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K-12 Learning is Napster-Ification

There's something in K-12 education. Move. A revolution. A paradigm shift. Name what you can do, but something will surely change. Because of the lack of a better term, this is already "mobile learning". You've probably heard this term already at various K-12 technology conferences. What does this really mean?

I was thinking about the change and what the students, educators, and parents mean. I realized that this was just a move when I attended the Mobil 2011 conference. There were K-12 instructors, system administrators, technology staff, and even application developers at the conference. As the founder of Mobicip, I could say that I was one of the early converters who thought that students used mobile devices instead of textbooks, notebooks, and basically the backpack instead. No matter how much I believed in this change, I did not fully understand the consequences of this change until I listened to Graham Brown-Martin, the founder of Learning Without Frontiers and the organizer of the Handheld Learning conference in London.

In Mobile's 2011 keynote speech, Graham was an interesting participant in the implications of mobile learning.

Think about what the car did to the horse carts. Precisely this mobile learning leads to K-12 education. In fact, the term "mobile learning" is somewhat misleading in itself. It is not about mobility, but this is an important element. This is a change from everyday, fair relationships and access to information to students at fingertips. What is this access? This provides them with access to high-quality interactions that enable them to learn by learning in practice, learning repetition, learning to enjoy the game, and learning about the immediate nature of the connection. If you have any doubt, talk to Travis Allen, the founder of iSchoolInitiative.

According to Graham, mobile learning eventually leads to a "Napster" view of how K-12 students study. Think about it for a minute. A diligent student is looking for the information, appet and content he wants whenever he wants. Given that incredible opportunities are available, you try to find the best quality learning experience. No question is whether high quality content is available on the Internet. Let's look at some examples.

1. MIT Open Courseware
According to their site, OCW is a "webcast of all MIT MIT courses content". OCW is open and accessible to the world and is a permanent MIT activity. "It's incredible, is not it?" And this is not just the MIT, several higher education institutions have followed the example, and online courses have been created for anyone with a browser.] Apple says iTunesU "has over 350,000 free presentations, films and other resources from all over the world. "Everything is free.

3. Connexions
According to the Connexions website, it is" one of the most popular open educational venues in the world. Over 17,000 learning objects or modules in its inventory and over 1,000 collections (textbooks, journal articles, etc.) More than 2 million people a month use it.

4. Khan Academy
The Khan Academy simply inspires the incredible fact that a man made 2100 videos that were viewed and counted 44.3 million times. Khan at TED 2011. [19659002] 5. App Store
The App Store has introduced a whole new level of interactive learning that was not possible before. The 2011s are about the incredible applications of people: every school, every tutor , each student offers a personalized list of favorite apps that are more than happy to share the rest of the world

if he says mobile learning is about instant access and connectivity, but I feel that Mobile 2011 every element, all the back channel conversation, every article on the blog, is still the tip of the iceberg. If Grah The estimate is true, the relationship is everywhere and instantaneous access changes the basic definition of learning, as we know it. The flow of education flows from institutional organizations to students irrevocably. The student is now the learner, the seeker, the ultimate decisive factor in providing him a quality learning experience personally and personally. The teacher, especially the good, will be incredibly valuable and thinkable and will direct income proportionate to their value against society. There may be a new "mentor / trainer" class who will be the friend of the philosopher and the student leader, but perhaps there is little power to dictate the concepts of why and what, but simply guide it. The role of the institution is transformed by the accumulated aggregate of a high-quality learning resource and its survival in the grace of choosing a distinguished learner. Institutions that are not transformed remain along the way as memories of an older period.

Will Graham's Prediction Become Real? Is there any disruptive change in education as we know it? Is it simply unavoidable the consequence of truly "mobile" learning ?

Only time will tell. Mobile 2011 will be considered haunted by upcoming times.

Thanks to the organizers, it is a wonderful and inspiring conference.


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