Wednesday, September 06, 2006

Learning with mobile devices: what's the best way?

Podcast / link to mp3 file

While it is true that one of the key benefits of mobile learning is the convenience, perhaps the most overlooked aspect is cognitive receptivity. Cognitive receptivity is a state of mental preparedness. A high level of cognitive receptivity results when the individual learner has

a) a high desire to understand the material
b) a high tolerance for frustration
c) a good foundation upon which the content will be built
d) support, either remote or face-to-face
e) high level of motivation, generally a combination of intrinsic and extrinsic motivators, and clear rewards
f) a way to relate the material to his or her experiences.

The mobile learning device (mp3 player, pda, video player, laptop, smartphone, etc.), can help the student capture content when he/she is at the highest level of cognitive receptivity.

Sometimes it is necessary to improve one's command of the basics. In that case, drills and exercises can be very helpful. Mobile learning can be ideal for on-demand quizzes, "skill and drill" exercises that are both entertaining and useful.

Helpful References
Bruner, Jerome. (1990). Acts of Meaning. Cambridge, MA: Harvard University Press.

Hanley, Susan (1994). On Constructivism.

Honebein, P. (1996). Seven goals for the design of Constructivist learning environments. In B. Wilson, Constructivist learning environments, pp. 17-24. New Jersey: Educational Technology Publications.

Simon. Herbert. (1982). Models of Bounded Rationality , 2 volumes.

von Glasersfeld, E. (1984). An introduction to radical constructivism. In P. Watzlawick, The Invented Reality, (pp.17-40). New York: W.W. Norton & Company.

von Glasersfeld, E. (1987). Learning as a constructive activity. In C. Janvier, Problems of representation in the teaching and learning of mathematics, (pp.3-17). New Jersey: Lawrence Erlbaum Associates, Inc.

von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & N. Postlewaite (Eds.), International Encyclopedia of Education [Suppl.], (pp.162-163). Oxford, England: Pergamon Press.

von Glasersfeld, E. (1995). A constructivist approach to teaching. In L. Steffe & J. Gale (Eds.). (1995). Constructivism in education, (pp.3-16). New Jersey: Lawrence Erlbaum Associates, Inc.

von Glasersfeld, E. (1995b). Sensory experience, abstraction, and teaching. In L. Steffe & J. Gale (Eds.). Constructivism in education, (pp.369-384). New Jersey: Lawrence Erlbaum Associates, Inc.

von Glasersfeld, E. (1996).Introduction: Aspects of constructivism. In C. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice, (pp.3-7). New York: Teachers College Press.

Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes MA: Harvard University Press.

Watson, J. B. (1913) "Psychology As the Behaviorist Views It" Psychology Review

Wilson, B. & Cole, P. (1991) A review of cognitive teaching models. Educational Technology Research and Development, 39(4), 47-64.

Wilson, B. (1997). The postmodern paradigm. In C. R. Dills and A. Romiszowski (Eds.), Instructional development paradigms. Englewood Cliffs NJ: Educational Technology Publications.

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