I don’t have notes for the first session from the London Knowledge Lab.
Control: informal learning is more motivating because learners have more control and freedom.
Constructivism: built on ideas of Piaget, further developed by Papert who created the concept of constructionism. It involves learners making their thinking and understanding visible, e.g. using Sketchy to show a science concept, or teachers reflecting on notes they’ve taken.
Challenge, Curiosity, and Complexity: motivation to learn with mobile devices. We learn because we’re curious and drive to achieve competence (e.g. Bruner, 1966). Mobile software can evoke challenge, curiosity, and complexity.
Conversational Learning: the mobile device acting as a communication channel (Roschelle & Pea, 2002). Conversation also reinforces and illuminates the process of coming to know by constructing knowledge in a two-way interaction between student and mobile device (O’Malley, 2005). The technology can take the place of the teacher/peer, or provide an environment that enables conversations between learners (Sharples et al., 2007).
Confidence: linked to challenge, also to successful learning.
Context: using mobile devices for fieldwork (Soloway, 1999 for early examples). Booted up Bristol Project (Squire, 2005).
Collaboration: using mobile devices, but usually web-based. Can be with peers (Ramsden, 2005), or experts (Wishart, 2005). Also mentioned the EDUINNOVA project.
- building the above concepts into software and activities designed for mlearning
- however, the theories and cognitive aspects are inter-related and create a complex web creating motivation and understanding.
From the audience: there is a need to build in space for reflection somewhere. There’s also a need for scaffolding of learning. Also, the complex web of the concepts should be dynamic, not static (you could use Sketchy for it).
For a more detailed account, see