The world has seen quite a few
revolutions in different walks of life in the context of the advent of
technology. For instance, many technologies have revolutionized life throughout
the history of humanity, from the creation of hand tools, to mechanical devices,
powered machines and automated robotic processes and manufacturing. But among
the list of such inventions and discoveries, mobile communications stands out
as a giant in terms of the combination of speed of adoption and the extent of
the global transformation it has driven. In about four decades, the technology
has reached more than six billion people, permanently altering lives in ways
that no one imagined was possible in so short a period, and with such global
extent (Viswanathan
and Weldon, 2014)
Ubiquitous
Learning
Ubiquitous learning can be described as
learning that takes place anytime and anywhere i.e. free of time and space. In
other words, this type of learning is temporally and spatially independent.
However, the mobile technology (m-technology) which, in deed, is the
portability of computers and computing devices (details in the earlier post
entitled ‘Value of Mobile Technology in
Teaching and Learning’) has blurred the conventional dividing lines between
formal and informal teaching and learning (Education-2025, 2016).
Figure 1: Ubiquitous Learning and Mobile
Technology
Kolb’s
Experimental Learning Cycle (Kolb, 1985)
The four steps/stages of the Kolb’s Experimental
Learning Cycle (Figure 2) can be applied in a ‘light’ form i.e. not to its full
capacity as it may not always be possible to carry out a full on experiment in
the given time scale and in the class-room setting (as I learnt from my
MicroTeach lesson). However, mobile technologies are rendering this more
possible even in a conventional classroom setting. For instance, BIM (Building
Information System) can be used in a conventional classroom setting to
demonstrate various angles of a building at different stages of its construction
(Butt et al, 2015). Though, this can
still be followed by visits to construction sites. In this context, mobile
technology in teaching and learning has already started revitalizing the Kolb’s
concepts and they can be further enhanced as the fast developing technology develops
further.
Figure 2: Kolb’s Experimental Learning
Cycle
Moodle
((Modular Object-Oriented Dynamic Learning Environment)
Moodle (that can be seen as another
m-technology) is a software developed on pedagogical principles (originally by Martin
Dougiamas in Australia). Moodle is a learning platform designed to provide
educators, administrators and learners with a single robust, secure and
integrated system to create personalized learning environments. It can be used
in a number of ways for a range of academic activities such as blended learning,
distance education, flipped classroom and other
e-learning projects in schools, universities, workplaces and other sectors (Rogers
et al, 2009).
I have personally applied Moodle to
upload my lectures for my students so that they do not have to make notes to
great extent in my classroom lectures and be able to concentrate more on what
is being said rather than partly on what to note down. I problem which I
personally faced all my life during my studies and learning and still do. I
also put on course work instructions on Moodle for my students. Students electronically
hand in their course work via a turnitin option. Moodle can be access from not
just within university premises but anywhere as long as internet service is
available (thus, great mobility / portability). It applies to staff as well as
students. I can also contact students via as well as place my feedback to them
on Moodle for them to access it. Moodle can also be helpful to cut down in
having to see students all the time.
Bloom’s
Taxonomy
This has been addressed in the post
entitled ‘Appropriate Applications for My
Teaching and Learning’.
Four
Main Learning Styles and Differentiation
Honey
and Mumford (1982; 2006) identified four main learning styles
including Activist,
Pragmatist, Reflector and Theorist. I believe that four learning
styles of Honey and Mumford can help prepare a balanced team of students for
group project and may be in industry and academic research teams too. In my
lectures, employing m-technologies I can furnish my classroom lectures with
features that can cater for all four styles. For instance, video and / or audio
clips, graphs and pictures on my PowerPoint slides, write a piece of work e.g.
dissertation proposal, interactive lecturing and intrapersonal as well
interpersonal group discussions, involving students in preparing and delivering
presentation on different topics, etc. Such m-technology based approaches can equally
help with ‘differentiation’ as a cross cutting theme in my teaching to assist
learning of students. Differentiation in teaching consists of efforts of teachers to
accommodate and respond to variance among learners in the classroom (Tomlinson, 2000; 2014). Examples
of differentiation are (Gill, 2013; 2016): Linguistic style;
Authority or lecture style; Demonstrator or coach style; Facilitator or
activity style; Delegator or group style; Hybrid or blended style; etc.
HEA Professional
Standards Framework
The HEA (Higher Education Academy), which is a British
professional institution promoting excellence in higher education, has
developed Professionals Standards Framework which consists of five areas of
activity (A1 to A5) which are underpinned by six Core Knowledge elements (K1 to
K6) and four Professional Values aspects (V1 to V4) (HEA, 2011). These are not described here due to brevity by can be
found in the document by HEA (2011). Mobile technologies can assist and already
in creating and enhancing the learning environment in which these standards can
be more readily achieved as opposed to conventional learning environments.
Researcher Development
Framework (RDF)
Researcher Development Framework is structured in four domains,
which are: knowledge, intellectual abilities,techniques and professional
standards to do research, as well as the personal qualities, knowledge and
skills to work with others and ensure the wider impact of research (Vitae,
2010). These descriptors are further divided into sub-descriptors and are not
discussed here due to brevity. However, for the purpose of this blog, the point
being made is that mobile technologies can help researchers in the academe to achieve
these aims and objectives regarding the RDF via mobile technologies much more efficiently
and effectively. With my research students in my job role this is what I plan
and aim to achieve.
References
Butt,
T. E.; Francis, T. J.; Greenwood, D.; Jones, K. G. and Nasir, A. M. 2015, The
role of BIM in tackling obsolescence, climate change, and sustainability.
International Conference on Building
Information Modelling (BIM) in Design, Construction and Operations, Vol.
149, pp. 555 – 565, 9 – 11 September, Bristol, England, UK.
Education-2025. 2016, Ubiquitous
Learning, Available at: https://education-2025.wikispaces.com/Ubiquitous+Learning,
Accessed: 17 January 2016, Tangient LLC.
HEA
(Higher Education Academy), 2011, The UK Professional Standards Framework for
teaching and supporting learning in higher education, HEA, UK.
Gill,
Eric. 2013, What is Your Teaching Style? 5 Effective Teaching Methods for Your
Classroom. Teaching Strategies. Available at:
http://education.cu-portland.edu/blog/teaching-strategies/5-types-of-classroom-teaching-styles/,
Accessed: 09 January 2016, Concordia Online Education
Gill,
Eric. 2016 (Updated), What is Your Teaching Style? 5 Effective Teaching Methods
for Your Classroom. Teaching Strategies. Available at:
http://education.cu-portland.edu/blog/teaching-strategies/5-types-of-classroom-teaching-styles/,
Accessed: 09 January 2016, Concordia Online Education
Honey,
P. and Mumford, A. (July) 2006 (Revised edition), The Learning Styles
Questionnaire 80-item version, Peter Honey Publications Limited, Maidenhead,
Berks, England, UK.
Honey,
P. and Mumford, A. 1982, The Manual of Learning Styles, Peter Honey
Publications Ltd., London, UK.
Kolb,
David A. 1984, Experiential learning: experience as the source of learning and
development. Prentice Hall Inc. New Jersey, USA.
Rogers, Patricia L;
Berg, Gary; Boettcher, Judith; Howard, Carole; and Justice, Lorraine. 2009,
Encyclopedia of Distance Learning (2nd Edition), IGI Global, Pennsylvania,
USA.
Tomlinson, C. A. 2000,
Differentiation of Instruction in the Elementary Grades, ERIC Digest 536, Eric
Digests, Virginia, USA.
Tomlinson, C. A. 2014,
The Differentiated Classroom, ASDA, Virginia, USA.
Viswanathan,
H., & Weldon, M. (2014). The Past, Present, and Future of Mobile
Communications, Bell Labs Technical
Journal, Vol. 19, pp. 8 – 21.
Vitae, (April) 2010, Researcher
Development Framework, Version 2. Careers Research and Advisory Centre (CRAC)
Limited, Cambridge, England, UK
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