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Vocational Learning
         on the go

                      The Case of
                      Mobile Learning of
                      Building Maintenance



                      Esko Lius (@eskolius)
                      19th International Conference on Learning
                      14th August 2012, London UK
#mokia
#ICoL


@eskolius
Ken Robinson The Element: How Finding Your Passion Changes Everything



                                        “ The fact is that
                                        given the challenges we face,
                                        education doesn't need to be reformed
                                        – it needs to be transformed.




Illustration: © Sir Ken
Ken Robinson The Element: How Finding Your Passion Changes Everything



                                        “ The fact is that
                                        given the challenges we face,
                                        education doesn't need to be reformed
                                        – it needs to be transformed.

                                        The key to this transformation is
                                        not to standardize education, but
                                        to personalize it, to build achievement
                                        on discovering the individual talents
                                        of each child, to put students in an
                                        environment where they want to
                                        learn and where they can naturally

Illustration: © Sir Ken
                                        discover their true passions.
                                                                                      ”
Learning is personal




Photo: © Teemu Ylikoski
Learning is personal

                                           M. Montessori
                                           Sensitivity
                                            periods




Photo: © Teemu Ylikoski
Learning is personal

                                           M. Montessori
                                           Sensitivity
                                            periods




                                                   L. Vygotski
                                                   ZPD and
                                                 knowledge-
                                                  able other




Photo: © Teemu Ylikoski
Learning is personal

                                            M. Montessori
                                            Sensitivity
                                             periods




                                                   L. Vygotski
                                                   ZPD and
                                                 knowledge-
                                                  able other


                                           H. Gardner
                                           Multiple
                                        intelligences
Photo: © Teemu Ylikoski
Learning is social




Photo: © Teemu Ylikoski
Learning is social


                                          L. Vygotski
                                           Social
                                        development
                                           theory




Photo: © Teemu Ylikoski
Learning is social


                                          L. Vygotski
                                           Social
                                        development
                                           theory



                                                  P. Parslow
                                                ”differently
                                               abled others”




Photo: © Teemu Ylikoski
Learning is social


                                          L. Vygotski
                                           Social
                                        development
                                           theory



                                                  P. Parslow
                                                ”differently
                                               abled others”




                                         G. Siemens
                                       Connectivism
Photo: © Teemu Ylikoski
World of work is changing




Photo: © Teemu Ylikoski
The change of paradigm
comes from the world we live in


            globalization

         information society
The change of paradigm
comes from the world we live in



         new world of work

          crowd activities
The change of paradigm
comes from the world we live in




         changing identities

       intertwining networks
2020
   The change of paradigm
comes from the world we live in
             globalization
             2030
         information society

             2040
         new world of work

           crowd activities
             2050
         changing identities

       intertwining networks
Building and its maintenance




Photo: © Teemu Ylikoski
Clip art licensed from the Clip Art Gallery on DiscoverySchool.com
Photo: Esko Lius
Mobile learning

• mobile technology assists learner
• location of learning not necessarily fixed
• authentic learning environments
Mobile learning

• mobile technology assists learner
• location of learning not necessarily fixed
• authentic learning environments
• new opportunities for multi-channel,
  student-based workflows
• assistance happens through a framed interface
  (contrary to augmented learning)
Mobile learning

• mobile technology assists learner
• location of learning not necessarily fixed
• authentic learning environments
• new opportunities for multi-channel,
  student-based workflows
• assistance happens through a framed interface
  (contrary to augmented learning)

TEST     Visit pollev.com/mokia and answer
TEST   Visit pollev.com/mokia and answer
             tiny.cc/mokiapoll
Vocational Learning On the Go, Lius 2012
Pick one & explain
   1 + 1 minutes
Finnish education system




Photo: © Teemu Ylikoski
Three paradoxes of Finnish education


   • Teach less, learn more
   • Test less, understand more
   • More equality with greater diversity




      (derived from Pasi Sahlberg, Director General of CIMO)
Vocational education and training
Vocational education and training
Characteristics of VET in Finland


          popular and respected

 does not close any further learning paths

 strong further professional development

versatile regional and business cooperation
Meaningful, lifelong learning


      skills & tools for LLL

         learner-based

      social & contextual

       meaningful unity
Omnia, The Joint Authority
of Education in Espoo Region

   multi-sector vocational education provider

   competence-based vocational,
    further vocational and
    special vocational qualifications

   professional development programs
    for teachers

   entrepreneurs, students and staff working
    and learning together

   “First choice”   for 1,500 in 2006
                     for 2,300 in 2012
The Case of
Mobile Learning of
Building Maintenance




    Funded by NBE
Objectives

      Getting experience on
      collaborative use of mobile devices in VET.

                    Media skills of the participating
                    students and teachers develop.


                                    Understanding of av-based
                           mobile learning process of students
Photo:
mia! @ flickr.com              with special educational needs
                                                     deepens.
Vocational Learning On the Go, Lius 2012
Vocational Learning On the Go, Lius 2012
Research on student-generated video
                                   Kearney&Schuck, Students in the Director‘s Seat




                      ”student-centred, context-rich and
                    encouraging active group participation”




http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
Research on student-generated video
                                   Kearney&Schuck, Students in the Director‘s Seat


     ”strongly aligned with principles of
      independent, authentic learning”

                      ”student-centred, context-rich and
                    encouraging active group participation”




http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
Research on student-generated video
                                   Kearney&Schuck, Students in the Director‘s Seat


     ”strongly aligned with principles of
      independent, authentic learning”

                      ”student-centred, context-rich and
                    encouraging active group participation”

                                                     ”strong sense of ownership,
                                              self-regulation and contributing to
                                                         self-esteem benefits and
                                                      personal interest in topics”
http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
‘Mokia’ in practice

   16-22 year old students of
    building maintenance and cleaning
    (upper secondary VET qualification)

   special educational needs

   iPod Touches given for a school year

   subject & special education teacher,
    and tech support

   project lead by Omnia,
    piloted by Omnia and Tavastia,
    peer-reviewed by Kiipula institute
Students making learning material




                  Send & QR



Make it


                                Use it
Students demoing skills & competence


            Take it




                      Share & comment
Video clips




How to use a mop
http://youtu.be/iG6vycR5gbI
Video clips


          •   sweeping machine: parts and usage
          •   emptying a trash-can
          •   starting a driveable lawn-mower
          •   changing ventilation system filter

              Filter-change        Sweeping machine

              Room before     Room after cleaning up
QR Codes


- how to wash hands
- igniting a lawn-mower
- safety instructions
Pictures and text


”Gone shopping”
• finding the right machine for
  a job and getting a price for it
• picture taken and price added
  as text or speech

   Vacuum cleaner
Scaffolding and narration




           Cleaning up own room
Other


• learning diary: dictate /
  video clip / writing a note
• location and route maps to
  the job-learning place
• communication with
  instructors, teachers and
  peers: email and SMS
Why?
  Special Education Instructor Päivi Vuorihuhta, Omnia



- familiar tool, fits to pocket
- motivation to use it when student gets to
  use it also on leisure
- peer usage/guidance/collaboration
- voice, picture, text: multi-channel
- autonomy, ownership, self-regulation
- own activity, repetition, returning to own work
  is easy as it is always at hand
To be considered
  Special Education Instructor Päivi Vuorihuhta, Omnia



- requires passion and readiness to
  learn new from the instructor
- lot of time, scaffolding and support needed
  for learners with special educational needs
- infrastructure: support for learning the
  tech, getting the apps, adjusting web access
- getting equipment based on learning process
  and goals, not vice versa
Their say
Survey, building maintenance students, Omnia



  +
  easy to use                                   Listen music
                                               Watch movies
  personal extension                                 Surf net
                                                Take photos
  very little need for it-help                  Shoot video
                                                 Play games
  cloud-based apps                             Write memos
                                                   Use email
  peer-to-peer learning                                Other
Their say
Survey, building maintenance students, Omnia



  –
  WiFi not sufficient                                              No probs
                                                                iPod difficult
  killing some gremlings
                                                               Apps difficult
                                                            Probs with WLAN
                                                             Other big probs
                                                    Minor probs, but OK


                                      Flickr, Alex Barros
Slides online @eskolius & tiny.cc/mokia
                           CC-BY-SA 3.0 except pics marked with ©




                        Thank you!
Photo: Esko Lius

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Vocational Learning On the Go, Lius 2012

  • 1. Vocational Learning on the go The Case of Mobile Learning of Building Maintenance Esko Lius (@eskolius) 19th International Conference on Learning 14th August 2012, London UK
  • 3. Ken Robinson The Element: How Finding Your Passion Changes Everything “ The fact is that given the challenges we face, education doesn't need to be reformed – it needs to be transformed. Illustration: © Sir Ken
  • 4. Ken Robinson The Element: How Finding Your Passion Changes Everything “ The fact is that given the challenges we face, education doesn't need to be reformed – it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally Illustration: © Sir Ken discover their true passions. ”
  • 5. Learning is personal Photo: © Teemu Ylikoski
  • 6. Learning is personal M. Montessori Sensitivity periods Photo: © Teemu Ylikoski
  • 7. Learning is personal M. Montessori Sensitivity periods L. Vygotski ZPD and knowledge- able other Photo: © Teemu Ylikoski
  • 8. Learning is personal M. Montessori Sensitivity periods L. Vygotski ZPD and knowledge- able other H. Gardner Multiple intelligences Photo: © Teemu Ylikoski
  • 9. Learning is social Photo: © Teemu Ylikoski
  • 10. Learning is social L. Vygotski Social development theory Photo: © Teemu Ylikoski
  • 11. Learning is social L. Vygotski Social development theory P. Parslow ”differently abled others” Photo: © Teemu Ylikoski
  • 12. Learning is social L. Vygotski Social development theory P. Parslow ”differently abled others” G. Siemens Connectivism Photo: © Teemu Ylikoski
  • 13. World of work is changing Photo: © Teemu Ylikoski
  • 14. The change of paradigm comes from the world we live in globalization information society
  • 15. The change of paradigm comes from the world we live in new world of work crowd activities
  • 16. The change of paradigm comes from the world we live in changing identities intertwining networks
  • 17. 2020 The change of paradigm comes from the world we live in globalization 2030 information society 2040 new world of work crowd activities 2050 changing identities intertwining networks
  • 18. Building and its maintenance Photo: © Teemu Ylikoski
  • 19. Clip art licensed from the Clip Art Gallery on DiscoverySchool.com
  • 21. Mobile learning • mobile technology assists learner • location of learning not necessarily fixed • authentic learning environments
  • 22. Mobile learning • mobile technology assists learner • location of learning not necessarily fixed • authentic learning environments • new opportunities for multi-channel, student-based workflows • assistance happens through a framed interface (contrary to augmented learning)
  • 23. Mobile learning • mobile technology assists learner • location of learning not necessarily fixed • authentic learning environments • new opportunities for multi-channel, student-based workflows • assistance happens through a framed interface (contrary to augmented learning) TEST Visit pollev.com/mokia and answer
  • 24. TEST Visit pollev.com/mokia and answer tiny.cc/mokiapoll
  • 26. Pick one & explain 1 + 1 minutes
  • 27. Finnish education system Photo: © Teemu Ylikoski
  • 28. Three paradoxes of Finnish education • Teach less, learn more • Test less, understand more • More equality with greater diversity (derived from Pasi Sahlberg, Director General of CIMO)
  • 31. Characteristics of VET in Finland popular and respected does not close any further learning paths strong further professional development versatile regional and business cooperation
  • 32. Meaningful, lifelong learning skills & tools for LLL learner-based social & contextual meaningful unity
  • 33. Omnia, The Joint Authority of Education in Espoo Region  multi-sector vocational education provider  competence-based vocational, further vocational and special vocational qualifications  professional development programs for teachers  entrepreneurs, students and staff working and learning together  “First choice” for 1,500 in 2006 for 2,300 in 2012
  • 34. The Case of Mobile Learning of Building Maintenance Funded by NBE
  • 35. Objectives Getting experience on collaborative use of mobile devices in VET. Media skills of the participating students and teachers develop. Understanding of av-based mobile learning process of students Photo: mia! @ flickr.com with special educational needs deepens.
  • 38. Research on student-generated video Kearney&Schuck, Students in the Director‘s Seat ”student-centred, context-rich and encouraging active group participation” http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
  • 39. Research on student-generated video Kearney&Schuck, Students in the Director‘s Seat ”strongly aligned with principles of independent, authentic learning” ”student-centred, context-rich and encouraging active group participation” http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
  • 40. Research on student-generated video Kearney&Schuck, Students in the Director‘s Seat ”strongly aligned with principles of independent, authentic learning” ”student-centred, context-rich and encouraging active group participation” ”strong sense of ownership, self-regulation and contributing to self-esteem benefits and personal interest in topics” http://engage.wisc.edu/dma/research/docs/Kearney-StudentsDirectorsSeat.pdf
  • 41. ‘Mokia’ in practice  16-22 year old students of building maintenance and cleaning (upper secondary VET qualification)  special educational needs  iPod Touches given for a school year  subject & special education teacher, and tech support  project lead by Omnia, piloted by Omnia and Tavastia, peer-reviewed by Kiipula institute
  • 42. Students making learning material Send & QR Make it Use it
  • 43. Students demoing skills & competence Take it Share & comment
  • 44. Video clips How to use a mop http://youtu.be/iG6vycR5gbI
  • 45. Video clips • sweeping machine: parts and usage • emptying a trash-can • starting a driveable lawn-mower • changing ventilation system filter Filter-change Sweeping machine Room before Room after cleaning up
  • 46. QR Codes - how to wash hands - igniting a lawn-mower - safety instructions
  • 47. Pictures and text ”Gone shopping” • finding the right machine for a job and getting a price for it • picture taken and price added as text or speech Vacuum cleaner
  • 48. Scaffolding and narration Cleaning up own room
  • 49. Other • learning diary: dictate / video clip / writing a note • location and route maps to the job-learning place • communication with instructors, teachers and peers: email and SMS
  • 50. Why? Special Education Instructor Päivi Vuorihuhta, Omnia - familiar tool, fits to pocket - motivation to use it when student gets to use it also on leisure - peer usage/guidance/collaboration - voice, picture, text: multi-channel - autonomy, ownership, self-regulation - own activity, repetition, returning to own work is easy as it is always at hand
  • 51. To be considered Special Education Instructor Päivi Vuorihuhta, Omnia - requires passion and readiness to learn new from the instructor - lot of time, scaffolding and support needed for learners with special educational needs - infrastructure: support for learning the tech, getting the apps, adjusting web access - getting equipment based on learning process and goals, not vice versa
  • 52. Their say Survey, building maintenance students, Omnia + easy to use Listen music Watch movies personal extension Surf net Take photos very little need for it-help Shoot video Play games cloud-based apps Write memos Use email peer-to-peer learning Other
  • 53. Their say Survey, building maintenance students, Omnia – WiFi not sufficient No probs iPod difficult killing some gremlings Apps difficult Probs with WLAN Other big probs Minor probs, but OK Flickr, Alex Barros
  • 54. Slides online @eskolius & tiny.cc/mokia CC-BY-SA 3.0 except pics marked with © Thank you! Photo: Esko Lius

Hinweis der Redaktion

  1. The presenter works as a digital communications manager in the learning solutions team in the Omnia vocational institute in Espoo Finland
  2. Share it! Let it grow! AND Have your gear ready – we will have a small mobile learning exercise later
  3. To shed light to this transformation in the light of our case of mobile learning, we need to have a look at the theoretical framework and the context in which our teachers and students learn.
  4. Practical view based on observation
  5. Theoretical, developmental psychology, note the difference in role positions of learner and teacher
  6. "If students cannot learn the way we teach them, then we must teach them the way they learn."Dr. Rita Dunn & Ken DunnPiaget and Gardnerare not fullycompatible, and my take has gotten more from Gardner
  7. These pictures are taken at Omnia
  8. In contrast to Piaget, Vygotski sees that social learning precedes development, not development preceding learning. 1stinterpsychological, only 2ndintrapsychological
  9. Peer learning. In blog BRAINS, http://brains.parslow.net/node/1558
  10. Learning is primarily a network-forming process. Learning happens as a part of diverse, social network, which is augmented by the modern digital technology.Watch ‘Connectivism – The Networked Student’
  11. Not only building technology but communications technology as well. Also mobility of the tech.
  12. Pair discussion. Pick one thing you’ve learned in the first part of this presentation (theory, context, mobile learning) and explain to the person beside you how you can apply it in your work. One minute for each.
  13. Pair discussion. Pick one thing you’ve learned in the first part of this presentation (theory, context, mobile learning) and explain to the person beside you how you can apply it in your work. One minute for each.
  14. Collaboration, personalisation, equity, trust-basedprofessionalism–notcompetition, standardisation, schoolchoice, test-basedaccountability
  15. CIMO - org for international mobility and cooperation, MinEduCult, Finland
  16. The most relevant learning environment for many
  17. Learning outcomes of business & administration students in Omnia
  18. Posterous
  19. Motivation: from 5 mins to 3 hours
  20. Authentic learning task
  21. Student with special educational needs
  22. As wifi is not available en route, a screenshot does suffice