Sunday, March 22, 2009

Education Seminar: Meaningful Mobile Learning in Higher Education

This should be interesting....if you would like to attend please contact Honglin.

---------- Forwarded message ----------
From: Honglin Chen <>
Date: Mon, Mar 23, 2009 at 12:14 PM
Subject: [EduAc] Reminder: Meaningful Mobile Learning in Higher Education
To: Research Students <>, education_academics <>

Just a reminder that the following seminar by Associate Professor Tony Herrington will be held this Wednesday.



Researching in education

Meaningful Mobile Learning in Higher Education

Associate Professor Tony Herrington

Wednesday 25th March


Room 67.343 (Dean's Meeting Room) 


This seminar will discuss the recently completed New Technologies: New Pedagogies project funded by ALTC that endeavoured to take an innovative approach not only in the creation of new, authentic pedagogies for mobile devices but also in the action learning approach adopted for the professional development of participants. The project involved 19 people including teachers, IT and PD personnel. The project used a design-based research approach that involved four phases over four semesters. An action learning framework for professional development was designed and implemented with teachers from the Faculty of Education at the University of Wollongong. Each teacher explored and invented pedagogies that made appropriate use of a mobile device for different subject areas. 

Seminar Program Autumn 2009 

11th March  Professor Maria Bannert (Chemnitz University of Technology)  Supporting Self-regulated eLearning Through Prompts
25th March  Assoc Prof Tony Herrington       Meaningful Mobile Learning in Higher Education
8th April  Jessica Mantei (PhD Student) Exploring the Ways Primary School Teachers Conceptualise Authentic Learning Tasks in Their Classrooms
22nd April Dr Valerie Harwood Through a glass, darkly: Seeing young people in global healthscapes
6th May Michelle Eady (PhD Student)    Online Focus Groups: A Synchronous Experience
20th May Panel discussion Writing theoretical background

Exploring the ways primary school teachers conceptualise authentic learning tasks in their classrooms.
By Jessica Mantei (PhD Student, supervisors Lisa Kervin and Jan Turbill)

Literature abounds with assertions about how teaching and learning should occur today and, as a whole, the arguments are conflicting.  There appears to be great interest in describing the sorts of skills that children need in their later working lives, along with assertions that schools are getting it wrong, but little understanding of what teachers understand as being important.  Compounding this is the jargon bombarding teachers in policy and curricula prescribing seemingly similar (yet apparently different) approaches such as "rich tasks",  "big questions" and "fertile questions" that are to be "relevant", "authentic" and "engaging" for the learner. 
Barton and Hamilton (2000) argue that literacy learning should take the learner beyond the transmission of technical skills in the classroom to an understanding of its role within a community's cultural practices. In essence, '…it's not reading performance which ultimately counts in children's lives but what they learn to do with texts' (Comber, 2005). 
This seminar will report the findings of the first iteration of my research into the ways that primary teachers conceptualise authentic learning experiences for their teaching.
Through a glass, darkly: Seeing young people in global healthscapes
By Dr Valerie Harwood

For isn't it a misleading metaphor to say: 'My eyes give me the information that there is a chair over there'? (Wittgenstein, Philosophical Investigations, 356)
Our research in schools has detected an intriguing and troublesome claim to knowledge on the part of teachers and principals. 'Look all around you' was a frequent refrain, a reference to young people, their bodies, diets, attitudes, which was also extended to young people's families and home life. Time again we encountered depictions of young people bound up with explanations of that which can be 'seen'. A consequence of this custom is the obfuscation of the health imperatives and the ways these are implicated in the production of young people's identities. In this paper we aim to advance the argument that this 'way of seeing' health and young people is very much a part of the generation of young people's contemporary identities. We suggest that, with this way of seeing, there is a 'blunting of acumen' with the result that health imperatives recede into the fabric of an ostensibly familiar healthscape. The outcome being that, as our fieldwork signals, the work of health discourses becomes invisible, so to speak, while young people's appearances, behaviours, speak for themselves. We suggest that to use the metaphor of the 'lens' (the lens of the health imperatives) misses the processes that are occurring in schools and the consequences for young people's identities and social relationships with this way of seeing young people. The crux, it would seem, is in the looking. To develop this analysis, we draw on Wittgenstein's 'Visual Room' as a means to locate and establish the tenuous in the claim 'look around you'.

Online Focus Groups: A Synchronous Experience
By Micelle Eady

Michelle Eady, a Ph D student in her 2nd year of candidature in the Faculty of Education, has conducted part of her research using an online synchronous platform. The platform enables live time, voice interaction and features many valuable teaching tools. In this session, participants will have the opportunity to experience the platform, discuss online focus groups both asynchronous and synchronous and learn about current research in the area. Michelle will also share some of the successes and barriers she faced using this mode of data collection and share some emerging themes of her research. This interactive session will be held in the IMM Lab from 12:30 - 1:30 on
Wednesday May 6th.
Dr Honglin Chen
Senior Lecturer
Director, Postgraduate Research
TESOL Program (on-campus) Coordinator
Faculty of Education 
University of Wollongong
NSW 2522, Australia

Tel: (61 2) 4221 3941
Fax: (61 2) 4221 4657

Education_academics mailing list
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Wendy Meyers
Learning Designer, CEDIR
University of Wollongong, NSW. 2522
Ph: 61 2+ 4221 3965
Skype: wendy.uow

For urgent eTeaching Support call: #3683


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