Connecting in-school to out-of-school learning. #MobileMSU
- 1. Using Mobile Devices to Connect in-School to out-ofschool learning Sandra Sawaya 1
- 2. action plan • providing you with practical ideas drawn from research for how to connect inschool learning to learning that occurs beyond classroom walls • research from seamless learning
- 3. what does seamless learning mean to you?
- 4. seamless learning • continuous learning experience across time, settings, contexts, and social groups • student can learn whenever they are curious, have the opportunity, need to, or want to (Chan et al., 2006)
- 6. nurturing the seamless learner 1. setting up seamless learning activities 2. teaching students to identity, capture, and explore learning opportunities beyond those defined by set learning goals
- 7. setting up seamless learning activities • capitalize on the mobility and connectivity of mobile devices • consider the social and pedagogical arrangement of the activity • choose the right topic for the activity • understand how students interact with technology, others, content, and context (Milrad et al. 2013; Wong & Looi, 2011)
- 10. Questions?
- 11. seamless learning activities • • • • • • • • include formal and informal learning include personalized and social learning occur across time and settings include access to physical and digital resources include interacting with physical and digital worlds include the use of several technologies include changing learning tasks include synthesizing prior and new knowledge (Wong & Looi, 2011)
- 12. Questions?
- 13. example: science • Students using their mobile device to document the different plants and animals they see during a field trip to the local zoo.
- 14. other examples
Editor's Notes
- #3: Emphasizepractical ideas drawn from research
- #4: Open up the floor for discussion and conversation – jot down ideas
- #5: Making the learners more in control of their learning
- #6: Cool representation of seamless learning – how mobile devices are embedded into individual’s daily livesCommon thread in today’s presentationsThe pervasiveness of mobile devices isinevitable… How can you – as educators – harness the power of mobile devices to use them for learning.Specifically to improve learning outcomes.And to make students more excited about leaning.Students are engaging in “learning” activities or instances of learning throughout their daily lives and the mobile device is acting as a facilitator.So why not nurture this seamless learner?
- #7: #2 involves scaffolding – happens over time.Learning activities = learning tasks = activities carefully set up to promote learning.
- #8: Uncover their affordances: DEVICEPEDAGOGICAL APPROACHCONTENTLEARNERS AND THEIR INTERACTIONS
- #9: Uncover their affordances: DEVICEPEDAGOGICAL APPROACHChoosing the right CONTENTLEARNERS AND THEIR INTERACTIONS - Interaction of all the above within the learner’s surrounding contextSounds familiar?
- #12: Characteristics of include formal and informal learninginclude personalized and social learningoccur across time and settingsinclude access to physical (e.g., books) and digital resourcesinclude interacting with physical and digital worlds – e.g., museum exhibitsinclude the use of several technologies – books, handouts, devicesinclude changing learning tasks – data collection vs observationvs reflectinclude synthesizing prior and new knowledgeFormal learning – classroom learning/teacher-directed/part of curriculumInformal learning – outside of the classroom/student-directed/not part of curriculum Different explanations (no consensus)* If you notice – the seamless learning activities themselves are bridging gaps and building bridges. In most cases the mobile device is the bridge
- #14: Teacher sets up the specific learning activityConnecting what students have learned in school to what they observe witness in real life.Pamphletsthey receive at the zoo.Short video documentary they might watch.Bring handouts from school.Switching between taking down notes, taking pictures, or recording observationsGroup students into different groups depending on what type of animal they prefer (e.g., reptiles, mammals)All this is analogous to what individuals would do on a typical non-school related zoo visit
- #15: Divide up into four groups: science, math, language arts, and social sciences. Take *** minutes to come up with two seamless learning activity for two grade levels (young learners / older learners).