Understanding, Reflecting, Designing Teaching and Learning enhanced by Mobile Devices

Further information on our group website Digital Didactics:
https://iml.edusci.umu.se/ictml/

 

Understanding, Reflecting, Designing Teaching and Learning enhanced by Mobile Devices

 

 

 

 

 

 

 

 

 

 

  • Creative and mobile learning spaces (of tomorrow)
  • ‘iPads = icecream for kids or teachers?’

Emerging Problems

1. Increasing number of online bullying

2. Copyright problems

3. Plagiarism is increasing

4.  Schools prohibit the usage of mobile devices in their classes. Inappropriate solution (‘putting the problem under the carpet’), children use the Internet after class, at home and bring the social problems back to the classroom.

5. A huge range of different information with different quality are available online to the same topic? How to teach what is good/bad?

6. Access to knowledge has changed! Historically, the teachers were the owner of knowledge. But the world has changed, and today the teacher is not the only one in the classroom who has access to the best and most valid information.

The examples illustrate

Yes, we need to educate the “Homo Interneticus”. But how?

 

Research questions

a) How can a teacher (at school/university) use new technologies in her/his learning settings?

    • Is there a benefit?
    • What problems will occur?

b) When to use what kind of learning environment to support what kind of teaching objectives and competence development of learners?

  • For what educational purposes is a specific technology (e.g., mobile devices) a good choice but when do we need other technology (could we combine them, creating new didactical approaches, new technology?)

c) What is the “classroom”, learning space of tomorrow? (e.g., equipment, didactical approaches)

d) What kind of learning outcomes and skills can pupils at schools and students in higher education develop in an ‘iPad-designed learning space’?

 

Objective

The aim is to get a deeper and differentiated picture of a didactically designed learning space supported by mobile devices. This includes the awareness of benefits and advantages (e.g., fostering networking, collaboration, knowledge exchange) but also challenges and disadvantages (e.g., misusing of personal data, bullying, plagiarism/copyright). The results are helpful to redesign formal education and to create learning spaces of tomorrow.

 

Rethinking concepts of formal education, teaching and learning: When introducing iPads, new didactical approaches and/or to develop technologies might be useful.  The question however is, what a useful didactical approach embraced by iPads is.

 

Theoretical background

from Information Science

  • CSCL – co-construction of knowledge (e.g., Koschmann, Stahl, Suthers, Dilenbourg, 2003)
  • Socio-technical approach (e.g., Coakes 2002; Fischer 2005; Herrmann et al., 2004).
  • Socio-technical communities (Jahnke, 2010)
  • Technology-Enhanced Learning (e.g., Wasson, 2007)
  • Complexity theory (e.g., Dugdale 2000)

Education / Didactical approaches

  • Shift from teaching to learning (Barr & Tagg, 1995)
  • Interactive Media and Learning: Journal of Research in Teacher Education, nr 3-4, 2008
  • Rethinking Education in the Age of Technology (Collins & Halverson, 2009)
  • Reshaping teaching in higher education. Linking teaching with research (Jenkins, Breen & Lindsay, 2007)
  • How to Foster Creativity in Technology Enhanced Learning? by Isa Jahnke (2011). In B. White, I. King, & Ph. Tsang (Eds.), Social Media Tools and Platforms in Learning Environments: Present and Future. Springer. pp. 95-116, DOI: 10.1007/978-3-642-20392-3_6.

Sociological approaches

  • Mediatization (e.g., Hjarvard 2008; Krotz 2007)
  • Media-constructed social awareness (Medialitätsbewusstsein)
  • Objective facticity (Berger & Luckmann 1966)

Design-based research

  • e.g., Wang & Hannafin, 2005, “Design-based research and technology-enhanced learning environments”

 

Current Projects

a) Mobile Learning Center – A research and teaching group on mobile learning.

b) Mobile devices at schools in Sweden and Denmark

c) Pilot-study: Redesigning a course at our department TUV using iPads for students and teachers

d) Study on “who are our students in ICT courses?”

e) A study program especially for IT-pedagogues and ICT-teachers?

 

iDidactics Barometer 

 

 

 

 

 

 

 

 

 

Collaborators / Group members

Isa Jahnke https://iml.edusci.umu.se/ictml/

Sebastian Bardt

Peter Bergström

Carina Granberg

Krister Lindwall

Leif Marklund https://iml.edusci.umu.se/ictml/

Eva Mårell-Olsson

Andreas Olsson https://iml.edusci.umu.se/ictml/

Dag Östersund

Fredrik Paulsson

Peter Vinnervik


Contact

Do you wish to collaborate with us? Please get in contact with us.

Isa Jahnke ( https://iml.edusci.umu.se/ictml/)

Email isa.jahnke@edusci.umu.se

Web http://www.isa-jahnke.com

Phone +46 (0) 90 / 786 9798

 

 

2 Responses to The Mobile Learning Project

  1. uksuperiorpapers says:

    I think it is the parents and teachers who should make education relevant to students. Technology should become nothing more than a tool. Where alll are able to have access to hardware and applicationsif needed.On the one hand I bet using technology is not exactly learning – just as using a remote control does not teach you about television. You are the slaves to the technology; not the technologist.

    • isaja says:

      Technology is a tool for a lot of things, for instance communication, cooperation and collaboration. Technolgy itself never can’t be “learning” but it can enhance(!) learning experiences under the right conditions.

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