Here are the key steps students took in making learning material:1. Send - Students went out into the field to record videos and take photos related to their studies in building maintenance. This allowed them to learn in authentic contexts. 2. Make it - Using the iPods, students edited the raw materials like videos and photos into learning objects like instructional videos. This gave them ownership over the learning process.3. QR - Students added QR codes to the finished learning objects so they could be accessed easily later. This supported just-in-time, location-based learning.The process was student-centered and allowed multi-channel, personalized learning workflows on mobile devices. Does this help summarize the approach
•Descargar como PPTX, PDF•
2 recomendaciones•566 vistas
This document discusses a case study of using mobile devices to support vocational learning for building maintenance students. The study provided iPod Touches to students in an upper secondary vocational program, including some with special educational needs. The objectives were to gain experience with collaborative mobile learning and improve students' media skills. Students created learning materials like instructional videos and photos documenting their work. They provided peer teaching and feedback using the mobile devices. The study aimed to understand how mobile technologies could support authentic, student-centered learning in a vocational context.
Recomendados
Más contenido relacionado
Similar a Here are the key steps students took in making learning material:1. Send - Students went out into the field to record videos and take photos related to their studies in building maintenance. This allowed them to learn in authentic contexts. 2. Make it - Using the iPods, students edited the raw materials like videos and photos into learning objects like instructional videos. This gave them ownership over the learning process.3. QR - Students added QR codes to the finished learning objects so they could be accessed easily later. This supported just-in-time, location-based learning.The process was student-centered and allowed multi-channel, personalized learning workflows on mobile devices. Does this help summarize the approach
Similar a Here are the key steps students took in making learning material:1. Send - Students went out into the field to record videos and take photos related to their studies in building maintenance. This allowed them to learn in authentic contexts. 2. Make it - Using the iPods, students edited the raw materials like videos and photos into learning objects like instructional videos. This gave them ownership over the learning process.3. QR - Students added QR codes to the finished learning objects so they could be accessed easily later. This supported just-in-time, location-based learning.The process was student-centered and allowed multi-channel, personalized learning workflows on mobile devices. Does this help summarize the approach (20)
Más de Esko Lius
Más de Esko Lius (20)
Último
Último (20)
Here are the key steps students took in making learning material:1. Send - Students went out into the field to record videos and take photos related to their studies in building maintenance. This allowed them to learn in authentic contexts. 2. Make it - Using the iPods, students edited the raw materials like videos and photos into learning objects like instructional videos. This gave them ownership over the learning process.3. QR - Students added QR codes to the finished learning objects so they could be accessed easily later. This supported just-in-time, location-based learning.The process was student-centered and allowed multi-channel, personalized learning workflows on mobile devices. Does this help summarize the approach
- 1. Vocational Learning on the go The Case of Mobile Learning of Building Maintenance Esko Lius (@eskolius) 19th International Conference on Learning 14th August 2012, London UK
- 3. Ken Robinson The Element: How Finding Your Passion Changes Everything “ The fact is that given the challenges we face, education doesn't need to be reformed – it needs to be transformed. Illustration: © Sir Ken
- 4. Ken Robinson The Element: How Finding Your Passion Changes Everything “ The fact is that given the challenges we face, education doesn't need to be reformed – it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally Illustration: © Sir Ken discover their true passions. ”
- 5. Learning is personal Photo: © Teemu Ylikoski
- 6. Learning is personal M. Montessori Sensitivity periods Photo: © Teemu Ylikoski
- 7. Learning is personal M. Montessori Sensitivity periods L. Vygotski ZPD and knowledge- able other Photo: © Teemu Ylikoski
- 8. Learning is personal M. Montessori Sensitivity periods L. Vygotski ZPD and knowledge- able other H. Gardner Multiple intelligences Photo: © Teemu Ylikoski
- 9. Learning is social Photo: © Teemu Ylikoski
- 10. Learning is social L. Vygotski Social development theory Photo: © Teemu Ylikoski
- 11. Learning is social L. Vygotski Social development theory P. Parslow ”differently abled others” Photo: © Teemu Ylikoski
- 12. Learning is social L. Vygotski Social development theory P. Parslow ”differently abled others” G. Siemens Connectivism Photo: © Teemu Ylikoski
- 13. World of work is changing Photo: © Teemu Ylikoski
- 14. The change of paradigm comes from the world we live in globalization information society
- 15. The change of paradigm comes from the world we live in new world of work crowd activities
- 16. The change of paradigm comes from the world we live in changing identities intertwining networks
- 17. 2020 The change of paradigm comes from the world we live in globalization 2030 information society 2040 new world of work crowd activities 2050 changing identities intertwining networks
- 18. Building and its maintenance Photo: © Teemu Ylikoski
- 19. Clip art licensed from the Clip Art Gallery on DiscoverySchool.com
- 20. Photo: Esko Lius
- 21. Mobile learning • mobile technology assists learner • location of learning not necessarily fixed • authentic learning environments
- 22. Mobile learning • mobile technology assists learner • location of learning not necessarily fixed • authentic learning environments • new opportunities for multi-channel, student-based workflows • assistance happens through a framed interface (contrary to augmented learning)
- 23. Mobile learning • mobile technology assists learner • location of learning not necessarily fixed • authentic learning environments • new opportunities for multi-channel, student-based workflows • assistance happens through a framed interface (contrary to augmented learning) TEST Visit pollev.com/mokia and answer
- 24. TEST Visit pollev.com/mokia and answer tiny.cc/mokiapoll
- 26. Pick one & explain 1 + 1 minutes
- 27. Finnish education system Photo: © Teemu Ylikoski
- 28. Three paradoxes of Finnish education • Teach less, learn more • Test less, understand more • More equality with greater diversity (derived from Pasi Sahlberg, Director General of CIMO)
- 29. Vocational education and training
- 30. Vocational education and training
- 31. Characteristics of VET in Finland popular and respected does not close any further learning paths strong further professional development versatile regional and business cooperation
- 32. Meaningful, lifelong learning skills & tools for LLL learner-based social & contextual meaningful unity
- 33. Omnia, The Joint Authority of Education in Espoo Region multi-sector vocational education provider competence-based vocational, further vocational and special vocational qualifications professional development programs for teachers entrepreneurs, students and staff working and learning together “First choice” for 1,500 in 2006 for 2,300 in 2012
- 34. The Case of Mobile Learning of Building Maintenance Funded by NBE
- 35. Objectives Getting experience on collaborative use of mobile devices in VET. Media skills of the participating students and teachers develop. Understanding of av-based mobile learning process of students Photo: mia! @ flickr.com with special educational needs deepens.
- 38. Research on student-generated video Kearney&Schuck, Students in the Director‘s Seat ”student-centred, context-rich and encouraging active group participation” http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
- 39. Research on student-generated video Kearney&Schuck, Students in the Director‘s Seat ”strongly aligned with principles of independent, authentic learning” ”student-centred, context-rich and encouraging active group participation” http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
- 40. Research on student-generated video Kearney&Schuck, Students in the Director‘s Seat ”strongly aligned with principles of independent, authentic learning” ”student-centred, context-rich and encouraging active group participation” ”strong sense of ownership, self-regulation and contributing to self-esteem benefits and personal interest in topics” http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
- 41. ‘Mokia’ in practice 16-22 year old students of building maintenance and cleaning (upper secondary VET qualification) special educational needs iPod Touches given for a school year subject & special education teacher, and tech support project lead by Omnia, piloted by Omnia and Tavastia, peer-reviewed by Kiipula institute
- 42. Students making learning material Send & QR Make it Use it
- 43. Students demoing skills & competence Take it Share & comment
- 44. Video clips How to use a mop http://youtu.be/iG6vycR5gbI
- 45. Video clips • sweeping machine: parts and usage • emptying a trash-can • starting a driveable lawn-mower • changing ventilation system filter Filter-change Sweeping machine Room before Room after cleaning up
- 46. QR Codes - how to wash hands - igniting a lawn-mower - safety instructions
- 47. Pictures and text ”Gone shopping” • finding the right machine for a job and getting a price for it • picture taken and price added as text or speech Vacuum cleaner
- 48. Scaffolding and narration Cleaning up own room
- 49. Other • learning diary: dictate / video clip / writing a note • location and route maps to the job-learning place • communication with instructors, teachers and peers: email and SMS
- 50. Why? Special Education Instructor Päivi Vuorihuhta, Omnia - familiar tool, fits to pocket - motivation to use it when student gets to use it also on leisure - peer usage/guidance/collaboration - voice, picture, text: multi-channel - autonomy, ownership, self-regulation - own activity, repetition, returning to own work is easy as it is always at hand
- 51. To be considered Special Education Instructor Päivi Vuorihuhta, Omnia - requires passion and readiness to learn new from the instructor - lot of time, scaffolding and support needed for learners with special educational needs - infrastructure: support for learning the tech, getting the apps, adjusting web access - getting equipment based on learning process and goals, not vice versa
- 52. Their say Survey, building maintenance students, Omnia + easy to use Listen music Watch movies personal extension Surf net Take photos very little need for it-help Shoot video Play games cloud-based apps Write memos Use email peer-to-peer learning Other
- 53. Their say Survey, building maintenance students, Omnia – WiFi not sufficient No probs iPod difficult killing some gremlings Apps difficult Probs with WLAN Other big probs Minor probs, but OK Flickr, Alex Barros
- 54. Slides online @eskolius & tiny.cc/mokia CC-BY-SA 3.0 except pics marked with © Thank you! Photo: Esko Lius
Notas del editor
- The presenter works as a digital communications manager in the learning solutions team in the Omnia vocational institute in Espoo Finland
- Share it! Let it grow! AND Have your gear ready – we will have a small mobile learning exercise later
- To shed light to this transformation in the light of our case of mobile learning, we need to have a look at the theoretical framework and the context in which our teachers and students learn.
- Practical view based on observation
- Theoretical, developmental psychology, note the difference in role positions of learner and teacher
- "If students cannot learn the way we teach them, then we must teach them the way they learn."Dr. Rita Dunn & Ken DunnPiaget and Gardnerare not fullycompatible, and my take has gotten more from Gardner
- These pictures are taken at Omnia
- In contrast to Piaget, Vygotski sees that social learning precedes development, not development preceding learning. 1stinterpsychological, only 2ndintrapsychological
- Peer learning. In blog BRAINS, http://brains.parslow.net/node/1558
- Learning is primarily a network-forming process. Learning happens as a part of diverse, social network, which is augmented by the modern digital technology.Watch ‘Connectivism – The Networked Student’
- Not only building technology but communications technology as well. Also mobility of the tech.
- Pair discussion. Pick one thing you’ve learned in the first part of this presentation (theory, context, mobile learning) and explain to the person beside you how you can apply it in your work. One minute for each.
- Pair discussion. Pick one thing you’ve learned in the first part of this presentation (theory, context, mobile learning) and explain to the person beside you how you can apply it in your work. One minute for each.
- Collaboration, personalisation, equity, trust-basedprofessionalism–notcompetition, standardisation, schoolchoice, test-basedaccountability
- CIMO - org for international mobility and cooperation, MinEduCult, Finland
- The most relevant learning environment for many
- Learning outcomes of business & administration students in Omnia
- Posterous
- Motivation: from 5 mins to 3 hours
- Authentic learning task
- Student with special educational needs
- As wifi is not available en route, a screenshot does suffice