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  • 1.
  • 2. Emerging TechnologiesToday’s Students
    2011 Leadership Conference
    January 26-28, 2011 : San Francisco, CA
    Veronica Diaz, PhD
    Associate Director
    EDUCAUSE Learning Initiative
  • 3. Download me!
  • 4. Agenda
    The role of emerging technologies in the learning experience
    Trends and challenges
    Student data
    Horizon Report
  • 5. Click on the poll to vote
  • 6.
  • 7. Trends= “why?”
  • 8. The abundance of resources and relationships made easily accessible via the Internetis increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
  • 9. People expect to be able to work, learn, and study whenever and wherever they want.
  • 10. The world of work is increasingly collaborative, encouraging reflection about the way student projects are structured.
  • 11. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
  • 12. ECAR Data = other “why?”
  • 13. Technology Ownership Trends
  • 14. Types of Computers Owned
  • 15. Ownership of Internet-Capable Handheld Devices
  • 16. 49% Total
    34% Total
    Owners of Internet-capable handheld devices only.
    Accessing Internet from Handheld Device
  • 17. Internet Activities from Handheld
    Owners of Internet-capable handheld devices only.
  • 18. Core Technologies in Courses
    Tools being used in a course during the quarter or semester
    of the survey (February to April 2010)
  • 19. Web-based Technologies in Courses
    Tools being used in a course during the quarter or semester
    of the survey (February to April 2010)
  • 20. Instructors and IT in Courses
  • 21. Student Info Lit Self-Assess
  • 22. Student Perceptions of IT in Courses
  • 23. At graduation, the IT I have used in my courses will have adequately prepared me for the workplace
    Students who agree or strongly agree
  • 24. What do you think?How are the trends manifesting themselves at your colleges?How does the ECAR data compare with what you’re seeing locally?
  • 25.
  • 26. Mobility
  • 27. Click on the poll to vote
  • 28. ELI 2010 Online Spring Focus SessionMobile Learning 2.0: The Next Phase of Innovation in Mobility
  • 29. Content Community Collaboration
  • 30. Content Community Collaboration
  • 31. Mobile technology is best suited for…
  • 32. Tapping into the PLE
  • 33. Content delivery is the low-hanging fruit
  • 34. Rapid growth in mobile applications and their interoperability with other tools
  • 35. The new tool in the toolkit
  • 36. Challenge of ownership patterns
  • 37. Click on the poll to vote
  • 38. Mobility Examples
  • 39. University of Utah’s Anatomy App
    More Info:
  • 40. Mobile Assessment: MOCA
    More Info:
  • 41. Available at
  • 42.
  • 43.
  • 44. eBooks
  • 45. Click on the poll to vote
  • 46.
  • 47.
  • 48. The book works really well
    The book is the ultimate “reader”
    Inexpensive – You get free reader hardware with each physical book purchased
    No batteries needed
    Very durable
    So simple a 2-year old could use it
    No other user interacts with the physical content more than students
    Note taking
    Multiple books a once
  • 49.
  • 50. Reasons for Purchasing eBooks
    14% of students have purchased a digital product as part of their studies
    Price is the primary factor
    Only way to obtain the textbook [out of stock, preference by the professor, custom PDF type eBook that the professor created for sale].
    18% of students who purchased an eBook did so because they enjoy the features
    10% of students who purchased an eBook did so because they had never used one and were curious
  • 51. Improved Performance or Efficiency
    Being able to search for a particular word or phrase in the textbook has improved my efficiency in studying.
    I use my laptop extensively and take notes on it, so having a copy of the book on my laptop at all times helped me work on my class work whenever I want without having to worry about whether or not I have the book with me.
    No 10-lb book to carry around = epic win.
    Top 5 Current Features, as rated by students:
    Reading Controls (paging, zoom…)
    Finding terms in a book
    Creating Highlights and Annotations
    Reviewing previously created Highlight and Annotations
    Managing your Digital Library
  • 52. Features Students Want
    Search within and across content
    Annotation/highlight and sharing of notes
    Downloaded texts over online access - Flexibility of where and when they can access their books.
    Integrationwith other course content including lecture notes, professor guidance…
  • 53. S
    Reading on the go.
    Light studying
    Heavy duty studying
    Sync through a common cloud (locker)
    Digital Content Ecosystem
    (cloud hosted digital locker)
  • 54. The Reading/Studying Ecosystem
    Reader Platform
    Note Taking
    Class/Study Notes
    Internet/Other Content
    Common Interface, Format and Smart Extracts
    Content Management
    Instructor Supplied
    Study Ad-ins
    Trade Books
    Study Aids/Other Books
  • 58. Digital Rights Management
    DRM is a necessary part of a full featured e-reading solution
    Major education publishers require a proven system of DRM
    Due to content’s high price and students shared interest, higher education content is under greater risk of piracy
    Components of DRM
    Content distribution limitations
    Print limitations
    Copy/Paste limitations
  • 59. Overall Research Conclusions
    Given the opportunity, students are willing to experiment with reading and studying digitally.
    When students do read and study digitally, results indicate that they find it as effective or more effective than studying with the physical book.
    When students do read and study digitally, their responses to usability of features shows that their expectations are high.
    Expect basic features to be as good as print experience (e.g., notes and annotations.)
    Also, expect that there are compelling features that go beyond what is feasible in the physical book experience (e.g., tags across notes, organizational capabilities.)
  • 60. Conclusions
    E-Reading in higher education is more about e-studying than e-reading.
    Evaluate solutions on the entire ecosystem
    Hardware , e-Reading/Study Software
    Available Content
    Tablets and portable devices are currently satellites to a PC/Mac base. This will change over time.
    Constantly poll your students and faculty.
    Don’t over commit--this is going to be a longer transition than other digital media.
  • 61. Future Trends
    As portable and tablet capabilities improve, so will their ability to support e-textbook content/platforms.
    Content trends
    Increase in smaller and specialized content
    Increase in multimedia content
    New distribution models including subscriptions, open source content, and institutionally-developed.
    There will be a blurring of lines between ereaders, LMS, and internet resources.
  • 62. University of Notre Dame: COB
  • 63. Students said…
    Like size, lighter than laptop
    Like speed, fast than laptop—instantly on
    More convenient than iPhone—read/write email
    Highly mobile
    Like having everything in one place
    Opens attachments well
  • 64.
  • 65.
  • 66.
  • 67. Measuring the Impact
  • 68. question
    What are some items you’d like to measure in evaluating your mobile learning initiatives?
  • 69. Mobile learning in a blended course: case study
  • 70. Focus Areas
  • 71.
  • 72. Mobile learning in a medical school: case study
  • 73. Context
    57 students in cohort
    Bachelor of Medicine
    Bachelor of Surgery
    2 online tools
    Students had access to
    Customized software
    Info repositories
    Sharing info within and between cohorts
    2 Research Questions
    In what ways does ML support learning?
    What areas need development?
  • 74. Content Access
  • 75. Student Improvement Suggestions
    Better and more electronic learning resources
    more materials, especially audiovisual resources
    a more logically arranged VLE
    more flexibility in accessing materials
    Guidelines on managing the VLE
    Improvements to VLE
    Streamlining organization of information
    Reduced the number of clicks to access resources
    orientation for students
  • 76. Central mobility at the University of MD
  • 77. Initiative Goals
  • 78.
  • 79. Year 1
    175 students - ~40% iPhone/~60% iPod Touch
    Weekly seminars during Fall 2008
    Mobile Portal
    Pre- and post- semester evaluations
  • 80. Sample Questions
    How would you describe the experience of participating in the media diary project?
    Please give specific examples to demonstrate your answer.
    Describe your use of technology to maintain your media diary.
    How would you assess the role of technology in completing this project?
    Please provide specific examples reflecting on the pros and cons of using or not using mobile devices to record your data.
  • 81. Year 2
    Engaged faculty:
    Center for Teaching Excellence Summer Institute
    6 faculty fellows
    Call for Proposals process
    4 faculty fellows
    IDed specific courses: Comm, PE, Journalism
    Build customized mobile learning experiences
    Specifically evaluated those learning goals
    Offered a mobile programming course
  • 82. Mobile Tool Uses
    Integration into the course/learning experience
    Communication with classmates
    Communication with instructors
    Access to course materials (syllabus, assignments, schedules)
    Conduct research
    Other activities (internal and external to institution)
  • 83. App rubric
    Johns Hopkins University 10/18/2010
  • 84.
  • 85.
  • 86. Quality matters
    More info:
  • 87. Section 6: Course Technology
    The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course.
    The tools and media support student engagement and guide the student to become an active learner.
    Navigationthroughout the online components of the course is logical, consistent, and efficient.
    Students have ready access to the technologies required in the course.
    The course components are compatible with current standards for delivery modes.
    Instructions on how to access resources at a distance are sufficient and easy to understand.
    The course design takes full advantage of available tools and media.
  • 88. Review technologies and ask…
    What would be the ramifications and opportunities for learning if this technology were adopted?
    What kinds of teaching and learning engagements might this technology: make better or enable?
    If we decide to do a pilot, what kind of evaluation methodology can we overlay on the project to assess outcomes?
    What kind of additional research needs to be done concerning this technology?
  • 89. 5 recommendations
    Capture and analyze learning in context with consideration of learner privacy
    Assess the usability of the technology and how it affects the learning experience (PLE)
    Look beyond measurable cognitive gains into changes in the learning process and practice
    Consider organizational issues in the adoption of mobile learning practice and its integration with existing practices
    Span the lifecycle of the mobile learning innovation that is evaluated, from conception to full deployment and beyond
  • 90. questions
    What are your challenges/opportunities in mobile learning?
    What research in this area might be useful to the community to further mobility?
  • 91. Click on the poll to vote
  • 92. Resources:
  • 93. Veronica Diaz, PhD
    Associate Director
    EDUCAUSE Learning Initiative