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The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
The Changing Mobile Landscape and its Impact on Education
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The Changing Mobile Landscape and its Impact on Education

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  • 1. The Changing Mobile Landscape and its Impact on Education Joseph Labrecque Center for Teaching & Learning© 2011 University of Denver
  • 2. Introduction Joseph Labrecque, MA University of Denver - CTL Senior Interactive Software Engineer Adjunct Faculty Fractured Vision Media, LLC Proprietor Adobe Community Professional Adobe Education Leader What’s New in Flash Player 11 What’s New in Adobe AIR 3© 2011 University of Denver 2
  • 3. Mobile Considerations© 2011 University of Denver 3
  • 4. Traditional Computing in Education While mobile has always been with us in some form, things are rapidly changing from what once was a normal computing experience. Traditional Computing  Laptop requirements  General activities include research and writing, with access to online tools  Fully powered, unrestricted machines© 2011 University of Denver 4
  • 5. Mobile Differences: Desktop User Experience Average user desktop: 1024x768 - 1280x1024 Lots of applications opened simultaneously - Multitasking!© 2011 University of Denver 5
  • 6. Mobile Differences: Screens Users generally have very small screens and therefore not a lot of room to work with. Applications take up the entire screen when running. This means:  Serious choices must be made in terms of what is made available to the user.  Interface elements should be kept to a minimum.  No clutter!© 2011 University of Denver 6
  • 7. Mobile Landscape© 2011 University of Denver 7
  • 8. A Plethora of Devices Smartphone Operating Systems  Apple iOS  Google Android  Windows Phone 7 (WP7)  Blackberry QNX Tablet Operating Systems  Apple iOS  Google Android  Windows 8  Blackberry Tablet OS© 2011 University of Denver 8
  • 9. The State of Mobile Mobile explosion!  iOS, Android, QNX, WP7…  Smartphones and tablets  Android ahead, Apple not far behind  Other platforms are being crushed By 2014, mobile internet consumption will overtake desktop consumption© 2011 University of Denver 9
  • 10. Example: Android Growth Fastest-growing Mobile Platform  550,000 new Android devices activated every day. (This is growing by 4.4% EVERY WEEK) (August ‘11)  100 million activated Android devices to date. (July ‘11)  4.5 billion applications have been installed from Android Market. (July ‘11)© 2011 University of Denver 10
  • 11. Android Growth: Detail© 2011 University of Denver 11
  • 12. Impact on Education© 2011 University of Denver 12
  • 13. Mobile is Great for Education Developments in mobile have great impact because students are now even more connected to systems and information than ever before.  Portable  Social  Connected-ness  Lightweight  Directed experiences  Leading…© 2011 University of Denver 13
  • 14. Challenges of Mobile for Education Students and faculty expect to be able to perform the same tasks with phones and tablets that they are able to perform on desktops and laptops. This is a major problem  Devices are limited in power  Non-traditional OS  Limited functionality  Locked down platforms  Fragmentation© 2011 University of Denver 14
  • 15. Pre-Mobile Content The web has been available for general use for nearly two decades and there are many, many useful systems that were not built with mobile use in mind at all. These experiences include  Websites  Web Applications  Rich Experiences (eg: video, audio, interactivity) This is a problem because  All still viable  All still useful© 2011 University of Denver 15
  • 16. Mobile Decisions© 2011 University of Denver 16
  • 17. Delivery to Mobile Device Platforms Website  Limited functionality w/ HTML as a mobile-aware website in presenting static content Application  Native or cross-compile?  Both provide much more functionality than “Web”  Native is platform-specific  Cross-compile casts a wider net- but performance and experience could suffer© 2011 University of Denver 17
  • 18. Decisions on Delivery Type Mobile Website  To convey information. Mobile Application  When there is a directed purpose.  When you need operating system level interaction.© 2011 University of Denver 18
  • 19. Mobile Statistics© 2011 University of Denver 19
  • 20. Average Processing Power (relative units)© 2011 University of Denver 20
  • 21. Average Screen Size TV Laptop Tablet Phone© 2011 University of Denver 21
  • 22. Mobile at DU – First Day of Classes Autumn 2011© 2011 University of Denver 22
  • 23. Compared with 1 Year Ago…© 2011 University of Denver 23
  • 24. Let’s look at some academic apps© 2011 University of Denver 24
  • 25. Blackboard Mobile Learn  Allows students to access course material in a manner more usable on small screens.  We have chosen not to enable this at DU:  The free version is restricted to certain devices and networks.  The paid version is very expensive and has a limited feature set.  There has been no demand on campus.© 2011 University of Denver 25
  • 26. iThoughts  Mindmapping app for iPhone and iPad.  No cross-platform support – iOS only.  Example of a directed utility app.© 2011 University of Denver 26
  • 27. University of Denver DU mobile application directs users to certain information channels  Integrated calendar and map.  Android and iOS. Penrose Library mobile website includes account access and search.  HTML© 2011 University of Denver 27
  • 28. CourseMedia Mobile  Extension of directed CourseMedia functionality to smartphones and tablets.  Beta-test on Android… cross- compile to iOS and other platforms once solid.  Images, text slides, meta-data, and streaming video!© 2011 University of Denver 28
  • 29. Streaming Video© 2011 University of Denver 29
  • 30. Students, Faculty, and Staff “get” Mobile Classes  Special Topics: Mobile Android Development with Flash Platform Tools  Independent Study: Rapid ELISA Mobile Assay (REMA) Research  Andrei Kutateladze - The ability to “draw” a molecule on a smart phone screen, submit it to a DU server for calculations of molecular structure and other properties, have the results sent back to the phone. Textbooks  Many students now purchase the electronic version of the textbook: whether PDF, ePub, Kindle, or some other digital format.© 2011 University of Denver 30
  • 31. Closing Thoughts Observations  Mobile requires a certain directed approach that is not required with desktop application development.  Mobile users still expect everything to work flawlessly on whatever random device they may be using. This perspective is flawed.  Designing good educational applications requires collaboration between educators and tech professionals.  Knowledge of how people learn (key components include interaction and feedback).  Awareness of the technical opportunities and challenges.© 2011 University of Denver 31
  • 32. Thank You.© 2011 University of Denver

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