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Mobile learning at the Museum of London: QR codes and NFCs

Fig.1. YouTube video for the Museum of London‘s NFC initiative in 2011

Having picked through links that came to a dead end in a fascinating paper on the variety of technologies and tactics being used by museums in relation to mobile learning I started to see and read more and more about the use of QR codes (those matrix two-dimensional bar codes you use with a smartphone) and NFC ‘Near Field Communication‘ which is becoming an industry in its own right.

Having been kept awake at night about a need for ‘constructing knowledge’ rather than being fed it I knew that visitors, students especially, need to engage with their surroundings by somehow seeking and constructing their own views.

Without QR and NFC the simplest expression of this is taking notes, and or photographs of exhibits – not just selfies with a mummy or your mates. Possibly doing bits of video. And from these images cutting/editing and pasting a few entries in a blog, Prezi or SlideShare. QR and NFC feed the visitor controlled and curated bite-size nuggets, so more than just a snap shot, you can have audio and video files, as well as more images and text.

Fig.2. South Downs Way QR Code.

Successful trials mean that these have spread. Funny I’ve not noticed them living in Lewes and walking the dog most days on the South Downs. I’ll take a look. NFCs have been used extensively, for 90 exhibits, at the Museum of London – so a visit is required. Though I won’t be ditching my iPhone. Apple does not support NFC believing that the technology is still in its infancy … like Flash, like Betamax and VHS, and all that stuff, a battle will be fought over the NFC benchmark.

So 60% penetration of smartphones in the population … most of all of which can use a QR code, but less using a early version of NFCs. My experience?

Fig.3. QR Codes at the Design Museum

Last year a visit to the Design Museum I found the ‘Visualizing the mind’ exhibition littered with QR codes.

They didn’t work. Just as well they had ample computers. How often do organisations jump on the IT bandwagon only for a couple of wheels to fall off further down the road?

Fig.4. Evie

Meanwhile I’m off to walk the dog .. then using a trip to see Gravity at the Odeon Leicester Square with my kids to include an educational tour to the Museum of London (always handy to have a teenager around when using mobile technology).
REFERENCE

‘REPORTING RESEARCH’ 2013, Interpretation Journal, 18, 1, pp. 4-7, Academic Search Complete, EBSCOhost, viewed 10 November 2013.

The limiting experience of the museum visit unleashed

A lifelong love in art galleries yet I still feel unmoved by galleries and museums, possibly because I expect the gentle, guiding voice of my late mother at my shoulder (artist, art historian, Mum).

What could be a more personalised visit than to have someone who knows you so well point things out, guide you to things that will interest or irritate, then offer an insight – invariably linked to ‘what do you do next?’ i.e. look, learn then apply.

 

What is digital ‘academic’ scholarship? Should 19th and 20th century definitions even apply?

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Martin Weller published ‘The Digital Scholar’ in 2011 on a Creative Commons Licence. You can download it for free, or purchase the book or eBook, and then do as you will with it. When I read it I share short excerpts on Twitter. I’ve blogged it from end to end and am now having fun with a simple tool for ‘mashing up’ designs called ‘Studio’. It’s a photo editing tool that allows you to add multiple layers of stuff. I rather see it as a revision tool – it makes you spend more time with the excerpts you pick out.

You cannot be so open that you become an empty vessel … you have to create stuff, get your thoughts out there in one way or another so that others can knock ’em down and make more of them. Ideas need legs. In all this ‘play’ though have I burried my head in its contents and with effort read it deeply? Do we invoke shallow learning and distraction with openness? If we each read the book and met for a tutorial is that not, educationally, a more focused and constructive form of ‘oppenness’?

In relation to scholarship shoulf the old rules, the ‘measures’ of academic prowess count? In the connected world of the 21st century ‘scholarship’ is able to emerge in unconventional ways, freed of the school-to-university conveyor belt.

REFERENCE

Weller, M (2011) The Digital scholar

Why we need to call it ‘connected’ learning, not ‘networked’ learning

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As the education community seeks to envisage and plan for the future of learning most are too light on their fingers to consider that aspect that hasn’t changed, nor can its form or functioning be changed – the human brain. Is there a difference say between a child born into Pharoah’s Egypt several millenia ago and one born in Stoke on Trent this morning? Or a child born in the Belgium city of Liege on the 4th August 1914 and a child born in Nagasaki on the 4th August 1945. My challenge is to say examine the raw goods – what has a neuroscientist or a phsychologist got to say about the way we learn?

However and whatever sweeps us up we have an extraordinary capacity, as each new child is born and the next generation takes its place in the world, to stay true to form: our parents raise us, we learn both informally and formally, we are exposed to whatever chance provides us with – coloured by – to whom, and where, and when we are born, and how raised, and because of, or despite this, our ‘true nature’ is revealed, burried, or in other ways transmogrified.

We probably crave affection, recognition or security, we fall in and out of love, and probably mate, raise a child or two of our own, grow old as they grow up and see them on their way. In the scheme of things, on our death bed, do we reflect on what opportnities the education we were exposed to did to us or gave us? The perspective that needs to be taken is to see education holistically, especially as those parts of it that are still contained and made exclusive by books and institutions are freed up.

The latest Open University module that has my attention, H818:the networked practioner, uses a challenging approach whereby the cohort of students are to learn what ‘openness’ means through sharing and collaboration. However, already, I can see that far from being open, we have been coralled into tutor groups and the real boundaries that these create. In 1999 when I started blogging, in time, out of the hundreds I engaged with, three of us recognised eachother as likeminds and worked together on various creative writing and creative blogging projects – we found each other, we weren’t made to ‘be’ together. We stumbled upon eachother’s words and beyond liking what we read saw and came to see a common willingness to hangaround. Why this will struggle to work amongst 60 people divided into four groups is that ‘teacher’ has decided with whom we will work … not just teacher, but of course the cost, timing, platform, access and accessibility to the course content and its affordances.

There is no accounting for human nature. I can fluff up like pom-pom or prickle like a thistle; I can be as cute as a hedgehoge with its snout in the palm of your hand or fold into a ball of spikes because of a desire to be left alone. We all have these phases in various guises and can to a lesser or greater degree control them. In the vastness of the total Internet community we can be these things, whereas inside a the formal walls of an online learning module I suspect there will always be someone with some kind of stick, whether it is a tickling-stick or a club.

On reflection and baring in mind what I suggest above about the unique qualities of human nature – I like to chose the ‘gangs’ I join or to form my own. My default position is to be peripatetic. The point is, the default position of others will be as unique as they are. Across numerous modules and other collaborative activities I have seen groups wax and wane. To work the mix of people in the group generally needs to be highly diverse, with clear sets of skills to contribute and a variety of personality types too. There is good reason to build a professional team based on their skill set – take the creation of a film: not everyone can direct and produce, nor can everyone having a go at presenting or play the lead. The script can be composed collaboratively, though who did or does what, or gets credit for a line, character or scene is as complex as human nature and the sensibilities of the creative in all of us.

On the future of learning institutions

Just because an ‘editor’ contributes to content in Wikipedia does not make them an authority. Imagine a feature film or documentary made where anyone can chip in and perform whatever role they fancy. Does this not pander to the poser and the ignorant?

Reflection on a decade of e-learning

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Having not taken stock for a while it was refreshing and re-assuring to consider the Open University postgraduate modules that I have taken, though it has taken this long to understand the meaning of a module that is approaching its final ‘presentation’. In some cases a better word for this might be ‘sell by date’ especially with a subject such as ‘e-learning’ as at least three of those listed below were on their final or penultimate presentation and it mattererd – ‘H817:Innovations in e-learning’ wasn’t particularly innovative for someone who had worked in the creation of interactive and online learning. I’m used to and value the amount of background theory, but I still feel that in these ‘H’ modules that form the Master of Arts in Open and Distance Education (MA ODE) is considerably biased towards learning in formal secondary and tertiary education, rather than applied L&D in business which interested me most – indeed I know of two people across these courses who quit early on because they were working in a learning creation position in business and felt the modules were not suitably applied. B822: Creativity, Innovation and Change was the exception as however dated some of the content (video content shot in the mid 1990s that included companies that had long since gone out of business and innovations such as laptops the size of a small trunk with a carrier bag of cables) the activities and theory in relation to innovation were timeless – it was also an MBA module. Any of us who have taken part in or hosted learning in an organisation involving games of some kind would have found B822 familiar – much of it also touched on the kind of creativity used in advertising, marketing, PR, events and communications.

H804: Implementing Online, Open and Distance Learning (2001)
H807: Innovations in Elearning (2010)
H808: The Elearning professional (2010)
H800: Technology enhanced learning: practices and debates (2011)
B822: Creativity, Innovations and Change (2011)
H810: Accessible online learning: supporting disabled students (2012)
H809: Practice-based research in educational technology (2013)

I’m continuing with these modules to demonstrate that the standard I am now able to achieve is sustainable so that working in academia, even studying for a PhD is viable. ‘H819:The Networked Practitioner’ is a new module. Reading through the course notes and first units (it came online today and goes live next week) I can see the care, clarity and thought that has gone into it, as well as the substantial use of a variety of online learning  tools for ‘connected’ or ‘networked’ learning … what some might call ‘social learning’ but here has more structure to it that that (parameters, goals, set tools etc:). It is tailored, every step of the way, to the production of a conference piece – there is considerable latitude here, but what is meant that you have a presentation that may be given in a variety of formats featuring a choice of core themes develop through the module but set in your ‘world’ or field of interest or expertise.

A teacher is taught to teach something in class, not simply to teach.

I  feel that I have learnt over the last three years how to teach online, but I haven’t developed a subject specialism, prefering to date to behave as if I were in an e-learning agency serving the needs of many, disperate clients. For this module, and potentially for one or two beyond, I hope to develop and demonstrate how the history of the First World War can be taught using e-learning – apt as we approach its centenary. In parallel I will be taking a Masters in British First World War studies with the University of Birmingham. This is also a part-time course, and ostensibly ‘distance learning’ – though in this instance the distance component is handled by my driving to Edgbaston once a month for a day of intensive face to face seminars and tutorials. This in itself will make for a fascinating constrast with the 100% online experience of the Open University.

In the back of my mind, whatever the subject, my interest is in how to address the global problem of there being 123 million people who want to study at university, but only 5 million places. Even if every university modelled itself on the Open University there would still be a massive shortfall – the answer must be in Open Learning that is supported, possibly by a huge cohort of volunteer alumni, as well as qualifying participants as they accumulate credits. Somewhere in here there may be a question for me to address with doctoral research.

It’s disengenious of me to say that I’ve been studying online for a decade.

I did a module in 2001 but did no further online learning in the subsequent decade – though I did qualify as a swimming teacher and coach! The reason for thinking about a decade as a period of time in which to study is that some would say it takes this long to become an expert. This comes from a piece of research carried out at the Berlin Conservatoire in relation to muscians and the years of training and practice they need to put in to get them to the concert hall as a soloist. Actually it wasn’t years so much as tens of thousands of hours required – 40,000 I think it was with kids introdcued to the instrument early and pushed by parents and institutions getting the furthest youngest. Martin Weller, Professor of e-learning, suggests that a decade is still the time scale in which someone might be deemed a ‘digital scholar’. John Seely Brown, who has applied learning and e-learning to business in the US, notably at Xerox’s famous research institute, suggested earlier this year that scholarship or expertise of the kind we are talking about may be achieved in five years because online learning can speed things up. People do take two degrees in tandem if they study online. Is there a fast track to a PhD? My perspective as a parent with teenagers is that they could begin a part-time online degree in their A’ Level year and graduate at the same time as getting their A’ level results or the year after.

 

Timelines, theories and technologies

This is a learning dilemma that will become increasingly prevalent. You have a stinker of a complex mass of resources and cobbled together ideas to compile into some kind of order only to find that it has been done for you. This is an activity of how understandings of the process of learning has changed over time.

On of our tutors offers a helping hand:

 

Take your time reading this through and then consider how these historical changes might affect

  • the development of educational technologies
  • ethical considerations in e-learning research
  • research in your own discipline.

There’s quite a lot in there. If you want to start just responding to one of the bullet points above, that’s fine.

When these modules are designed is proper consideration really given to the students? Who they are? There levels of commitment and understanding? For all the personas I’m familiar with I do wonder.

And that’s not even the start of it. We are then asked to look back at week 3 (a month ago), and look for relationships and connections between the narrative we create (above). Then, as if this isn’t enough we need to rope in last weeks ethical considerations, and while we’re at at put in the ‘wider political and social changes’.

Already we have, in my estimation (and this is my sixth postgraduate module and the fifth in the MAODE series) a good 16 hours work to do.

But there’s more:

‘Consider how the subject you studied for your undergraduate degree has changed over time’.

Post your answers in your tutor group forum and compare them with others.

Across the five groups I think, so far two, sometimes three people, have given this a go. Each could write a chapter in a book (one nearly has)

2 Hours have been allocated to the task.

I repeatedly find that whatever time is given as a suggested requirement for a week’s activities that you need to add 50%. So 14 hours becomes 21.

Like a junior solicitor I’ve been keeping tabs on how long everything takes – and this is someone who is by now, evidentially, digitally literate and familiar with the OU VLE. If you can find 21 hours great. If not then what? If you can handle getting behind or strategically leaving gaps that’s fine, but if you feel obliged to get you money’s worth and want to do it all then what? And of course life goes on around you: kids off school, elderly relations fall ill, the workload ebbs and flows, the car breaks down … your Internet connection becomes about as vibrant as a mangle and it snows a bit.

A simple guide to four complex learning theories

http://edudemic.com/2012/12/a-simple-guide-to-4-complex-learning-theories/

I came across this from edudemic and can’t think of anything clearer.

The discussion offers some further thoughts, deleting the word ‘traditional’ and replacing with classical.

The ifs and buts of the people associated with each of these and how absolute any of them can be, especially connectivism. However, I see connectivism not as the end of a chronological chain, but rather a loop that has people connected and learning in their family, extended family and community. And the one component that has not changed a jot? The way the human brain is constructed during foetal development and the unique person who then emerges into any of some hundreds of thousands of different circumstances and from way they may or may not develop ‘their full potential’. Though I hazard a guess that this will always remain impossible to achieve. 98 billion neurons take a lot of connecting. It starts at around 4 months after conception and only ends with death – death being after the vital physiological supports have collapsed and like the self-destructing tape in Mission Impossible ‘all is lost’.


The infographic runs to and 12 rows. This is the last row. The rest you ought to see for yourselves.

Copyright 2013 © Edudemic 

Powered by coffee, and a love all things education technology.

Simplistically the technologies I can add across this chronology are:

Books – Learning by rote > Literacy (writing, paper) – but then the Oxbridge Tutorial goes back over 750 years and that was and still is ‘Constructivism’ before someone came along 700 years later and gave it a name.

I’m reminded of the aphorism from Philip Larkin, ‘Sex started in the Sixities’ – about the same time as constructive learning. As for ‘connectivism’ what happens in a market, what has happened at religious gathering for millennia? Why do clever people have to come along and say these things have never happened before? Connectivism = discussions. Perhaps we’d be better off NOT writing it down, by going and finding people. I spoke to a Consultant the other week who for all the technology and e-learning swears by the conference. And for how many millennia have ‘experts’ like-minds and the interested (and powerful/influential) had such opportunities to gather.

In 1999 my very first blog post was titled ‘what’s new about new media, not much’.

Whenever I read it I feel the sentiment is the same – as people we have not changed one jot. Just because everyone has a ‘university in their pocket’ – if they are some of the few hundred million out of the 7 billion on the planet who have a Smart Phone or iPad does not change the fundamentals of what we are and the connectedness of our brains.

 

Where do I stand academically? Where and what next? And the madness of being.

Masters in Open and Distance Education (MAODE) with the Open University, UK (OU)

H800: Technology-enhanced learning: practices and debates

H807: Innovations in eLearning – Learning outcomes

H810: Accessible online learning: supporting disabled students

B822: Creativity, Innovation and Change

H808: The e-learning professional

This completes the Masters Degree. I graduate on Saturday 27th April 2013

Currently (March 2013) I am taking H809 as a bridge towards doctoral research or professional consultancy. Complete in June 2013.

H809 Practice-based research in educational technology

I joined the #H817open MOOC for one component of this module. I will register for 2014

H817: Openness and innovation in e-learning.

I am applying to undertake doctoral research in education – using learning technologies.
 
H809 will help prepare for applications starting in January 2014 for an October 2014 start. Most are now a 4 year programme, with a Masters in research to begin. WebSciences at University of Southampton is an interesting option – I attended an Open Day in January.
Too many active interests was a stated issue on childhood school reports. Nothing’s changed.
 
I am looking at an MA in History with the University of Birmingham which would give me the opportunity study the First World War. (I have written extensively about this through my late grandfather’s memoire ‘That’s Nothing Compared to Passchandeale’)
I attended the School of Communication Arts, London. A full-time programme in copywriting, art direction and design and have worked in the ‘creative’ and ‘communications’ industries all of my career.
And ‘EAVE’ (European Audiovisual Entrepreneurs)
My first degree is in Geography.
My dissertation was on demographics. I love maps. Perhaps I should try to match maps, e-learning and the First World War. Animated it all and add some interviews and n ‘drama reconstruction’.
See what happens when you let something fester and wake up in the middle of the night.
 
Neuroscience and long term memory are fascinating too.
I need my life over. I need to split into three and start again. I need a coffee and a long walk on the South Downs. (I need to go back to bed)
And then there’s Fine Art.
 
And Creative Writing. And cooking. And the garden. There’s teaching, and moderating … and blogging. There’s movies. And sailing and swimming coaching. There’s family and friend … ah. Friend? I knew there was something missing in all of the above.
Scrap the lot and have a belated 50th birthday to celebrate 20 years of marriage, parenthood and the madness of being. Then sign up to crew in the Round the World Yacht Race.
There’s a reason why I call this blog ‘mind bursts’.
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