Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

Smartphones

Many of the research approaches to smartphones actually regard them as more or less transparent points of access to other kinds of communication experiences. That is, rather than considering the smartphone as something in itself, the researchers look at how individuals use the smartphone for their communicative purposes, whether these be talking, surfing the web, using on-line data access for off-site data sources, downloading or uploading materials, or any kind of interaction with social media. They focus not so much on the smartphone itself but on the activities that people engage in with their smartphones

Studienlandschaft Schwingbachtal: an out-door full-scale learning tool newly equipped with augmented reality

This paper addresses education and communication in hydrology and geosciences. Many approaches can be used, such as the well-known seminars, modelling exercises and practical field work but out-door learning in our discipline is a must, and this paper focuses on the recent development of a new out-door learning tool at the landscape scale. To facilitate improved teaching and hands-on experience, we designed the Studienlandschaft Schwingbachtal. Equipped with field instrumentation, education trails, and geocache, we now implemented an augmented reality App, adding virtual teaching objects on the real landscape. The App development is detailed, to serve as methodology for people wishing to implement such a tool. The resulting application, namely the Schwingbachtal App, is described as an example. We conclude that such an App is useful for communication and education purposes, making learning pleasant, and offering personalized options

mLearning, development and delivery : creating opportunity and enterprise within the HE in FE context

This research project was funded by ESCalate in 2006-7 to support Somerset College in developing the curriculum, as well as widening participation via the use of mobile communications technologies such as mp3 players and mobile phones. The Project represents a highly topical and timely engagement with the opportunities for learning provided by the burgeoning use of mobile computing/ communications devices. Activities bring together colleagues from Teacher Education and Multimedia Computing in an innovative approach to designing for and delivering the curriculum. The Project addresses pedagogic issues and also vitally involves current and future learners, providing them with a new context for skills development and entrepreneurship. Anticipated outcomes include informed development of new HE modules and professional CPD activities which address the skills and context of this emerging approach to delivering the curriculum. The Project also intends to trial and evaluate the use of mobile technologies to support a blended learning approach to programme delivery and the development of a FD module which could be delivered via a mobile computing device. An interim report and a final project report are available as Word and PDF file

Social media in the english classroom: a study on the use of whatsapp messenger by english teaching training program students of Universidad Andrés Bello Casona de Las Condes campus

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)The reason behind the use of WhatsApp Messenger (WM) by the English Teaching Training Program (ETTP) students and its possible effects on their engagement is a problem that has not been addressed in the Chilean context. The present study was designed to fill this gap. The purpose of this study was to examine the dynamics of the English class regarding the use of mobile devices. Moreover, this study aimed at examining the reasons behind the use of WM by ETTP students of UNAB Casona Las Condes Campus and its possible effects on their engagement in the English class. The method used in this investigation followed the characteristics of a sequential explanatory design. The results were obtained through two observations, a questionnaire, and a focus group. This research study concluded that the use of smartphones and specifically WM has grown exponentially as it is constantly affecting our daily routine and habits, and also what happens inside the classroom. The results revealed there were several themes attributed to disengagement that might trigger students to use WM in the English class, such as boredom, short attention span, and demotivation.Las razones de los estudiantes de Pedagogía en Inglés para usar WhatsApp Messenger (WM) y sus posibles efectos sobre el involucramiento que estos tienen en las clases de inglés es un problema que aún no ha sido tratado en el contexto chileno. El presente estudio fue diseñado para suplir esta falencia. El propósito de esta investigación fue examinar las dinámicas de la clase de inglés en relación con el uso de dispositivos móviles. Además, este estudio tenía el propósito de examinar las razones de los estudiantes de Pedagogía en Inglés de UNAB Campus Casona de Las Condes para usar WM y los posibles efectos que su involucramiento pudiera tener en la sala de inglés. El método usado en esta investigación siguió las características de un diseño secuencial explanatorio. Los resultados se obtuvieron a través de dos observaciones, un cuestionario y un grupo focal. Este estudio de investigación nos permitió concluir que el uso de smartphones y específicamente el uso de WM han crecido de forma exponencial de manera que este afecta constantemente nuestras rutinas diarias y hábitos. Los resultados revelaron que existen varios temas que se pueden atribuir al desenganche y que pueden causar que los estudiantes usen WM en la clase de inglés, como el aburrimiento, el corto periodo de concentración y la desmotivación

Facilitating social constructivist learning environments for product design Students using social software (Web2) and wireless mobile device.

It is well understood and has been well documented that there is much to gain by using social software in creating collaborative learning communities. However little is known about using a context independent interactive collaborative environment with an emphasis upon sharing, ease of use, customization and personal publishing (MobileWeb2). This paper describes an innovative and integrated MobileWeb2 technology in a product design live project setting, that assists product designers to solve a real problem to serve a real client. Students and teaching staff use a smartphone to capture design decisions and prototypes and collate and share these via an online eportfolio. From the data collected from staff/students surveys it was found that this method provided a stimulating collaborative environment that develops personal skill to bring out their latent creativity in such a way that these will become part of their project. Opportunities for mobile web2 product design projects are outlined. The logistics of providing access to appropriate hardware and software for all students are also discussed