. L. Berge & L. Y. Muilenburg
- 7. “Learning across multiple contexts, through social and content interactions, using personal electronic devices.” (Crompton, Muilenburg, and Berge, 2013) • the word “context” in this definition encompasses m-learning that is formal, self-directed, and spontaneous learning, as well as learning that is context aware and context neutral. • the learning may be directed by others or by oneself, and it can be an unplanned, spontaneous learning experience; • learning can happen in an academic setting, or any other non-academic setting; and the physical environment may or may not be involved in the learning experience.
- 8. Active involvement of the learner in the knowledge-making process and learner interaction with the environment and society M-learning makes not only a step, but a leap further into the realm of learner-centered pedagogies. A historical overview of mobile learning: Toward learner-centered education, August 2013. In book: Handbook of mobile learning, Chapter: 1 Publisher: Routledge Editors: Z. L. Berge & L. Y. Muilenburg
- 9. Moving toward a mobile learning landscape: presenting a mlearning integration framework, Helen Crompton, Jun 2017 Interactive Technology and Smart Education Mlearning integration ecological framework
- 10. Traxler (2011) described five ways in which m-learning offers new learning opportunities: 1. Contingent learning, allowing learners to respond and react to the environment and changing experiences; 2. Situated learning, in which learning takes place in the surroundings applicable to the learning; 3. Authentic learning, with the tasks directly related to the immediate learning goals; 4. Context-aware learning, in which learning is informed by the history and the environment; and 5. Personalized learning, customized for each unique learner in terms of abilities, interests, and preferences
- 11. How much do we currently engage with mobile learning?
- 12. • Limited access to primary and secondary education • Scarcity of appropriate learning materials and teaching resources • Obstacles to vocational training • Restricted access to higher education • Severe trauma and mental health difficulties • Support refugees’ knowledge acquisition while enhancing their psychological well-being • Developing social networks to help address isolation • Blended learning & learner centred pedagogies • The integration of mobile social media and mobile instant messaging Mobile learning for refugees
- 13. EduApp4Syria
- 14. THE GRAND CHALLENGE: An estimated 250 million children around the world cannot read, write, or demonstrate basic arithmetic skills.
- 17. Working on your own: • Find a mobile learning app that is currently being used in a developing country • Identify its key features
- 18. Part III: Ubiquitous Learning The Status of Mobile and Ubiquitous Learning: A Content Review of the Recent Research, January 2014 Ubiquitous Learning: An International Journal 6(3):35-45 The meaning of the ubiquity “refers not to the idea of ‘anytime, anywhere’ but to ‘widespread’, ‘just-in-time’, and ‘when-needed’ computing power for learners.” (Peng, Su, Chou, and Tsai, 2009). Through ubiquitous learning technologies, learners have a chance to experience the right thing at the right place in the right time (Peng, Su, Chou, and Tsai, 2009) Ubiquitous learning builds a bridge between school and out of school education such as museums, galleries, historic buildings, libraries, zoological or botanical gardens, science and other culture centers (Wishart and Triggs, 2010). Ubiquitous learning concept can be considered as a kind of distance learning that teaching and learning process can be occurred in anywhere and anytime (Huang, Huang, and Hsieh, 2008)
- 19. A ubiquitous computing environment has invisible tools with embedded contextual information that provides learners with an education setting which is highly dynamic so that users can learn through functional objects while practicing them anytime and anywhere (Minami, Morikawa, and Aoyama, 2004).
- 20. The main features of ubiquitous learning are: (1) accessibility: learners can reach the sources they need at anytime from anywhere; (2) permanency: studies are constantly stored; (3) immediacy: learners instantly access the information, so the problems are solved easily; (4) interactivity: the interaction among experts, peers and teachers is reinforced with synchronous and asynchronous communication; (5) situating instructional activities: subjects are embedded in the real- life conditions so that learners can experience the context demonstrated in practice. Mobile learning also has these similar characteristics (Ogata & Yano, 2004) 2018].
- 21. Ubiquitous learning: A systematic review, Telematics and Informatics, Volume 35, Issue 5, August 2018, Pages 1097-1132 Leonor Adriana, Cárdenas-Robledo, Alejandro Peña-Ayala.
- 22. M-learning and the offshoot u-learning literally embody learner-centered education, in that learning will soon be omnipresent to the learner.
- 23. Working in groups design a new mobile learning app and identify its key features.
- 24. Computational Thinking and Visualisation – by Amer Ashahre
- 25. #edu8213