I. Socio-Cultural Theory Applied to Mobile Learning
The article I chose to help advance my thoughts of integrating mobile technology was “Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media,” by Gikas & Grant (2013). The article was a qualitative study that focused on a meso-level of analysis as described by Vavoula and Sharples (2009), which in particular looks at learner experience. Nine students from three different higher learning institutions were interviewed about mobile learning. The students were able to create, interact with course content, and collaborate with each other using mobile learning. I chose this article because the students learned through social experiences integrated by mobile technology. The case presented supports socio-cultural theory which was the basis of Kearney et. al (2012) features of personalization, authenticity, and collaboration in a pedagogical framework for mobile learning.
II. Personalization and Seamless Learning
The students in this case found that mobile learning was beneficial in blurring the lines between formal and informal learning, allowing them to learn without boundaries and time constraints. Kearney et. al (2012) mentions that M-learning has the potential to transcend these spatial and temporal restrictions, which is often found in formal learning. This allows the student to personalize their learning. Personalization was one of Kearney features in his pedagogical framework for mobile learning. Students are able to regulate their own learning according to their own style. Kearney et.. al (2012) mentions that “They may have control over the place (physical or virtual), place and time they learn, and can enjoy autonomy over their learning content.” As educators, I think we can use the affordances of mobile technology to blur a student’s perception that learning stops at the class bell. We can extend learning beyond classroom walls and time, letting formal learning bleed into informal learning, creating a seamless learning environment. Looi (2009) states “With mobile technologies at hand, students can learn seamlessly- both in classroom and out of classroom, both in school time and after school time.”
III. Collaboration and Presence
The students also commented on how mobile devices allowed them to connect and collaborate with others. Gigas & Grant (2009) stated “Mobile devices provide learners opportunities to collaborate, discuss content with classmates and instructors, and create new meaning and understanding.” Personally, I am interested in using social media with mobile devices to support learning and help create a social “presence” within higher education. Kearney et. al (2012) mentions Danaher et. al (2009) refer presence as being aware of self and others…encompassing the emotional element of being human and can be broken down into three interaction types of: cognitive (student-content), social (peer) and teaching (student-teacher). I think mobile learning with social media can support all three interactions types. Students can absorb content in class and on the internet, then use that acquired knowledge in communicating with other students and teachers on social media.
IV. Authenticity and Community of Learners
Besides interactions between content, peers, and the teacher, I think students can use social media to connect with professionals online. This would provide an authentic experience for students. Gigas & Grant (2009) stated that “…social media provides for collaborative and engaging opportunities for students (Hoffman, 2009 and Pang, 2009). Mobile learning can allow students to participate in authentic tasks that relate to real-world practitioners. Kearney et. al. states “ …under a participation model of authenticity, students participate in the actual work of a professional community..” Creating a presence between all learners produces a learning community and if professionals are part of that community, then it becomes more of an authentic social experience for students.
How do you think you can integrate mobile technology to promote social learning?
References:
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26. http://doi.org/10.1016/j.iheduc.2013.06.002
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research In Learning Technology, 20:1, 1-17. doi:10.3402/rlt.v20i0/14406. Note: open access journal, click the link to access article. This article is not in the course reserves. http://www.researchinlearningtechnology.net/index.php/rlt/article/view/14406.
Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W., & Wong, L.-H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 41(2), 154-169. doi:10.1111/j.1467-8535.2008.00912.x Click here for PDF. ./images/looi_48035657.pdf
Hi Dana!
You asked: “How do you think you can integrate mobile technology to promote social learning?” As Looi et al. state: “The use of these technologies facilitates communication, collaboration, sharing and learning in informal settings with their peers, friends and family unbounded by time and location. Students spend more time in such ‘informal’ settings than in ‘formal’ settings in the school.” (Looi et al. 2010, Page 155) Since students are already spending so much time using mobile communication in informal settings, it may not be that difficult to transition students into using mobile communication for social learning. Requiring certain activities such as our blog posts and comments is certainly one way of promoting social learning. Here are some of the other ways I can think of to promote mobile social learning:
*Using the VoiceThread app, create a VoiceThread discussion around a slide presentation.
*Use the Zula app to create groups for collaboration and communication.
Both of these apps were included in my app review on my blog.
Can you think of other apps that promote collaboration and communication?
Source:
Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W., & Wong, L.-H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 41(2), 154-169. doi:10.1111/j.1467-8535.2008.00912.x
Hi Dana, I agree that social learning is invaluable. Going back to Vygotsky as he was quoted in Kearney et al. (2012) on page 10, “Social interaction, conversation and dialogue are fundamental to learning from a socio-cultural perspective as people engage in negotiating meaning (Vygotsky 1978).”
My workplace may be an early adopter of social media, but we use several different chats and discussion forums to ask fellow practitioners questions. The subsequent learning is authentic, personalized, and collaborative, so it meets the standards of Kearney et al. (2012)’s model on page 8. We use AIM instant messaging to ask very technical questions to the group, we use Slack to ask process change questions, like, “why do we use this tool for date population?”, and we use Yammer to keep in touch with the broader Penn State Community events, articles and announcements.
I believe there was a concern at one point that we were spending too much time social chatting and the supervisors were added to the group IM. It immediately became very quiet and even a little intimidating to ask work-related questions.
I’ve read and seen that social communities are very delicate. When you try to control them, they vanish and reform somewhere else. So, my question is, how do you get students into an established social community of practitioners?
Resource:
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research In Learning Technology, 20:1, 1-17. doi:10.3402/rlt.v20i0/14406.