In considering the foundational understanding of the “Mobile Learning Process” as so clearly framed in the FRAME diagram put forth by Marguerite Koole on page 27 of our text, one aspect roused my thinking. Although the FRAME model makes perfect sense with mobile learning at the center of learning, it goes against my instinct to have the learner at the center of any pedagogy or learning theory. It led me to the question, how could mobile learning wrap around the learner instead?
My work focuses on individualized learning for many reasons, and I see the future of education as needing it to remain so, between personalized learning “playlists” and “Mass Customized Learning” it seems that mobile learning is a tool for individualized learning. In attempting to merge my Action Research work and my own big dreams for education that focus on direct instruction of Critical Thinking Skills via Individualized Learning, the module I have in mind needs to address the instructional problem of defining performance outcomes for critical thinking. As my best filter and best option for change in the classroom, I’ll use to create this module using my Philosophical Literature class, which is made up of twice-exceptional learners quite comfortable with “Individualized Learning Plans” and chaos in the school day. Therefore, my learning module topic is practical application of the six areas of Critical Thinking customized for individualization.
Through a previous course on “Learning Styles” I created a sample module on Google Classroom. What I need to figure out before employing it in the classroom is how to make it more student driven and designed. In the classroom I practice question generation and link it to the Critical Thinking areas as a means to guide students’ researching of various ideas, but if I want them to arrive at specific knowledge or understanding, I formulate the prompts or questions. My hope is that this project will help me take my dream idea to a classroom reality.
I love that this project idea will allow you to build on work that you are already confutable with! One of the goals for a good project here is that it will get used by you and your students when you have completed it. I think the topic lends itself to the elements of good instructional design and when we dive into topics like learning objectives and measuring outcomes your clarity around what you want students to know should become pretty evident.
ReplyDeleteI am excited to see this happen!