1. 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

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

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

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

5. 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)

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

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

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

9. 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

10. 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)

11. Tools

12. Tools

13. 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)

14. 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)

15. Mobile augmented reality

16. Mobile blogs

17. Mobile closed FB group

18. Mobile closed FB group

19. Interview

20. Interview

21. Video Production

22. 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)

23. 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)

24. 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)

25. 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)

26. 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)

27. 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)

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

29. 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

30. THANK YOU!