This document discusses a case study of using mobile devices to support vocational learning for building maintenance students. The study provided iPod Touches to students in an upper secondary vocational program, including some with special educational needs. The objectives were to gain experience with collaborative mobile learning and improve students' media skills. Students created learning materials like instructional videos and photos documenting their work. They provided peer teaching and feedback using the mobile devices. The study aimed to understand how mobile technologies could support authentic, student-centered learning in a vocational context.
Finals of Kant get Marx 2.0 : a general politics quiz
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
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
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
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
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
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
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
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
The presenter works as a digital communications manager in the learning solutions team in the Omnia vocational institute in Espoo Finland
Share it! Let it grow! AND Have your gear ready – we will have a small mobile learning exercise later
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.
Practical view based on observation
Theoretical, developmental psychology, note the difference in role positions of learner and teacher
"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
These pictures are taken at Omnia
In contrast to Piaget, Vygotski sees that social learning precedes development, not development preceding learning. 1stinterpsychological, only 2ndintrapsychological
Peer learning. In blog BRAINS, http://brains.parslow.net/node/1558
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’
Not only building technology but communications technology as well. Also mobility of the tech.
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.
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.