Following on from my previous analysis of the future of learner structured learning using mobile devices and technologies, I will now further expand upon the 3 key elements of design for mobile learning which include Design Types, Design Aspects and Space Design. (See my previous post: The Future of Learner Structured Learning Using Mobile Devices and Technologies for a prelude to this.)
Design Types:
As previously stated, design types include Personalised Learning; Situated Learning; Authentic Learning and Informal Learning.
Personalised Learning refers to learning that is uniquely adapted to the learners specific learning preferences, and allows the learner to actively choose the way content and activities are presented and arranged. In e-learning for example, the personalised learning system refers to a model that is designed with the user's learning style in mind.
The UK department for Education defines Personalised learning as "a highly structured and responsive approach to learning for each individual child and young person. It creates an ethos in which all pupils are able to progress, achieve and participate. It strengthens the link between learning and teaching by engaging pupils and their parents as partners." Source: NCSL accessed 2012-05-18 (http://www.education.gov.uk/vocabularies/educationtermsandtags/5867)
Similarly, within the US Department of Education's National Educational Technology plan, personalised learning is defined as "adjusting the pace, adjusting the approach, and connecting to the learner's interests and experiences. Personalization is broader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned." Source: New York City Department of Education (http://izonenyc.org/about-izone/)
Of course there is a difference between Personalised Learning and Individualized or Differentiated Learning as the chart below explains (Bray and McClaskey):
As you can see from the above chart, personalization goes beyond customizing instruction based on the learning needs of the individual learner. It rather flips the entire approach to a more learner-centric one in which the learner actively participates in the design of their own learning, and gives them the opportunity to build a network of peers, experts and teachers that can help guide and support their learning. This does not happen in traditional classroom based lectures (because teachers traditionally take charge of all of this), and can only be attributed to a few new adaptive e-learning systems.
An ideal format for testing the efficacy of a novel mobile design approach to learning would be to first incorporate all 3 key elements of design for mobile learning, and then would test them directly against the traditional classroom teaching model, and also test against a personalised e-learning model in order to identify what unique advantages the mobile design presents over a traditional e-learning system as well.
According to Traxler and Kukulshka-Hulme, personalised learning recognizes diversity, difference and individuality in the ways that learning is developed, delivered and supported. it includes learning that recognizes the different learning preferences and approaches, and social, cognitive and physical difference and diversity (e.g. autistic people, see Rodriguez-Fortiz et al. 2011).
But learning designed for mobile technologies offers a perspective that differs dramatically from personalized e-learning designed for networked desktop computers. It supports learning that can potentially recognize the context and history of each individual learner (and perhaps their relationships to other learners) and delivers learning to each learner when and where they want it. Prototypes exist for learning designed on the basis of knowing where the learner is, how long they've been there, where they were before, who else was learning nearby, their likely schedule and itinerary, their social networks and communities (both formal and informal), and their progress and preferences as learners (Yau 2011). Furthermore, the design of the learning delivered by the system can evolve with the learner and their learning.
Situated Learning on the other hand, refers to learning that takes place in the course of activity, in appropriate and meaningful contexts (Lave and Wenger 1991; Mayes and de Freitas, 2010). In contrast with most classroom learning activities that involve abstract knowledge which is out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture. It is also usually unintentional rather than deliberate. Lave and Wenger call this a process of “legitimate peripheral participation.”
Also referred to as cognitive apprenticeship, the idea grew up by looking at people learning in communities as apprentices by a process of increased participation. It can also be extended to mean learning in the field, in the hospital ward, or in the workshop, and mobile learning can be designed to support theis context-specific and immediate situated learning (Ellaway 2010; Kneebone and Brenton 2005; Wishart et al. 2005; Seppala and Alamaki 2003; Kenny et al 2009).
Building further on the theory of Situated Learning, Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship, saying: “Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge.”
Social interaction and collaboration are essential components of situated learning — learners become involved in a “community of practice” which embodies certain beliefs and behaviours to be acquired. As the beginner or novice moves from the periphery of a community to its centre, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert.
Key design considerations in situated learning are access to situation-relevant content, situated support, and planning how learners will capture and share their experience on location or shortly afterwards.
References: Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Kenny, R.F., Park, C. L., Van Neste-Kenny, J.M.C., Burton, P.A. & Meiers, J. (2009). 'Using Mobile Learning to Enhance the Quality of Nursing Practice Education'. In M. Ally (Ed.), Empowering Learners and Educators with Mobile Learning. Athabasca, AB: Athabasca University Press.
Kneebone, R. & Brenton, H. (2005). Training perioperative specialist practitioners. In A.
Kukulska-Hulme & J. Traxler (Eds), Mobile learning: A handbook for educators and trainers (pp.106-115). Milton Park: Routledge.
Kukulska-Hulme, A and Traxler, J (2013). 'Design principles for mobile learning' in: Beetham, H and Sharpe, R (eds) Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed.). Abingdon: Routledge, pp. 244–257.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
Yau
J.Y.-K. (2011) 'A mobile context-aware learning schedule framework with
Java learning objects', unpublished PhD thesis, University of Warwick.
Design Types:
As previously stated, design types include Personalised Learning; Situated Learning; Authentic Learning and Informal Learning.
Personalised Learning refers to learning that is uniquely adapted to the learners specific learning preferences, and allows the learner to actively choose the way content and activities are presented and arranged. In e-learning for example, the personalised learning system refers to a model that is designed with the user's learning style in mind.
The UK department for Education defines Personalised learning as "a highly structured and responsive approach to learning for each individual child and young person. It creates an ethos in which all pupils are able to progress, achieve and participate. It strengthens the link between learning and teaching by engaging pupils and their parents as partners." Source: NCSL accessed 2012-05-18 (http://www.education.gov.uk/vocabularies/educationtermsandtags/5867)
Similarly, within the US Department of Education's National Educational Technology plan, personalised learning is defined as "adjusting the pace, adjusting the approach, and connecting to the learner's interests and experiences. Personalization is broader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned." Source: New York City Department of Education (http://izonenyc.org/about-izone/)
Of course there is a difference between Personalised Learning and Individualized or Differentiated Learning as the chart below explains (Bray and McClaskey):
As you can see from the above chart, personalization goes beyond customizing instruction based on the learning needs of the individual learner. It rather flips the entire approach to a more learner-centric one in which the learner actively participates in the design of their own learning, and gives them the opportunity to build a network of peers, experts and teachers that can help guide and support their learning. This does not happen in traditional classroom based lectures (because teachers traditionally take charge of all of this), and can only be attributed to a few new adaptive e-learning systems.
An ideal format for testing the efficacy of a novel mobile design approach to learning would be to first incorporate all 3 key elements of design for mobile learning, and then would test them directly against the traditional classroom teaching model, and also test against a personalised e-learning model in order to identify what unique advantages the mobile design presents over a traditional e-learning system as well.
According to Traxler and Kukulshka-Hulme, personalised learning recognizes diversity, difference and individuality in the ways that learning is developed, delivered and supported. it includes learning that recognizes the different learning preferences and approaches, and social, cognitive and physical difference and diversity (e.g. autistic people, see Rodriguez-Fortiz et al. 2011).
But learning designed for mobile technologies offers a perspective that differs dramatically from personalized e-learning designed for networked desktop computers. It supports learning that can potentially recognize the context and history of each individual learner (and perhaps their relationships to other learners) and delivers learning to each learner when and where they want it. Prototypes exist for learning designed on the basis of knowing where the learner is, how long they've been there, where they were before, who else was learning nearby, their likely schedule and itinerary, their social networks and communities (both formal and informal), and their progress and preferences as learners (Yau 2011). Furthermore, the design of the learning delivered by the system can evolve with the learner and their learning.
Situated Learning on the other hand, refers to learning that takes place in the course of activity, in appropriate and meaningful contexts (Lave and Wenger 1991; Mayes and de Freitas, 2010). In contrast with most classroom learning activities that involve abstract knowledge which is out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture. It is also usually unintentional rather than deliberate. Lave and Wenger call this a process of “legitimate peripheral participation.”
Also referred to as cognitive apprenticeship, the idea grew up by looking at people learning in communities as apprentices by a process of increased participation. It can also be extended to mean learning in the field, in the hospital ward, or in the workshop, and mobile learning can be designed to support theis context-specific and immediate situated learning (Ellaway 2010; Kneebone and Brenton 2005; Wishart et al. 2005; Seppala and Alamaki 2003; Kenny et al 2009).
Building further on the theory of Situated Learning, Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship, saying: “Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge.”
Social interaction and collaboration are essential components of situated learning — learners become involved in a “community of practice” which embodies certain beliefs and behaviours to be acquired. As the beginner or novice moves from the periphery of a community to its centre, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert.
Key design considerations in situated learning are access to situation-relevant content, situated support, and planning how learners will capture and share their experience on location or shortly afterwards.
References: Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Kenny, R.F., Park, C. L., Van Neste-Kenny, J.M.C., Burton, P.A. & Meiers, J. (2009). 'Using Mobile Learning to Enhance the Quality of Nursing Practice Education'. In M. Ally (Ed.), Empowering Learners and Educators with Mobile Learning. Athabasca, AB: Athabasca University Press.
Kneebone, R. & Brenton, H. (2005). Training perioperative specialist practitioners. In A.
Kukulska-Hulme & J. Traxler (Eds), Mobile learning: A handbook for educators and trainers (pp.106-115). Milton Park: Routledge.
Kukulska-Hulme, A and Traxler, J (2013). 'Design principles for mobile learning' in: Beetham, H and Sharpe, R (eds) Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed.). Abingdon: Routledge, pp. 244–257.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
Mayes,T., de Freitas,S. (2013). Technology-Enhanced Learning: The role of theory. in: Beetham, H and Sharpe, R (eds)
Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed.).
Abingdon: Routledge, pp. 17–30.
Seppala, P., & Alamaki, H. (2003). Mobile learning in teacher training. Journal of Computer Assisted Learning, 19, 330-335.
Seppala, P., & Alamaki, H. (2003). Mobile learning in teacher training. Journal of Computer Assisted Learning, 19, 330-335.
Wishart,
J., McFarlane, A., & Ramsden, A. (2005). 'Using Personal Digital
Assistants (PDAs) with Internet Access to Support Initial Teacher
Training in the UK'. Paper presented at MLearn 2005 4th World Conference
on mLearning: Mobile Technology: The Future of Learning in Your Hands,
Cape Town, South Africa, 25-28 October 2005.
