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Hoe kunnen we mobiele devices succesvol inzetten in het onderwijs?


Lager onderwijs & Secundair onderwijs


  • 21 principes
  • App met goede voorbeelden
  • DEIMP

Tablets, smartphones, GoPro's,... er zijn vandaag vele mobiele toestellen beschikbaar die je ook in het onderwijs kan gebruiken. Bovendien hebben de meeste leerlingen vanaf een bepaalde leeftijd toegang tot zo'n device, omdat zijzelf of hun ouders over zo'n toestel beschikken. 

Met welke principes hou je als leraar nu best rekening om mobiele toestellen te gebruiken in je onderwijspraktijk? In het DEIMP-project (http://www.deimpeu.com) detecteerden we 21 principes uit een systematische literatuurstudie. 

1-Artefact construction: Learners make digital object e.g. video, music, game. Students construct the object using  their mobile devices.

2-Authentic environment: Activity occurs in situ (that is it occurs in its original or natural location). 

3-Bridging: Learners work across formal and informal contexts. The activity bridges the different contexts. 

4-Co-construction: Learners use collaborative authoring tools e.g.Google docs.

5-Co-design for mobile learning: Students and teachers ‘mobilise activities’ i.e. transform them into ones with mobile features. Students and teachers work together to develop new activities.

6-Community-based: Learners conduct a community activity or project e.g. monitoring litter.

7-Context-awareness: Activity adapts to environmental stimuli, for example new vocabulary is determined by external items.

8-Customisation: Learning pathways are adapted to individual input. The app or activity adapts to the learner needs.

9-Data sharing: Learners share digital artefacts with peers

10-Digital play: Activity involves explorations without an explicit curriculum goal. Students engage in activity in a free and playful manner, to satisfy their curiosity.

11-Gamification: Applies elements of games such as competitions, random events, scoring. Game elements are part of the activity.

12-Intergenerational learning: Learners across different generations work together e.g. capturing an oral history.

13-Peer review: Learners review each other’s contributions e.g. via blogs.

14-Real-world processes: Learners engage in activities similar to those done by practitioners e.g. testing aero-dynamics of object with app.

15-Real-world tools: Activity uses app as tool e.g. to compose music or paint a picture.

16-Reflection: Learners reflect in multimodal ways e.g. with vlogs, colours, sound. Learners choose the way they wish to reflect.

17-Role-play: Learners assemble tools and methods and enact roles e.g. citizen journalist. Students distribute roles to get task completed.

18-Seamless learning: Activity occurs across a variety of physical and/or virtual settings. Activity is not bound to one location.

19-Simulation: Conducting realistic virtual task e.g. Google expedition. The task simulates a real situation or condition.

20-Student agency: Students have choice of how to do activity. They choose mode of presentation, structure and/or tools to use.

21-Student autonomy: Students determine the activity. They decide what activity to enact.

 

Meer weten? 

>> Volg onze gratis ONLINE CURSUS over Mobiel Leren >> https://openeducation.blackboard.com/mo…/courseDetails/view…

>> Kom naar onze INTERNATIONALE TRAININGSWEEK over Mobiel Leren van 29 maart tot 3 april 2020 in Nicosia, Cyprus. http://www.deimpeu.com/ltte-cyprus-2020.html

Voor Hogeschool PXL is educatieve technologie (#edtech) al jaren het speerpunt in zowel het onderwijs als in het praktijkgericht onderzoek. Deze ‘innovation wall’ brengt alle recente resultaten in het domein van de educatieve technologie in kaart. Scan de QR-code van een project voor meer info en contactname.