Learning with a mobile device
Posted on: June 28, 2011
Many thanks to Carolyn for sharing this interview of Mimo Ito, What Exactly Can You Learn on a Mobile Phone? Part II.
There might be theorists who will go at length about the differences between learning with, learning from, learning on, ad nauseam. There might be some who will harp about technological determinism or how technology is just a means to an end.
Then there will be others who will put their money (and effort) where their mouths are and put mobile learning devices in the hands of learners. They will do this even though they are not sure how this might enhance or enable learning.
Yesterday I learnt that the Singapore Armed Forces is doing this. Several of my Delicious-based bookmarks are resources that report how various schools have taken the iPad plunge [one list] [another list].
Then there are others who are trying to decide if the water is too cold or hot to dip a toe in. The worst of them prevent others who know how to swim from actually swimming.
How do they do this? Their chief weapons are fear mongering and creating red tape. They delay the processes of developing, tinkering and reflecting.
You need very little research to find out how to create a mobile programme, particularly one that that is BYOD (bring your own device).
Such a programme is not like those in the past where labs or special rooms were built to house computers. Those programmes were designed around teaching and delivery instead of learning and exploration. Those programmes reinforced learning in just one place instead of where and when it was needed.
How might one start with such a programme?
It does not begin with a budget for devices like iPads. Instead, it starts by watching children use iPads and tapping that energy, excitement and need to explore. It helps if you are childlike too with your own exploration and openness to learn from mistakes.
3 Responses to "Learning with a mobile device"
July 25, 2011 at 3:20 pm
[...] suggested by other educators, the cost issue of a 1-to-1 programme might be minimised with a “Bring Your Own Device” [...]
June 28, 2011 at 10:30 am
Hey Ashley,
I know we disagree a little on this (which is actually good). Increasingly, I’ve become uncomfortable with the starting point of my own research: computer games/simulations. Perhaps that’s why I was uncomfortable with Mimo Ito’s title that foregrounds mobile phones. Reeves et al. (2011) [1] articulate this “mass screening” approach better than I.
I believe Scardamalia’s approach (i.e. starting with knowledge-building, investigating the Knowledge Forum as one of many solutions) is more promising in transforming teaching practices. Yes, it’s but a subtle difference in the two approaches, but an important difference.
What do you think?
Kin
http://hedc.otago.ac.nz/hedc/home/contacts/Educational-Media/SweeKin-Loke.html
[1] http://www.ascilite.org.au/ajet/ajet27/reeves.html
June 28, 2011 at 1:48 pm
Thanks for sharing the Reeves article. It was a great read!
Yes, I think we have can have a productive “disagreement” in this case.
We might be looking at two different faces of the same coin. There is the research perspective (yours in your area) and the practitioner perspective (mine in this blog entry).
There is also the third side, the part that gives the coin depth and joins the other two sides together. This side is thin and not always obvious but it really is what allows research to inform practice and vice versa.
I think that the educational design research approach that Reeves et al redefined and outlined is a good way for the two sides to meet productively.
For example, this type of research can help teachers formulate questions that they need answers to (rather than just what researchers want or think are important).
Long story short, I agree with Reeves that much of current educational research is more about things like ranking and tenureship instead of really meeting the needs of stakeholders and social responsibility.