Creating effective mobile learning in the social age - mLearnCon 2014 by Julian Stodd v1
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Transcript of Creating effective mobile learning in the social age - mLearnCon 2014 by Julian Stodd v1
Creating effective mobile learning in the Social Age
Julian Stodd BSc (hons) MA !
Captain at SeaSalt Learning
What have you got?• Facebook
• Shazam
• Google Maps
• A game
• A railway timetable
• Photos
• Music
What have you got?• Facebook - community, sharing, collaboration, cohesion
• Twitter - sharing, news, highly curated
• Mail - sharing, volume, formal?
• Shazam - identifying, capturing, sharing, learning
• Google Maps - functional, performance enhancing, external knowledge
• A game - distracting, competing, networked
• A railway timetable - knowledge, performance enhancing, just in time
• Photos - capturing, narrating, sharing
• Music - entertaining, cohesive
The Social Age
• The semi formal layers that surround the formal
• Supported by communities
• Facilitated by technology
The Social Age
• What is different about your social life than from 10 years ago?
• What is different about your work from ten years ago?
• What is different about how you learn from 10 years ago?
Knowledge vs Meaning
• In the old world: knowledge was power
• In the Social Age, power comes through reputation and sharing, humility and community
• Roles are contextual: we are adaptable
• We need to utilise knowledge to create meaning
How does your organisation use knowledge?
• To inform
• To control
• To do things
• To create transparency
• To build tribal capability
• To earn money
How does your organisation control knowledge
• Through technology
• Through elders
• Through physical constraints
• Through geography
• Through mindset
• Through formal heirarchy
What does the organisation give you?
• Technology - but is it agile? Is it a mechanism of control?
• Space - but do you need it? Do the walls constrain you?
• Community - but you have your own. What's it's purpose?
• Structure - codified knowledge: but is it up to date?
Does your organisation have formal communities?
• Were they put in place by the organisation or emergent from the community?
• Are they used to broadcast or co-create?
• Who owns them?
• Are you on top of issues of privacy and permanence?
How does mobile support us in our role
• Is it providing knowledge or helping us to create meaning?
• Is it saving the organisation time or saving me time?
• Is it connecting or controlling?
Changing the Frame
• If the frame is too narrow, change it
• If the co-created meaning is divergent from expectation, what will you do?
Authenticity• We are experts at spotting authenticity
• Only authentic tones of voice generate engagement
• Curiosity
• Humility
• Recognises everyday reality
Reputation
• The Social Age is a Reputation economy
• We can't rely on our positional authority for social learning
Exercise: create your framework for moderation
• What is your stance?
• What is your tone of voice?
• Where will your authority come from?
• How does this fit within the social contract?
• Will you share this with your learners or co-create it with them?
• Are you prepared, as an organisation, to reframe?
Context• Setting up the contract with the learner:
• Understanding everyday reality
• The bridge between abstract theory and concrete practice
• The social contract
• Perspective: how this relates to everything else !
Demonstration• Illustrating the core concepts of the learning
• Demonstrating things within context
• The role of the Guide and Narrator
• Understanding the role of the different modalities
• Media: video, animation, audio
• The superfluous experience
Exploration• Playing with the learning
• Developing vocabulary
• The role of different modalities
• The importance of making mistakes
• The role of different modalities
• Contextual feedback
Remember... Choices based on...
• Cost
• Trends... what's cool right now?
• Logistics
• Time... we need it tomorrow...
• Efficacy... because it works...
• Because that's how we do it... and always have...!
• Templates... brand...
Reflection• Internalising the learning
• Internal and external reflection
• Personal narratives
• Co-created group narratives
• Solitary and group reflection
• Reflection as assessment
• The role of different modalities
Assessment• Understanding the purpose of assessment:
• What are we assessing?
• Should we assess?
• Formal and informal assessment
• Observation as assessment
• Triangulating assessment
• Social assessment
http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2010/9/6/1283784205551/Pupils-raise-their-hands--006.jpg
What are performance outcomes?
• Improved skills
• Increased knowledge
• Greater ability to create meaning
• Broadened perspective
• Accepting the learning?!
• Changed attitude?!
• Foundations for the future?
How will you measure this?• Triangulate assessment through 3 of these:
• Individual reflection on what has been learnt
• Observation of the learner in action
• Peer review
• 360 assessment of change
• Formal tests
Footsteps• Bridging the gap between learning and doing
• Revisiting everyday reality
• Understanding vs performance
• Pragmatism
• Revisiting the learner and the learning
• Modalities for footsteps
Exercise: Building a scaffolded Social Learning experience
• Define your story: this is your scaffolding
• Create the spaces for co-creation
• Hang them on your scaffolding
• Define your gateways: formal or informal?
• Define your spaces for reflection and narrative
Demonstration• How can we demonstrate the core concepts?
• What activities can we use?
• How can technology facilitate this?
• What media can we use?
• How will this be more effective?
Exploration
• What spaces can we provide to explore?
• What will people be able to do?
• How will we keep this space safe?
• How will we capture the learning?
Reflection
• Where is the space to explore?
• Who provides the support?
• Where is the space for narrative?
• What is the legacy?
• 8 week scaffolded experience
• Gateways are calls
• Structured by 4 Q's a section
• Social space for collaboration
• Group narrative shared through blog
Example of Scaffolding
• 5 week scaffolded experience
• Learners seek out experiences within the scaffolding
• They quantify what they find
• The community carries out the 'sense making'
Example of Scaffolding
STAY IN TOUCH
• @julianstodd • www.julianstodd.wordpress.com !
• www.SeaSaltLearning.com !
• All materials © Julian Stodd under a Creative Commons license