Disrutpive Innovations and Technology: Bishop Grosseteste University Presentation_14th February 2014

Editor's Notes

• #4: Every year 30,000 consumer products are launched - 95% fail because producers don’t see it from the customers perspective Customers look at products as a way to get a job done (many companies do not look at it this way) - what is the job of a milkshake? First attempted traditional approaches - i.e. to segment the market by demographics (e.g. etc) and products (milkshakes) - asked people what defines a good milkshake - they shared their ideas and the company responded to these, but sales did not increase. They had focused on the functions of a milkshake, not the job it is ‘hired’ to do Christensen approached it differently by sitting and watching people buying milkshakes - he spotted that 40% were bought in the mroning and people did not drink them on the premises (i.e. they commuted with them) He then interviewed these people and discovered that the job they had ‘hired’ the milkshake to do was to starve off boredom - most had a long commute to work (driving) and they needed something to keep them occupied with one hand (it kept them busy - they were not really hungry) - it is so viscous it takes 20 minutes to suck it up the straw Function is not the same as the job Customers ‘hire’ a product to get a job done - Milkshake firm wanted to improve its sales What might be the job of an iPad? Disruptive innovations:innovations that change the paradigm (e.g. publishing or music industries) What is the job of a milkshake
• #5: Every year 30,000 consumer products are launched - 95% fail because producers don’t see it from the customers perspective Customers look at products as a way to get a job done (many companies do not look at it this way) - what is the job of a milkshake? First attempted traditional approaches - i.e. to segment the market by demographics (e.g. etc) and products (milkshakes) - asked people what defines a good milkshake - they shared their ideas and the company responded to these, but sales did not increase. They had focused on the functions of a milkshake, not the job it is ‘hired’ to do Christensen approached it differently by sitting and watching people buying milkshakes - he spotted that 40% were bought in the mroning and people did not drink them on the premises (i.e. they commuted with them) He then interviewed these people and discovered that the job they had ‘hired’ the milkshake to do was to starve off boredom - most had a long commute to work (driving) and they needed something to keep them occupied with one hand (it kept them busy - they were not really hungry) - it is so viscous it takes 20 minutes to suck it up the straw Function is not the same as the job Customers ‘hire’ a product to get a job done - Milkshake firm wanted to improve its sales What might be the job of an iPad? Disruptive innovations:innovations that change the paradigm (e.g. publishing or music industries) What is the job of a milkshake
• #6: Adaptive Learning – subset of personalization/customization – use of data to customize learning (cognitive tutors) see Carneige Learning (Beluga maths identifies the component skills which students need in order to progress in maths) – trying to unpack the cognitive process in terms of what a student needs and what are the most critical sub-sets ePortfolios: helps students show to employers the competencies and skillsets they have developed – encourage student reflection on learning (not yet taking off in the USA – Mobile apps: apps often focus on narrow elements of classroom learning Disggregating traditional role of LMS (show how you could you use Evernote in the same way) – see Western International School using Explain Everything to give short feedback to students Learning games: often have a complex underlying dynamic similar to adaptive learning (invisible learning ) – but difficult to integrate into learning (less fun when you know it is a game) – need to be well aligned with the curriculum Video content (YouTube): best example integrate animations, subtitle; assessment (see CrashCourse) – flipped classroom (educator) Big Data projects – learning analytics
• #8: iPod research in North East Lincolnshire, 2009-2011
• #14: My colleagues and I have captured all of these opportunities/affordances in a framework as shown
• #15: Low = exchange of content High = creation and sharing of contexts
• #16: Low = exchange of content High = creation and sharing of contexts
• #17: The other end of the spectrum - techno-dystopia
• #18: Current growth in interest around mobile learning - evidenced by the interest of the international Agencies Fill in with other pictures from the UNESCO studies across the world
• #19: Aims of this session: Draw us back to the national context of the UK first - share with you the research I and my colleagues have been undertaking in mobile learning, before going back to the international scene and thinking then about the future Using a tested technique to do this What next – and here I will suggest we need to investigate far more about the mechanisms that make mobile leanring effective and to do this we need to employ a new set of research instruments and paradogms which I will share with you towards the end of the presentation when I return to the international scene.
• #21: Authority: 1. Where mobile technologies are sanctioned within the institution, especially in depolyments which are highly personal (e.g. 1:1) they alter the relationship between learners and teachers/educators 2. Current model of learning is unsymmetrical in many ways: the teacher owns and controls most of the knowledge or ‘stuff’ which is mandated to be understood/known - Freire’s Banking Analogy (Knowledge is deposited) restricting the ability to think critically knowledge (or stuff) is consumed by the learner in large volumes but relatively little is produced, particularly with any lasting value (most is ephemeral and quickly lost) 3. Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects: knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning) not necessary to teach as much content any longer - most of it can be located by students it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things learners become more independent and less needy of the teacher they are able to make more choices - agency (where they work; how they work and undertake a task; when they work) they
• #23: Need to define regular - is this daily or weekly? all of our research demonstrates very clearly how students get considerable more access to technology in school when mobile devices are introduced than they ever did before (see graph) the access to technology is significantly more unmediated than is normally the case
• #24: Why is this significant? 1. gives students more control or efficacy over their lives 2. challenges the existing paradigm of learning - where and when
• #25: To undertake research and to support writing (fairly traditional - on the surface at least - this needs unpacking) So what do students use this access and technology for? 1. All of our evidence show two principal uses at this point in time: research/internet writing - productivity 2. Interesting - for later - also considerable sharing (look at this later) Research is interesting - demonstrates a different model of learning - not a banking model (deposits) Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects: knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning) not necessary to teach as much content any longer - most of it can be located by students it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things learners become more independent and less needy of the teacher they are able to make more choices - agency (where they work; how they work and undertake a task; when they work) they
• #27: To provide personal ownership to technology - to put the learner in the driving seat
• #28: Models of ownership - we are going towards a much more 1:1 model Shift towards a very personalised model of learning
• #30: not just about providing equipment - its about providing flexible provision (giving students more choice)
• #33: The risks associated with individualisations - lack of social contact But our data does not support this conclusion - at least not yet 1. we were surprised to find higher levels of conversation and collaboration in the classroom than we expected - teachers report it has increased
• #34: Important that teachers still design lessons which encourage collaboration and cooperation between learners - when they do the technology actually supports this kind of learning - (e.g. see these apps_)
• #36: Examples of production - student generated content (contexts) - find examples For almost as long as we have had schools the relationship between the learner and the teacher has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why technical reasons - hard for students to produce anything that would last technical - hard to share or disseminate to a wider audience lack of real audience diminishes the drive to publish - who reads a typical essay
• #38: What does this suggest about technology and cognition generally - we are smarter than you think Extended cognition
• #40: e.g. who directs and control learning: the teacher; the student:both? Where and how is learning organised - (pacing) - emerging Issues of space - traditional learning is situated in classrooms
• #41: Introduces more choices and autonomy for students - one of the emerging themes to date (students have more opportunities to find out for themselves; to be ‘experts’; to learn from experts outside the classroom’ But is it happening (see findings from our study)
• #43: These are the mobile technologies of their day Just use the Book video with the iBooks to show how long it takes for practices to become standardised (e.g. book numbers and indexes)
• #44: Whole host of apps and software which enable students to create their own books smart books - customised t your likes and interests - sharing content with other readers/their notes on the same book - knows where you are and who is near you insert images of Apple books here ..
• #45: Widgets to make books more customised for learning - customied to the individual
• #46: 1 - microscopes, sensors and wind tunnels 2 - demo iPad (Quakespotter and Plane Finder) 2. museum trails/ AR apps/ games (ARIS)
• #47: 3. Using the real world and AR as the classroom - Museum of London street app
• #51: Example of DBR in non educational context - traffic flow and calming