Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus. Kasvatustieteiden tiedekunta, Suomi, Finland Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan ydintaitoja tukevaa osaamisen kehittämistä?
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus. Kasvatustieteiden tiedekunta, Suomi, Finland
Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan ydintaitoja tukevaa osaamisen kehittämistä?
2012 (koulusta)1982 (kouluun)
https://www.youtube.com/watch?v=Mk7ExsojYgI&list=UUXiKgucoUVd47dPnUrMtrPg
Taustayhteisöni on Oppimisen ja koulutusteknologian
tutkimusyksikkö LET
Mobiiliteknologian ja oppimisen lyhyt yhteinen taival. Historia
pikakelauksella.
Laru, J., Naykki, P., & Jarvela, S. (2014). Four stages of research on the educational use of ubiquitous computing. Learning Technologies, IEEE Transactions on , vol.PP, no.99, pp.1,1doi: 10.1109/TLT.2014.2360862
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology
Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of
Wisconsins, Madison, USA
Technology triggerPeak of inflatedExpectations
Trough of Disillusionment
Slope of Enlightenment Plateau of productivity
First generation:PocketPCs
First steps (R&D)Personal Digital Assistants
2nd generation:Wireless Internet Learning Devices(Smartphones)
3rd generation:Out of the box tools, social media integration
Case study I
Case study II
Case studyIII
time
Vis
ibili
ty
Ubiquitous future
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology
Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of
Wisconsins, Madison, USA
Technology trigger Peak of inflated Expectations
First generation:PocketPCs
First steps (R&D)Personal Digital Assistants
Case study I
time
Vis
ibili
ty
1. First years of research: mobility & PDAs
• Beliefs that mobile deviceswould revolutionizeeducation (Trifonova, 2003)
• ”M-learning or mobile learning” (Keegan, 2005; Quinn, 2000) as extensionof e-learning (Quinn, 2000).
• Definition of mobile learning (Sharples, 2000).
• Era of technologydeterminism started
Case study 1: Designing a new virtualmaster’s programme
Collective task
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, Universityof Wisconsins, Madison, USA
Existing master’s programs
New master’s program
Knowledge building activity
• The participants (n=10) shared a major problem: to design a new distance education program in new domain
• Instructional design wassimplified: a mobile deviceequipped with knowledgebuilding tool was just embeddedinto existing practises.
• Dissappointing results
Laru, J., & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International, 45(1), 17-32.
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology
Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of
Wisconsins, Madison, USA
time
Vis
ibili
ty
2. ”Wireless internet learning devices togetherwith pedagogically ambitious learning goals”
2nd generation:Wireless Internet Learning Devices(Smartphones)
Case study II
Trough of Disillusionment
• ”tool support of mostprojects is notpedagogically ambitious” (Frohberget et. al, 2009).
• In order to ensure engagedlearners, a proper design is needed (Looi et. al, 2009)
• Seminal WILD paper(Roschelle & Pea, 2002) [was ahead of the timewhen was published]
• Role of teacher, scaffoldingetc.
Slope of Enlightenment
Case study 2: Field trip (K12-education)
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, Universityof Wisconsins, Madison, USA
• The participants’ (n=22, age=12) participated one-dayfield trip to nature park
• Their shared problem was to explore inanimate and animate traces
• Smart phones with bluetoothmobile encounter networks
• Core-activity was aimed at scaffolding argumentativediscussions in small groupsduring inquiry learning (soft and hard scaffolds)
• Design included also pre- and post-structuring activities.
• Mixed resultsLARU, Jari; JÄRVELÄ, Sanna; CLARIANA, Roy B. Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners. Interactive Learning Environments, 2012, 20.2: 103-117.
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology
Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of
Wisconsins, Madison, USA
time
3. Combining affordances of social software and mobile learning
Case study III
• Personal and wirelessly networkedtechnologies and social software tools are (currently) becoming moreprevalent in the live of learners(Lewis et. Al, 2010; Lewis, Pea & Rosen, 2009)
• Mobile social media (Multisilta & Milrad, 2009) in education is stitchingformal and informal learning contextstogether and briding individual and social learning, which leads to seamless learning
• However, very few papers discuss the mechanisms of bridging the individual and collaborative activities(Wong & Looi, 2011). Slope of Enlightenment
3rd generation:Out of the box tools, social media integration
Case study III: a course in the contextof higher education
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, Universityof Wisconsins, Madison, USA
• The participants (n=21) undergraduate teachereducation students.
• Learners’ core task was to integrate selected individualblog reflections and visualrepresentations into coherentand comprehensive wiki
• Multiple individual and collective phases before the wiki activity where contentwas elaborated multiple times
• Role of the mobile device wassmaller than earlier studies
• Positive resultsLaru, J., Näykki, P., & Järvelä, S. (2012). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. The Internet and Higher Education, 15(1), 29-38.
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology
Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of
Wisconsins, Madison, USA
time
4. Ubiquitous tomorrow: learning environmentconsisting of an amalgam of tools around the corner
• Research and educational use is currently in the phase of the plateauof the productivity
• World is entering the age of mobilism(Norris & Soloway, 2011)
• Mobile phones are nowadayconnected computing devices thatoffer multitude services (Pea & Maldonado, 2006)
• Contemporary human interactionparadigms (RFID, QR-Codes etc. Arebecoming regarded as mainstrea, in current mobile devices
• Multiple device-student ratios (e.g. 1:1 or 1:all) set new challenges for instructional designers (Wong & Looi, 2011)
Plateau of productivity
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology
Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of
Wisconsins, Madison, USA
Technology trigger Peak of inflated Expectations
time
Vis
ibili
ty
Conclusion
Trough of Disillusionment
Slope of Enlightenment Plateau of productivity
NYT.
TuoOmaLaitteesiLuokkaanOpiskeluvälineeksi
BYOD eli
EI HIDASMUUTOS
”(tieto)allinto tietää pedagogia paremmin”; ei ole rahaa uudistuksiin; koulut ovat homeessa; opettajajohtoinen opetus; ei ole täydennyskoulutusta riittävästi; ei ei..
Muutos on tulossa, mutta pidetään ensiksi muutama kokous
NOPEAMUUTOS Lasten & nuorten mediamaailma; digitaalinen teknologia; sosiaalinen media; luova tuho & mustat joutsenet; ongelmalähtöisyys elämässä
Opettajankoulutus
Oppilaitokset päiväkodeista korkeakouluihin
21th century skills
TPACK -taidot
Digiajan osaaminen
Oppilaitos
Muutoshaasteet
Pedagoginen muutos
Vakioidut, tuetut ja hallinnoidut yliopiston järjestelmät esim. Optima ja Noppa
Nuorten aikuisten digitaalinen todellisuus
Työelämän digitaalinen todellisuus
BYODCYODC/BYOT
Bring Your Own Devices
Choose Your Own Devices
Choose/Bring Your Own Things
BYOD/CYOD
MDM myös opiskelijoiden laitteissa
Toimivat pilvipalvelut
peilaus
Pilvipalvelut Sovellukset
Opiskelijoiden käytössä (ei henkilökunnalle, ei sivustoja)
Pilottikäytössä Oulun yliopistossa. tuotantokäytössä Oulun normaalikoulussa.
Pikkusovelluksia joita voi hyödyntää omassa opetuksessa
C/BYOT
Vertaistuki Videotuki
Käyttäjätuen muuttuvat muodot
ENTÄ SITTEN?
"The computer
revolution hasn't
happened yet” (Kay,
1997)we haven't realized the potential that computers can provide for us…
”To put it simply, the next great
advance in human ability comes from
being able to externalize the mental
models we spend our entire lives
creating”. (Granger, 2015)
http://www.chris-granger.com/
Laru, J., & Järvelä, S. (2015). Integrated Use of Multiple Social Software Tools and Face-to-FaceActivities to Support Self-Regulated Learning: A Case Study in a Higher Education Context. In SeamlessLearning in the Age of Mobile Connectivity (pp. 471-484). Springer Singapore.
YDINTAIDOT?
21th century skills
TPACK -taidot
Digiajan osaaminen
Oppilaitos
Muutoshaasteet
Pedagoginen muutos
Vakioidut, tuetut ja hallinnoidut yliopiston järjestelmät esim. Optima ja Noppa
Nuorten aikuisten digitaalinen todellisuus
Työelämän digitaalinen todellisuus
21th century skills
TPACK -taidot
Digiajan osaaminen
Oppilaitoksen ja opettajien tekemät valinnat
Muutoshaasteet
Pedagoginen muutos
Kiitos ja tervetuloa!
Related Documents
