I was asked if I’d be interested in proposing a workshop for a ‘Shaping the Future’ event to be held in Qatar next year. Well yes I would, but what is it they are looking for? To me, a workshop is something which participants can become involved in – but I know from previous experience that working in different countries can present interesting challenges when it comes to using technology.
So, do I need a mixture of easy hands-on and discussion? If so what’s easy whilst remaining valid?
I’ve always been of the opinion, with all uses of technology, that the basics must come first. Without an understanding of aerodynamics, a pilot cannot fly an aeroplane and in the same way, unless a teacher understands the basic theories of learning and how to adapt them, he or she cannot hope to accommodate mobile or ‘e’ learning.
Mobile learning means many things to many people. Sometimes we have to dissect the two words.
- The device itself may be mobile.
Tools such as cell phones, handheld games machines and handheld media/entertainment devices can all be utilised for learning activities. These devices are fairly ubiquitous and very few learners do not have access to at least one.
- The learner him/herself could be mobile.
Learning often takes place outside the classroom or in the workplace itself. School based learners might be asked to conduct some ‘homework’ research, which would utilise both his or her mobility alongside the device’s mobility.
- The learning activity might be mobile.
The teacher may plan activities that take learners on an exploratory tour of local features or local history, using GPS/Internet enabled tools as a guide. They may employ ubiquitous 3G connectivity to share resources on or from the Internet.
So do I start with the basic assumption that the participants understand basic learning theory? Or, that they understand the various connotations of the word mobile? I suspect that the old adage ‘to assume is to make an ASS of U and ME’ should rule here!
I will therefore consider a proposal which assumes nothing, expects a lot and prepare myself for a lot of stress
I try to fix all of the session’s activities, tool-use and techniques to Blooms Taxonomy. This is the taxonomy of thinking skills which aims to raise learners’ achievements through simple knowledge acquisition, comprehension of that knowledge and its application (lower order thinking skills – LOTs) – through analysis, synthesis and evaluation (higher order thinking skills – HOTs). There are lots of reasons for doing this, but my main reason is that Bloom’s is a recognisable theory, one that should/would have been addressed during Initial Teacher Training (ITT) and therefore be an understandable foundation we can build upon.
I suggest to my participants that each learner will progress through the taxonomy’s stages at varying speeds and with varying success; often having to return to a previous level (in a cycular fashion – which fits nicely then, with Bruner’s spiral curriculum model: e.g. “Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.” from: http://tip.psychology.org/bruner.html) where they begin their learning journey again. I emphasise that ‘they‘ the teachers, trainers etc. ARE THE experts at this and that ‘they‘ are the creators of activities designed to allow learners to climb (cycle?) through the levels.
I iterate, time and time again that the ‘m’ technique and the ‘m’ technology should be the tool and not the master.
From a previous Blooms Taxonomy post: http://eduvel.wordpress.com/2010/02/18/blooms/