Mobilt lärande – en introduktion

Tänkte i denna bloggpost samla lite olika resurser när det gäller mobilt lärande

Engelska Wikipedia har en bra översikt över vad mobilt lärande är och hur det vuxit fram.

Ett av UNESCO:s projekt inom utbildning handlar om mobilt lärande. UNESCO har också en sida som tar upp många användbara länkar. En av dessa länkar är ”Mobile learning portal”. 

UNESCO har också gjort en stor serie med publicationer om mobilt lärande i världen: UNESCO mobile learning Publikations.

Jan Hylén har i en artikel i ”Datorn i utbildning” sammanfattat UNESCO:s rapportserie om mobilt lärande: Mobiler vänder upp och ned på gamla sanningar om IT i skolan.

Eriksson mfl har haft ett Leonardoprojekt för att titta på hur man kan få in mobilt lärande i ”vanlig” undervisning: Incorporating mobile learning in to mainstream education

Detta projekt har också tagit fram en guide i ämnet: Mobile learning – a practical guide.

När jag sökte på ”mobile learning” hittade jag en annons för en lärplattform som var framtagen för att fungera lika bra på en smartphone som på en dator: Xtractor

Hittade en avhandling om hur man designar utomhuslektioner med mobilt lärande.

I Malmö har man också startat en yrkeshögskoleutbildning på distans för mobilt lärande.

ISTE har en online kurs i mobilt lärande.

Internet i Afrika

För en ca vecka sedan hörde jag ett inslag på Vetandets värld på Sveriges Radio: ”Internet en språngbräda för Afrika”. Där berättade man om hur dyrt det är med internet söder om Sahara men att utvecklingen kommer att gå snabbt. Internet byggs ut för fullt och det finns callcenter i Dakar som har hand om färdtjänst i Sverige. Om ett par år kommer säkert de flesta också ha smartphones.

Jag fick sedan höra om en som bodde i Senegal och som menade att det finns risk att man kommer att använda internet mest till sociala medier och porr.

Detta tycker jag visar att projektet med lugandiska Wikipedia är än viktigare! Kan vi få igång en folkrörelse för att sprida kunskap om praktisk hållbar utveckling på det lokala språket och det blir det som man förknippar med internet så banar vi upp spår som sedan andra lättare kan gå. Det kan många gånger vara svårt att gå i obanad terräng. Men om några trampat upp några enkla stigar så följer folk dem istället för att gå på andra ställen. Det är dessa stigar som nu skapas i Uganda med det lugandiska Wikipediaprojektet.

Conference at UNESCO – Innovative learning environments

David Istance and Mariana Martinez-Salgado from OECD gave us an introduction to this subject. It belongs to a reasearch program called ILE. So far there are three publications planed:

  1. The nature of learning (2010)
  2. Innovative learning Environment (2013)
  3. Leadership for 21:st century learning

David Istance first introduced us to ”the nature of learning principles”:

  1. Make learning central, encourage engagement and be where learners come to understand themselves as learners.
  2. Ensure that learning i social and often collaborative.
  3. Be highly attuned to learners motivations and the importance of emotions.
  4. Be accutely sensitive to indiviual differences including in prior knowledge
  5. Be demanding for each learner but without excessive overload.
  6. Use assessments consisted with its aim, with strong emphasis on formative feedback.
  7. Promote horizontal connectedness across activities and subjects in- and out-of-school.

He stressed after presenting this list that all should be present. Not one or two.

Mariana Martinez-Salgado then gave examples of specific innovative learning environments from the 125 cases they have studied around the world. She had a model af basic elements in education as a base for the examples.

Learners
Innovations can include distant learners och parents as learner.

Content
Innovations can include 21:st century skills, languages, culture, sustainability and interdisciplinaries

Teachers
Profile of ”teachers” can be innovated by adding volunteers, learning proffesionals, experts, distant teachers and peer teaching.

Resources
Innovation can be through which resources or how they are used. For example digital resources and use of space.

Organisation & pedagogy
Innovation can be how you group educators and learners, rescheduling time and pedagogy and related assessment.

Learning leadership
This is about design to shape the learning environment and include for example vision of learning, change strategy and distrubution of managers, teachers, learners and partners.

Information & evidence about learning
This can include learning logs, portfolios, visability of teachers work, research and evaluation by the learning environment on the learning environment. Here we also find formative feedback about learning to the learning leadership and to learners and educators.

Partnership with higher education, companies, and cultural institutions.
This partnerships can be inside the pedagogical core or influencing the learning leadership.

Partnership with families and communitity
This can also be inside the pedagogical core or influence the learning leadership.

Partnership with other learning environments
As above: influence inside the pedagogical core or the learning leadership.

Conference in UNESCO – Technology and education in developing countries

Francesc Pedro, chief of section at Section for Teacher Development and Education at UNESCO talked about the urgent need for education in developing countries:

  • 61 million children is not in primary school
  • 1,7 million additional teachers is needed in the world
  • 775 million is illiterate and two thirds are women.

He said that technology can foster education development and transformation but there is a need for a holistic policy environment. Technology in education is like a swiss knife. It can be usefull in many ways but you can also harm yourself on it if you are not carefull.

He means that pedagogy is the key for success. UNESCO has one objective. Teachers need to be empowered to facilitate:

  • more learning
  • better learning
  • different learning

There are four pillars:

1. Policies. Technology policies contextualised in realistic education policies.
2. Teachers. Teacher training institutions need to be willing to transform.
3. Mobile learning. This is a windows of opportunity now
4. OER. Use of it can promote innovation.

There are a lot of challenges in developing countries:

    • Affordability
    • Capacity
    • Inclusion
    • Content
    • Quality assurance
    • Monitoring and assessment
    • Complexity of the policy environment

What works? There are three requiments:

    • Access
    • Usability
    • Utility

The best example of success so far is in system and school management.

To succed there are three things that is needed to get with technology in education

  • Engagement
  • Convenience
  • Productivity

The work UNESCO do in mobile learning is presented on the UNESCO homepage

Conference in UNESCO – Youth, ICT and Education

Mark West is a young scientist from Stanford University that work in UNESCO with ICT. He showed us a video of a future classroom made by Intel. After the film he tried to see wich pilars the vision stand on. Here is the list:

  • Personalized learning
  • Anytime – anywhere learning
  • Immediate feedback and formative assessment
  • New and wider communities of learners
  • Seamless learning across devices
  • Teacher as facilitator and expert mentor
  • Greater collaboration and projectbased learning. Learners learn best by
    doing.
  • Expand the reach and equity of education
  • Situated learning

Then he talked about three areas where ICT can be of big help:

  • Minimize educational disruption in conflict and disaster areas.
  • Improve administration with ”big data”
  • Cost efficienty. You get more with less money.

Towards a sustainable future

The state of the planet is alarming. The greenhouse effect appears to go against the points where it may soon soar. Biodiversity is threatened by exploitation, hunting and the habitats are in different ways distroyed. Democratic processes decreases in the countries of the world . These are just some of the problems facing the world in 2014. The UN has since 1972 worked to save the environment and human civilization on Earth and launched several processes for this .

The next year, two of these processes ends and are replaced by new ones. One is the UNESCO Decade for Education for Sustainable Development which has a year still to go and the other Millennium Development Goals to be achieved by 2015. Many people now work within the UN system to see how these processes will continue and develop after their time expired.

Within the work for ”education for sustainable development” they are now talking about a ” Global Action Program” developed by UNESCO. Within the Millenium development goals they talk about ”Post 2015″  in UN.

We are now also in the midst of a digital developments affecting our society. Not least in the media and education. This development brings with it new opportunities that were previously not possible . We can now build networks in a new way using social media. We can share knowledge and information in a way not previously possible. Our way of teaching can develop and be done in new ways.

Both the media and education are in a ”transmedia development”. This means that facts and stories are told through different media. A television series may also be a computer game or a cartoon . A radio show is also a blog etc. There is also a dimension of ” consumer participation” in this development.

We now need to start new knowledge processes that accelerate the sustainable development of the earth. These could be linked to the two processes for sustainable development that is about to emerge within the UN system.

Possible goals
Starting and developing a transmedial process of sustainable development in which different media talks about and inspire sustainable development on Earth. The different transmedial elements are held together by a common process where the different parts will be more together than separately .

Citizens participate in this process in a spirit of Agenda 21 .

In this process different open educational resources are created that can be used in both schools , universities and adult education

Schools, universities and adult education operates and develop new training concept in sustainable development.

Wikipedia is becoming an important channel for disseminating knowledge about practical sustainable development from farmers to farmers , engineers to engineers , from human to human.

Skolbranden

I onsdags kväll anlades tre brandhärdar i källaren på min skola Stagneliusskolan. En självslocknade men de två andra hann utvecklas innan de släcktes av brandkåren. En stor rökutveckling skedde innan  elden släcktes.

På torsdag morgon hade hela kollegiet samlats av skolledningen för att få information om vad som hänt. Undervisningen ställdes in under torsdagen för nästan hela skolan luktade rök och fett sot hade lagt sig i många klassrum. Framför allt i den östra flygen som är mest drabbad.

Men trots att skolan är stängd pågår undervisningen via våra datorer. Jag skulle ha två naturkunskapslektioner idag med en klass då de skulle fått arbeta själva i klassrummet och jag pratade betyg med dem en och en. Jag tror att de fick mer gjort hemma än om de suttit i skolan. Jag hade samtal genom skype, facetime eller Google+ hangout med eleverna.

Vid tiotiden kom Peter Bressler från Sveriges Radio P4 Kalmar. Han ville göra ett reportage om hur vi lärare arbetade med våra elever trots att skolan var stängd. Jag ringde upp en av mina elever via facetime och han fick vara med i direktsändning också. Det går att ha undervisning utan skolbyggnad också!