3 rd wle mobile learning symposium, 27 march 2009, wle, london personal inquiry personal inquiry:...
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3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Personal InquiryPersonal Inquiry: Designing for Evidence-based Inquiry Learning across Formal and Informal Settings
Stamatina AnastopoulouLearning Science Research Institute,
University of Nottingham,
M. Sharples, S. Ainsworth, C. Crook
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Introduction – main objective of the Personal Inquiry project “The main objective is to design new
educational methods of scripted inquiry learning, implemented across devices including personal mobile technologies and shared classroom displays, and to evaluate their effectiveness in helping young people aged 11-14 to understand themselves and their world through a process of active scientific inquiry across formal and informal settings.”
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Timeframe
Pilot 1 – February 2008 UoN: Myself; OU: My Community
Trial 1 – November 2008 UoN: Myself; OU: My Community
Trial 2 – October 2009 Switch themes
UoN: My Community; OU: Myself
Trial 3 – February – May 2010 Integrated system across both sites
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
The PI System Overview Allow Allow teachersteachers to to authorauthor lessons on scientific inquiry. lessons on scientific inquiry.
From this authoring process a 'script' is generated.From this authoring process a 'script' is generated.
This allows the system to take the lesson design & present students/ This allows the system to take the lesson design & present students/ teachers with relevant resources to enable them to enact the lesson.teachers with relevant resources to enable them to enact the lesson.
StudentsStudents have an ILT ( have an ILT (Integrated Learning ToolkitIntegrated Learning Toolkit): an ultra-mobile PC. For ): an ultra-mobile PC. For answering questions, predicting, collecting data from a sensor and reviewing answering questions, predicting, collecting data from a sensor and reviewing the data collected.the data collected.
Review tools Review tools for students to present elements of the lessons, e.g. boxes & for students to present elements of the lessons, e.g. boxes & questions for answers, graphs of live data from sensors or worksheets.questions for answers, graphs of live data from sensors or worksheets.
Review tools Review tools for teachers incorporate the student review tools and have for teachers incorporate the student review tools and have additional tools that help orchestrate and manage the lesson additional tools that help orchestrate and manage the lesson e.g. identifying students who are not participating or seem stuck or pushing e.g. identifying students who are not participating or seem stuck or pushing
additional tasks to students who have finished a task.additional tasks to students who have finished a task.
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Research Methodology
Design-based research approach (Sandoval & Bell, 2004)
technology and pedagogy are designed together through a cycle of systems development and learner trials in contextcycle of systems development and learner trials in context, involving learners, teachers and other stakeholders as design informants
Learners experiences Learners experiences are captured through interviews, participatory design workshops methods and classroom videos
Teachers are involved at all phases of development by creating lessons plans, activities and views around pupils’ ability to engageengage
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3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Personal Inquiry framework
Find my topic
Decide my inquiry question or hypothesis
Plan my methods equipment& actions
Collect my evidence
Analyse and represent my evidence
Respond to my question or hypothesis
Share and discuss my inquiry
Reflect on my progress
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Personal Inquiry framework
Find my topic
Decide my inquiry question or hypothesis
Plan my methods equipment & actions
Collect my evidence
Analyse and represent my evidence
Reflect on my progress
Share and discuss my inquiry
Respond to my question or hypothesis
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Healthy Eating: November 2008
Theme: myselfmyself
with Hadden Park High School
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Brief description of context
November 2008: 9 lessons in 3 weeks
30 pupils, 14 years old
science curriculum: Inquiry around Inquiry around Healthy Eating::
What nutrients do I eat?
Do I eat enough nutrients to be healthy?
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Objective of “mobile”
Ultra-mobile PCs: Asus running the PI toolkit
Camera to keep a food diary
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Objective of the “informal”
Technology taken home for the whole period
Tasks at home: Tasks at home:
Take photos of what they eat for a week
Prepare presentations of what they did
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3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Objective of the “formal”
Pupils to understand
the inquiry the inquiry process process
wherewhere they are they are
The domain The domain (nutrients’ role)(nutrients’ role)
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3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
How does the PI toolkit scaffold and enable the PI learning approach?
How does the PI experience challenge the teacher and the pupils?
Do the children learn from the PI experience and do they change their attitudes towards science?
Research Questions:
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Data Collected
70 sets of QuestionnairesQuestionnaires (pre-post)
Log files from 28 students coming from their use of the PI toolkit in class and the home in class and the home (e.g. summaries, graphs, presentations)
Video capture of the 9 lessons with three cameras (2 groups and 1 overall),
Interviews 11 interviews with Teacher, 7 with pupils
during and post-intervention
Researchers’ observation notes after each lesson
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Home-school link
Aimed at continuity of learning experience
Take photos of what they eat over a week
Import data on Asus
Generate RNI graphs
Prepare presentations of inquiry
Homework is an issue of the school
Teacher sees it as possibilities for extension activities
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Taking technology @home
Use of Ultra-mobile PCs:
Go online,
facebook, bebo,
games, msn,
bbc on healthy eating,
bbc sports
Catch up with last lessons activities, finish what they start at school, read the summaries
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Research question re-visited
Being too personal?
Seeing their own photos on the whiteboard
Recording and sharing personal data
Being aware of being recorded (in general or in PI?)
How does the PI experience challenge pupils?
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Taking photos of what they eat:
Teenage attitudes of what they eat:
“[a bacon sandwich] looks disgusting…”
“Yes, some foods don’t look attractive.”
“Sometimes it tastes better than it looks.”
“When you’re eating, yes, it does sound nice when you’re eating, but then when you take a picture…”
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Seeing the photos on their whiteboard
“I don’t know, but people in this school do your head in. If they don’t like something they’re expecting you not to like it. And they’ll just take the mick out of you if you say you like it.”
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Doing Homework
It took them several lessons to realise the need to do it “If they didn’t do it, they would let down themselves”
A parent was taking photos of their dinners
they’d prefer to be given choices explicitly, check web sites on healthy eating,
ask someone what they eat,
take photos of their food.
3rd WLE mobile learning Symposium, 27 March 2009, WLE, London
Thank you! any questions?
Dr Stamatina Anastopoulou
www.pi-project.ac.uk
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