Mike Sharples

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11_at_many learning

• Mike Sharples
• Learning Sciences Research Institute
• University of Nottingham
• www.nottingham.ac.uk/lsri/msh

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The old learning gap
Traditional Classroom
Computer Classroom
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The new learning gap
Social learning
Standards
Situated learning
Game-based learning
PISA
National curriculum
Personal learning
League tables
Unrestricted internet access
Restricted internet access
Virtual learning Environments
Informal
Classroom
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The 3 C of effective learning

• Construction
• relating experience to knowledge, creating new
  ideas
• Conversation
• with experts, with learners, with ourselves, and
  with the world
• Control
• actively pursuing knowledge

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The new learning gap
Slow change
Fast change
Classroom
Informal
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• How do we connect

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• learning in the classroom

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• and learning at home?

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• How do we connect

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• learning about the world

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• and learning in the world?

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• 11 classroom
• learning

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Conversational language learning

• 11 classroom
• learning

Mobile social networking
Collaborative online writing
Making connections in the classroom
Serious gaming
Online research
Group learning
Personalised learning
Media creation
Peer teaching
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Wireless linked to class data projector

• Djanogly Academy,
• Nottingham

New curriculum
Built for 11 learning
New 11-14 school
Plasma screens for interactive displays
Big increase in top exam performance
Every child has tablet computer
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• 11 classroom
• learning

Not connecting with rich learning outside the
classroom
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11_at_many learning
11 learning across many contexts
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11_at_many learning
Context is constructed
by interactions between people, locations and
technology
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Examples of 11_at_many learning

• MyArtSpace
• Connecting learning in classrooms and museums
• PI Personal Inquiry
• Inquiry science learning between formal and
  informal contexts
• PaSAT
• Authoring mobile learning games

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MyArtSpace

• Service on mobile phones for enquiry-led museum
  learning
• Learning through structured construction and
  conversation
• Students create their own interpretation of a
  museum visit which they explore back in the
  classroom
• 3000 children in three museums

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Prepare in the classroom
MyArtSpace
Create and collect in the museum
View and share in the classroom
Present a personal perspective
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Summary of results

• The technology worked
• Photos, information on exhibits, notes, automatic
  sending to website
• Students liked the cool technology
• Students spent longer (90 mins compared to 20
  mins)
• Supported inquiry learning
• Encouraged children to make active choices
• Connected school and museum
• Need for more teacher preparation

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OOKL Commercial service from MyArtSpace
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PI Personal Inquiry
Scripted inquiry learning
Personal toolkit to guide investigations
Connects learning in classroom, at home, outdoors
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School trials

• February 2008
• Nottingham heart-rate and fitness
• Open University urban heat islands
• November 2008
• Nottingham healthy eating
• Open University micro-climate

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Inquiry toolkit
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PaSAT

• Authoring system for 11_at_many learning
• Provide motivation and structure for a
  field-based learning activity
• Enable engaged and reflective learning

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Field equipment
Laptop (server)
Web Service calls
PDAs with GPS (client)
Wireless network
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Build-IT game

• Choose the best locations for 3 new buildings
• Factors to consider
• Minimise Cost
• Minimise Risk (e.g. environmental impact)
• Cost and Risk both vary depending on where you
  put building, and how big they are

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Learning across locations

• Factors that affect cost and risk are visible in
  the environment

Slopes cause flood risks
Soft land requires more expensive foundations
Being outdoors in the environment is part of the
game
Houses nearby lead to planning objections
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Initial results

• Highly engaging
• Produces structured thinking
• Engagement and reflection outdoors
• Attention to both cost and risk factors
• Need more support to use data gathering tools and
  strategies effectively
• Need more connection back to the classroom
• To share and present results

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11_at_many learning
Let us start a serious public debate about how
and whether we can bridge this gap between
children's experiences inside and outside school
Lord Puttnam, Guardian, May 2007