His slides are available here http://www.hippasus.com/rrpweblog/archives/2013/11/15/LivelySketchbooksCuriosityAmplifiers.pdf
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3 features of mobile devices:
Ubiquity
Use anywhere – subway image
guarantee of anytime / anywhere access
Intimacy
The moment you flip up a laptop screen a barrier is created, doesn’t happen with iPads. “It blends into you”
Mobile devices are heading towards being invisible – we don’t notice them as special. They don’t get in the way.
Embeddedness
Museum video conference example – you don’t have to go home after seeing an interesting mask, you just use the mobile device to enhance the experience
More information here – http://www.hippasus.com/rrpweblog/archives/000053.html
How does this impact education?
We are moving towards the idea that the world is a learning space and any time is the learning time.
>>> Curiosity Amplifier
Term coined by John Seely Brown – http://www.nmc.org/2010-summer-conference/jsb-keynote-video
http://files.eric.ed.gov/fulltext/ED536086.pdf
The Grommets – a story about how fame and fortune was brought to Maui
“Each element that you find drives the curiosity and further questions, but because the device is ubiquitous, intimate and embedded you just keep going”
“It drives feedback loops. It drives exploration.”
So what it so special about this?
Vygotsky slide
This is not simply “monkey see, monkey do”. Iterate through independent practice to close the loop.
The device is putting you in contact with a community of MKO. Not just looking it up once on a laptop.
“what we are seeing is an instantiation of vygotsky social learning because the device is an ubiquitous, intimate and embedded device” – hypothesis
SEARCH: Curated collection which can be searched and manipulated e.g. Wolfram Alpha
WORLD SEARCH: Relevant information to where you are in the world right now. e.g. Yelp (situated search), object / media ID – take a picture of a leaf and a search can give you information about that; song identified by recording a sample; augmented reality – push and pull is possible
DIGITAL OBJECTS: Music, books, video but also how the world changes e.g. news, social networks
You should think about the whole rich spectrum of what is available to you.
SAMR model
Example of SAMR applied in the math classroom
“Trust us. This is good for you”
Substitution
Ask the student to trust you first, learn the math later. Explore areas of interest relevant to student e.g. sports. Open University collection on iTunesU. “tempt their palette, encourage them to explore”; Khan Academy video analysis – they can start to understand why you want to do it. Start to see connections between the math and the sport.
Augmentation
Keep driving the process forward. e.g. actually being able to surf (Grommets example from earlier). Here is a simulation of skateboarding example, what would happen? Simulated practice component; Wolfram Alpha curated search tool. Manipulation is built into it.
Use is the equivalent of a calculator with added interactivity.
Modification
Continue to use Wolfram Alpha – gather statistics on players; can get videos on Michael Jordan; move away from the simulation; using the tools available to the student they can begin to investigate how maths applies to the situation I am interested in .
Redefinition
Traditionally might have completed an end of topic test / paper. Here something tangible is created. Build models e.g. when a baseball player throws a baseball, can I model that and use the models to explain how maths works in the real world.
Or perhaps share a video of archery practice with the world, get feedback to improve my own practice.
>>> The Lively Sketchbook
Devices are not designed to have large monolithic apps, but suited to apps which deal with small bitesized chunks.
e.g. try using photoshop on a laptop with one hand, try to perform some keyboard shortcuts. good luck.
Leonardo Da VInci – Battle of Anghiari
The original image was lost. But we have his sketchbooks in which he planned his work and in some ways these are richer than the final image itself.
A device is uniquely suited to being a sketchbook.
We need tools.
Five categories which can help the lively sketchbook come alive: Social, mobility, visualisation, storytelling, gaming = these can all be leveraged digitally
Example – visit to a museum
Substitution
Documented the visit to the Tate Modern in London
Augmentation
Use timelines to integrate the information gathered from their visit to Tate Modern to create meaning from the tools; Camera tools can be used to modify images while in the field.
Modification
Students push themselves further – select an artist and explore their work, develop an understanding and create own work inspired by that artist; Experiment with creating virtual sculptures; Student could render it in the physical world by using a 3D printer.
* this links to MIT Media Lab philosophy *
Redefinition
Create an exhibit that incorporates work of the artist that other students can visit and leave feedback on – create meaning for themselves and others
>>> Not just a passive consumption device <<<
What is the world that these devices are being used in?
Students aren't waiting for us to decide how to use them. Students now are immersed in a participatory culture:
Henry Jenkins
http://henryjenkins.org/2006/10/confronting_the_challenges_of.html
Immersed students:
Create their own content e.g. music
share what they have developed
get together virtually to solve problems; Gamers are highly social, not isolated people.
All students do not do this – roughly 30% are immersed. Need to bridge that gap.
* 21C learning slide *
foundational knowledge – information literacy, core content knowledge, cross-disciplinary knowledge / synthesis
meta knowledge – creativity and innovation, problem solving & critical thinking, communication and collaboration
humanistic knowledge
SAMR example #3 – leverage immersed students
Scenario around hurricane katrina
Substitution
Give access to a range of materials created as a response to the hurricane e.g. comics
Augmentation
Do not fall into the trap of plagiarism; e.g. Brat Pack Mashup video
Explore the remix or remix phenomenon.
Modification
How do you unearth the data about the impact of hurricane katrina
Redefinition
Individual project – create a remix of their own that shows what they have learned about hurricane katrina e.g. comic, video – edit and refine is the key (iterative proess)
Group project – take all the knowledge they have derived and choose a project on Kiva – real scenario related to hurricane katrina – ask students to make the best possible choice and fund one project.
