Mobile Learning Workshop Resources Script for Mobile Learning Workshop Purpose The purpose of the workshop is to support trainers in critically questioning and evaluating approaches to learning and teaching supported by mobile technology (i.e. mobile learning). By the end of the workshop participants will be able to: Propose a definition of mobile learning Describe what mobile learning currently ‘looks like’ within a Scottish classroom context Construct their own CPD/CLPL mobile learning workshop for practitioners It is anticipated that workshops will be approximately 2 hours in length, with up to 20 participants working in groups of 5.

Mobile learning is learning supported by mobile devices ‘A useful rule of thumb for differentiating portable from truly mobile devices is that the former are typically used at Point A, powered down and moved, then opened up again at Point B, while the latter can be used at Point A, Point B and everywhere in between without stopping.’ (Mark Pegrum, 2015). Part 1: Introduction 30 minutes Tutor Task: welcome participants, introductions, explain the aims of the workshop, watch – https://www.youtube.com/watch?v=aDycZH0CA4I - Can I be your friend (English National Opera). Tutor Dialogue – discussions involving technology can be confusing due to the wide range of technologies in use – clarity of definition is essential. Group Task: you are the author of a website about mobile learning for teachers – in your groups take 5 minutes to agree on what a definition of mobile learning might look like – agree a spokesperson - present your definition to the whole workshop. Tutor Task: once feedback and discussions have taken place present the definition of mobile learning for the workshop – display slide 1 Mobile learning or M-learning is learning supported by mobile devices. Recommend that any definition steers clear of jargon – use mobile learning rather than M-learning etc. Keep it simple. Tutor/Group Task: ask participants to consider what those range of mobile devices are (what do they own, what do they use, what do their learners own and use, what is used in their schools, does it include laptops / Chromebooks? Tutor Dialogue – for the purposes of this workshop we do not include laptops or Chromebooks as mobile devices. ‘A useful rule of thumb for differentiating portable from truly mobile devices is that the former are typically used at Point A, powered down and moved, then opened up again at Point B, while the latter can be used at Point A, Point B and everywhere in between without stopping.’ (Mark Pegrum, 2015). Slide 1: definition

63% of adults own a Smartphone. 52% say they own a tablet. Smartphones are now the most popular device for getting online in Scotland (2015) ‘Approaches to mobile learning in schools simply replaces one way of doing things with a device. For example, books have been replaced by e-books. Learning and teaching has not changed.’ 63% of adults own a Smartphone. 52% say they own a tablet. http://media.ofcom.org.uk/news/2015/cmr-scotland-2015/ 'The mobile penetration in developed countries is 120.8%, which effectively means at least one mobile subscription per person'. Source: Wiley Handbook of Learning Technology; February 2016. To the end of December 2015, 66090 devices had been purchased through the Scottish government National Procurement Framework The framework offering includes a range of android, windows, apple tablets as well as a notebook device. Tutor Task: display, explain and discuss slides 2 and 3 Slide 2: The Scottish context. Slide 2 provides information relating to the use of mobile devices in education and in the wider world. Slide 3: The Scottish context Slide 3 illustrates examples of approaches to mobile learning in a Scottish context (all hyperlinked sources of information). Approximately 75% of purchases have been from the tablet offering (72% iPads, 3% android, 1% windows) with the remaining 25% being notebooks The decision to purchase mobile devices rests entirely with local authorities and schools; the framework ensures that schools and authorities get best value out of purchases Slide 2

Edinburgh City. Digital Learning Team. Mobile evaluation Mobile Devices in Falkirk Education. https://blogs.glowscotland.org.uk/fa/mobiledevices/author/gw09wilsonmalcolmglow-2/page/3/ Case Study. Use of mobile phones in Scottish primary schools. 2012. http://www.gov.scot/Publications/2012/10/5408/8 Scottish Government. Guidance on Developing Policies to Promote the Safe and Responsible use of Mobile Technology in Schools. http://www.gov.scot/resource/0043/00438214.pdf Tutor Task: display, explain and discuss slides 2 and 3 Slide 2: The Scottish context. Slide 2 provides information relating to the use of mobile devices in education and in the wider world. Slide 3: The Scottish context Slide 3 illustrates examples of approaches to mobile learning in a Scottish context (all hyperlinked sources of information). University of Hull. Scotland iPad Evaluation. 2012. http://www.tablet-academy.com/uploads/news/Scotland-iPad-Evaluation.pdf BYOD. A Practical Guide that Will Get You Thinking. http://www.slideshare.net/Microsofteduk/byod-in-education-18688889 Slide 3: context

Part 2: Mobile Learning in action 45 minutes Tutor Dialogue: what does ‘classroom learning’ look like where mobile devices are being used? Tutor Task: Use the Tollcross Primary School case study from the Edinburgh City Digital Learning Team (slide 4): https://digitallearningteam.org/2014/06/10/using-qr-codes-tollcross-primary-school/ Group Task: working in groups, participants should each provide 1 example of ‘real life’ use of mobile devices in schools (it could be an example from their own or a colleagues practice or an example they are aware of – if participants have no experience of mobile use in the classroom, they should construct their own example of how the technology might be applied). Groups present their examples. Slide 4: case study https://digitallearningteam.org/2014/06/10/using-qr-codes-tollcross-primary-school/

Level 1 – only the devices are mobile e.g. school purchase of mobile devices that can be used from class to class Pedagogy – tends towards a behaviourist approach / information transmission Level 2 – the devices and the learners are mobile e.g. learners complete a task using their mobile devices and then move around the classroom to share it with their peers Pedagogy – elements of collaborative learning present Level 3 – the devices, the learners and the learning experiences are all mobile e.g. learners are out and about in the local environment, exploring and sharing learning online Pedagogy – constructivist; situated learning Tutor Task: introduce slide 5, 3 levels of use linked to an appropriate pedagogy, and discuss. Group Task: participants should write their example of mobile learning on a ‘sticky’ and post it to the appropriate level (use print outs of slides 6-8, A3 or poster size on walls) – then discuss – in what level are most of the examples placed). Slide 5: pedagogy

Level 1 – only the devices are mobile e.g. school purchase of mobile devices that can be used from class to class Pedagogy – tends towards a behaviourist approach / information transmission Tutor Task: introduce slide 5, 3 levels of use linked to an appropriate pedagogy, and discuss. Group Task: participants should write their example of mobile learning on a ‘sticky’ and post it to the appropriate level (use print outs of slides 6-8, A3 or poster size on walls) – then discuss – in what level are most of the examples placed). Slide 6

Level 2 – the devices and the learners are mobile e.g. learners complete a task using their mobile devices and then move around the classroom to share it with their peers Pedagogy – elements of collaborative learning present Tutor Task: introduce slide 5, 3 levels of use linked to an appropriate pedagogy, and discuss. Group Task: participants should write their example of mobile learning on a ‘sticky’ and post it to the appropriate level (use print outs of slides 6-8, A3 or poster size on walls) – then discuss – in what level are most of the examples placed). Slide 7

Pedagogy – constructivist; situated learning Level 3 – the devices, the learners and the learning experiences are all mobile e.g. learners are out and about in the local environment, exploring and sharing learning online Pedagogy – constructivist; situated learning Tutor Task: introduce slide 5, 3 levels of use linked to an appropriate pedagogy, and discuss. Group Task: participants should write their example of mobile learning on a ‘sticky’ and post it to the appropriate level (use print outs of slides 6-8, A3 or poster size on walls) – then discuss – in what level are most of the examples placed). Slide 8

Flexible learning spaces Access to devices Wi-Fi access Flexible learning spaces Consumers v Producers i.e. software is locked down, learners have limited creative control Part 3: considerations and implementation 30 minutes Tutor Dialogue: what are the considerations (the barriers and enablers) that influence mobile learning? Tutor Task: display slide 9, considerations and discuss (note that this is not a comprehensive list). Pose the question to the group – what is missing e.g. teacher skills – is it possible to rank these in order of priority – are you aware of scenarios where an authority or a school or a teacher has resolved these considerations? Data i.e. learners create large amounts of data in and out of the classroom, across numerous tools and services; issues around managing and assessing this Commercial, ethical and health issues Slide 9: considerations

Multi-media recording E-books Apps Polls Augmented Reality QR Codes Glow Tutor Dialogue: what tools and services can support the implementation of mobile learning? Tutor Task: display slide 10, implementation and discuss (note that this is not a comprehensive list). Pose the question to the group – where would these tools and services sit within the levels of use exercise – what could you add to the list? Multi-media recording E-portfolios for assessment Slide 10: implementation

SAMR – Substitution Augmentation Modification Redefinition https://www.youtube.com/watch?v=SC5ARwUkVQg TPACK – Technological Pedagogical Content Knowledge https://www.youtube.com/watch?v=EmRw_wARuMk Redefinition Technology enables new task to be performed Technological Knowledge Deep Change Pedagogical Knowledge Modification Technology enables you to re-design tasks Content Knowledge Augmentation Technology acts as a substitute with some functional improvements Surface Change Part 4: frameworks and improvement questions 15 minutes Tutor Dialogue: part of the purpose of this workshop was to equip you with the knowledge, understanding and resources that you would need to construct your own mobile learning ‘event’ for practitioners. Display slide 11. There are a number of frameworks that have been used to support teacher understanding of approaches to learning and teaching where technology is being used. TPACK - https://www.youtube.com/watch?v=EmRw_wARuMk SAMR - https://www.youtube.com/watch?v=SC5ARwUkVQg Substitution Technology simply acts as a replacement Link https://www.computer.org/csdl/mags/cs/2014/03/mcs2014030078.html Link http://thinglinkblog.com/2014/04/07/thinglink-through-the-samr-lens/ Slide 11: frameworks

Slide 12: improvement questions 1) What are the differences between a portable and a mobile device and what different approaches are required in their use in order to support learning? 2) How does the everyday use of mobile devices contribute to classroom use (i.e. do you understand how your learners access devices, what they use them for and how this might impact on classroom practice)? 3) How do other teachers use mobile devices (in and out of school) and what can you learn from this? 4) Is the use of mobile devices in your school supported or restricted and how does this impact on your teaching? Display slide 12. These improvement questions can be used to support dialogue between practitioners. END 5) What mobile technology developments do you think will have an impact on your future practice? Slide 12: improvement questions

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