La Unesco y el aprendizaje móvil
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El documento describe los esfuerzos de la UNESCO para promover el aprendizaje móvil, incluyendo investigaciones sobre cómo diferentes países y regiones pueden aprovechar las tecnologías móviles para mejorar la educación, proyectos piloto en varios países, y lineamientos de políticas para que los gobiernos adopten el aprendizaje móvil. La UNESCO cree que los dispositivos móviles ubicuos y potentes pueden expandir el acceso a una educación de calidad para todos.
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La Unesco y el aprendizaje móvil
- 1. La UNESCO y el aprendizaje móvil Francesc Pedró UNESCO Teacher Development and Education Policies Section Colombia 3.0, Bogotá, 25 de Octubre de 2012
- 2. Por qué aprendizaje móvil?
- 3. Dispositivos ubicuos y potentes Potencial beneficio para todos Aplicabilidad a enseñanza y aprendizaje
- 4. Ubicuidad
- 5. Potencia
- 6. Dispositivos ubicuos y potentes Significación para la UNESCO • Estudiantes sin acceso a una educación de calidad pueden conectarse. • Facilidad de uso. • El desarrollo de los dispositivos, las aplicaciones y los servicios crecerá en el futuro.
- 7. Dada la ubicuidad y la potencia de los nuevos dispositivos, UNESCO quiere contribuir a comprender su potencial para expandir las oportunidades educativas y compartir este conocimiento con los actores clave.
- 8. La cuestión de partida: ¿Cómo pueden los países aprovechar las tecnologías móviles para avanzar hacia la EPT y enriquecer el aprendizaje?
- 9. La investigación de la UNESCO Expandir el concepto
- 10. Activando el aprendizaje móvil en … • Africa y Medio Oriente • Asia • Europa • América Latina • Norte América • Temas Globales
- 11. Aprendizaje móvil para docentes en… • Africa y Medio Oriente • Asia • Europa • América Latina • Norte América • Temas Globales
- 12. Documento de trabajo: Políticas de apoyo al aprendizaje móvil Orientaciones políticas para aprovechar las oportunidades del aprendizaje móvil
- 13. Documento de trabajo: El futuro del aprendizaje móvil Preparar el terreno para el futuro.
- 14. Trabajos en curso sobre cuestiones de género y aprendizaje móvil… (Africa) *Case Study 1 *Case Study 2 (Latin America & *Case Study 3 the Caribbean) *Case Study 8 Africa Asia Global Regional Regional Comparative (Asia & the Pacific) Review Review Analysis *Case Study 4 (Arab States) *Case Study 5 *Case Study 9 *Case Study 6 *Case Study 7 Comparación Casos nacionales Revisiones regionales global
- 15. Proyectos en el terreno Mexico: Enhance the teaching Nigeria: Support the pedagogical practice of Spanish language practice and content knowledge teachers working with students of English language teachers who speak indigenous languages Pakistan: Develop the Senegal: Improve the teaching of professional practice of early science and math in secondary childhood care and education schools instructors working in rural areas.
- 16. El paisaje completo Gender and Four Country Working Mobile Projects Papers Series: Learning Global Project Reviews Issues Paper Issue Paper on on Mobile the Future of Learning Mobile Policy Guidelines Learning for Mobile Learning Policy Online Support Resources
- 17. Objetivo de las orientaciones políticas: • Concienciar y colocar el aprendizaje móvil en la agenda de las políticas tecnológicas en educación. • Promover el valor y la aplicabiliad del aprendizaje móvil. • Proponer recomendaciones para el diseño de políticas que posibiliten el aprendizaje móvil.
- 18. Las orientaciones de la UNESCO Dos secciones Beneficios Recomendaciones específicos del políticas aprendizaje móvil
- 19. 1) Expandir el alcance y la equidad de la educación 2) Facilitar el aprendizaje personalizado Beneficios específicos del 3) Hacer posible el anytime, anywhere learning aprendizaje móvil 4) Ofrecer feedback y evaluación inmediatos 5) Garantizar el uso productivo del tiempo de clase 6) Crear comunidades de estudiantes 7) Apoyar el aprendizaje situacional 8) Facilitar el puente entre el aprendizaje formal y el informal 9) Mejorar la comunicación y la administración educativas 10) Maximizar la eficiencia de las inversiones
- 20. ¿Qué funciona? Lo que funciona es lo que ofrece soluciones mejores que las prácticas sin tecnología
- 21. 1. Implicación
- 22. 2. Conveniencia
- 23. 3. Productividad
- 24. Intensidad y variedad limitadas en el aula
- 25. Pero no en casa!
- 26. 1) Crear o actualizar las políticas sobre aprendizaje móvil 2) Formar a los docentes para la transformación del aprendizaje 3) Ofrecer apoyo directo a los docentes a través del Recomendaciones aprendizaje móvil políticas 4) Optimizar los contenidos digitales para su uso también en aprendizaje móvil 5) Tomar en cuenta las cuestiones de género 6) Expandir y mejorar la conectividad con énfasis en la equidad 7) Desarrollar estrategias para ofrecer dispositivos a los estudiantes que no pueden pagarlos 8) Utilizar las tecnologias móviles para mejorar las comunicaciones y la gestión educativas 9) Promover un uso seguro, responsible y saludable de las tecnologías móviles 10) Concienciar de sus ventajas por medio del diálogo, la promoción y el liderazgo
- 27. No necesitamos otra planta, sino mejorar el ecosistema
- 28. 1. Infraestructura • Conectividad • Acceso a equipamientos 2. Incentivos para generar cambio • Industria de las apps y de los contenidos: mercado abierto • Docentes • Visión de uso y racionalidad profesional • Evaluación • Apoyo e incentivos profesionales • Familias 3. Detonante: • estudiantes? • Entorno externo!
- 29. Necesitamos su feedback e inputs: Borrador de los lineamientos: www.tinyurl.com/unescopolicyguidelines Enviar ideas y sugerencias a Steven Vosloo: se.vosloo@unesco.edu
- 30. Semana del aprendizaje móvil de la UNESCO 2013 UNESCO Sede Central Paris, Francia 18-22 Febrero 2013 www.tinyurl.com/mlw2013
- 31. Muchas gracias F.Pedro@UNESCO.org Ya disponible en: /francescpedro Más en: @FrancescPedroED /francesc.pedroED
Notas del editor
- This is a question that comes up a lot… Why a particular technology focus?
- The simple answer is that there has been a “fortuitous convergence.” Mobile devices have saturated society and they are—based on our research—increasingly relevant to education. We are rapidly discovering—as I’m sure all of the people in this room are as well—that mobile phones can enrich and expand learning. Increasingly, it looks as if mobile devices may have an important role to play both in the formal setting of school as well as the informal learning environments outside of school.Essentially, we are recognizing that the devices tucked in our pockets, carry an impressive (although still mostly unrealized) potential to benefit learners living and working in a wide range of contexts.The next slides will underscore what, exactly, I mean by “ubiquity” and “power” in the context of mobile learning.Then I will summarize UNESCO’s efforts to help bridge the ubiquitous and powerful devices to learning and EFA Goals.
- Mobile devices are everywhere: today they can be found in rich and poor countries alike; in cities and, increasingly, in very remote towns and villages. This is not to suggest that everyone has a mobile device… BUT trends suggest that we are rapidly moving in that direction. Today MOST people on the planet own and use a mobile device of some sort.Let me quickly highlight some statistics…There are an estimated 6 billion mobile subscriptions worldwide.90% of world’s population and 80% of people living in rural areas have mobile coverage.For every one person who accesses the internet from a computer two do so from a mobile device.105 countries have more mobile phone subscriptions than inhabitants. Sales of tablet computers are expected to surpass sales of PCs by 2016.There is also explosive growth in the developing world:Developing countries accounted for more than 80% of the 660 million new mobile subscriptions added in 2011.In 2011, 142 million mobile subscriptions were added in India alone. Mobile broadband subscriptions have grown 45% annually over the last four years.
- Concurrently, mobile devices are growing more powerful and their functionality has expanded. Within a decade mobile devices have moved from a fairly “ho-hum” technology (a sort of fancy telephone) to devices of tremendous functionality. For many people around the globe a mobile device is an appendage of sorts, as central to a person’s day-to-day life as the thumbs and fingers they use to manipulate it. Today a mid-range smart phone is as powerful and likely easier to use than a state of the art desktop computer from 2005. It is also, arguably, far more useful. Because we carry our phones with us everywhere, we have integrated them into our lives in a way we never did with PCs. For example, while a computer can show you how to get from “Point A” to “Point B” a mobile device can actually guide you on-the-ground and in the here-and-now.The functionality of mobile technologies is only going to accelerate. It’s easy to forget that mobile applications were virtually unknown before 2008. Fast-forward a few years and:29 billion mobile apps were downloaded in 2011 alone, up from 9 billion in 2010.Industry experts project that sales of mobile software will increase from 7.3 billion USD to 36.7 billion USD by 2015. What was once a luxury device used to make phone calls and play music, has morphed into a technology that assists us with banking, healthcare, and myriad other tasks.Unfortunately, education has, thus far, been mostly an afterthought when it comes to mobile technology. BUT that is changing by the day… It’s revealing that when we started this work a little over a year ago, people often cringed at the mention of “mobile learning.” For them the two words were antonyms.That is less true today.
- So what does all this mean to UNESCO??? How do the points about ubiquity and power fit together? What are their relevance to you and to UNESCO?According to UNESCO’s research, some of the poorest people on Earth now have working mobile devices.People who don’t know how to use computers or other ICT often can use mobile technology.Many analysts and industry experts say the future of technology will be mobile technology and that teaching and learning will increasingly be assisted through the application of this technology.
- SO… the stage is set…
- We suddenly have a new tool in our educational “arsenal” to help the students and teachers in our communities and countries. At UNESCO, we want to know how countries can best take advantage of the mobile technologies their citizens already own (or are likely to own in the future) to further EFA goals and improve teaching and learning. This is an important question and it is likely to grow more important in the future.
- To engage this core question we are scanning the globe to make sense of what mobile technology can and cannot do to buttress education. It’s worth noting that we use a fairly loose definition of mobile technology at UNESCO. It encompasses tablets, e-readers, and dedicated gaming devices, but primarily we are speaking about mobile phones simply because of their ubiquity.
- Rather than simply theorize about “potentials” and “what is possible,” we wanted to get our hands dirty. We wanted to understand what is actual, what is actually happening on the ground. It’s fine and good to say mobile technology CAN do such-and-such for education, but we wanted to assemble a catalogue of what is real, what is occurring on-the-ground and in the here-and-now. To do this we examined mobile learning initiatives in different regions of the world. The first set of papers (pictured on this slide) we published earlier this year zooms in and describes existing mobile learning programs. If you’re curious about what is happening at the intersection of mobile technology and education in Asia or Latin America, we have a paper for you. I should mention some important caveats though:The papers are NOT comprehensive or exhaustive reviews (we don’t mention every program by any stretch of the imagination, nor do we feel that would even be possible).Instead we tried to scan for illustrative examples, programs that reveal something significant, fresh, or important about mobile learning.Not all countries are mentioned, unfortunately, and if we overlooked something essential, please let us know. The English language versions are freely available on our website. We will soon be releasing relevant translations of select titles. Later this fall we plan to publish a Spanish version of the Latin America paper as will an Arabic version of the Africa and Middle East paper.The Global Themes paper will be translated into three languages: Arabic, French, and Spanish.
- Running in parallel to the papers on illustrative initiatives and programs is a separate set of papers—following the same geographical divisions—that examine how mobile technologies can support the work of teachers. According to our research, teachers are often overlooked in discussions about ICT in education and we wanted to understand directly—rather than as an afterthought—how mobile devices are being (and might be) used to assist educators. Like the other papers, we have translations in pipeline:We plan to release a Spanish version of the Latin America paper and an Arabic version of the Africa and Middle East paper.And again, the Global Themes paper will also be translated into three languages: Arabic, French, and Spanish.
- In addition to the regional reviews, UNESCO will soon publish a paper that aims to give policy makers a lay of the land and provide pointed advice about how to go about creating policies that invite and enable mobile learning. This paper is a companion piece to the slimmer Mobile Learning Policy Guidelines which I’ll discuss later in the presentation.
- Another paper we are going to publish this fall looks at where mobile learning is heading.Developing good policy is tricky because it requires keeping one eye fixed on the ground (the “here and now”) and one eye on the horizon. For this reason, UNESCO wanted to produce a paper that would help you and other policy makers consider the future of mobile learning and make suggestions on how to plan for that future.
- Finally, we are on-schedule to publish a number of papers that look specifically at how mobile technologies can help improve the literacy skills of women and girls.This is an important line of inquiry for UNESCO. According to data from the UNESCO Institute for Statistics, two thirds of the 793 million illiterate adults in the world are women.We also know that women and girls in many communities are discouraged from using or owning mobile technologies. This represents a missed opportunity as mobile devices can empower individuals and, as UNESCO’s research has shown, provide rich educational opportunities. This slide lists the individual papers—13 in total—that will be written in connection with our work on mobile learning and gender. The 9 case studies aim for depth over breadth. Each case study will examine a single mobile learning project that is promoting literacy among women and girls in developing countries.The regional reviews will provide a more panoramic view and consolidate high-level findings.Finally, global comparative analysis will balance the pros and cons of different approaches to inform the development of future programs or the scaling up of existing programs. Expect all of these publications to be released in early to mid 2013.
- And last but certainly not least… are our mobile learning projects in the field. This is where the rubber meets the road, so to speak. UNESCO, apart from merely theorizing mobile learning and cataloguing important programs and initiatives, is funding on-the-ground projects in four countries: Mexico, Nigeria, Pakistan, and Senegal. All of these projects seek to leverage mobile technologies to help develop and support the work of classroom teachers. Each program will employ a different approach to support the work of teachers. These project—which, unfortunately, I don’t have time to explain in depth—will help expand our understanding of how mobile technology can help teachers do a difficult job better and reveal important information about what projects work, which ones don’t, in what particular contexts, and why. As usual, UNESCO will evaluate the effectiveness and impact of the different projects and share these results.It is worth noting that to run all of these projects UNESCO has identified and partnered with established teacher training institutes or NGOs in each of the four countries. These institutes and organizations will help run and oversee the projects. Also, these organizations are well positioned to scale-up successful projects and ensure their sustainability if they are successful.
- All of this diverse work has provided (and will continue to provide) essential input for the Mobile Learning Guidelines. The guidelines seek to synthesize a great deal of information into a lean document that will be useful to people like you.
- The aims of the guidelines are fairlystraightforward.Because mobile learning is new we wanted our document to: Raise awareness. Essentially we want to underscore what mobile learning is and why it matters.Promote the value and practicality of mobile leaning.And, perhaps most importantly, venture some high-level policy recommendations.The primary audience of the document is… well… all of you: ICT in education experts and policy makers. Now, without further ado… let me know share highlights from the guidelines themselves.
- The Guidelines are divided into two main sections: The first section details the educational affordances and benefits of mobile technologies.The second sections makes concrete policy recommendations. Lets take a closer look at the “unique benefits” and then I’ll move into the policy recommendations and conclude my presentation.
- We identified 10 unique benefits of using mobile technologies for learning.Be aware that this was, of course, an exercise in distillation. There are other benefits and even the benefits we separated-out are hardly islands; there is a significant cross over between them. For example, it can be argued that a defining characteristic of personalized learning is that it can happen anytime and anywhere. And certainly learning that can happen anytime and anywhere is going to extend the reach of education. With these qualifications in mind though, I think the list represents an important starting point for policy makers and others who are asking: “What’s all the fuss about mobile learning?” I think the list highlights the main benefits of mobile learning while also differentiating it from learning facilitated by other, non-mobile ICTs. I only have time to say a few words about each of these 10 benefits, but should you want additional information, the Guidelines themselves are on the internet and can be accessed… well… anytime and anywhere you have an internet connection. You can even access them from your mobile phone.
- And now with those benefits in mind… UNESCO has proposed a set of 10 policy guidelines to help maximize the positive impact of those many benefits. As before, these recommendations are by no means comprehensive and there is also a bit of blurring between them. That said, they articulate how you and your colleagues might like to approach mobile learning and relevant ICT in education policy. Let me briefly provide some explanation for each of the 10 recommendations. Please keep in mind that the actual document is available to you, so no need to scribble notes.
- As I mentioned previously, the Guidelines are very much an in-process document. We would be privileged to receive your feedback and look forward to opportunities to incorporate your important ideas in our final document.The appropriate contact at UNESCO is Steven Vosloo who heads our program on mobile learning which I oversee.A finalized version of the Guidelines will be published in Feb. 2013.
- Lastly, I would be remiss if I did not use this opportunity to promote our upcoming conference on mobile learning. The event will be held in early February. Things kick off with a large symposium on Monday, Feb. 18 and Tuesday, Feb. 19. The symposium will feature prominent keynote speakers, demonstrations of mobile content and technology for educational purposes, and thematic breakout sessions. On Feb. 20 we will be hosting a special, invitation seminar with policy makers. During the one-day seminar we will provide focused briefings on mobile learning, specifically for members of governments and Ministries of Education. On the last two days of the week, on Thursday and Friday, UNESCO will host a webinar that will allow people outside of Paris to participate in on-line discussions that will be moderated by leading thinkers in the field of ICT in education. For your scheduling purposes it is only necessary to be in Paris from the 18th to the 20th (Monday through Wednesday).We very much hope that you will be able to attend this event. It is our flagship mobile learning conference, and we look forward to the possibility of hosting you at our headquarters in Paris.Please do let me or Steven Vosloo know if you are interested in coming and we will be sure to send you an official invitation if we have not already done so. Thank you sincerely for your time and attention.