Disruptive Mobile Learning Mike Sharples
Learning Sciences Research InstituteUniversity of Nottingham
www.nottingham.ac.uk/lsri/msh
1908
1958
2008
Why have schools changed so little over the past 100 years?
The education system is internally consistent and self sustaining…
The education system is internally consistent and self sustaining…
National curriculum Standards
League tables
Research Assessment Exercise
QCA
TDA
LSC
HEFCE
LEAs
SATs
…but doesn’t connect with the rest of learning
Diagram with permission from “The Learning in Informal and Formal Environments (LIFE) Center” http://life-slc.org
“Sarah has twenty-one candies” “She gets
thirty more” “John has thirty four candies. Who has more?”
Children’s approximate arithmetic(Gilmore et al., Nature, 2007)
5-6 year old children
73% gave correct answers
But these approximate arithmetic skills are not developed at school
Rich learning outside the classroom
The 3C’s of effective lifelong learningConstruction
relating experience to knowledge, creating new ideas
Conversationwith teachers, with learners, with ourselves, and with the world
Controlactively pursuing knowledge
Construction
Construction
Conversation
Conversation
Control
Control
Control
How do we connect…
learning in the classroom…
…and learning at home?
How do we connect…
learning about the world …
… and learning in the world?
PodcastsTeaching on mobile phones
Home access to the school intranetSend assessment questions and
receive multiple choice responses via email or SMS which can then be auto-
responded to with feedback” www.ambientperformance.com
Extend the classroom into everyday learning?
PodcastsTeaching on mobile phones
Home access to the school intranetSend assessment questions and
receive multiple choice responses via email or SMS which can then be auto-
responded to with feedback” www.ambientperformance.com
Extend the classroom into everyday learning?
“At school, you do all this boring stuff, really basic stuff, PowerPoint and spreadsheets and things. It only gets interesting and exciting when you come home and really use your computer. You're free, you're in control, it's your own world.” (Guardian, May, 2007)
Extend everyday learning into the classroom?
What do these have in common?
Answer: They have all been banned in classrooms
10 to 1 ratio
3 to 1 ratio
1 to 1 ratio
1 to 1 ratio
MobloggingOnline
research
Group media creation
Collaborative online writing
Serious gaming
Conversational language learning
Mobile social networking
Group learning
Peer teaching
Personalised learning
“In class I have to power down” (Guardian, May, 2007)
Personal technologies
Cyber-bullying
Classroom texting
Exam cheating
Game playing
Disruptive mobile
learning
Loss of teacher control
Powerful
Connects home and
school
Ownership
Challenges for schools and educational suppliersConnect learning inside and outside the classroomManage children bringing their own powerful personal technologies into schoolEnable effective 1 to 1 learning in the classroomSupport learning through construction, conversation and control
RM Asus MiniBook computer from £169
Eduinnova conversational
classroom learning(Steljes)
Connecting learning inside and beyond the classroomMyArtSpacePI: Personal Inquiry
MyArtSpaceService on mobile phones for
enquiry-led museum learning
Learning through structured construction and conversation
Students create their own interpretation of a museum visit which they explore back in the classroom
MyArtSpaceMuseum test sites
Urbis (Manchester)The D-Day Museum (Portsmouth)The Study Gallery of Modern Art
(Poole)About 3000 children during
2006
How it worksIn class before the visit, the teacher sets an inquiry topicAt the museum, children are loaned multimedia phonesExhibits in the museum have 2-letter codes printed by themChildren can use the phone to
Type the code to ‘collect’ an object and see a presentation about itRecord soundsTake photosMake notesSee who else has ‘collected’ the object
All the information collected or created is sent automatically to a personal website showing a list of the items
The website provides a record of the child’s interpretation of the visitIn class after the visit, the children share the collected and recorded
items and make them into presentations
Summary of resultsThe technology worked
Photos, information on exhibits, notes, automatic sending to website
Students liked the ‘cool’ technology Students spent longer (90 mins compared to
20 mins)Supported enquiry learningEncouraged children to make active choices Museum more accessibleNeed for more teacher preparation
PI: Personal Inquiry
Project with the Open UniversityInquiry science learning Connecting learning inside and outside
the classroomHandheld wireless technology
SceDerJitti
NiramitranonPhD project
Participate project
ScienceScope
BT, BBC, Blast Theory, Microsoft Research,
University of Nottingham, University of Bath, Sciencescope
Personal carbon monoxide monitor linked to Google
maps
Beyond disruptive mobile learning
Fusion of physical and virtual
1 to 1 learning in the classroom
1 to 1 primary classroom, Taiwan
Beyond disruptive mobile learning
RSA Academy at Tipton
Designed to support a new
competence-led curriculum
Building schools around the 3
C’s
Inquiry learning in the
world
Ambient WoodEquator research collaboration
(Universities of Nottingham, Bristol, Lancaster, Glasgow, Southampton, Sussex, University College London, Goldsmith’s College)
Learning-enabled
environments
Beyond disruptive mobile learning
Learning is for life, not Learning is for life, not just for classroomsjust for classrooms
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