Personalized Learning in the Age of Mobile Connectivity: The Potential Impacts on Libraries and Digital Archives

全文

(1)Personalized Learning in the Age of Mobile Connectivity The Potential Impacts on Libraries & Digital Archives Lung‐Hsiang Wong 黄龍翔 Learning Sciences Lab, National Institute of Education, Nanyang Technological University, Singapore. “Library of the Past”?.

(2) “Library of the Future”?. But … where shall learning take place?.

(3) We are entering the age of mobile connectivity … • According to Horizon Reports (2004‐2011) … http://www.nmc.org/ htt // / The most mentioned upcoming learning technologies are … 1. Mobile learning (‘06, ’07, ‘08, ‘09, ‘10, ‘11) 2. Augmented reality (‘05, ‘06, ’10, ‘11) Game based learning (’05 Game‐based learning ( 05, ‘06 06, ‘07 07, ‘11) 11) Knowledge webs / new scholarship & emerging forms of publication / collective intelligence (‘04, ‘05, ‘07, ’08). … and what are more relevant to “libraries” (i.e., representation of knowledge)? • According to Horizon Reports (again) … – Intelligent searching (‘05) I lli hi (‘05) – Open content (’10) – E‐books (‘10, ‘11). • … and may be relevant too … – Knowledge webs / new scholarship & emerging forms of publication / collective intel. (‘04, ‘05, ‘07, ’08) – Personal broadcasting / user‐created content / grassroot videos (‘06, ‘07, ‘08).

(4) The prevailing trend … personalized learning! • Most of the prevailing learning technologies are meant for empowering learners meant for empowering learners … – to challenge transmissionist/behaviorist learning. • Let learners self‐select (analogy of fishing) … – Learning goals – Learning paths – Learning methods, strategies Learning methods strategies – Learning resources (content/knowledge vs. resources). • Authentic learning, e.g., Augmented Reality. But why mobile technology? Mobile technology is NOT just about easy access of e‐books, etc. Chan Roschelle Hsi Kinshuk Sharples Brown et al (2006): Chan, Roschelle, Hsi, Kinshuk, Sharples, Brown, et al. (2006): • • • • • •. 便擕性 (portability) 社群互動性 (social interactivity) 個人化 (individuality) 情境感知性 (context sensitivity) 連接性 (connectivity) 整合真實與虚擬世界 (bridging physical & digital worlds) (bridging physical & digital worlds). Chan, T.‐W., et al. (2006). One‐to‐one technology‐enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology‐Enhanced Learning, 1(1), 3‐29..

(5) 3 generations of mobile learning? 余勝泉(2007). • 1st gen: transfer of information (t (transmissionist, behaviorist) i i i t b h i i t) – relevant to libraries?. • 2nd gen: instructional design‐centric (cognitivism, constructivism) • 3rd gen: 1:1 and context‐aware gen: 1:1 and context‐aware (personalization, situated learning). Seamless Learning • Continuity of the learning experiences across d ff different contexts/spaces (Chan et al., 2006) / ( h l ) – Formal + informal – Individual + social – Physical + digital …. • Mediated by: 1:1, 24x7 access to mobile devices • Hard to tell when is the beginning and the end of learning (Sharples, 2009) • Seamless learning ≠ ubiquitous learning.

(6) Studies on seamless learning (2006‐2011) Conceptualization of 1:1 seamless learning 1:1 classroom learning 1:1 classroom learning One‐off or short‐term 1:1 context‐aware learning. 11 Taiwan, Australia, Singapore, Mainland China, UK, USA, Portugal 4 Taiwan, Mainland China, Japan Taiwan Mainland China Japan 19 Taiwan, Sweden, Japan, USA, Chile, UK, Germany, Singapore. Ongoing specific 1:1 seamless learning activities. 9 Taiwan, USA, Japan, Mainland China, Singapore, France. Long‐term 1:1, 24x7 programs. 11 Taiwan, USA, UK, Pakistan, Hong Kong, Mainland China, Japan, Singapore. Wong, L.‐H., & Looi, C.‐K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364‐2381.. Our studies in Singapore: 1. SEAMLESS Project 2. “Move, Idioms!”  MyCLOUD. 10 Dimensions of Mobile Seamless Learning (MSL). Wong, L.‐H., & Looi, C.‐K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364‐2381. Wong, L.‐H. (2012).  A learner‐centric view of mobile seamless learning. British Journal of Educational Technology, 43(1), E19‐E23..

(7) But, why seamless learning? • Not feasible to equip students with all the skills and knowledge they need for lifelong learning solely through formal learning (Chen et al., 2010) • Learners should move beyond the acquisition of content knowledge to develop the capacity to learn seamlessly • Nature of learning: Sense making! Construct and reconstruct your own knowledge!. Facilitated vs Self‐Directed Seamless Learning 促成性無縫學習 (Facilitated Seamless Learning, FSL). 自主性無縫學習 (Self‐Directed Seamless Learning, SDSL). 黄龍翔(2010) 從促成性無縫學習到自主性無縫學習。《2010年全球華人計算機教育應用大會》（頁33‐40），新加坡。 Wong, L.‐H., & Looi, C.‐K. (2012). Enculturing self‐directed seamless learners: Towards a facilitated seamless learning process framework mediated by mobile technology. Proceedings of the IEEE WMUTE ‘12 (pp. 1‐8), Takamatsu, Japan..

(8) Enculturating Seamless Learners • Enculturation! –long‐term facilitated seamless learning that engage learners in an ongoing enculturation process … • … to progressively transform their existing beliefs and methods of learning …. Facilitated Seamless Learning (FSL) Process Framework. 黄龍翔(2010) 從促成性無縫學習到自主性無縫學習。《2010年全球華人計算機教育應用大會》（頁33‐40），新加坡。 Wong, L.‐H., & Looi, C.‐K. (2012). Enculturing self‐directed seamless learners: Towards a facilitated seamless learning process framework mediated by mobile technology. Proceedings of the IEEE WMUTE ‘12 (pp. 1‐8), Takamatsu, Japan..

(9) Mapping FSL Framework to 10 Dimensions of MSL of MSL. Case Study 1.

(10) The SEAMLESS PRoject • Purpose: to develop an educational ecology for sustainable 1:1, 24x7 seamless learning within a primary school • Primary 3‐4 science curriculum design: 12 MLE units; g Design‐based research • Each students were assigned HTC TnTN II, with GoKnow MLE • The learning flows encapsulated in the MLE units resemble the FSL process Looi, C.‐K., Seow, P., Zhang, B. H., So, H.‐J., Chen, W., & Wong, L.‐H. (2010). Looi C K Seow P Zhang B H So H J Chen W & Wong L H (2010) Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 42(1), 154‐169. (see also: So, Kim & Looi, 2008; Sha et al., 2011; Toh et al., in‐press …). Goals of Lesson. Experiment (video). PiCo Map. KWL. Comparison Table. Sketchy Picture Taking. MLE Lesson Package For learning Plant Systems.

(11) The Science MLE Curriculum: Activity Types. The Science MLE Curriculum: Systematic Variation of Activities. Zhang, B. H., Looi, C.‐K., Seow, P., Chia, G., Wong, L.‐H., Chen, W., et al. (2010). Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum. Computers & Education, 55(4), 1504‐1523. Song, Y., Wong, L.‐H., & Looi, C.‐K. (in‐press). Fostering personalized learning in science inquiry supported by mobile technologies. Accepted by: Educational Technology Research and Development. .

(12) Example: U4 – Plants & Their Parts. Selected Students Artifacts from U4.

(13) So … how self‐directed‐ness was gradually nurtured? • 2 salient characteristics of m‐learning: mobility & personalization  & personalization  – Bringing students ‘back’ to the physical reality! – Blending their learning into their daily life with less structured activities … greater learner agency! – Students  to be observant! Grab spontaneous learning opportunities! Actively making meaning! Looi, C.‐K., Wong, L.‐H., & Song, Y. (in‐press). Discovering Mobile Computer Supported Collaborative Learning. In C. Hmelo‐Silver, A. O'Donnell, C. Chan & C. Chinn (Eds.), The International Handbook of Collaborative Learning. New York: Routledge.. • Our ethnographic study KWL for fishes Intends to use mobile phone to video record how fishes respond to changes and use it to educate others. Relate to Sci topic ‐ Body Systems. Wildlife/Fishing ‐Fish rod customisation ‐Fishing technique ‐Scientific & common names of fish ‐Fish lure design ‐Characteristics of fishes ‐Fish rearing. Medicine ‐Anatomy ‐First‐aid knowledge ‐Herbal knowledge ‐Common ailments (cures ( & identification). Values Searching information and collecting data using mobile phones Wide repertoire of resources to complement online search Digitizing his wide repertoire of resources for project use Example of mammal: elephant shrew. Funds of knowledge. Information gathering ‐Information distillation ‐Information distillation ‐Information corroboration (Encyclopedia, ‐CD‐ROM YouTube) ‐Enculturation of watching documentaries (Blue Planet) ‐Web surfing surveillance. ‐Biblical values ‐Filial piety ‐Volunteering spirit ‐Perseverance ‐Family ties ‐Independence. Sharing knowledge (YouTube video on wildlife, how to fold origami). Persevere when playing games or finding out solutions Playing online games together. Encourages self‐ directed learning. . Geography g p y ‐Fishing straits of Indonesia & M’sia ‐Awareness of regional  socio‐ cultural characteristics. Chen, W., Seow, P., So, H.‐J., Toh, Y., & Looi, C.‐K. (2010). Extending students' learning spaces: Technology‐supported seamless learning. Proceedings of the International Conference on Learning Sciences 2010 (pp. 484‐491), Chicago, USA..

(14) Case Study 2. “Move, Idioms!” 成語，動起來！ • Design‐based Research, Feb‐Nov 2010 • 48 Chinese idioms + 8 conjunctions • 34 students from P5 class, 1:1, 24x7 access to 34 students from P5 class 1:1 24x7 access to Samsung Omnia II • Used open‐source xwiki to create a wiki space for artifact sharing & peer reviews Wong, L.‐H., & Looi, C.‐K. (2010). Vocabulary learning by mobile‐assisted mobile assisted authentic content creation and social authentic content creation and social meaning making: Two case studies. Computer Assisted Learning, 26(5), 421‐433. Wong, L.‐H., Song, Y., Chai, C.‐S., & Zhan, Y. (2011). Analyzing students' after‐school artifact creation processes in a mobile‐assisted language learning environment. Proceedings of ICCE ‘11 (pp. 349‐356), Chiangmai, Thailand..

(15) Applying FSL Framework to Design… Designed 8 cycles of FSL activities in an ongoing basis; in each g g ; cycle …. 黄龙翔, & 陈之权. (2011). 以设计型研究方法执行流动学习历程 “成语，动起来！”中的课程设计华文学刊, 9(2), 65‐78. 计. 9(2) 65 78 Wong, L.‐H., Chen, W., & Jan, M. (in‐press). How artefacts mediate small group co‐creation activities in a mobile‐assisted language learning environment? Journal of Computer Assisted Learning. . Examples of Student Artifacts.

(16) From Personal Meaning Making to Social Meaning Making • Artifact creation – personally or with peers/family members • Online peer learning – learning from peers vs. learning with peers (inductively construct generalized, decontextualized vocab knowledge) Wong, L.‐H., Chin, C.‐K., Tan, C.‐L., & Liu, M. (2010). Students' personal and social meaning making in a Chinese idiom mobile learning environment. Educational Technology & Society, 13(4), 15‐26.. Can Mobile & Ubiquitous Technology Help? • Personalized mobile device as a ‘learning hub’ – Learning affordances + learner history (Wong, 2012) Learning affordances. Informal settings. Learner history. Formal settings.

(17) Follow‐up Project: MyCLOUD 語飛行雲 • My Chinese Language ubiquitOUs learning Days • MOI signed on Oct 7, 2010 MOI i d O t 7 2010 – National Institute of Education – Singapore Centre for Chinese Language – Nan Chiau Primary School – Microsoft Singapore g p. MyCLOUD • A socio‐techno‐pedagogical framework to guide the learning design • New platform (mobile + cloud computing) – – – –. My Mictionary; Class Mictionary Integration into formal class, revamping classroom pedagogy Integration into formal class revamping classroom pedagogy Scalability: platform will be device‐independent Integrating linguistic technologies by Microsoft Research Asia, Beijing.

(18) The Socio‐Techno‐Pedagogical Framework Formal learning space Informal learningg space. In-class learning. In-class consolidation. Contextual, personalized learning. FormF meaning Contextualized, incidental learning. Online peer learning. Construction of Mental lexicon. Seamless learning di dimension i. Language learning dimension Decontextualization. Wong, L.‐H., Chai, C.‐S., Chin, C.‐K., Hsieh, Y.‐F., & Liu, M. (2011). Leveraging Ubiquitous Technology for Seamless Language Learning: From “Move, Idioms!” to MyCLOUD. Proceedings of the mLearn ‘11 (pp. 231‐239), Beijing, China.. In-class learning. Formmeaning. contextualis ed. During D i classroom lesson …. Highlight & right click ….

(19) Contextualize d learning. Formmeaning contextualiz ed. My Mictionary …. In-class consolidation. Online peer learning. decontext ualization. How did my classmates use it? ….

(20) Contextualize d learning. contextualiz ed. Online peer learning. decontext ualization. Social Networking … more personalized. So, what has our MSL research informed us so far? • Longer term, multi‐cycle SL design – … to enculturate to enculturate students towards self‐directed students towards self directed seamless learners – Systematic variation of activity design across FSL cycles to facilitate learners’ progressive growth in both content knowledge & SL skills/mindset. • A spiral style design: – in present cycle, target knowledge to learn, learning activity types, skill sets to learn & apply, mobile affordances to use, and student artifacts to reuse & create, are all building on or rising above previous cycles..

(21) The Research Team of SEAMLESS Project. 41. The Research Team of “Move, Idioms!”. 将.

(22) The Research Team of MyCLOUD. Implications of m‐learning, u‐learning, MSL for libraries and archives.

(23) Where shall digital libraries come in?. Learning Hub revisited (a learner‐centric view of libraries) Library 2.0. Learning affordances. Learner history (public) Learner history (private). Informal settings. Formal settings.

(24) Library as a place vs. Lib Library as a service i • Consider Internet as a conceptually global, but technically distributed library … • Accessible anytime, anywhere – bringing the library to the users • Dynamic contents and powerful search engine. Learning/referencing on demand • Building on the argument of “knowledge vs. resources” … resources … • Library is only one piece of the jigsaw puzzle in a learner’s learning journey • We don’t have to read  a book from cover to cover anymore (a la context‐aware information pull) • Books are no longer the “unit of references” – Linkages between books are perhaps more important than “achieving comprehensiveness” in reading an entire book.

(25) The age of prosumer & the age of personalization • Information is no longer flowing one way • Library 2.0! • Users contribute self‐generated resources to the library, and annotate/discuss about the existing resources; linking relevant resources • “Library wellness”? The need of building a y y healthy “library culture” • Building your own library & resource‐base – e.g., “learner history” in the “learning hub model”; Mictonary. The End … is a New Beginning! 吾生也有涯，而知也無涯. Lunghsiang.wong@nie.edu.sg.

(26)