Week Six Blog Review - 12 Principles of Mobile Learning
This week's blog post from Teachthought.com addresses the necessary awareness of contemporary students' experience as both local and digital, to address learning in a mobile environment.
Summary -
The twelve principles provided are
Access - Students have the burden of learning as content is vastly available and potentially limitless.
Metrics - Teachers (and learners) can access measures of learning and performance more readily than ever.
The Cloud - Learners have ready access to user-generated content, allowing for ready revision and collaboration.
Transparency - Teachers and learners benefit from immediate feedback and can reveal their own processes of discovery and production.
Play - Dynamic and often unplanned interactive experiences can engage learners at a personal level less likely in factory model environments.
Asynchronous - Accessibility is not just about availability of content, but also about freedom of place. Enterprising students (and teachers) can work in settings unavailable to traditional schools.
Self-Actuated - As learners navigate the content and communication facets of engaged learning, teachers become facilitators of process, guides to self-actuated journeys of discovery.
Diverse - Audience diversity and content diversity push students and teachers beyond a static sense of topic.
Curation - Technologies allow students and teachers to compile personalized content categories and share their experiences in a range of ways, and across platforms and venues previously unimagined.
Blending - Personal communication and individualized processes of discovery and production mix traditional forms of inquiry with digital capacities.
Always-On - When omnipresent and ubiquitous devices are also learning tools, learning can always take place.
Authentic - Ultimately personalized and self-driven learning is a true reflection of the learner.
Review -
As with much of Mr. Heick's work, there is a generous enthusiasm for the range of opportunities available to good educators and enthusiastic learners.
However, again, this site's incautious approach to organizational structure, and to evidence-based reportage and analysis, produces in this instance a nearly unreadable meandering through topics where mobility (which is never clearly defined) appears to coincide with educational practice. A useful list would reduce itself to a field of distinct categories of concern - at least - and then perhaps provide an example, a recommendation, or evidence about that category. This list, however, feels more sporadic not only in its classifications, but also in the focus of the explanations within each category. Besides the fact that several of these principles share indistinguishable essential components, the list's lack of parallelism and consistency indicates a lost chance to think carefully about what mobile learning means, how it exists, and what its principles are.
Summary -
The twelve principles provided are
Access - Students have the burden of learning as content is vastly available and potentially limitless.
Metrics - Teachers (and learners) can access measures of learning and performance more readily than ever.
The Cloud - Learners have ready access to user-generated content, allowing for ready revision and collaboration.
Transparency - Teachers and learners benefit from immediate feedback and can reveal their own processes of discovery and production.
Play - Dynamic and often unplanned interactive experiences can engage learners at a personal level less likely in factory model environments.
Asynchronous - Accessibility is not just about availability of content, but also about freedom of place. Enterprising students (and teachers) can work in settings unavailable to traditional schools.
Self-Actuated - As learners navigate the content and communication facets of engaged learning, teachers become facilitators of process, guides to self-actuated journeys of discovery.
Diverse - Audience diversity and content diversity push students and teachers beyond a static sense of topic.
Curation - Technologies allow students and teachers to compile personalized content categories and share their experiences in a range of ways, and across platforms and venues previously unimagined.
Blending - Personal communication and individualized processes of discovery and production mix traditional forms of inquiry with digital capacities.
Always-On - When omnipresent and ubiquitous devices are also learning tools, learning can always take place.
Authentic - Ultimately personalized and self-driven learning is a true reflection of the learner.
Review -
As with much of Mr. Heick's work, there is a generous enthusiasm for the range of opportunities available to good educators and enthusiastic learners.
However, again, this site's incautious approach to organizational structure, and to evidence-based reportage and analysis, produces in this instance a nearly unreadable meandering through topics where mobility (which is never clearly defined) appears to coincide with educational practice. A useful list would reduce itself to a field of distinct categories of concern - at least - and then perhaps provide an example, a recommendation, or evidence about that category. This list, however, feels more sporadic not only in its classifications, but also in the focus of the explanations within each category. Besides the fact that several of these principles share indistinguishable essential components, the list's lack of parallelism and consistency indicates a lost chance to think carefully about what mobile learning means, how it exists, and what its principles are.
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