The rise of mobile social media provides unique opportunities for new and creative pedagogies. Pedagogical change requires a catalyst, and we argue that mobile social media can be utilized as such a catalyst. However, the mobile learning literature is dominated by case studies that retrofit traditional pedagogical strategies and pre-existing course activities onto mobile devices and social media. From our experiences of designing and implementing a series of mobile social media projects, the authors have developed a mobile social media framework for creative pedagogies. We illustrate the implementation of our mobile social media framework within the development of a new media minor (an elective set of four courses) that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon student-generated content and student-determined learning (heutagogy). We argue that our mobile social media framework is potentially transferable to a range of educational contexts, providing a simple design framework for new pedagogies.
This issue brings together five rather diverse papers focusing on the use of mobile and Web 2.0 technologies in an effort to engage learners. Two of the papers deal with messaging or response systems used by students in higher education, two papers deal with the use of (mobile) social media for professional development of teachers, and the final paper builds a theoretical model for Web 2.0-based workplace learning.
Presentation about moving from Education 1.0 to Education 3.0; from pedagogy to andragogy to heutagogy; from instructivism to constructivism to connectivism in (RT @VolkmarLa: Education 3.0 and the Pedagogy of Mobile Learning | @scoopit via...
This paper critiques eight m-learning projects, including four m-learning projects using iPads in 2010 followed by a further four iPad projects in 2011. Using an action research methodology, the authors explore the impact of the integration of the m-learning projects on the pedagogical approaches of these courses. The eight iPad projects present different approaches to the integration of the iPad within a variety of educational contexts. The projects were informed by six critical success factors identified from thirty m-learning projects between 2006 and 2010, and illustrate the potential for the iPad to become a pedagogical game changer.
Cochrane, T., Narayan, V., & Oldfield, J. (2013). iPadagogy: Appropriating the ipad within pedagogical contexts. International Journal of Mobile Learning and Organisation, 7(1), 48-65. doi: 10.1504/IJMLO.2013.051573
Edited by Guglielmo Trentin and Manuela Repetto, Institute for Educational Technology, National Research Council, Italy
- includes a framework for the sustainability of new educational paradigms based on the combination of formal and informal learning processes supported by network and mobile technology (NMT) - provides a series of recommendations on how to use attitudes towards NMT gained outside the school to integrate formal and informal learning - gives a teacher training approach on how to use network and mobile technology-based informal learning to enhance formal learning pathways
An ever-widening gap exists between how students and schools use communication technology. Using Network and Mobile Technology to Bridge Formal and Informal Learning introduces new methods (inspired by ‘pedagogy 2.0’) of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers’ professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education.
Readership: Education professionals and students of educational science.
ISBN 1 84334 699 0 ISBN-13: 978 1 84334 699 9 February 2013 248 pages 234 x 156mm paperback
Cochrane, T., & Bateman, R. (2013). A mobile web 2.0 framework: Reconceptualizing teaching and learning. In M. Repetto & G. Trentin (Eds.), Using network and mobile technology to bridge formal and informal learning (pp. 57-92). Oxford, Cambridge: Chandos Publishing.
One of my favorite sources of inspiration, Harold Jarche, has a really interesting post I wanted to point you to about how to organize for diversity and complexity, one of the themes we explore in great detail in Humanize.
Riding the wave of BYOD: developing a framework for creative pedagogies
Moving innovation in teaching and learning beyond isolated short-term projects is one of the holy grails of educational technology research, which is littered with the debris of a constant stream of comparative studies demonstrating no significant difference between innovative technologies and traditional pedagogical approaches. Meanwhile, the approaching giant wave of the bring your own device (BYOD) movement threatens to overwhelm education practitioners and researchers preoccupied with replicating current practice on mobile devices. A review of the literature indicates that there are yet few well-developed theoretical frameworks for supporting creative pedagogies via BYOD. In this paper, we overview the development of a framework for creative pedagogies that harness the unique affordances of BYOD. This framework has been used across multiple educational contexts and scale from short workshops through to full courses and international collaborative projects. Our key design principles for supporting creative pedagogies via BYOD include modelling collaborative practice via establishing teacher communities of practice to learn about the affordances of mobile devices in relation to new modes of student learning, collaborative curriculum redesign in response to shifts in conceptions of teaching and learning, and collaborating with ICT Services for infrastructure development across the campus. Keywords: Mobile Learning; augmented reality; creative pedagogies; communities of practice; social media (Published: 28 August 2014) Citation: Research in Learning Technology 2014, 22 : 24637 - http://dx.doi.org/10.3402/rlt.v22.24637
Mobile Social Media as a Catalyst for Collaborative Curriculum Redesign: 10.4018/978-1-4666-6284-1.ch001: This chapter illustrates the potential of mobile social media to be used as a catalyst for collaborative curriculum redesign. The authors critique a case
We conclude that an effective mobile social media framework for collaborative curriculum redesign must meet three goals: model the building of learning communities, explore the unique affordances of mobile social media to enable new pedagogies, and establish a supporting technology infrastructure.
Thomas COCHRANE, Andrew WITHELL Recommended citation: Cochrane, T., Withell, A. (2013). Augmenting design education with mobile social media: A transferable framework. Journal of the NUS Teaching Academy, 3(4), 150-168
The context in which higher education institutions (HEIs) now operate is facing fundamental changes; HEIs are often said to be in a time of crisis, and new models of education are being explored both within and outside the academy. The rise of open educational resources and practices and alternative forms of accreditation are gaining recognition as learners and educators explore new ways of learning and connecting both within and outside the institution. Simultaneous to this rise in new learning cultures and paradigms, traditional disciplinary boundaries are themselves being challenged as networked technologies and changing social/cultural conditions are leading to further critique of traditional pedagogies, and increasing support for interdisciplinarity. In this paper, we explore emerging and converging technologies and disciplines through two higher education international collaboration scenarios. These two projects illustrate the potential of interdisciplinary communities of practice to nurture and support new pedagogical paradigms. We conclude by identifying five design principles for global interdisciplinary projects.
Cochrane, T., & Keegan, H. (2012). New Global Learning Cultures: Interdisciplinarity through networked technologies. [mobile learning; communities of practice; social media;]. Selected Papers Of Internet Research, 0(October 2012), 1-31.
With the rapid development of emerging technology tools, the digital nature of learning environments continues to change traditional forms of education. Therefore, knowledge of these changes for incorporation into classroom instruction is necessary. Pedagogical Applications and Social Effects of Mobile Technology Integration analyzes possible solutions over the concerns and issues surrounding mobile technology integration into the classroom. This book is an essential resource for professionals, researchers, and technology leaders interested in providing a direction for the future of classroom technology.
Cochrane, T. (2013). Social implications of mobile learning in global learning environments. In S. Keengwe (Ed.), Pedagogical applications and social effects of mobile technology integration (Vol. Release Date: February, 2013, pp. 292-312). Grand Forks: IGI Global.
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