Mobile web2 pedagogies (original) (raw)

Integrating mobile Web 2.0 within tertiary education

m-ICTE2009, 2009

Based on three years of innovative pedagogical development and guided by a participatory action research methodology, this paper outlines an approach to integrating mobile web 2.0 within a tertiary education course, based on a social constructivist pedagogy. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model the use of the technology. We illustrate how the introduction of mobile web 2.0 has disrupted the underlying pedagogy of the course from a traditional Attelier model (face-to-face apprenticeship model), and has been successfully transformed into a context independent social constructivist model. Two mobile web 2.0 learning scenarios are outlined, including; a sustainable house design project (involving the collaboration of four departments in three faculties and three diverse groups of students), and the implementation of a weekly 'nomadic studio session'. Students and lecturers use the latest generation of smartphones to collaborate, communicate, capture and share critical and reflective learning events. Students and lecturers use mobile friendly web 2.0 tools to create this environment, including: blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc… Feedback from students and lecturers has been extremely positive, and the course is being used as a model of implementing mobile web 2.0 throughout the institution.

Mobilizing learning: Mobile Web 2.0 scenarios in tertiary education

2009

Based upon three years of mobile learning (mlearning) projects, a major implementation project has been developed for integrating the use of mobile web 2.0 tools across a variety of departments and courses in a tertiary education environment. A participatory action research methodology guides and informs the project. The project is based upon an explicit social constuctivist pedagogy, focusing on student collaboration, and the sharing and critique of student-generated content using freely available web 2.0 services. These include blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc… Students and lecturers are provided with either an appropriate smartphone and/or a 3G capable netbook to use as their own for the duration of the project. Keys to the projects success are the level of pedagogical and technical support, and the level of integration of the tools into the courses -including assessment and lecturer modelling of the use of the tools. The projects are supported by an intentional community of practice model, with the researcher taking on the role of the "technology steward". The paper outlines three different scenarios illustrating how this course integration is being achieved, establishing a transferable model of mobile web 2.0 integration and implementation. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model the use of the technology.

A mobile Web 2.0 framework : reconceptualising teaching and learning

2013

This chapter presents a mobile Web 2.0 framework for pedagogical change based upon the implementation of over 30 mobile learning (m-learning) projects between 2006 and 2011. These projects explored the potential of m-learning as a catalyst for pedagogical change within architecture, product design, landscape architecture, contemporary music, computing, graphics design, performing and screen arts, accountancy law and finance, civil engineering, and journalism. The projects utilised mobile devices for student-generated content and for enabling student-generated learning contexts, bridging situated experiences with the formal classroom. Examples of the development and implementation of the framework are drawn from the context of the bachelor of product design programme at Unitec, New Zealand. The framework is founded upon contemporary social learning theory and illustrates the potential of mobile Web 2.0 tools to bridge pedagogically designed learning contexts between formal and informal learning and across international boundaries.

Using Smartphones and Mobile Web 2.0 to Create a Mobile Computing Platform for Tertiary Education

2009

Today's smartphones are mobile multimedia computers, in Nokia's words: "It's what computers have become". Smartphone manufacturers have seen the potential to partner with online social software (Web2.0) sites (e.g. Flickr, YouTube, Vox, Ovi etc…) to produce a mobile computing platform to capture and share our daily lives with friends and family, anywhere, anytime. These tools can be utilized within tertiary education to create context independent collaborative learning environments. Pedagogical design of learning experiences using mobile web2.0 allows a tutor to create rich learning environments for students beyond the classroom or lecture theatre. This paper illustrates this by analysing students responses to a third year Product Design project that transformed a traditionally paper-based learning journal into an interactive, collaborative, online eportfolio using mobile web2.0 technologies facilitating an explicit social constructivist pedagogy. Students were provided with a Nokia N95 smartphone, a bluetooth folding keyboard, and a 1GB 3G data account. They created an online eportfolio, and used the smartphones to capture and record learning events and ideas from a variety of contexts. The learning outcomes included the development of a far more media rich and critically reflective collaborative experience than was previously possible using traditional approaches.

A mobile web 2.0 framework: Reconceptualizing teaching and learning

A mobile learning journey: Or" A tale of two academics' pedagogical partnership

2010

Today, less than a billion people have access to computers, whereas around four billion people have access to mobile phones. At the same time, the nature of the Internet has been undergoing a revolution labelled 'web 2.0'. Most web 2.0 tools are also designed to be mobile friendly, allowing reading and updating of web 2.0 content from mobile phones, and also featuring enhanced mobile affordances such as photo and video blogging (from cameraphones), and geotagging (from GPS equipped smartphones). Hence mobile web 2.0 provides a platform for wider access than traditional computing that is context independent, facilitating 'authentic' learning environments (A.

Critical success factors for transforming pedagogy with mobile Web 2.0

British Journal of Educational Technology, 2014

Mlearning research has in general been characterised by short-term comparative pilot studies with little high-level critique or theory formation. Consequently Vavoula, Pachler and Kukulska-Hulme (2009) call for mlearning research that is longitudinal across multiple contexts, cooperative, and participatory. In response this paper reflects upon longitudinal (2006 to 2011) participatory action research and identifies six critical success factors for implementing mobile web 2.0. These are drawn from the design and implementation of over 35 projects from 2006 to 2011 exploring pedagogical transformation enabled by mobile web 2.0 integration in higher education (Cochrane, 2010b(Cochrane, , 2010c. Two of these critical success factors are highlighted in this paper: the need for new approaches to technical and pedagogical support, and the sustained interaction of supporting communities of practice.

Mobile web2 pedagogies (original) (raw)

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