As we advance further into the course I continue to build a larger personal database of information and application I can use and incorporate in my own teaching. My first reading by Guo et al (2011) brought about some insight on how to further the idea of student centered learning through mobile devices. In their article they mention something called “smart objects” these objects are, “sensor-augmented everyday objects…smart objects can provide various assistance to people’s lives” (260). All though my idea for them is not game based as the article suggests, I think of the various pieces of lab equipment and safety devices in the science classroom that are foreign to many middle school students at the beginning of the school year. Linking objects such as: beakers, graduated cylinders, eye wash stations, etc to an app on a mobile device can allow students to direct their own learning as they interact and attempt to make meaning as to what these different tools could possibly be used for within a science classroom.
One of the major themes I have gotten out of this course to this point is the different types of learning (formal, informal, implicit) that can take place through the use of mobile devices. Bonk (2012) introduced me to another type of learning known as extreme learning. As defined by Bonk (2012), “extreme learning is the idea of developing activities that involve learning with technology in unusual or unique ways.” Of the many goals mentioned with extreme learning the one that had the most relevance to me was the idea of multi cultural and diversity awareness. Teaching in a school district that is home to the US Army War College, we are privileged enough each year to have several students join us from countries all around the world. These students often do not get a chance to share parts of their culture with their classmates. Using some of the ideas mentioned in the article, I see it possible for students to incorporate and teach their peers about their cultures to illustrate the many similarities and differences. Whether that be multimedia presentations, video chats with peers from their native country, anything at all to enhance student’s understanding and appreciation for diversity and different cultures.
Finally I would like to briefly reflect and compare my view on mobile learning from week 1 of the course up to now. In the first week I defined mobile learning as,
“mobile learning is the idea and practice of using available technology allow learning to take place anywhere at anytime. It also has the ability to enhance, and extend on existing learning by allowing the users to connect concepts in both formal and informal settings. It allows learners and educators access to material that would otherwise be difficult to express or visualize without the assistance of user friendly user devices.”
For the most part I strongly agree with my earlier definition.Mobile learning is something that extends learning outside the classroom to more informal settings and the idea of augmented reality allows a visual element to it that is otherwise difficult to illustrate without the assistance of mobile devices. If I were to add anything to my definition, I would include the idea of personalization and the building towards 21st century skills. Mobile learning creates a more student lead environment in which learners direct themselves based on their own interest and curiosity. It allows them to develop creativity and problem solving skills as they develop into lifelong and independent learners.
References:
Bonk, C. J. (2012). Technology enhanced teaching: From tinkering to tottering to totally extreme learning. Proceedings of the 1 st International Conference on Open and Distance Learning. (pp. 1-33). Manila, the Philippines.
Guo, B., Fujimura, R., Zhang, D., & Imai, M. (2011). Design-in-play: improving the variability of indoor pervasive games.Multimedia Tools and Applications. doi:10.1007/s11042-010-0711-z