Post on 06-May-2015
description
Vocational Learning on the go
The Case of Mobile Learning of Building Maintenance
Esko Lius (@eskolius)19th International Conference on Learning14th August 2012, London UK
#mokia
#ICoL
@eskolius
“ The fact is that
given the challenges we face, education doesn't need to be reformed – it needs to be transformed.
Illustration: © Sir Ken
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 discover their true passions. ”
Illustration: © Sir Ken
Ken Robinson The Element: How Finding Your Passion Changes Everything
Learning is personal
Photo: © Teemu Ylikoski
Learning is personal
Photo: © Teemu Ylikoski
M. MontessoriSensitivity
periods
Learning is personal
Photo: © Teemu Ylikoski
L. VygotskiZPD and
knowledge-able other
M. MontessoriSensitivity
periods
Learning is personal
Photo: © Teemu Ylikoski
H. GardnerMultiple
intelligences
L. VygotskiZPD and
knowledge-able other
M. MontessoriSensitivity
periods
Learning is social
Photo: © Teemu Ylikoski
Learning is social
Photo: © Teemu Ylikoski
L. VygotskiSocial
development theory
Learning is social
Photo: © Teemu Ylikoski
P. Parslow”differently
abled others”
L. VygotskiSocial
development theory
Learning is social
Photo: © Teemu Ylikoski
G. SiemensConnectivism
P. Parslow”differently
abled others”
L. VygotskiSocial
development theory
World of work is changing
Photo: © Teemu Ylikoski
globalization
information society
The change of paradigm comes from the world we live in
new world of work
crowd activities
The change of paradigm comes from the world we live in
changing identities
intertwining networks
The change of paradigm comes from the world we live in
globalization
information society
new world of work
crowd activities
changing identities
intertwining networks
The change of paradigm comes from the world we live in
20202030204020502060
Building and its maintenance
Photo: © Teemu Ylikoski
Clip art licensed from the Clip Art Gallery on DiscoverySchool.com
Photo: Esko Lius
• mobile technology assists learner
• location of learning not necessarily fixed
• authentic learning environments
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)
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)
Mobile learning
TEST Visit pollev.com/mokia and answer
TEST Visit pollev.com/mokia and answer tiny.cc/mokiapoll
Pick one & explain1 + 1 minutes
Finnish education system
Photo: © Teemu Ylikoski
Three paradoxes of Finnish education
(derived from Pasi Sahlberg, Director General of CIMO)
• Teach less, learn more
• Test less, understand more
• More equality with greater diversity
Vocational education and training
Vocational education and training
Characteristics of VET in Finland
popular and respected
does not close any further learning paths
strong further professional development
versatile regional and business cooperation
Meaningful, lifelong learning
skills & tools for LLL
learner-based
social & contextual
meaningful unity
Omnia, The Joint Authorityof 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
The Case of Mobile Learning of Building Maintenance
Funded by NBE
Photo: mia! @ flickr.com
Getting experience on collaborative use of mobile devices in VET.
Media skills of the participatingstudents and teachers develop.
Understanding of av-based mobile learning process of students
with special educational needs deepens.
Objectives
”student-centred, context-rich and encouraging active group participation”
Research on student-generated video
http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
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”
Research on student-generated video
http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
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”
Research on student-generated video
http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
Kearney&Schuck, Students in the Director‘s Seat
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
‘Mokia’ in practice
Use it
Send & QR
Make it
Students making learning material
Take it
Share & comment
Students demoing skills & competence
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
QR Codes
- how to wash hands- igniting a lawn-mower- safety instructions
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
Scaffolding and narration
Cleaning up own room
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
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
To be consideredSpecial 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
+
easy to use
personal extension
very little need for it-help
cloud-based apps
peer-to-peer learning
Listen musicWatch movies
Surf netTake photosShoot videoPlay games
Write memosUse email
Other
Their saySurvey, building maintenance students, Omnia
Flickr, Alex Barros
–
WiFi not sufficient
killing some gremlings
No probs
iPod difficult
Apps difficult
Probs with WLAN
Other big probs
Minor probs, but OK
Their saySurvey, building maintenance students, Omnia
Thank you!
Slides online @eskolius & tiny.cc/mokiaCC-BY-SA 3.0 except pics marked with ©
Photo: Esko Lius