2014 CCCC presentation concerning the use of mobile technologies for online writing instruction.

1. Casey McArdle
Michigan State University
cmcardle@msu.edu
CCCC 2014
Mobile Learning Just Keeps on Running:
Renegotiating Online Writing Spaces for Students
Away from Big Brother

2. A Position Statement of Principles and Example Effective Practices
for Online Writing Instruction (CCCC EC: March 13, 2013).
OWI Principle 1: Online writing instruction should be universally
inclusive and accessible.
OWI Principle 3: Appropriate composition teaching/learning strategies
should be developed for the unique features of the online instructional
environment.
OWI Principle 7: Writing Program Administrators (WPAs) for OWI
programs and their online writing teachers should receive appropriate
OWI-focused training, professional development, and assessment for
evaluation and promotion purposes.

3. OWI Principle 1: Online writing instruction should be universally
inclusive and accessible.
“mobile technologies allow greater accessibility to information
networks and provide students with context-aware information
at the most appropriate teachable moment” (Ting 1).
(Chen, Kao, & Sheu 2003; Kozma & Anderson 2002; Price &
Rogers 2004; Stuart, Brown, & Draper 2004; Patten, Arnedillo
Sanchez, & Tangney 2006; Roschelle 2003)́

4. OWI Principle 3: Appropriate composition teaching/learning
strategies should be developed for the unique features of the online
instructional environment.
Mobile Learning “can be particularly beneficial in informal and
semiformal contexts where learners have more control over their
learning goals and where motivation is often high” (Jones, Scanlon,
& Clough 21).
(Livingtson 2006; Eshach 2007; Vavoula 2004; Scanlon, Jones, &
Waycott 2005; Pachler 2007; Chen et al. 2004; Rogers and Price
2008)

5. OWI Principle 7: Writing Program Administrators (WPAs) for
OWI programs and their online writing teachers should receive
appropriate OWI-focused training, professional development, and
assessment for evaluation and promotion purposes.
Virtual environments change: “the incorporation of mobile learning
devices compels program directors, faculty, and instructional
designers to think differently; to visualize the contents, the
materials, and the strategies differently when students are to
interact in different spaces and scenarios with these resources
within independent learning situations different from what is
considered a ‘static’ experience” (Montoya 22).
(Jonassen 2000; Laouris and Eteokleous 2005; Taleb and Sohrabi
2012; Quinn 2007; Basabe 2007; Lopez 2007)

6. Online Writing Instruction
Online Reading Instruction
Online Thinking Instruction
Online Research Instruction
Online Revising Instruction

7. this was us

8. this is us

9. we are part of Big Brother
we are Big Brother
how do we get back?
guide :: how?
technology :: how?

10. tell a story:
Eli Review
Google Docs
they become models
they make connections
they build communities

11. US
one to many

12. US
many to many

13. successful mobile learning:
inclusive and accessible
unique features
appropriate OWI-focused training

14. Works Cited
Jones, Ann C., Eileen Scanlon and Gill Clough. “Mobile learning: Two case studies of supporting inquiry learning
in informal and semiformal settings.” Computers & Education 61 (2013): 21-32. Print.
Montoya, Maria Soledad Ramirez. “Integrating Mobile Learning Resources and its Repercussions on
Instructional Design and Teaching Processes in the Virtual Environments.” Global Journal of Human Social
Science Linguistics & Education 13.7 (2013): 19-24. Print.
Ting, Yu-Lang. “Using mobile technologies to create interwoven learning interactions: An intuitive design and its
evaluation.” Computers & Education 60 (2013): 1-13. Print.
Images
1.Mobile
2.Apple 1
3.Apple 2