critical issues: for now and the future

Critical Issues: Critical Issues: For Now and The FutureFor Now and The Future

Insook LeeSejong University

Seoul, Republic of [email protected]

Education Conference Celebrating 50 Years of Diplomatic Relationsb/t R.of Korea & Denmark

25-26 August 2009

mailto:[email protected]

Table of Contents

Mobile LearningMobile Learning

Game Based LearningGame Based Learning

II

IIII

Mobile LearningMobile LearningII

Toward U-Learning ParadigmToward U-Learning ParadigmToward U-Learning ParadigmToward U-Learning Paradigm

Various mobile technologies have emerged and have been developed into integrated forms.

Those technological changes highlight the potential attraction of lower cost and equal opportunities higher than desktop computes and wired network systems.

In a similar sense, wireless/mobile computer technologies might reinforce gradual changes in education in various ways (Lee, Song, & Lee, 2006).

Impact of M-technologies on SocietyImpact of M-technologies on Society

Opportunities

Combined appropriately, wireless technology can

provide an engaging and beneficial experiences for

even the most resistant learner

Mobile devices:

small, portable, compact, lightweight, relatively low cast, and

powered by batteries that have an increasingly long endurance

Nomadicity in EducationNomadicity in Education

• college student seated in the library in front of her laptop computer with an MP3 player plugged into her ears as she thumb-types a text message on her cell phone.

• an explosive demand for 24-hour-a-day support of a bewildering assortment of devices and computing platforms.

Applications of U-Technologies in EducationApplications of U-Technologies in EducationImpact of U-technologies on EducationImpact of U-technologies on Education

• Explosive expansion of consumer technology on school campus

• A more mobile environment might alter the type and shape of computing and services such as – reducing the need for general purpose labs – increasing the need for 24 hours, 7 days a week support– growing demand for multiplatform and device support

Learning Swarms, Temporary Learning ZonesLearning Swarms, Temporary Learning Zones


• Ubiquitous computing, through the pervasive use of computing

• Learning as a soci-cultural phenomenon

• Learning through the use of portable computers are most successful when they are used for collaboration(Inken, 1999; Gay et al., 2002)

Increasing Collaboration and SharingIncreasing Collaboration and Sharing


• Ubiquitous computing – Users in the central focus in a

computing environment• Augmented reality

• Powerful representational tools, such as graphing calculator, tools for mapping concepts, running simulations, gathering data, etc

• Giving learning a ‘context’

Promoting ‘Doing and Reflecting’Promoting ‘Doing and Reflecting’


• when the learning experience does not form a meaningful continuum because of the environmental disturbances, poor concentration of the learner, and technical problems, such as bad network connections or problems with the devices and applications(Syvanen, et. al., 2004).

• many usability, compatibility, and accessibility related questions that hinder seamless mobility and mobile learning (Syvanen, et. al., 2004).

A Cautionary Note: FragmentationA Cautionary Note: Fragmentation

Challenges

Technical: Small screen size - not so well suited to e-learning delivery - restricted input capabilities

Pedagogical: Challenges of revising the curriculum to exploit them

Quite profound design implications

Environmental: Fragmentation

During the spring semester of 2006, those schools had implemented wireless laptop computers into the regular classroom activities.

2006 Research Case

In the fall semester of 2005, three selected elementary schools were selected: one in Seoul, one in Incheon, and one in Gyeongi Province.

Korea MOE & HRD and Apple Korea have employed joint efforts to integrate mobile personal computer technology in the form of wireless laptop computers into regular classroom settings.

Research Questions

Overall research questions are as follows:

to identify the positive and negative factors impacting Mac-wireless computer integrated instruction/learning activities

provide future strategies of operating this experimental project, which might lead to the higher enhancement of learning achievement and satisfaction

1

2

General Information of Participants

School Grade Class SubjectNumbers of

studentsTotal

S Elementary

School4

1 Korean Language 26

168

2 Social Studies 27

4 Social Studies 25

I Elementary

School5

4 Korean Language 30

8 Social Studies 28

G Elementary

School4 5 Social Studies 32

S Elementary School’s Classroom Scenes


I Elementary School’s Classroom Scenes


G Elementary School’s Classroom Scenes


Main Mac Software Used in Regular Classroom Activities

Positive Factors: Organization-administration

Principal’s proactive understanding and encouragement, public expression of interest

Principal’s participative leadership

Teacher colleagues support and encouragement

School stakeholders’ (teachers, students, parents) interest and pride in participating in the m-learning project

Approach of experimenting with the same student members for multiple years

School location in areas of economic stability

Parents’ high interest in education in general

1

2

3

4

5

6

7

Positive Factors: Teachers & Teaching

positive attitude of class teachers (toward m-learning and heir students) class teachers’ challenge concerning new instructional methods and educational utilization of IT

class teachers’ curiosity and specialties in IT

class teachers’ fluent teaching skills

technology support teachers’ IT competencies

learning-teaching models appropriate to m-learning: self-directed, participatory, and cooperative/collaborative

subject areas suitable to m-learning activities

1

2

3

4

5

6

7physical arrangement appropriate to m-learning and related learning models selecting software responding to individual learners’ preference

instruction process of clear learner roles

8

9

10

Positive Factors: Learning-Learners

Learners’ high motivation to m-learning

Active learning attitude

High proficiency concerning m-learning

Attitude to apply what has been learning within the class to outside

High communication and time management skills

1

2

3

4

5

Positive Factors: Technology

Stable computer system

Easy access to hardware

m-technology use based on school needs, conditions and learning goals

IT training in advance to m-learning implementation

Customized IT consultation during m-learning implementation

Quick repairs

Internal and prompt competencies of facility repair

1

2

3

4

5

6

7

Concluding Remarks

ensure the principle’s active leadership which is necessary to develop a promising mobile learning environment

express continuous pride, share it among stakeholders (administrators, teachers, students, and parents) so that it builds confidence about the success of mobile learning within schools

pose active and challenging mindsets

develop and save field-oriented mobile learning and instruction models and cases

to assure an infrastructure early before operating mobile learning activities

continually supply computer devices and software to classrooms

provide and diversify related IT training and education

1

2

3

4

5

6

7

Game Based LearningGame Based LearningIIII

• The challenge is to create conditions conducive to learning –especially self-directed learning in an informal setting.• How to design a constructivist nature of a game ‘intriguing psychological and social insights to microworld design’.

Concepts & Challenges

• Well ‘integrated gaming and learning experiences’ are not very easy to find.• We really can blend fun and learning? And if so, can we do it systematically?• An optimal balance that promises more meaningful learning and more engaging experiences.

• Trendy concepts in learning disciplines and markets: Constructive, fun, situated, game, & simulation

• Educational or learning games’ potential: Immersing, engaging of learners and personalized learning experiences

• Various advantages of intrinsic motivation:

Challenges, competition, curiosity, fantasy, and control

• Why do computer and video games engage us? (Prensky,

2001)

What makes a game a game?

Human made artifacts with the most implicating intrinsic

motivation for learning experiences


Themes around ‘play’ in current theory (Pellegrini, 1995) • Play as fantasy liberates the individuals to engage in creative and imaginative thinking. • Play as self has value on play’s role as a way to achieve optimal life experiences.

Several merits of ‘play’ fitting to learning and education context: • something one chooses to do • intensely and utterly absorbing • promotes the formation of social groupings

Play ‘usually voluntary’, ‘intrinsically motivating’, ‘involving some level of active, often physical, engagement’, and ‘distinct from other behavior by having a make-believe quality’

Flow derives from enjoyable experiences 8 components of activity resulting enjoyment (Reiber, 1996)


One of the biggest challenges: Flow

Maintaining Flow state in players, and developing specific techniques

to do this (Prensky, 2001)

Eleven ‘process-oriented’ principles and elements to

create good games (Prensky, 2001)

Good Digital Game Design Principles

Six elements in successful games:

‘balanced’, ‘creative’, ‘focused’, ‘character’, ‘tension’, and ‘energy’.

(Next Generation magazine, 1997)

16 list of internet game design principles regarding to

language learning game (IGDA White Paper, 2004)

Design and Research Goals: To Be Soon

Informal, fantasy, fun/enjoyment and play, contextual and situated learning, authentic culture, collaboration, and competition/challenges

3D MMO (Massively Multi-player Online) Interactive environment in which elementary children can: - develop appropriate English expressions and aspects of American culture - enjoy various contents through competition and collaboration - make their own life story within the cyber world

will introduce the pedagogical model, specific learning activities and context, and ‘must-be’ design features

Concluding Remarks

Especially learning games are still quite a new characteristic to most of the game designers and many phenomena and design concepts to be customized for learning and education.

However, fortunate to have a leading game company interested in jumping into this nonprofit area for good quality games for ‘sincere learners’.

Digital game-based learning principles (Prensky, 2001) to come up with the best example of hard-fun digital game

The prototype model has been built upon the ideas of ‘good digital game design principles’.

Insook Lee (Sejong University)Insook Lee (Sejong University) [email protected]

http://dasan.sejong.ac.kr/~inlee

Thank YouThank You

critical issues: for now and the future

Documents

educationimpact of u

sharingapplications

reflectingapplications

mobile learning syvanen

learning experience

mobile environment

computing platforms

shape of computing