This document discusses the impact of mobile technology on learning. It notes that mobile learning is defined by the mobility of learning rather than just technology. Key impacts discussed include the shift from a broadcast model of education to one where students create content; the nonlinear and rhizomic nature of knowledge; and the decline of centralized institutions and rise of individual learners. It suggests educators will need to adapt to new types of learners who are highly connected via networks and operate in a mobile, open world without strict hierarchies. Skills are needed for educators and students to operate effectively in this mobile environment.
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Learning at the Speed of Mobile
1. Learning
at the
Speed
of Mobile
Michael Coghlan
VET Development Centre
Digital Learning Program
12/11/14
2. SUB-TOPICS
mobile learning
the mobility of knowledge
multitasking
horizontal and vertical learning
changing role of the educator
3. OUTCOMES FOR
PARTICIPANTS:
an appreciation of how Internet and mobile
technology has changed the nature of
learning
an appreciation of why lifelong learning is
even more important
ideas on the changing role of institutions
some ideas on how to be an effective
educator in a mobile world
5. What are you thinking of when
you think mobile?
CC image: https://www.flickr.com/photos/uscpsc/13104103473/sizes/q/
6. What are you thinking of when
you think mobile?
Smart Phones
Tablets (ipads, etc)
Apps
Netbooks
Wearable computing? (Google Glass,
POV, Fitbit....)
Drones
???
CC image: https://www.flickr.com/photos/uscpsc/13104103473/sizes/q/
12. Mobile Learning is more than
Mobile Technology
Stephen Downes on Leonard Low (Uni of Canberra):
“Low clarifies his thoughts on the definition of 'mobile
learning', concentrating more on social factors (ubiquity,
ease of use, appropriateness of use in public places,
cost) rather than on the device itself.”
Low wrote:
“Mobile learning is, after all, about the mobility of
learning, and not merely the mobility of technology…but
how we achieve that mobility of learning must consider
the context of the learning, and not just the use of mobile
technology, if it is to achieve its full potential.” (7/3/07)
13. Trigger Point
Dr Norbert Pachler (Mlearn Conference,
2007): Title: Thinking about the ‘m-’ in
mobile learning (co-authored with Gunther
Kress)
16. Mobility Non-Linearity
“non-linearity is damaging narrative”
The Bugbear of Literacy (Ananda K. Coomaraswamy;
1949) resented the impact of the written word on the oral
tradition (and memory)
RELATED TRENDS
The rise of the rock video and the prevalence of rhizomic
thinking
The revolution of hyperlinking
Multitasking (‘transmedia navigation’)
20. Vertical Learning (single focus)
Assignment:
What were the
principal
factors that led
to the Indonesian
coup in 1965
and the eventual
downfall of
President Sukarno?
(5000 words)
21. Horizontal v Vertical Learning
The discerning eteacher:
Acknowledges the nature and influence of
horizontal learning (multitasking)
Knows when to encourage vertical
learning (single focus activity)
22. Fragmentation lack of shared cultural
experience
IMPACT:
The goal of schools to deliver a standard curriculum with common core
values is being subverted > ethical challenge
“…we don’t have a common frame of reference anymore as to what
constitutes truth or beauty or logic or anything” (Sessums quoting Kelley,
Leyden)
Subcultures (communities of practice, networks); individualised social and
cultural experiences; a ‘distributed’ culture that is often transglobal
*‘diversification of cultural expression’; ‘channels’ (subcultures) provided by
YouTube, Facebook, Instagram, etc
Technology ideology (technology has become a social marker)
Skills for success now achievable beyond the walls of education rise in
importance of informal learning
*Jenkins et al
23. New Learning? No - different
conditions and environments
a new habitus of learning (Learning 2.0?)
Despite Prensky’s mantra that Gen Y brains are wired
differently, the physiology of learning has not changed
But learning no longer confined to the classroom or
working with immediate peers
Teacher no longer the sole source of content
We now have a “decentralisation of resource provision”
the blurring of social and academic spheres of activity
24. “The whole world has
become curricularised.” (Pachler)
Image courtesy of Nancy White
27. Shift from broadcast model to student
content creation (user generated content)
IMPLICATIONS:
Not an entirely new idea - Jonassen: Technology as Cognitive Tools: Learners as
Designers (circa 1994)
Assumed: students have phones, mp3 players, other media capturing devices; and
the skills to use them effectively (see English and Advertising class blog)
These media capturing devices can be used anywhere anytime
Where is the quality control? Who decides what constitutes quality? Is something
other than quality now more important? eg engagement, motivation, increased levels
of participation?
To what degree should this be allowed? What % of course content should be user-created?
Are we talking about (core) units? Electives? Or just for assessment
purposes?
Where does user-generated content go? Should it be public? Should
schools/colleges have to allow/sanction publishing of course content to public sites?
(Media on the Move project)
Emphasis shifts from what you learn to how you learn
28. Agency is on the learner to turn
information into knowledge
The new model supplies ‘stuff’; not
knowledge, which an individual assembles
according to their own interests
Text WAS knowledge pushed; NOW text
is a resource that learner must make
sense of > self-knowledge
29. The Nature of Text
Formally, text arrived as a settled, final,
coherent body of work from acknowledged
expert who was an authoritative source
Contemporary text: contingent, multiple authors
(no authoritative source with attendant power);
provisional; [wikis, blogs, podcasts]
We are moving from a world of stability > a world
of fluidity; from a world of canonicity > a world of
provisionality
30. Mobility =
Mobility = fluidity = negotiation
(of meaning) > creation of knowledge
Mobility implies a sense of incompletion
Mobility in the sense that :
The individual is always ready to be a ‘learner’ and to
turn the environment into a site for learning.
Continually in a state of incompletion and moving
towards completion (dynamic); mobile not only
physically but conceptually. The whole world has
become ‘curricularised.’
31. Non-linear
narrative
Students
Creating
content
Networks
creating
knowledge
Rhizomic thinking/
multitasking
Knowledge has no endpoint
Informal
learning
Lack of
shared
culture
Decentralised
resources
41. Learning in the 21st Century
“ I have seen predictions that a student doing a 3
year course by 2012 will experience the situation
where most of the knowledge they have gained in
year one will be completely out of date by the time
they finish year 3.”
“…the only sustainable approach…will be to find the
learning and teaching strategies which will ensure
that people embrace attitudes and behaviours
anchored in lifelong learning.”
“It is becoming …an imperative for industry to have
staff who are lifelong learners and highly ICT
literate.”
Greg Black, CEO, education.au (Campus Review
16/10/07)
*
*
43. THE RISE OF THE
INDIVIDUAL
Original graphic from Travis Kemp – Uni SA
44. Organisations will need to adapt to the fact that web 2.0 citizens
will enter places of work and learning highly connected to a
network of peers that they rely on for entertainment, mutual
learning, and collaboration. They may expect to be able to make
use of these personal learning and social networks, and the
technologies that make these networks possible, in their places of
work or study. These web 2.0 citizens operate in a world that is
open and mobile, and they are unlikely to accept authority that is
automatically assigned to a position. Their world is flat and devoid
of hierarchy. In a world where information about their areas of
interest or expertise is increasing exponentially they will place
greater store on connected networks, which may extend beyond
classroom or workplace boundaries, and knowing where to get the
knowledge and information they need, is more important than
having that knowledge and information themselves.
http://flickr.com/photos/7447470@N06/1345266896/
45. How and where do teachers
and students acquire the skills
to operate effectively in this
type of mobile world?
46. FIRST - HAVE THE
CONVERSATION ABOUT
WHY IT’S IMPORTANT….
47. Acquiring the Skills
Join an online community or email list
Follow/ask questions/initiate discussions about your
interests and needs
Start publishing or tracking blogs, podcasts, online
discussions (LinkedIn)
Do an online course in multiliteracy
Create social bookmarking and photosharing accounts
Create media – start simple:
Upload photos to Flickr or Instagram; comment on
others’ photos
create Digital Stories (Moviemaker) and upload to
YouTube
Use your phone or ipad to make short movies and
publish > web
48. Acquiring the Skills
Search YouTube and other video repositories for
educational content and start using it in your teaching
Give in and sign up with Facebook Start
communicating with your learners there. And Twitter!
Publish content to the cloud and enjoy accessing it from
multiple devices
Throw away your credit cards and use CardStar
Check in to flights using your phone
Place yourself in the new habitus of learning – you
need to do it to understand and internalise the power of
networks; reading and observing will not achieve this
philosophical seachange
49. And then there’s:
QR Codes
NFC (Near Field Communications)
Location Based Services
IOT (Internet of Things)
AR (Augmented Reality)
52. Resources:
Confronting the Challenges of Participatory Culture:
Media Education for the 21st Century; Jenkins et al, 2006
Minds on Fire: Open Education, the Long Tail, and
Learning 2.0; John Seely Brown, Richard Adler, 2008
Media on the Move; New Practices Project, 2006
URGENT: 21st Century Skills for Educators (and Others)
First; George Siemens
Read, Write, Mix, Rip, and… Burn, Baby, Burn: Notes on
How Social Media Affects Conventional Teaching and
Learning Practices; Christopher Sessums, 2007
Increasing Access Through Mobile Learning,
Commonwealth of Learning (various authors; 2014)
53. Resources:
Ten Things You Can Do in Ten Minutes To Be a More
Successful e-learning Professional – Lisa Neal
Ten Web 2.0 Things You Can Do in Ten Minutes to Be a
More Successful E-learning Professional – Stephen
Downes
54. THANK YOU
Michael Coghlan
NewLearning
michaelc@chariot.net.au
This presentation on the web via
http://www.slideshare.net/michaelc/
Add your thoughts to the wiki at
http://whereisthem.wikispaces.com/mobilizethis