The Double Life of an iPod Educational potential

The ‘Double Life’ of an i-Pod Educational potential of new learning technologies Dr Palitha Edirisingha

‘Double life’ of technology (David Noble, 1984) ‘An important unofficial second function’ (David Bell, 2006) MP 3 players … from a peripheral technology core technology

The research project • A pilot study: • • Uo. L engineering module Four universities: Leicester, Kingston, London, Gloucestershire Disciplines: engineering, genetics, physics, chemistry, sociology, human geography, physical geography, veterinary sciences, …

Informal Mobile Podcasting And Learning Adaptation www. impala. ac. uk

Research questions How does students’ learning supported by podcasting differ from their learning through structured campus or e-learning processes? What kinds of quality pedagogical applications can be developed for podcasting through MP 3 players for students’ informal use within formal HE modules to enhance their learning? Can students switch from using MP 3 players for entertainment to learning? learning What are the psychological, social and institutional barriers to and advantages of more informal learning using podcasting?

Literature … • Cognition through clarity • • • New tools to support learning • Specific needs and cognitive • • abilities of diverse learners Situated and authentic learning experiences Personalised learning (Sharples, 2001; Kukulska-Hulme & Traxler, 2005; JISC, 2005; Taylor et al, forthcoming; Sariola & Rionka, 2003; Plant, 2001) • of instructions Emotional aspects immediacy and connection Sense of online community, satisfaction (Durbridge, 1984; Bates, 1981; Laaser, 1986; Power, 1990)

Research methodology Staff Initial interviews question’e Student focus groups Final question’e Student personal interviews 12 Weeks phone conversations, emails,

Access to technology • Not a limiting factor • One or more devices with MP 3 playback – Dedicated MP 3 players – Mobile phones – Laptops – Desktops More …

More on access to technology … Data • No of participants • Average (yrs) • Females • Males • Gender not given KU 66 21 47 19 Uo. L 49 19 15 32 2

Pattern and location of listening • Majority listen to 50% or more • Majority listen off the campus

How podcasts helped learning -Good introduction to online learning material -Organise my weekly learning activities -To stay focused on the course -Bringing in a sense of informality to academic learning -Helped to manage time effectively - Helped to understand more about e-tivities -Helped to stimulate interest in the subject - Helped with assessed work

Pedagogical applications: A framework to think about podcasts in teaching and learning Creator/contributor? Learner? Purpose?

A framework to categorise podcasts in teaching and learning Purpose Undergrads Learner Postgrads Integrating core resources, Uo. L Engineering e-tivities, assessm’t Support field-work Uo. L, KU Geography Pre face-to-face prepar’n Post face-to-face support Uo. N, KU Geography Assessments KU English Conceptual development Uo. L Physics Current issues Accessibility Motivational Uo. L Engineering Provide feedback Uo. L Engineering Feed forward Uo. L Engineering Listen again Logistical Uo. L Sociology

Moving from entertainment to learning • Distinguish between academic and entertainment material – Attention, focus, • Different technologies to listen to academic materials and music – Laptop as work-related • Readiness …

‘Domesticating’ a technology 1 st life: entertainment, business 2 nd Life: formal learning appropriation From shop to home, to the person ? ? ? objectification A space at home, in the person ? ? ? incorporation Finding a place into the routine of life ? ? ? conversion Display ownership and competence in a public culture, share music, … ? ? ?