Mobiililaitteet ja koulu: hypeä ja arkirealismia

Mobiililaitteet ja koulu: hypeä ja
arkirealismia
Jari Laru, kasvatustieteiden
tiedekunta, Oulun yliopisto
2012

VERRYTTELY
• Mitä haluat kuulla mobiiliteknologian
opetuskäytöstä?

www.socrative.com huone nro:

7362

Gartnerin hypekäyrä (Laru, 2012)

~2000 ~2010

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

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”

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

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 at
http://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_Wor
king/START_HERE.html

KESKUSTELE LYHYESTI
• Millainen on koulunne tyypillinen
oppimisympäristö: sovellukset / laitteet /
välineet (tekn/ei tekn)

www.socrative.com huone nro:

7362

TEOREETTINEN VIITEKEHYS JA
PEDAGOGINEN MURROS..

TYÖKALU KOGNITIIVINEN TYÖKALU
Photos: Openclipart.org

Social distribution

Symbolic distribution

Physical distribution openclipart

Hutchins, E. (1995). Cognition in
the wild. Cambridge, Mass: MIT
Press.

Konstruktivismi
Oppiminen nähdään laajasti ottaen
aktiivisena tietojen, merkityksien ja
käsityksien rakentamisena.

Nykyaikaisten
oppimisympäristöjen taustateoria

Oppiminen on erittäin
monimutkainen prosessi
Yksilö

Ympäristö
(konteksti, välineet Yhteisö
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 at
http://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)

Politiikka Oppilaat Infrastruktuuri

Text

http://commons.wikimedia.org/wiki/File:School%27s_
http://www.slideshare.net/larux/tietotyon-p-haasteita/
everyday_life.jpg

Politiikka Oppilaat Teknologia

Text

http://commons.wikimedia.org/wiki/File:School%27s_
http://www.slideshare.net/larux/tietotyon-p-haasteita/
everyday_life.jpg

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_s
e_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

“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..

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)

Theory

Inquiry learning Case III
Argumentative learning
Paper III
Instructional design
Case II Instructional design Core activity
2nd analysis
Main methods Core activity Blended learning EI
Results & findings
1st analysis Argumentative inquiry
Mann Whitney U-test Script
learning

Data Script Integrated learning script
Qualitative content
analysis Flyers, audio recordings,
mindmaps Integrated learning script
Context
Context Macro: Storyboard + tutors
Mobile tool Higher Education
Flyers
Fieldtrip (K12) Micro: Sentence openers
Data
Tools
Log
Mobile tool data, recordings, knowledge
test, wiki history, content
Case I Media uploader
2nd analysis Paper II Results & findings Google Reader
Main methods 1st analysis
Social software (students)
Social network analysis 1st analysis
Instructional design Media sharing
Data 2nd analysis
Weblog
Qualitative content Logs, interviews, Core activity Wiki
analysis questionnaires RSS Reader
Knowledge building Paper IV
Context Social software (class)
Mobile tool Script
Virtual master’s Course blog Main methods
FLE3mobile Macro: Free collaboration Course wiki
programme
Micro: sentence openers RSS aggregats Qualitative content
analysis (mixed)

Theory Bayesian modeling
FLE3 Tiernajack
Progressive inquiry learning
Flyers SmartLibrary Knowledge building

Preliminary Theory
Paper I analysis Theory (analytical lens)
Foundations Community of Practise

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
Existing master’s programs

New master’s program

Knowledge building activity

Microscript

Collective task

Results

Interviews Content analysis

stimulus

Social network analysis
Log-files Matrices
(SNA)

Database

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.

Internal script External script Internal script(s)

Activity: Collaborative knowledge
building (progressive inquiry learning)
Nonparticipative
behavior

Co-operative learning Microscript: Knowledge building Self-study

ag
Activity: Argumentative knowledge
construction

- Integrated learning script - Emergent interaction
pattern(s)
prestructuring

Core activity

Post structuring
ag
Activities: Conceptualizations,
reflections, elaborations, knowledge
construction

CSCL Integrated learning script CSCL Emergent interaction
pattern(s)
ag
prestructuring

SWISH Core activity

ag Post structuring
ag

STUDY 2: FLYERS
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.

Results

Mindmap
Pre-test

Top-performers

Audio recordings of
argumentative discussions

Mindmap analysis Content analysis Mann-Whitney U-test

Knowledge claim messages

Low performers

Mindmap
Post-test

Three independent tasks + didactic
envelope
Microscript

Task 1 Task 2 Task 3

Macroscript
Collective activities Small-group activities
Storyboard Argumentative discussions

Conclusive discussion Review and comparison

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.

Course blog and wiki
Mobile applications

Course level tools

D. Reflect & E. Review &
B.Reflect F. Co-construct
Phase: A.Ground C.Conceptualize elaborate evaluate
knowledge Course feed

Group level tools

Software:

Collaborative Solo Collaborative

Activity:
Lecture Discussion Phototaking Blogging Discussion Wikiwork

Multiple feeds
Merged feeds

Monitoring tools

G.Monitor Tools used to merge multiple RSS feeds

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

1st topic 2nd topic 3rd topic

Micro S1

Micro S2

Macro Micro S3

Core activity Micro S4
Micro S5

Collective activities Small-group activities Individual activities Collaboration script

Grounding (Lecture) Reflect (Discussion) Conceptualize (Photo [mobile]) Micro Sn = Microscript n
Macro = Macroscript
Review and evaluate Reflect and elaborate (Blog)
(Discussion)
Co-construct of knowledge Monitor (RSS [mobile])
(Wiki)

Conceptual Conceptual
knowledge post- knowledge post-
test test

Knowledge
test analysis Results

Paired samples
t-test

Normalized Bayesian dependency & classification
learning gain modeling

Descriptive analysis

Analysis of Wiki
history

Analysis of the On task analysis
engagement

Discussions Shozu Flickr Wordpress Wikispaces Google Reader

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.

Comparison between experiments
Subtask
Topic 1 Subtask n
n+1

Topic 1 Subtask
Topic 2 Subtask n
n+1
X
Subtask
Topic 3 Subtask n
Topic Topic 2 n+1

Subtask
Topic 1 Subtask n
X n+1

Topic 3 Subtask
Topic 2 Subtask n
n+1

Subtask
Topic 3 Subtask n
n+1
Free Didactic envelopes (Dillenbourg, 2002) Swish splits (Dillenbourg & Jermann, 2006)

Conclusion

Simple tools, rich
pedagogical practises
(Roschelle, 2002)

Opetustilanne A (striimaus)

http://www.reflectionapp.com/

IPAD => KONE => TYKKI

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/

HTML5

LAITERIIPPUMATTOMUUS TULEE..

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)

KIITOS
http://www.jarilaru.eu
http://slideshare.net/larux
http://www.mendeley.com/profiles/jari-laru

Mobiililaitteet ja koulu: hypeä ja arkirealismia

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