Embodied Learning, Hand-held Wireless Technologies, Virtual Realities and Haptics – m-learning and mobile apps
Investigating m-learning, mobile apps and embodied knowledge – Mobiles – Customising for exploration, interactivity and independent learning
How is embodied learning facilitated by portable, hand held, and virtual reality technologies?
Embodied learning considers integration of mind and body in the process of learning. Developments in technology integration in math and science education show development from calculators to computer assisted instruction to mobile and hand held technology (Drjivers et al., 2010). Within these developments the level of use and engagement of the body has increased to improve interactivity and individual work and active relationship with content. The mathematician Papert looked at learning activities of younger children and how the computer could enhance such learning activities. He promoted “putting children in a better position to domathematics rather than merely learn about it” (Drjivers et al 2010, 91).
Mobile apps assist in extending classrooms, and providing anytime, anywhere access (Bayaa & Daher, 2009). There are many apps that are presented in a number of formats and each has its benefits. I looked at three mobile Apps: Mathscard (all mobiles), Math Fact master (ipad et al.) and Math Ref (itunes, app store). Math Fact offers drills and practice, progress reports, challenges (to test what they have learnt). Like Mathscard, Math Ref is more of a reference for formulas, with good tips but there are no opportunities for detailed explanations or exploration with the content/concept.
To facilitate embodied learning I would focus on making mobile apps with the ability to allow students to perform calculations and get feedback et al and apply learnt concepts rather than just review content (as seen in the Mobile Math App Mathscard). Howson and Kahane, review this philosophy in looking at how computers could play in the learning of mathematics based on the use of computer graphics and on software design that encourage discovery and exploration of concepts (Drjivers et al 2010, 91). These are the two areas I would focus on in customising mobile technologies.
I would therefore customise apps such as Mathscard and Math Ref by including graphics that allow for input, interaction and manipulation of formulas et al., perhaps a mobile app that enables whiteboard interactivity and visualisations such as Classic Whiteboard (this would include benefits of whiteboard exploration and clarification of ambiguities as revealed in my interview process). Enabling exploration and discovery are essential. I would also include challenges as seen in Math Fact and the use of hints as methods of scaffolding and as guidance as seen in WISE platforms. Enabling interaction and the ability to save work and share for discussion, thought tracking and discussion for modification and clarification are also features I would customize.
References
Mathscard – http://www.mathscard.co.uk/
Math Ref – http://itunes.apple.com/us/app/math-ref/id301384057?mt=8
Bayaa, N. & Daher, W. (2009). Learning mathematics in an authentically mobile environment: The perceptions of students. International Journal of Interactive Mobile Technologies, 3, 6-14.
Drijvers, P., Kieran, C., Mariotti, M-A., Ainley, J., Andresen, M., Chan, Y., Dana-Picard, T-D., Gueudet,G., Kidron, I., Leun, A., Meagher, M., & Leung, A. (2010). Integrating technology into mathematics education: Theoretical perspectives. In C. Hoyles & J-B LaGrange (Eds.) Mathematics Education and Technology-Rethinking the Terrain, 89-132, Springer.