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Mobile Teaching And Learning: Engaging Students And Measuring Impact
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Mobile Teaching And Learning: Engaging Students And Measuring Impact


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The ELI’s research on mobile learning brings together a collection of best practices, case studies, and research on mobile technologies’ potential to engage students and enhance learning. Using your …

The ELI’s research on mobile learning brings together a collection of best practices, case studies, and research on mobile technologies’ potential to engage students and enhance learning. Using your own local mobile learning initiatives or pilots, we’ll review and apply strategies and methodologies to help measure the impact of mobile tools on teaching and learning. As we review these approaches and measurement frameworks, participants will consider their challenges/opportunities in these areas and what research might be useful to advance their mobility work. This talk is part of the BNN Future of the Academy Speaker Series co-sponsored by NERCOMP, the National Institute for Technology in Liberal Education (NITLE), and the Boston Library Consortium (BLC).

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  • 1. Mobile   Teaching   and   Learning:   E n g a g i n g   S t u d e n t s   a n d   M e a s u r i n g   I m p a c t     Veronica  Diaz,  PhD   Associate  Director   EDUCAUSE  Learning  IniBaBve  
  • 2. Agenda     •  Mobility  and  teaching  and  learning     •  Strategies  and  methodologies  to  help  measure   the  impact  of  mobile  tools  on  teaching  and   learning  
  • 3. Resources     hGp://       hGps://    
  • 4. Got  mobility?  
  • 5. Discipline-­‐specific   customized  mLearning     Generic  mobile   instrucBonal  funcBons   (clickers,  twiGer,  LMS)     Pushing  mobile  content   (registrar,  library,  tram)    
  • 6. BEHAVIORIST     acBviBes  that   promote   learning  as  a   change  in   observable   acBons   Source:  hGp://  
  • 7. CONSTRUCTIVIST   learning  as  an  acBve   process  in  which   learners  construct  new   ideas  or  concepts   based  on  both  their   current  and  past   knowledge   Source:  hGp://  
  • 8. SITUATED     acBviBes  that   promote   learning  within  an   authenBc  context   and  culture   Source:  hGp://  
  • 9. COLLABORATIVE   acBviBes  that  promote   learning  through  social   interacBon   Source:  hGp://  
  • 10. LEARNING  SUPPORT   acBviBes  that  assist  in   the  coordinaBon  of   learners  and  resources   for  learning  acBviBes   Source:  hGp://  
  • 11. Behaviorist  (e.g.,  clickers)     ConstrucBvist  (e.g.,  simulaBons)   Situated  (e.g.,  PBL)   CollaboraBve  (e.g.,  TBL)   Learning  Support  (e.g.,  PLE)  
  • 12. The  mobile  device  (tablet,  smart  phone,  etc.)   The  mobile  applicaBons  (apps,  cloud,  etc.)   The  goals  (engagement,  content  delivery,  etc.)     …………   YOUR  MOBILE  INITIATIVE   ACTIVITY,  PART  1  
  • 13. The  Thing(s)  To   Measure     vs   How  To  Measure    
  • 14. Measuring     the   I mpact:   5   S tudies  
  • 15. CASE  STUDY:   MOBILE  LEARNING     IN  A  BLENDED  COURSE   Source:   hGp://­‐the-­‐EffecBveness-­‐of-­‐Mobile-­‐Learning-­‐in-­‐Large-­‐ HybridBlended      
  • 16. Focus  Areas   if  student   enjoyed  the   learning   experience   how  students   feel  about   interacBng  with   fellow  learners   how  students  felt   about  their   relaBonship  to  their   instructors  in  the   mobile  blended   learning   environment   mobile  blended   classroom’s   effects  on   students’  study   habits  
  • 17. Overall  SaBsfacBon     Course  OrganizaBon  
  • 18. Course  AcBviBes     Student  InteracBon  
  • 19. Instructor  InteracBon     RelaBonship  to  Content  
  • 20. Sustainability    
  • 21. MOBILE  RESEARCH:     CHALLENGES  AND  GOALS   Source:   hGps://­‐ mlearn2008%5B1%5D.pdf    
  • 22. Capturing  learning  context  and   learning  across  contexts   Challenge  1  
  • 23. Has  anyone  learned     anything  yet?   Challenge  2  
  • 24. An  ethical  quesBon   Challenge  3  
  • 25. The  technology  itself   Challenge  4  
  • 26. The  big  picture   Challenge  5  
  • 27. Formal  vs  informal   Challenge  6  
  • 28. 5  recommendaBons   •  Capture  and  analyze   learning  in  context  with   consideraBon  of  learner   privacy   •  Assess  the  usability  of  the   technology  and  how  it   affects  the  learning   experience  (PLE)     •  Look  beyond  measurable   cogniBve  gains  into  changes   in  the  learning  process  and   pracBce   •  Consider  organizaBonal   issues  in  the  adopBon  of   mobile  learning  pracBce   and  its  integraBon  with   exisBng  pracBces   •  Span  the  lifecycle  of  the   mobile  learning  innovaBon   that  is  evaluated,  from   concepBon  to  full   deployment  and  beyond  
  • 30. ProporBonate  
  • 31. Appropriate  to  the  specific  learning   technologies,  to  the  learners,  and  to   the  ethos  of  the  learning       –  ideally  built  in,  not  bolted  on      
  • 32. Alignment  between  learning   goals  and  technology  
  • 33. Unintended  results  
  • 34. How  and  what  will  you  measure?   What  would  success  look  like?       …………   YOUR  MOBILE  INITIATIVE     ACTIVITY,  PART  2  
  • 35. CASE  STUDY:  MOBILE  LEARNING     IN  MEDICAL  SCHOOL   Source:  hGp://­‐6920/10/57    
  • 36. Context     •  57  students  in  cohort   •  4-­‐year     –  Bachelor  of  Medicine     –  Bachelor  of  Surgery   •  2  online  tools   –  Blackboard     –  Interlearn     •  Access  to     –  Internet   –  Customized  sokware     –  Info  repositories   •  Sharing  info  within  and   between  cohorts   •  2  RQs   –  In  what  ways  does  mobility   support  learning?   –  What  areas  need  further   development?  
  • 37. Student  Improvement  SuggesBons     •  BeGer  and  more   electronic  learning   resources     –  more  materials,   especially  audiovisual   resources   –  more  flexibility  in   accessing  materials   •  Guidelines/support  on   managing  the  VLE   •  Improvements  to  VLE   –  Streamlining   organizaBon  of   informaBon     –  Reduced  the  number  of   clicks  to  access   resources     –  OrientaBon  for  students    
  • 38. Johns  Hopkins  University  10/18/2010   EVALUATING     MOBILE  APPLICATIONS    
  • 39. Student   MoBvaBon   AuthenBcity     Curriculum   ConnecBon   User   Friendliness   DifferenBaBon   Feedback  
  • 40. Review  your  plan  and  ask…   •  What  would  be  the  ramificaBons  and  opportuniBes   for  learning  if  this  technology  were  adopted?   •  What  kinds  of  teaching  and  learning  engagements   might  this  technology:  make  beGer  or  enable?   •  If  we  decide  to  do  a  pilot,  what  kind  of  evaluaBon   methodology  can  we  overlay  on  the  project  to  assess   outcomes?   •  What  kind  of  addiBonal  research  needs  to  be  done   concerning  this  technology  (student)?  
  • 41. The  Thing(s)  To  Measure     vs   How  To  Measure    
  • 42. How  do  I  ask?   •  QuesBonnaires   –  Paper   –  Online   •  Interviews   –  Individual   –  Focus  Group   •  ObservaBons   –  Classroom   –  Online   •  •  •  •  •  •  Focus  groups   Surveys   Tracking  tools   Journaling     Pre  post  tests     Debriefs    
  • 43. Types  of  QuesBonnaires   Paper  distributed  in  class   Mail   E-­‐mail   Online,  e.g.,  SurveyMonkey   TwiGer  poll   Facebook  
  • 44. Types  of  Interviews   Face-­‐to-­‐face   Telephone  or  Skype   Teleconference   Synchronous  Chat   Asynchronous  forum   Focus  group   TwiGer  poll   Facebook    
  • 45. ObservaBon  OpBons   Onlooker Overt Participant Covert Fully-explained Unexplained Once or limited On-going Narrow focus Broad focus Source:  hGp://­‐EducaBonal-­‐Design-­‐Research-­‐McKenney/dp/0415618045/ref=sr_1_1?s=books&ie=UTF8&qid=1329938445&sr=1-­‐1    
  • 46. Triangulate  to  Tell  the  Full  Story   Q   I Full   Story   O Source:  hGp://­‐EducaBonal-­‐Design-­‐Research-­‐McKenney/dp/0415618045/ref=sr_1_1?s=books&ie=UTF8&qid=1329938445&sr=1-­‐1    
  • 47. QUESTIONS  
  • 48. Lunch    
  • 49. Measuring  the  iniBaBve   …………   YOUR  MOBILE  INITIATIVE     ACTIVITY,  PART  3  
  • 50. Challenges  and  unintended   consequences.     …………   YOUR  MOBILE  INITIATIVE     ACTIVITY,  PART  4  
  • 51. QUESTIONS  
  • 52. Empowering  Students  and  Instructors:   ReflecBons  on  the  EffecBveness  of  iPads  for   Teaching  and  Learning,  Morrone,  Anastasia  S.   hGp:// EmpoweringStudentsandInstructo/250105      
  • 53. Device     Apps/Sokware     Goals     Methods     Outcomes     Empowering  Students  and  Instructors:   ReflecBons  on  the  EffecBveness  of  iPads  for   Teaching  and  Learning,  Morrone,  Anastasia  S.   hGp:// EmpoweringStudentsandInstructo/250105  
  • 54. Launching  a  University  Tablet  IniBaBve:   RecommendaBons  from  Stanford  University’s   iPad  ImplementaBon,  Brian  Tobin.   hGp:// LaunchingaUniversityTabletInit/250812    
  • 55. Device     IniBaBve:   Launching  a  University  Tablet   RecommendaBons  from  Stanford  University’s   Apps/Sokware       iPad  ImplementaBon,  Brian  Tobin.   hGp:// Goals     LaunchingaUniversityTabletInit/250812   Methods     Outcomes    
  • 56. Closing  in  on  Vocabulary  AcquisiBon  TesBng  the   Use  of  iPods  and  Flashcard  Sokware  to   Eliminate  Performance  Gaps,  Andrea  L.  Nixon.   hGp:// ClosinginonVocabularyAcquisiB/248520    
  • 57. Device     Closing  in  on  Vocabulary  AcquisiBon  TesBng  the   Use  oApps/Sokware     to   f  iPods  and  Flashcard  Sokware   Eliminate  Performance  Gaps,  Andrea  L.  Nixon.   hGp:// Goals     ClosinginonVocabularyAcquisiB/248520   Methods     Outcomes    
  • 59. Veronica  Diaz,  PhD   Associate  Director   EDUCAUSE  Learning  Initiative       Resources