Gen AI and education: Digital pedagogies, teaching innovation and learning design - springer brief - book overview

This book  by Professor B. Mairēad Pratschke, arrived late last week, just in time for a wet weekend. It is a Springer brief of just over 100 pages, making it a quick but worthwhile read.

The book has 7 chapters. 

Chapter 1 covers the historical evolution of AI in education, a good overview of Gen AI (GAI is used in the book) and a summary of the tenets of digital pedagogy (including connectivism, social constructivism). The chapter closes with the call and rationale for all educators to attain GAI competencies and that its introduction into learning must be teacher-led, not as directives from above.

The second chapter undertakes the unpacking of the implications of GAI on the learning ecosystem. The term AI ecosystem is used to describe how GAI is integrated into teaching platforms and tools, the implications for undertaking this type of innovation, and provides some indications of how AI will impact on education as a whole. We are already able to customise AI bots but in the very near future, embodied AI and the opportunity to not just integrate GAI but to create new forms of education.

In the third chapter, the concept of human-computer hybrid is explored. In doing so, humans (and AI) draw on each other's strengths, leading to true synergy between biological/human and digital/machine/AI. The developments already available are summarised - including ways Gen AI is trained, the role of prompt engineering, Khan academy's experiments with personalised learning using AI, Poe and Hugging Face as the options to create your own bot, expert systems and examples in deploying Retrieval-Augmented Generation (RAG). A refresh of TPACK is proposed to become TPAIK, whereby 'knowledge' is shifted to be 'intelligence'. This leads to thinking about the relationships between technology/ntelligence/knowledge and how these are part of the learning design. Who creates intelligence/knowledge and what is the role of technology in the co-relationship?

In chapter 4, learning design to bring about the connections between educational theory, and digital pedagogy and practice is proposed. The concept of Generativism is proposed to bring GAI into the design, delivery and assessment of learning. The ABC learning design framework (with the learning activities of acquisition, collaboration, discussion, investigation, practice and production from Laurrilard's work) with GAI added, is provided as an example of how GAI contributes to each of the learning activities.

Chapter 5 undertakes an exploration and discussion of the impact of GAI specifically on personalised and peer learning. Intelligent tutoring systems, adaptive learning platforms, integrated assistants and tutors, standalone assistants and tutor, along with aspects of social learning, the implications of affective computing, social AI, intelligent communities and collaborative learning (see Sharple's work) are all introduced, discussed and evaluated. Each has a role, the importance is in selection and emphasis and of the roles of AI supporter and learner. Who has autonomy and what is the role of the educator when personalised learning environments become the norm.

The next chapter focuses on assessing learning. Congruent to the findings from our own AI projects, the emphasis in the AI age, is to place importance on the process of learning, rather than the outputs of learning. The ABC framework is again used, to provide guidance as to how assessments change due to AI and how AI can be used to support the assessment process.

In the last chapter, 'embedding AI', the many themes and threads across the book are brought together. Actions for educators and administrators are provided to help move education into the GIA age. 

In sum, a good book providing a summary of what has occurred thus far with good advice on the way forward. The book is short and therefore not too daunting for the practitioner/teacher/academic leader/head of school etc. to read through. There are good discussion anchors throughout the book and these will be useful as the difficult conversations with on GAI's role in education begin to take place in earnest. 

Design of Technology-enhanced Learning - Integrating research and practice - book overview

Bower, M. (2017) published by Emerald Publishing Company.

After the preface (rationalisation for the book and summaries of chapters), acknowledgements and foreword (by J. Hedberg), there are 12 chapters.

1)     Technology integration as an educational imperative

Begins with setting up the broader context for the need to design learning with supporting TEL. Introduces, rationalises and details the role of ‘design thinking’ and the field of learning design and argues that teaching is a design science (as per Laurillard’s work). The work of Laurillard, Siemens and Conole are compared, discussed and critiqued. The six approaches of learning design are introduced – technical standards, pattern descriptions, visualisations, visualisation tools, pedagogical planners and learning activity management system.

2)      The Technology Pedagogy and Content Knowledge (TPACK) framework and its implications

Here the TPACK framework is introduced and critiqued. Provides examples of TPACK in practice and recommendations on how teachers are able to develop the capacities for applying TPACK. There is a comprehensive literature review of TPACK as well.

3)      Pedagogy and technology-enhanced learning

Provides an overview of the relevant pedagogies. The pedagogies include the usual – behaviourism, cognitivism, constructivism, socio-constructivism and connectivism. Pedagogical approaches are also overviewed, including collaborative learning, problem-based learning, inquiry-based learning, constructionist learning, design-based learning and games-based learning. Each is described with examples and brief critiques. The role of the teacher in applying the relevant pedagogical approaches is summarised.

4)      Technology affordances and multimedia learning effects

In this chapter, the two frameworks applied to the use of TEL – affordances and the learning effects from multimedia are introduced, detailed and discussed. The focus with ‘affordances’ is to understand the potentialities of the multimedia with relevance to the learning objectives to be achieved and matching both to maximise learning. With learning effects, the different ways for using text, images, audio, video etc. and their impact on understanding and learning are introduced and discussed.

5)      Representing and sharing content using technology

Applies the taxonomy of learning, teaching and assessing (Anderson & Krathwohl, 2001) towards how technology may be used to represent and share content. The representational requirements of core subject areas – English, maths, science, history, geography, IT) are presented.

6)      Design thinking and learning design

Introduces and substantiates the principles of design thinking, design science and learning design as ways forward to integrate TEL into teaching and learning. The educational design models of Laurillard, Siemens and Conole are revisited.

7)      Design of Web 2.0 enhanced learning

Reviews the work on Web 2.0 and its impact on teaching and learning. Defines, Web 2.0, defines opportunities and presents a typology to assist with matching the benefits to learning outcomes. The advantages and challenges are also presented. Two case studies are provided to underpin the typology.

8)      Designing for learning using social networking

A review of social networking in education from a design perspective us provided. The various benefits, issues and implications for using social networking are presented through the chapter.

9)      Designing for mobile learning

Mobile learning is rationalised as one forward to engage learners. Examples in school and higher education are provided. Benefits are summarised along with issues. Recommendations are synthesized towards the development of mobile learning. Examples from school and higher education are provided and recommendations for learning design, implementation are provided.

10)   Designing for learning using virtual worlds

Virtual worlds are defined and contrasted. These virtual worlds include Second Life, Active Worlds, Open Sim and Minecraft. The benefits are distilled from the literature along with other forms of virtual worlds including 3D simulations, role-plays, construction tasks and immersive learning. Examples from school and higher education are provided and recommendations for learning design, implementation are provided.

11)   Abstracting technology-enhanced learning design principles

From applying learning design to the design of learning through Web 2.0, social networking and virtual worlds, design principles are synthesised.

12)   Technology-enhanced learning – conclusions and future directions

Brings the various discussions through the book together through presenting some future scenarios for TEL.

The book fills a gap and brings in academic research across the last two decades, to inform the deployment of TEL into teaching and learning practice. Research and teaching and learning inform each other and one should not take place in isolation from the other.

The book is well-structured and readable with pragmatic application of research towards the integration of TEL for the improvement / enhancement of teaching and learning.

Teaching as design science by Diana Laurillard - book summary

New book (google books has preview)by Professor Diana Laurillard, recommended by Mark Nichols in his keynote at the CPIT Technology enhanced learning strategy launch, just arrived. I purchased via Book Despository who provide free postage to NZ. Books usually take 7 – 10 working days to arrive. My preferred choice now for new books but Amazon still has better range of pre-used books. There is a summary on this site of the software supporting the concept.

I have a good read over the weekend through the book and here are brief summaries of each of the 12 chapters:

1)      This chapter argues for the approach that frames the book – of teaching as a design science. Teaching is an art, demanding teachers’ creativity and imagination. Teaching has been treated as a science, yet, it is not a pure, theoretical science due to the ramifications of ‘human emotion’. Teaching is therefore, more like engineering, computer science or architecture, as teaching contributes to making the world a better place. Therefore, teaching is more of a ‘design science’.  As such, research in teaching contributes to theory but tends to contribute more to ‘design principles’ as teaching is based in context specific practice. Knowledge technologies shape what is learned because the introduction of technology changes how learning takes place.

2)      ‘what is formal learning’ summarises perspective on ‘what is learning’ through several perspectives. The various understandings of ‘what is learning’ are from the educational establishment(i.e. government aspirations); the workplace (i.e occupational focuses); educational theorists (tensions between government – legislation and quality bench marking and work – occupational currency); and teachers (moving towards student and learner centeredness instead of content focus).

3)      ‘what students bring to learning’ presents various studies on the student contribution to learning. In particular, student engagement (self-efficacy, motivation, emotional connection, relationships between teachers and students). The ‘intellectual characteristics’ of learning are also discussed briefly, touching on conceptions of knowledge, approaches to learning, the role of the teaching environment. Also contrasts the formal / informal context of learning and discusses why students find formal learning difficult (inauthentic, difficulties in transfer etc.)

4)      ‘what it takes to learn’ provides short summaries of learning theories (behaviourist, associative, cognitive, experiential, social constructivism) with emphasis on learning concepts, constructivism (feedback counts) and collaborative learning. The first explanation of a part of Laurillard’s ‘conversational framework begins in this chapter.

5)      ‘what it takes to teach’ then takes us through the important factors that influence the design of teaching. The principal factors influencing students (as per chapter 3 – motivation, knowledge and skills, personal goals and needs; teachers (in chapters 2 and 4 – credits / qualifications, course aims, intended learning outcomes, topics) and the teaching / learning activities that bring students and teachers together to contribute to ‘actual’ learning outcomes. A table (5.1) summarises principles and strategies to guide teachers actions that will align goals, activities and assessments; monitor alternative conceptions; scaffold theory based practice; foster conceptual knowledge development; and encourage metacognition.

6)      ‘motivating and enabling the learning cycle’ details the ‘conversational framework’ and sets out the way in which the framework may be used to analyse formal learning to assist learning. The ways teachers, peers and learners communicate through the use of technology described with guidelines on how to enhance the ‘conversational’ collaborative process. Also introduces the five approaches to learning – acquisition, inquiry, discussion, practice and collaboration – further extended in the next 5 chapters.

7)      ‘learning through acquisition’ concentrates on the concept that teaching  through ‘narrative representation’ using appropriate digital technology. The content becomes a ‘story’ that students have to become familiar with. The chapter also introduces the concept and process for capturing pedagogical patterns - which are like an ‘enhanced’ lesson plan, mapping activities to the ‘conversational framework’.

8)      ‘learning through inquiry’ is seen to be a more active form of learning than ‘learning by acquisition. Students can be more directed to ‘follow their own story line’. Technology provides a wide range of resources for students to search through and access. The chapter provides a good overview and guidelines for putting ‘inquiry-based’ learning into practice.

9)      ‘learning through discussion’ follows on from chapter 8. Students ‘story line’ is extended by the opportunity to have discussions with teachers, other students, experts in the field etc. This is the area in which technology contributes the most affordances. The pedagogy of discussion is summarised with the need to scaffold all form of discussion (peer, synchronous, asynchronous).

10)   ‘learning through practice’ is where the learner applies learning through acquisition, inquiry and discussion, to ‘doing’ or ‘experience’. Situated and authentic learning using goal orientated activity supported by meaningful feedback is recommended. The challenges of practice-based learning within formal education contexts are discussed. Technology use includes simulation, virtual worlds, adaptive tutoring, role plays and games and immersive environments.

11)   ‘learning through collaboration’ is differentiated from learning through acquisition, inquiry and discussion by the point that in learning through collaboration, the learner contributes to the process of creating knowledge (content).  Learning activities include ‘peer modelling’, ‘cognitive elaboration’ and ‘practice with one another’. Teachers’ roles are detailed. Digital technologies of use for collaborative learning include wikis, collaborative discussion, collaborative ‘construction environments’ (f2f or virtual).

12)   The last chapter ‘ teaching as developing pedagogical patterns’ brings the various ideas that have been discussed through the book. Teaching as a design science requires: teachers to continually work at improving practice; use learning design based on designing and testing improvements in teaching practice; build on the work of others; and share their practices, outcomes achieved and how these related to design. Examples of how to construct and adapt ‘pedagogical patterns’ are provided.

Overall, the book is a very good overview of the current higher education sector thinking on teaching and learning.  The need to adopt a design approach to teaching practices argued through the book, with each chapter flowing well into the next. It is very much a ‘how to’ manual on applying design science principles to teaching practice. The how and why of ‘pedagogical’ patterns is introduced and explained.

The book is by no means an ‘easy’ read. Carefully working through the book’s entirely will yield many concepts for reflection.

Inspire tech at wintec on 18april

A bit late with this one as Easter intervened and I lost access to the internet for a few days while out of Perth. So, here are notes taken at the very well organised and inspirational Wintec professional development event for staff.

Merran Davis opened the proffessional development progrmme after karakia. Teaching quality program led by Julia Bruce has an objective to raise cababilities in using technology to enhance teaching and learning. Staff interested but at least half of staff not confident with using IT in teaching. So inspire tech organized, a two day PD program.

Keynote to start things going with Mark Nichols now Executive Director for Faculty at the Open Polytechnic. His work on elearning summarised well in his e-ako series. Topic extend, enhance, excite, engage and above all educate. Mark spoke about the importance of pedagogy and how technology can enhance learning. Covered understanding learning, is extend, enhance, excite and engage the focus? How does technology help? Eleaning can be defined as pedagogy empowered by technology.

Cautioned about the seduction of technocentrism whereas sound pedagogy utilizes appropriate technology suitable to subject, content and student. So not content but process important.

Should elearning move into a deeper realm. Where to? Social media learning? Does information availability make education redundant? How can elearning be unlocked? How can information be useful for education? Introduced the following books that discuss the pluses and minuses of digital revolution.

Google and the myth of universal knowledge - Jeanneney 2007
Here comes everyone - shirky 2008
Cult of amateur - Keen, 2007
Dumbest generation - Bauerlein 2009
Shallow generation - what Internet is doing to our brain - Carr 2010.
Mcneely 2010 makes the link with short term memory as stimulus working memory and information but long term memory as education. Perhaps, stimulus - excite and info - enhance, excite engage not main aim of education! What is our role as educator? Helping to form mental schema, transform perspectives and help them become xxx.

Some guides offered.

Diana Laurillard - conversational framework of learning - dialogue leading to a particular goal. Education is an alignment of the understanding between student and teacher.

Mezirow 2000 -  transformative learning from whist we know to how we know. Adapted by king 2009 into four steps.

Mark provided five principles for learning application
Focus on end not the means
Aim to be conversational
Keep the subject at the centre
Emphasis feedback and conceptual understanding
Be shamelessly transformative.

I faciliated two workshops at this event. The one in the morning as a general introduction to Web 2.0 and Web 3.0 possibilities. A change to evaluate a range of e tools for helping to enhance student learning. After lunch, a workshop on mobile learning tools. Both sessions attended by keen tutors, so I hope they will follow through and introduce at least one form of IT into their teaching practice next term.

Temasek Polytechnic International Conference on Teaching & Learning - day 3

The last day cosists of two workshops sessions, one in the morning with either Prof. David Boud on 'assessment reform in education' and the other with Ass. Prof. Gary Poole on ' Self-directed projects as assignment options'. The second workshop sessions are in the afternoon. Workshop sessions bracketed with one lot of concurrent sessions along with usual refuel /networking sessions.


I chose to attend the session/seminar Ass. Prof. Gary Poole with the other 1/2 of the CPIT team attending the session facilitated by Prof. David Boud. The objectives of Gary's seesion were to define 'self-direction' in student learning, identify key elements of an effective self-directed project option and to begin designing our own self-directed project option. He is keen to use the workshop, where everyone is prepared to come to do the work and shop for ideas as well :) to achieve the session's objectives.

When self-directed projects are used, the logistics, structure and preparation are crucial to ensure students are provided with sufficient support to complete their project. In particular, the negotiation process to agree to criteria for doing the project, meeting project objectives and assessing or evaluating the project is crucial. This allows for moderation of various self-directed projects to ensure parity between various self-directed projects.

After morning tea, last concurrent sessions take place. I attended the sessions which had an academic/ teacher development focus. First up, Tay Sing Leong & Roger Khoo from Insitute of Technical Education on 'staff active and reflective learning (ARL)' to enhance student management. ARL to assist staff with career exploration, public responsibility, leadership development, intellectual pursuits and professional development. ARL should be a facilitated process. The facilitator's role is to encourage active participation, create a safe space be mindful of power and who has it. Provides a forum for support, building a COP and increasing teaching practice skills.

Then 'exploring transnational approaches to educational integrity: A showcase of work of the work of Asian Pacific Forum of Educational Integrity (APFEI)' by Ruth Walker, Tracey Bretag & Julianne East from the University of Woolongong, Australia. Integrity could be academic integrity / educational values (honesty, trust, equity, respect and responsibility). Generally, the onus seems to be on students to imbibe these values and assumption is that there is a shared understanding of the requirements of academic integrity. However, challenges posed by changing student profile including internation, lower socio-economical status students and changes to social conventions on copyright requires a rethink of perception of integrity. Therefore, need to move beyond 'student deficit' but need ot focus on educative rather than punitive approaches; align policies & practices; recognise need for academics, authors and teachers to model ethical practice; realise implications of using digital technologies & changed 'economies of effort' (competing pressures of popular media culture & pedagogical directives). Approaches to help students come to grips with the concept of educational integrity include various strategies around increasing students' awareness of issues.

Final concurrent session was with Lyn Williams & Robin Graham from CPIT run a workshop on 'the complexities of learning be a tertiary teacher: emerging perspectives on the boundaries between formal & informal learning in tertiary teacher professional development'. The presentation covered the development and initial implementation of a newly developed teaching qualification, research proposal to investigate effectiveness of new qualification and feedback on ideas on how the move forward with this project. Background of CPIT & the qualification within a NZ context was firstly covered. Then the research question 'what do new vocational tutors percieve as the significant influences on and themes of their emerging practice for improving teaching to enhance student learning?' was 'unpacked' to explain the direction & focus of the project. A collaborative participatory model is proposed as a research method. Then the audience asked for feedback and suggestions on what methods, questions, gaps etc. would be useful.

In the afternoon, the concurrent workshops ran with Prof. Stephen Brookfield running one on discussion as a way of teaching and the other with Prof. Diana Laurrilard on 'A learning design support environment for collaborative pedagogical innovation'. I attended Prof. Laurrillard's workshop in order to become more familiar with her ' conversational framework'. Outcomes of this workshop / seminar are to be able to appreciate the complexity of the learning design process; a sense of how this might be embedded in a design support environment and how collaborative online design tools could enable lecturers to act 'like scientists'. Collabortive pedagogy innovation includes teachers collaborating, sharing designs or capturing pedagogy, testing pedagogic design and challenging the technology. Theorectical background includes social constructivism, collaboration, constructionist learning and knowledge building. Need for teachers to be reflective practioners (like researchers as reflective practitioners) which means building on work of other teachers; working in collaborative teams of respected peers; seeking ways of rethinking their teaching; being able to experiment, and reflect on results; and disseminating findings for peer review and use by others. Used SMS aggregation system to provide for interactivity during the session.

Introduced the concepts for capturing good pedagogy (iCOPER - standardised description of instructional model) / and Learning Design Support Enviroment (LDSE) as software developed to try to represent methods of teaching. Founded on work of Beetham (2004) - teachers'knowledge is mostly implicit' Oliver et al (2009) & Dernlet et al (2009) - teachers are not used to recording or sharing their teaching methods and Sharpe & Oliver (2007) - process of course design is complicaed and often remains a private, tacit process. Existing learning design representations tend to not allow 'tweaking' so the two examples presented provide for opportunities by practioners to adjust and customise to their own context, student profile / learning and individual teaching pedagogical approaches. A comparison made of these two 'tools'.

Good pedagogy implies alignment between learning outcomes, assessments and learning activities. Activities are categorised by the nature of the learning activities and there should be a focus on learner time (less directed, more self directed learning time).

There are possibilites for taking an existing lesson and formulating a pedagogical pattern which is generic and can then be customised for other contexts. Example at http://www.learningdesigns.uow.edu.au/
Opportunity to work through an example was then used to help the seminar participants come to grips with the concept.

Temasek Polytechnic International Teaching & Learning Conference - day 1 morning

At the Temasek iternational Teaching & Learning conference today. Conference opened with 10 minute video on Temasek Polytechnic's facilities, programmes and educational philosophies. Welcome from the Temasek Polytechnic Choral followed by official opening address by Mr. Boo Kheng Hua, the Principal and CEO of Temasek Polytechnic. The conference officially opened by guests of honour along with presentation of gifts to the keynote presentation. feedback, comments & questions can be texted to


First keynote, the much anticipated Professor Stephen Brookfield on 'Becoming a Skillful Teacher'.

Who we are as teachers may be premised on who we are as learners. Stephen proposed that being a poor learner helped him to become a better teacher.He illustrated this proposal by telling his story, of how being a student who struggled academically flourished when he was provided the opportunities for self direction and support for individualised assistance when required. From his experiences as a Phd student, he became interested in the importance of building trust between students and teacher. Especially in how this reciprocal trust may be used to enhance the development of critical thinking strategies.

He also spoke of the challenges of teaching, using the term the term 'muddling through' but doing this in a delibrate and reflective manner to ensure the one learns from each teaching situation.

Four assumptions - teaching is helping learning, good teaching = whatever helps students learn, best teaching is critical reflective - checking assumptions informing your practice and most importatnt the pedagogical knowledge we need - how students experience learning. He provided stories from his own teaching for each of the four assumptions. An engaging approach as he was able to built rapport and empathy from the audience. Remember the examples which are also provided in several of his books. He also spoke on his use of the Critical Incident Questionnaire in probing student's perception of learning progress.

after morning tea, a session - pedagogy - in search of a definition - which is background and presentation from the interactive digital media programme at Temasek Polytechnic's Informatics and IT school. Began with overview of digital use by Singaporeans and then of TP students. Findings show a preference for a 'blended learning approach' to teaching and learning. TP using IDM technology to form communities of self-directed learners to help co-create knowledge, personalised to individual learning needs and be accessible anytime/anywhere. An example of better meaningful learning is to encourage sharing of information beween students via shared note-taking etc. to encourage this, some changes need to be made to physical environments, definitions (learning spaces) and pedagogy which encourages not only mastery of knowledge & skills but also knowledge construction and sharing.

Dr. Diana Laurillard presented keynote on 'can pedagogical creativity cross discipline boundaries? The role of learning technologits in collaborative innovation'  from the London Knowledge lab. The presentation covered 'why might we need digital tech in learning & teaching?', optimising the learning design process, improving leanring through technology and capturing pedagogy. Need to not just use the technology because it is there but to challenge how technology can actually enhance student learning.

Why? might be through fit to pedagogy (personalised, social and/or active learning, digital skills for work & life), logistics (flexibility, wider reach, better use of teacher time), economics (blended delivery, much more for slightly more and sharing tools, resources & designs), strategic fit and student demand.

To optimise the learning design revolves around encouraging and supporting educators as 'researchers' to adopt, critique, adapt, do and then evaluate. Can be done via "scaffolding the learning design process, embracing a gentle introduction by modelling and visually representing the learning design process, capturing teachers' learning designs for later revision or sharing in appropriate visual representations and foster a community of practice in which teachers can share, take inspiration from, each others' teaching & learning designs". this is based on the concept that the learner (the connversational framework model), in order to understand concepts or adopt practices/ skills (learning concept) is through carrying out an action plan (learning outocome) which is tempered by reflection and adaption. Teachers add to learning by teacher contact (listening / reading) beings guided, students asking questions and through teaching practice which involves working to a goal, providing feedback and by students experimenting and revising. Other learners can also support this via students having access to ideas of others, comparing student outputs and being able to articulate ideas and use all thes to improve on their own learning outputs.

Used an example to explain how to use technology to improve learning by unpacking how 'parts of an engine' can be enhanced. For instance, just using flash to just label parts or reassemble a 3D engine might not lead to greater reflection/adaption. needs to include a more delibrate feedback cycle to encourage in deeper learning, for instance why putting an engine together in various ways affect efficiency etc.
with capturing pedagogy, an example used where by a specific example of a learning activity can be generalised and then contextualised to another use. Firstly, highlight the actual keywords which are learning outcomes, then convert to more generalised description and then adapt to other specialists areas. This can be visually expressed and patterns can be better discerned, adapted, improved etc.

mLearn2008 day 1 morning sessions

The conference begins with a keynote from Professor Diana Laurillard, London knowledge lab. Her topic is – towards a pedagogy – driven account of mobile learning which sets the scene for the rest of the conference. She argues that technology are optimised for business & leisure, not perhaps for education (in the form of guiding inquiry, structuring discussion, adapting collaboration, adapting learner practice etc). Pedagogy needs to be a focus in how technology is made use of to contribute to optimising education and students’ learning. She advocates the use of technology to help capture informal learning that takes place in learning with digital resources, discussions, practice environments, group work /projects, learning through production of design, products, solutions etc. She calls this process the ‘conversational framework’ and continues by making links to how learning can now be enhanced using mobile technologies which encourage cognitive and affective forms of motivation.

Stayed put in the ‘mobile learning, mobile knowledge & mobile societies’ strand for the mid morning sessions as I was presenting in the 11am slot.

Other papers included Christoph Goeth from the University of Zurich on designing tasks for mobile learning. Starts with good overview of how mobile learning links with social constructivist frameworks. Uses a continuum of an engagement framework from transmissive to interactive to explorative learning and provides examples of how mlearning maybe used in each part of the continuum. The mExplorer is a mobile learning game that supports the orientation day at a university. Game involves finding items, interacting with others and orientating themselves to the facilities at the university eg using the library catalogue. Additional information is accessed once each item is found or place is visited.

Richard Kenny from Althabasca University and others from North Island College, Courtenay, Vancouver Island presented on the feasibility of using mobile devises in nursing practice due to changes in health care & models of teaching using Koole’s framework model of elearning. Fields trial were evaluated comparing a small group of 12 students with excess to mobile learning with another group of students without access. Results indicated that nursing students found the ability to surf the web & use their drug database the most useful but the communicating options like audio (skype), email etc. not as useful. Costs involved in accessing web was seen to be a barrier.

Elizabeth Hartnell- Young from the University of Nottingham reported on the use of ‘mobile phones in mainstream schooling : resistance & change. Studying how to bring mobile learning into secondary schools when large number of schools ban mobile phones from the school grounds using Giddens work on structure and agency as a framework. Although the three schools who took part did not allow the use of mobile phones in the classroom, there was already surreptitious use of the mobile phones already! A wide range of ways to use mobile phones in learning was used 24/7 by the students over several months. After the trials, 42% of the students saw a use for their phones in learning compared to 12% before.

Ian Watkins reported on a project making use of Pocket PCs at his school from his perspective as the school principal of Highvale Secondary school in Melbourne, Australia. One objective was to have teachers who have been teaching at the school for many years to share their teaching practice, improve teaching methods, integrate technology into their teaching & making their teaching more student focused. Uses of mlearning included production of vodcasts / podcasts for revision of concepts and mlessons to assist students with study skills.

Debra Polson from the Queensland University of Technology provided background information on the MiLK (mobile informal learning kit) project which involves providing tools for teachers to build mobile learning games. Important to have buy in & agreement from all stakeholders involved before the project is structured. The project / game is successful when the result provides users / teachers with excitement about greater possibilities for future learning applications. MiLK originated via work done on other projects www.scoot.com www.newishmedia.com

Great to see many examples of actual mobile learning projects. Almost all the above presentations indicated plans for future projects, investigations and research along with some mention of the pedagogical foundations of the project. This provides good indication that mobile learning has progressed well beyond the novelty phase.