Empowering women in producing learner-driven innovations: Unstructured problems in collaborative learning settings using mobile technologies Prof Dr Norazah Nordin Dr. Helmi Norman Faculty of Education, National University of Malaysia

UNESCO EFA Global Monitoring Report 2012 - skills development of women has become an urgency (UNESCO, 2012)

Problem of ICT Integration in the Teaching and Learning Process (Sang et al. 2010; Wong et all., 2012)

Improve learner’s skills & produce learner-driven innovations via collaborative settings? (Buur et al., 2008; Keppell et al., 2012)

Potential technologies that can be used to promote learner-driven innovation? Mobile technologies. (Kukulska-Hulme et al., 2009, Pea et al., 2012; Ally & Samaka 2013)

However, limited learning approaches to empower women to produce learner-driven innovations. (Embi & Nordin, 2013; Rodgers et al., 2015)

Collaborative settings problems problems What we did? Unstructured problems Collaborative settings Mobile technologies

What we did? 71 female undergraduates Educational technology course Video production module

What we did? given unstructured problems as learning task Teacher controlled Student Problem formulation/work process (Adapted from Ryberg et al. 2010) What we did? given unstructured problems as learning task aim: develop effective videos for teaching Students groups – minimal level vs. high level of moderation intervention

Usage of learning technology Constructs studied Control of learning Context of learning Usage of learning technology Adapted from Sharples et al., 2007; Frohberg et al. 2009)

Tools

Tools

High level of moderation PROJECT WORK Unstructured problems Mobile web 2.0 learning environment Mobile augmented reality (locate video shooting locations) Students in groups Increased moderation & intervention Closed Facebook groups (online discussions) Lecturer Mobile blogs (reflections of learning) Learner-driven innovation (video)

Minimal moderation PROJECT Unstructured problems WORK Mobile web 2.0 learning environment Mobile augmented reality (locate video shooting locations) Student in groups Minimal moderation & intervention Closed Facebook groups (online discussions) Lecturer Mobile blogs (reflections of learning) Learner-driven innovation (video)

Mobile augmented reality

Mobile blogs

Mobile closed FB group

Mobile closed FB group

Interview

Interview

Video Production

Results & discussion A1. Control of learning – High level of moderation Lecturer seemed to assume ownership of group Learning seemed to be lecturer-centred Full teacher control Mainly teacher Scaffold Mainly learner Full learner (Adapted from Frohberg et al. 2009)

Results & discussion A2. Control of learning – Minimal moderation Pre-service teachers seemed to assume ownership of group Learners planned their own learning Full teacher control Mainly teacher Scaffold Mainly learner Full learner (Adapted from Frohberg et al. 2009)

Results & discussion B1. Context of learning – High level of moderation Discussions in groups seemed more formal – lecturers sometimes had to direct questions to encourage contributions Pre-service teachers were not very active in discussions – lecturer acted as moderators Independent context Formalized Physical Socializing (Adapted from Frohberg et al. 2009)

Results & discussion B2. Context of learning – Minimal moderation Discussion seemed more casual – more ideas seemed to be contributed Some of the female pre-service teachers were more “dominant” in discussions compared to others Independent context Formalized Physical Socializing (Adapted from Frohberg et al. 2009)

Results & discussion C1. Usage of learning technology – High moderation The final product constructed by the pre-service teachers: - storyline was linear - storyline seemed to be restricted/guided by teacher moderation Content delivery Interaction for motivation & control Guided reflection Reflective data collection construction (Adapted from Frohberg et al. 2009)

Results & discussion C2. Usage of learning technology – Minimal moderation Students’ output: - seemed to be more interesting, e.g. ideas creatively presented in story plots - probably due to freedom given to students to produce their own products Content delivery Interaction for motivation & control Guided reflection Reflective data collection construction (Adapted from Frohberg et al. 2009)

Conclusions Unstructured problems in collaborative settings with mobile technologies have the potential to empower women in ICT integration in teaching and learning

future directions Unstructured problems could be tested in other domains – may have different results Unstructured problems vs. semi structured problems Unstructured problems tested using other technologies

THANK YOU!