Mobile Learning Pedagogies
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This document discusses the uses of iPads in post-compulsory education. It identifies key pedagogical affordances of iPads including personalization through student choice, collaboration through sharing data and conversations, and authentic learning experiences through fieldwork and situated learning. The research evidence base for iPads is growing and shows they can effectively support flexible pedagogies through increasing student choice around pace, place and learning mode. Personalization, collaboration and authenticity emerge as powerful affordances that iPads help facilitate distinct mobile learning pedagogies.
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Mobile Learning Pedagogies
- 2. •access to content (textbooks, websites, blogs, wikis, etc.); •exploration of interactive content/activities – (to discover relationships, to master concepts) •consolidation of processes (e.g to build mastery and fluency) •demonstration of mastery and skills (e.g. capturing a performance) •creation of interactive activities to share understandings •creation of conceptual vignettes to support the learning of others. Uses of iPads in post-compulsory education Dr. Tim Pelton: Victoria University http://ipadsineduc.blogspot.com/2013/03/istesigml-webinar-explain-everything.html
- 4. Flexible Pedagogies: providing students with choices about about •pace - delivery schedules •place - physical location •mode - learning technology
- 5. Flexible Pedagogies; Neil Gordon, 2014, p.5 A B C Increasing levels of choice
- 6. Mobile learning is not just?
- 7. National research and evaluations
- 8. World-wide survey of educator’s mobile learning pedagogies (n=195)
- 9. Personalisation Collaboration Authenticity Distinctive pedagogies of mobile devices
- 10. Personalisation
- 12. Agency - student choice
- 13. Customisation Adaptive Learning - examples
- 15. eBooks that understand your ‘reading’ habits
- 16. Collaboration
- 17. What does the research say? Mobile technologies enhance different forms of collaborative learning • Through supporting ‘conversations’ (face-to-face and virtual) • Through the creation and sharing of data
- 22. Authenticity
- 25. QuickTime™ and a Apple Intermediate Codec decompressor are needed to see this picture.
- 33. Field-work QuickTime™ and a H.264 decompressor are needed to see this picture.
- 34. QuickTime™ and a decompressor are needed to see this picture.
- 35. QuickTime™ and a 'avc1' decompressor are needed to see this picture.
- 37. • the research evidence base for iPads is growing but is not organised for educators • Personalisation; Collaboration;Authenticity are emerging as powerful affordances of iPads • iPads support different forms of flxible pedagogies Your take-away
- 38. Dr. Kevin Burden: Reader, University Teaching Fellow, Senior Fellow Higher Education Academy (SFHEA) Faculty of Education, The University of Hull, HU6 7RX Tel: (44) 01482 466731 Mobile: 07815184477 Twitter: @edskjb URL: https://hull.academia.edu/KevinBurden MESH maps (iPads) http://www.richprocter.co.uk/cgi- bin/pathways/pad.pl