Accounted Learning: A WoLF oriented approach to Mobile Learning By Dr Samuel Nikoi & Dr Palitha Edirisingha (Beyond Distance Research Alliance – University of Leicester)

Presentation Outline Project Background Project Background Research Design Research Design Key Issues Key Issues Implication for practice Implication for practice

Work-based Learners in Further education (WoLF) JISC funded collaborative research project between Leicester College & University of Leicester. JISC funded collaborative research project between Leicester College & University of Leicester. Role of Leicester College Role of Leicester College Recruit Teaching Assistants Recruit Teaching Assistants Learning Technologist & Tutor Learning Technologist & Tutor Role of University of Leicester Role of University of Leicester Research Research From March December From March December 2008.

Project Objectives To investigate how Pocket PCs can support portfolio development by Teaching Assistants on foundation degree programme in education at the University of Leicester. To develop: A pedagogical model and proof of concept A pedagogical model and proof of concept Resources for designing reflective learning Resources for designing reflective learning Exemplar & user cases highlighting student experiences Exemplar & user cases highlighting student experiences Guidelines for integrating pocket PCs institutional VLEs Guidelines for integrating pocket PCs institutional VLEs

Project Partners Leicester College Leicester College Paul Chapman Paul Chapman Lucy Stone Lucy Stone Kirsty Lewis Kirsty Lewis Chris Battisson Chris Battisson Beyond Distance Research Alliance Beyond Distance Research Alliance University of Leicester University of Leicester Prof. Gilly Salmon Prof. Gilly Salmon Dr Palitha Edirisingha Dr Palitha Edirisingha Dr Samuel Nikoi Dr Samuel Nikoi JISC FE in HE Programme manager JISC FE in HE Programme manager Lisa Gray Lisa Gray

PDA and Keyboard The PDA Induction Session PDA & INDUCTION SESSION Induction Process

Research Design Research Approach Research Approach Ethnographic action research Ethnographic action research Data Gathering Data Gathering 20 TAs in (1st, 2 nd & 3rd year) 20 TAs in (1st, 2 nd & 3rd year) One-to-one Interviews One-to-one Interviews Classroom Observation Classroom Observation Focus Group Discussion Focus Group Discussion Activities on project Moodle Activities on project Moodle Data Analysis Data Analysis Qualitative data analysis using cognitive mapping Qualitative data analysis using cognitive mapping

Key Issues: Learning motivation Competence and confidence Competence and confidence Personalisation Personalisation Assignment driven learning Assignment driven learning Classroom based evidence Classroom based evidence Audio and Visual preferences Audio and Visual preferences Equipment ownership Equipment ownership Output from a science lesson “For the science assignment I used the PDA for voice recording and for videoing…I used the PDA for literacy assignment as well” (1 st Year TA). Output from a Science lesson on magnets

Key Issues – Learning conditions Competing Technologies (Personal & Institutional) Competing Technologies (Personal & Institutional) Public versus private spaces Public versus private spaces Institutional policies on ethics & access Institutional policies on ethics & access Sources of Support: Sources of Support: Formal – Teacher, Learning Technologist. Formal – Teacher, Learning Technologist. *Informal – Peers, friends, family members. *Informal – Peers, friends, family members. “ I am not allowed to take pictures of any of my children because of the nature of my work.” (2 year TA). “My children are my teacher” (2 year TA).

Key Issues: Knowledge Management Technical Technical Process of Integration with VLE Process of Integration with VLE Connectivity Connectivity Poor quality images / recordings Poor quality images / recordings Personal Personal Underworld knowledge Sharing Underworld knowledge Sharing Horizontal Communities Horizontal Communities Reflective Learning Journals Reflective Learning Journals E-Tutorials E-Tutorials Synchronous E-Tutorial with Tutor Individual reflective journal on Moodle “The recording… Its difficult to listen. Its quite hard in my experience. It actually makes it more of tasks”.1 st yr TA.

Lessons Learnt Personalisation (Content & equipment) Personalisation (Content & equipment) Framing (Learning goals vs learning process) Framing (Learning goals vs learning process) Policies (Internal & cross-institutional) Policies (Internal & cross-institutional) Vagueness (Learning stages & mental states) Vagueness (Learning stages & mental states) Support loops (Technical & Learning) Support loops (Technical & Learning)

Learning Futures Conference 2009

Conclusion Questions And Contributions