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Mobiililaitteet ja koulu: hypeä ja arkirealismia
Jari Laru, kasvatustieteiden tiedekunta, Oulun yliopisto
2012
Vaitos.jarilaru.eu
VERRYTTELY
• Mitä haluat kuulla mobiiliteknologian opetuskäytöstä?
7362www.socrative.com huone nro:
YLEISKATSAUS ILMIÖÖN
~2000 ~2010
Gartnerin hypekäyrä (Laru, 2012)
http://vodpod.com/watch/15508281-alan-kays-dynabook-rare-nhk-video-ipad-1960-1970-lukujen-taitteessa?u=larux&c=mobiililuento
http://www.slideshare.net/larux/1-luento-tieto-ja-viestinttekniikan-perusteet-opintojaksolla-tvt-opetuskytn-historia
Roschelle, J., & Pea, R. (2002). A walk on the WILD side: how wireless handhelds may change CSCL, 51-60. Retrieved from http://dl.acm.org/citation.cfm?id=1658616.1658624
2002“His 2002 paper with Roy Pea, "Walk on the Wild Side," has been influential in understanding the future possibilities for wireless handheld learning devices”
Tulevaisuus on tänään
Dillenbourg, P. (2010), The appeal of motionless devices in a world where everything moves. Keynote talk at the 6th IEEE WMUTE 2010 Conference, Kaohsiung, Taiwan, accessed on June 29, 2011 athttp://wmute2010.cl.ncu.edu.tw/Pierre%20DILLENBOURG.pdf.
http://www.opencolleges.edu.au/infographic/media/21st_century_classroom.jpg
http://www.aronet.fi/downloads/SMART_Classroom_Tour_Working/START_HERE.html
KESKUSTELE LYHYESTI
• Millainen on koulunne tyypillinen oppimisympäristö: sovellukset / laitteet / välineet (tekn/ei tekn)
7362www.socrative.com huone nro:
TEOREETTINEN VIITEKEHYS JA PEDAGOGINEN MURROS..
Photos: Openclipart.org
TYÖKALU KOGNITIIVINEN TYÖKALU
Physical distribution
Social distribution
Symbolic distribution
openclipart
Jaettu kognitio
Hutchins, E. (1995). Cognition in the wild. Cambridge, Mass: MIT Press.
KonstruktivismiOppiminen nähdään laajasti ottaen aktiivisena tietojen, merkityksien ja
käsityksien rakentamisena.
Nykyaikaisten oppimisympäristöjen
taustateoria
Oppiminen on erittäin monimutkainen prosessi
Yksilö
Yhteisö
Ympäristö(konteksti, välineet ym.)
From PPT by Jermann, P. Scripting collaboration with ManyScripts http://manyscripts.epfl.ch/
Opettajajohtoisuus Kone opettajana
Opettajan tehtävä on järjestää oppimistilanteita – orkestroida..
Dillenbourg, P. (2010), The appeal of motionless devices in a world where everything moves. Keynote talk at the 6th IEEE WMUTE 2010 Conference, Kaohsiung, Taiwan, accessed on June 29, 2011 athttp://wmute2010.cl.ncu.edu.tw/Pierre%20DILLENBOURG.pdf.
KESKUSTELE
• Mihin koulunne opetus perustuu?– Behaviorismi vs. Konstruktivismi– Tarkasti suunniteltu vs. Improvisoitu– Opettajajohtoinen vs. Orkestroitu– Yksilön työskentely vs. Kollaboraatio– Jne.. (dikotomiat vain herätteenä)
KOULU EI MUUTU, MIKSI?
http://commons.wikimedia.org/wiki/File:School%27s_everyday_life.jpg
Text
Politiikka Oppilaat Infrastruktuuri
http://www.slideshare.net/larux/tietotyon-p-haasteita/
http://commons.wikimedia.org/wiki/File:School%27s_everyday_life.jpg
Text
Politiikka Oppilaat Teknologia
http://www.slideshare.net/larux/tietotyon-p-haasteita/
Lonka (2011). Sulautuvat oppimisympäristöt innostumisen ja onnistumisen lähteenä. Sulautuvan opetuksen seminaari 10.3.2011
http://blogs.helsinki.fi/sulautuvaopetus/ohjelma/
KOULU JA OPPIMINEN 2010 LUVULLA
http://yle.fi/puhe/ohjelmat/puheen_aamu/professori_lonka_opettaja_on_monelle_oppilaalle_se_lahin_ihminen_3878.html
http://www.tiede.fi/blog/2012/09/15/miksi-koulussa-pitaa-muistaa-vaikka-kaikki-loytyy-netista
http://blogi.somy.fi/pilvipalveluista-haaste-koululle
http://suomenkuvalehti.fi/blogit/eri-mielta/koulun-tietotekniikka-ajan-tasalle-yo-kirjoitukset-sahkoisesti-vuonna-2019
http://www.opencolleges.edu.au/infographic/media/21st_century_classroom.jpg
“Tänään koulunsa aloittava lapsi on työelämässä vielä vuonna 2074” (HS,
Elokuu 2012)
KESKUSTELE
• Miten koulusi ottaa huomioon HS:n hoksautuksen työelämästä vuonna 2074?
• Mitä taitoja 2074 tarvitaan? Onko se ulkoaoppimista ja oppikirjojen mukaan opiskelua vai muuta?
• Onko teillä muutosvastarintaa koulun henkilökunnan / vanhempien / opiskelijoiden keskuudessa
• Jne..
TUTKIMUSESIMERKKEJÄ
~2000 ~2010
Gartnerin hypekäyrä (Laru, 2012)
Aims of the study I/II
The general focus of this doctoral thesis is to apply theoretical ideas of distributed cognition and scaffolding for mobile computer supported collaborative learning in authentic contexts
Aims of the study II/II
• The first aim was to analyze the nature of collaboration in the mobile technology supported settings of collaborative learning (papers I and III-IV) and work (paper II)
• The second aim was to experiment the kind of scaffolding of mobile computer supported collaboration that can enrich collaborative learning (papers I,III-IV) and work (paper II)
• The third aim was to discuss the methodological issues for studying social interactions and collaborative learning in mobile computer supported activities (I-IV)
Research design
The research design combines chracteristics from the design based research (DBR), Case-study approach (Yin, 2003) and situated approach (Greeno, 2006)
FLE3mobile
SmartLibrary
Tiernajack
Flyers
Flyers
Script
Micro: sentence openers
Core activity
Knowledge building
Macro: Free collaboration
Instructional design
Theory
Foundations
Virtual master’s programme
FLE3
ContextMobile tool
Qualitative content analysis
Main methods
Social network analysis 1st analysis
2nd analysis
Mobile toolFieldtrip (K12)
Context
Script
Core activity
Argumentative inquiry learning
Integrated learning script
Instructional design
Theory
Progressive inquiry learningKnowledge building
Theory
Inquiry learningArgumentative learning
1st analysis
2nd analysis
Data
Logs, interviews, questionnaires
Macro: Storyboard + tutors
Micro: Sentence openers
Results & findings
Data
Flyers, audio recordings, mindmaps
Qualitative content analysis
Main methods
Mann Whitney U-test
Core activity
Blended learning EI
Script
Integrated learning script
Results & findings
Higher Education
Context
Instructional design
Mobile tool
Media uploader Google Reader
Social software (students)
Media sharing WeblogWikiRSS Reader
Tools
Social software (class)
Course blogCourse wikiRSS aggregats
1st analysis
Data
Log data, recordings, knowledge test, wiki history, content
Bayesian modeling
Main methods
Qualitative content analysis (mixed)
2nd analysis
Paper IV
Preliminary analysisPaper I
Paper II
Paper III
Theory (analytical lens)
Community of Practise
Case II
Case I
Case III
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3.
Single task, free collaboration
Collective task
Existing master’s programs
New master’s program
Knowledge building activity
Microscript
stimulus
Interviews
Log-files Social network analysis (SNA)
Content analysis
Database
Matrices
Results
Overall, the analyses revealed nonparticipative behaviour within the online community.
The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they didn’t have a need for mobile collaboration tools in their practices.
External script
Co-operative learning Microscript: Knowledge building Self-study
Activity: Collaborative knowledge building (progressive inquiry learning)
Internal script Internal script(s)
Activity: Argumentative knowledge construction
prestructuring
Core activity
Post structuring
- Integrated learning script -
CSCL Integrated learning script CSCL
SWISH
Activities: Conceptualizations, reflections, elaborations, knowledge construction
prestructuring
Core activity
Post structuring
Emergent interaction pattern(s)
Emergent interaction pattern(s)
Nonparticipativebehavior
ag
ag
agag
ag
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3.
STUDY 2: FLYERS
Audio recordings of argumentative discussions
Knowledge claim messages
Content analysis
Top-performers
Results
Mindmap Post-test
Mindmap Pre-test
Mindmap analysis
Low performers
Mann-Whitney U-test
Task 1 Task 2 Task 3
Macroscript
Microscript
Storyboard Argumentative discussions
Review and comparisonConclusive discussion
Collective activities Small-group activities
Three independent tasks + didactic envelope
Although the results revealed several shortcomings in the types of argumentation...
….In general, the use of the mobile tool likely promoted important interaction during inquiry learning, but led to superficial epistemological quality in the knowledge claim messages.
External script
Co-operative learning Microscript: Knowledge building Self-study
Activity: Collaborative knowledge building (progressive inquiry learning)
Internal script Internal script(s)
Activity: Argumentative knowledge construction
prestructuring
Core activity
Post structuring
- Integrated learning script -
CSCL Integrated learning script CSCL
SWISH
Activities: Conceptualizations, reflections, elaborations, knowledge construction
prestructuring
Core activity
Post structuring
Emergent interaction pattern(s)
Emergent interaction pattern(s)
Nonparticipativebehavior
ag
ag
agag
ag
Course feed
WikiworkPhototaking
A.Ground C.ConceptualizeB.ReflectD. Reflect & elaborate
E. Review & evaluate F. Co-construct knowledge
G.Monitor Tools used to merge multiple RSS feeds
Merged feedsMultiple feeds
Course blog and wiki Mobile applications
Course level tools
Group level tools
Monitoring tools
Lecture Discussion Blogging Discussion
Collaborative Solo Collaborative
Phase:
Software:
Activity:
Figure 4. Socio-technological design of the course. The idea of making use of each others’knowledge was operationalized in socio-technical design. It consisted of recurrent individual and collective phases in which students used multiple Web 2.0 tools and mobile phones in concert to perform designed tasks. Retrieved from: Jari Laru, Piia Näykki, Sanna Järvelä, Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context, The Internet and Higher Education, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.
Separated tasks w integrated subtasks+ Swish
Macro
1st topic
Grounding (Lecture) Reflect (Discussion)
Review and evaluate (Discussion)
Collective activities Small-group activities
2nd topic 3rd topic
Individual activities
Conceptualize (Photo [mobile])
Reflect and elaborate (Blog)
Co-construct of knowledge(Wiki)
Core activity
Micro S1
Micro S2
Micro S3
Micro S4
Micro S5
Monitor (RSS [mobile])
Collaboration script
Micro Sn = Microscript nMacro = Macroscript
Wordpress
Results
Wikispaces
Conceptual knowledge post-
test
Flickr Google ReaderShozuDiscussions
Conceptual knowledge post-
test
Knowledge test analysis
Analysis of the engagement
Paired samples t-test
Normalized learning gain
On task analysis
Analysis of Wiki history
Bayesian dependency & classification modeling
Descriptive analysis
In our case, we found that using social software tools together to perform multiple tasks likely increased individual knowledge acquisition during the course.
Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities.
External script
Co-operative learning Microscript: Knowledge building Self-study
Activity: Collaborative knowledge building (progressive inquiry learning)
Internal script Internal script(s)
Activity: Argumentative knowledge construction
prestructuring
Core activity
Post structuring
- Integrated learning script -
CSCL Integrated learning script CSCL
SWISH
Activities: Conceptualizations, reflections, elaborations, knowledge construction
prestructuring
Core activity
Post structuring
Emergent interaction pattern(s)
Emergent interaction pattern(s)
Nonparticipativebehavior
ag
ag
agag
ag
Comparison between experiments
Topic
Topic 1
Topic 2
Topic 3
Topic 1
Topic 2
Topic 3
Subtask n Subtask n+1
Subtask n Subtask n+1
Subtask n Subtask n+1
Topic 1
Topic 2
Topic 3
Subtask n Subtask n+1
Subtask n Subtask n+1
Subtask n Subtask n+1
Didactic envelopes (Dillenbourg, 2002) Swish splits (Dillenbourg & Jermann, 2006)
X
X
Free
Conclusion
Simple tools, rich pedagogical practises (Roschelle, 2002)
TEKNOLOGIADEMOJA
Opetustilanne A (striimaus)
IPAD => KONE => TYKKI
http://www.reflectionapp.com/
Minkä tahansa sovelluksen voi ohjata tykille. Esim. Smart Notebookin iPad version
Opetustilanne B (kontrolli)
IPAD kannettavan kosketusnäyttönä (kontrolloi konetta)
Opetustilanne C (kontrolli+”älytaulu”)
Useimmiten käyttö aloitetaan sovelluksia etsimällä..
Ja se jatkuu sovelluksia etsimällä..
http://edudemic.com/2012/09/5-critical-mistakes-schools-ipads-and-correct-them/
LAITERIIPPUMATTOMUUS TULEE..HTML5
Simple tools, rich pedagogical practises (Roschelle, 2002)
OMAT Kokemukset mobiililaitteista
• Keskustele vierustoveriesi kanssa- Mitä mobiililaitteita koulussanne on?- Miten niitä hallitaan?- Mitä sovelluksia niissä on? Miten niitä käytetään
osana opetusta?
“Hankin aikoinani kaikki opetusohjelmat.KAIKKI. Siis hankin ihan kaikki.
Pyrin hallitsemaan niiden käyttämisen täydellisesti. Sitten huomasin että se ei ole mahdollista”(Norssi, 08, 2012)
“Tänään koulunsa aloittava lapsi on työelämässä vielä vuonna 2074” (HS, Elokuu
2012)
http://www.jarilaru.euhttp://slideshare.net/larux
http://www.mendeley.com/profiles/jari-laru
KIITOS
