Nadiah KhalidTan Shir Ley

Behaviourism• Learning- best facilitated

through the reinforcement of an association (stimulus –response)

• Learning context- stimulus- response is always known as drill- feedback.

• Mobile devices can enhance the behaviourist learning process

(Taylor and Sharples, 2006)

Behaviourism• Teaching materials/ content specific questions :

stimulus;• Responses from the learners: feedback• Fulfils the ‘drill and feedback’ requirement of a

behaviourist learning paradigm. • Ketkin and Metcalf (2011)- information and

content delivery takes place in various forms- (test, practices, quiz, listening-practice speaking)

• Done through text messages (SMS), multimedia messages (MMS) and even voice recorder software.

Constructivismi. Vygotsky • Child development- social

negotiation and appropriation process

• Criticised the dominant learning practices of schools (irrelevant, memorisation)

(Pachler, B Bachmair, Cook and Kress, 2010)

Constructivism

• Essential features of learninga) creates the zone of proximal developmentb)learning awakens a variety of internal

developmental processes (interaction, cooperation)

• After internalisation, they form part of the child’s independent developmental achievement

• Implication- phases within a student’s development are important to a child’s learning

Cook (2011)

Constructivism• Knowledge construction -learners act

within an environment and reflect • Learn skills and theories in the context

which they are used• Mobile technologies can support social

constructivist approaches to learning • Able to expand discussion and provide

new ways for students to collaborate and communicate

(Cobcroft, Towers, Smith & Bruns, 2006)

Constructivism

ii. Bruner• Learning- association of current and past

knowledge.• Encourages self-discovery of principles • Instructors/ teachers- provide a conducive

environment and effective tools• Mobile devices- provide opportunities for

learners to embed in a realistic context and to access supporting tools.(Taylor and Sharples, 2006; Ketkin and Metcalf,

2011)

Situated Learning• Learning is not merely the acquisition of knowledge by individuals, but instead a process of social participation

• cognitive apprenticeship- teacher (expert) vs students( apprentices)

• Knowledge- authentic contexts; learners- participate within a community of practice.

• E.g: PDA -observational note-taking, photo-taking and networked database inquiry.

(Taylor and Sharples, 2006; Ketkin and Metcalf, 2011)

Situated Learning Problem-based learning• develop students’ critical thinking

skills• ill-defined problem that is reflective of

what they would encounter as a practicing professional.

• identify the areas of knowledge that they need to understand the problem

Situated Learning

Context awareness learning• gathering information from the

environment to provide a measure of what is currently going on around the user and the device.

• mobile devices- easily available in different contexts, able to facilitate the learning activity

• E.g: multimedia museum and gallery, additional information about exhibits and displays can be provided based on the visitor’s location within them.

Socio-cultural theory

• learning takes place in a social context (Rogers, 2002)

• usually occurs first through interpersonal (interaction with social environment)

• content and communication (teachers, experts, experienced colleagues, workmates, friends and family) are perceived to be equally important

• mobile devices- facilitate the rapid access to other users anytime and anywhere.

(Taylor and Sharples, 2006; Ketkin and Metcalf, 2011)

Socio-cultural theory Collaborative learning• promote, facilitate and

enhance interactions and collaborations between students

• keep in touch with other students, share data, files and messages, connect to a shared data network

Socio-cultural theory

Conversational learning• learning is in terms of conversations

between different systems of knowledge• mobile technology- provide a shared

conversation space for students to interrogate and share their descriptions of the world

• E.g: electronic measuring instruments, maps, and reference guides.

Informal and Life-long Learning• Informal- acquiring

information through conversations, TV and newspapers, observing the world etc.

• technology - support learning; seamlessly and unobtrusively blended into everyday life.

• Mobile technology- reduced size, ease of use, personal, portable

Informal and Life-long Learning

• lifelong learning- a means of providing people with crucial knowledge and skills

• based on the belief that it is not practical to learn all the knowledge and skills they need solely from school, college or university.

• need to enhance their knowledge and skills continually

• E.g: students record their own reflections on activities or events, and share with other students via podcasting

Connectivism• Learning has moved in to an

informal, networked, technology-enabled arena.

• Appropriate learning theory for the digital age

• Integration of principles explored by chaos, network, and complexity and self-organization theories

Connectivism• Learning- process of connecting specialised

nodes or information sources• Learners improve their own learning by

plugging into an existing network. • Learn through communities of practice,

personal networks and through completion of work-related tasks.

• Effective learning environment: the “know-how and know-what is supplemented with know-where

(Ozam &Kesim, 2011;Ketkin & Metcalf ,2011).