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...
Agenda	
  	
  
•  Mobility	
  and	
  teaching	
  and	
  learning	
  	
  
•  Strategies	
  and	
  methodologies	
  to	
  he...
Resources	
  	
  
hGp://Bnyurl.com/mecar	
  	
  
	
  
hGps://sites.google.com/site/nercomp12/	
  	
  
Got	
  mobility?	
  
Discipline-­‐specific	
  
customized	
  mLearning	
  	
  

Generic	
  mobile	
  
instrucBonal	
  funcBons	
  
(clickers,	
 ...
BEHAVIORIST	
  	
  
acBviBes	
  that	
  
promote	
  
learning	
  as	
  a	
  
change	
  in	
  
observable	
  
acBons	
  
So...
CONSTRUCTIVIST	
  
learning	
  as	
  an	
  acBve	
  
process	
  in	
  which	
  
learners	
  construct	
  new	
  
ideas	
  ...
SITUATED	
  	
  
acBviBes	
  that	
  
promote	
  
learning	
  within	
  an	
  
authenBc	
  context	
  
and	
  culture	
  
...
COLLABORATIVE	
  
acBviBes	
  that	
  promote	
  
learning	
  through	
  social	
  
interacBon	
  

Source:	
  hGp://www2....
LEARNING	
  SUPPORT	
  
acBviBes	
  that	
  assist	
  in	
  
the	
  coordinaBon	
  of	
  
learners	
  and	
  resources	
  ...
Behaviorist	
  (e.g.,	
  clickers)	
  	
  
ConstrucBvist	
  (e.g.,	
  simulaBons)	
  
Situated	
  (e.g.,	
  PBL)	
  
Colla...
The	
  mobile	
  device	
  (tablet,	
  smart	
  phone,	
  etc.)	
  
The	
  mobile	
  applicaBons	
  (apps,	
  cloud,	
  et...
The	
  Thing(s)	
  To	
  
Measure	
  	
  
vs	
  

How	
  To	
  Measure	
  	
  
Measuring	
   	
  
the	
   I mpact:	
  
5	
   S tudies	
  
CASE	
  STUDY:	
  
MOBILE	
  LEARNING	
  	
  
IN	
  A	
  BLENDED	
  COURSE	
  
Source:	
  
hGp://www.docstoc.com/docs/3896...
Focus	
  Areas	
  
if	
  student	
  
enjoyed	
  the	
  
learning	
  
experience	
  

how	
  students	
  
feel	
  about	
  ...
Overall	
  SaBsfacBon	
  
	
  
Course	
  OrganizaBon	
  
Course	
  AcBviBes	
  
	
  
Student	
  InteracBon	
  
Instructor	
  InteracBon	
  
	
  
RelaBonship	
  to	
  Content	
  
Sustainability	
  	
  
MOBILE	
  RESEARCH:	
  	
  
CHALLENGES	
  AND	
  GOALS	
  
Source:	
  
hGps://lra.le.ac.uk/bitstream/2381/8162/3/%5B14%5DV...
Capturing	
  learning	
  context	
  and	
  
learning	
  across	
  contexts	
  
Challenge	
  1	
  
Has	
  anyone	
  learned	
  	
  
anything	
  yet?	
  
Challenge	
  2	
  
An	
  ethical	
  quesBon	
  
Challenge	
  3	
  
The	
  technology	
  itself	
  
Challenge	
  4	
  
The	
  big	
  picture	
  
Challenge	
  5	
  
Formal	
  vs	
  informal	
  
Challenge	
  6	
  
5	
  recommendaBons	
  
•  Capture	
  and	
  analyze	
  
learning	
  in	
  context	
  with	
  
consideraBon	
  of	
  learn...
BUILDING	
  A	
  SUCCESSFUL	
  
MLEARNING	
  FRAMEWORK	
  
Source:	
  hGp://www.irrodl.org/index.php/irrodl/arBcle/view/34...
ProporBonate	
  
Appropriate	
  to	
  the	
  specific	
  learning	
  
technologies,	
  to	
  the	
  learners,	
  and	
  to	
  
the	
  ethos	...
Alignment	
  between	
  learning	
  
goals	
  and	
  technology	
  
Unintended	
  results	
  
How	
  and	
  what	
  will	
  you	
  measure?	
  
What	
  would	
  success	
  look	
  like?	
  	
  	
  
…………	
  

YOUR	
  ...
CASE	
  STUDY:	
  MOBILE	
  LEARNING	
  	
  
IN	
  MEDICAL	
  SCHOOL	
  
Source:	
  hGp://www.biomedcentral.com/1472-­‐692...
Context	
  	
  
•  57	
  students	
  in	
  cohort	
  
•  4-­‐year	
  	
  
–  Bachelor	
  of	
  Medicine	
  	
  
–  Bachelo...
Student	
  Improvement	
  SuggesBons	
  	
  
•  BeGer	
  and	
  more	
  
electronic	
  learning	
  
resources	
  	
  
–  m...
Johns	
  Hopkins	
  University	
  10/18/2010	
  

EVALUATING	
  	
  
MOBILE	
  APPLICATIONS	
  	
  
Student	
  
MoBvaBon	
  

AuthenBcity	
  	
  

Curriculum	
  
ConnecBon	
  

User	
  
Friendliness	
  

DifferenBaBon	
  

...
Review	
  your	
  plan	
  and	
  ask…	
  
•  What	
  would	
  be	
  the	
  ramificaBons	
  and	
  opportuniBes	
  
for	
  l...
The	
  Thing(s)	
  To	
  Measure	
  	
  

vs	
  

How	
  To	
  Measure	
  	
  
How	
  do	
  I	
  ask?	
  
•  QuesBonnaires	
  
–  Paper	
  
–  Online	
  

•  Interviews	
  
–  Individual	
  
–  Focus	
...
Types	
  of	
  QuesBonnaires	
  
Paper	
  distributed	
  in	
  class	
  
Mail	
  
E-­‐mail	
  
Online,	
  e.g.,	
  SurveyM...
Types	
  of	
  Interviews	
  
Face-­‐to-­‐face	
  
Telephone	
  or	
  Skype	
  
Teleconference	
  
Synchronous	
  Chat	
  ...
ObservaBon	
  OpBons	
  
Onlooker
Overt

Participant
Covert

Fully-explained

Unexplained

Once or limited

On-going

Narr...
Triangulate	
  to	
  Tell	
  the	
  Full	
  Story	
  

Q
	
  

I

Full	
  
Story	
  

O

Source:	
  hGp://www.amazon.com/C...
QUESTIONS	
  
Lunch	
  	
  
Measuring	
  the	
  iniBaBve	
  
…………	
  

YOUR	
  MOBILE	
  INITIATIVE	
  	
  
ACTIVITY,	
  PART	
  3	
  
Challenges	
  and	
  unintended	
  
consequences.	
  	
  
…………	
  

YOUR	
  MOBILE	
  INITIATIVE	
  	
  
ACTIVITY,	
  PART...
QUESTIONS	
  
Empowering	
  Students	
  and	
  Instructors:	
  
ReflecBons	
  on	
  the	
  EffecBveness	
  of	
  iPads	
  for	
  
Teaching...
Device	
  	
  
Apps/Sokware	
  	
  
Goals	
  	
  
Methods	
  	
  
Outcomes	
  	
  

Empowering	
  Students	
  and	
  Instr...
Launching	
  a	
  University	
  Tablet	
  IniBaBve:	
  
RecommendaBons	
  from	
  Stanford	
  University’s	
  
iPad	
  Imp...
Device	
  	
   IniBaBve:	
  
Launching	
  a	
  University	
  Tablet	
  
RecommendaBons	
  from	
  Stanford	
  University’s...
Closing	
  in	
  on	
  Vocabulary	
  AcquisiBon	
  TesBng	
  the	
  
Use	
  of	
  iPods	
  and	
  Flashcard	
  Sokware	
  ...
Device	
  	
  
Closing	
  in	
  on	
  Vocabulary	
  AcquisiBon	
  TesBng	
  the	
  
Use	
  oApps/Sokware	
  	
   to	
  
f	...
DISCUSSION/QUESTIONS	
  
Veronica	
  Diaz,	
  PhD	
  
Associate	
  Director	
  
EDUCAUSE	
  Learning	
  Initiative	
  	
  
	
  
vdiaz@educause.edu	...
Mobile Teaching And Learning: Engaging Students And Measuring Impact
Mobile Teaching And Learning: Engaging Students And Measuring Impact
Mobile Teaching And Learning: Engaging Students And Measuring Impact
Mobile Teaching And Learning: Engaging Students And Measuring Impact
Mobile Teaching And Learning: Engaging Students And Measuring Impact
Mobile Teaching And Learning: Engaging Students And Measuring Impact
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 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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Mobile Teaching And Learning: Engaging Students And Measuring Impact

  1. 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. 2. Agenda     •  Mobility  and  teaching  and  learning     •  Strategies  and  methodologies  to  help  measure   the  impact  of  mobile  tools  on  teaching  and   learning  
  3. 3. Resources     hGp://Bnyurl.com/mecar       hGps://sites.google.com/site/nercomp12/    
  4. 4. Got  mobility?  
  5. 5. Discipline-­‐specific   customized  mLearning     Generic  mobile   instrucBonal  funcBons   (clickers,  twiGer,  LMS)     Pushing  mobile  content   (registrar,  library,  tram)    
  6. 6. BEHAVIORIST     acBviBes  that   promote   learning  as  a   change  in   observable   acBons   Source:  hGp://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  
  7. 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://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  
  8. 8. SITUATED     acBviBes  that   promote   learning  within  an   authenBc  context   and  culture   Source:  hGp://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  
  9. 9. COLLABORATIVE   acBviBes  that  promote   learning  through  social   interacBon   Source:  hGp://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  
  10. 10. LEARNING  SUPPORT   acBviBes  that  assist  in   the  coordinaBon  of   learners  and  resources   for  learning  acBviBes   Source:  hGp://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  
  11. 11. Behaviorist  (e.g.,  clickers)     ConstrucBvist  (e.g.,  simulaBons)   Situated  (e.g.,  PBL)   CollaboraBve  (e.g.,  TBL)   Learning  Support  (e.g.,  PLE)  
  12. 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. 13. The  Thing(s)  To   Measure     vs   How  To  Measure    
  14. 14. Measuring     the   I mpact:   5   S tudies  
  15. 15. CASE  STUDY:   MOBILE  LEARNING     IN  A  BLENDED  COURSE   Source:   hGp://www.docstoc.com/docs/38964563/Assessing-­‐the-­‐EffecBveness-­‐of-­‐Mobile-­‐Learning-­‐in-­‐Large-­‐ HybridBlended      
  16. 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. 17. Overall  SaBsfacBon     Course  OrganizaBon  
  18. 18. Course  AcBviBes     Student  InteracBon  
  19. 19. Instructor  InteracBon     RelaBonship  to  Content  
  20. 20. Sustainability    
  21. 21. MOBILE  RESEARCH:     CHALLENGES  AND  GOALS   Source:   hGps://lra.le.ac.uk/bitstream/2381/8162/3/%5B14%5DVavoulaSharples-­‐ mlearn2008%5B1%5D.pdf    
  22. 22. Capturing  learning  context  and   learning  across  contexts   Challenge  1  
  23. 23. Has  anyone  learned     anything  yet?   Challenge  2  
  24. 24. An  ethical  quesBon   Challenge  3  
  25. 25. The  technology  itself   Challenge  4  
  26. 26. The  big  picture   Challenge  5  
  27. 27. Formal  vs  informal   Challenge  6  
  28. 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  
  29. 29. BUILDING  A  SUCCESSFUL   MLEARNING  FRAMEWORK   Source:  hGp://www.irrodl.org/index.php/irrodl/arBcle/view/346/875    
  30. 30. ProporBonate  
  31. 31. Appropriate  to  the  specific  learning   technologies,  to  the  learners,  and  to   the  ethos  of  the  learning       –  ideally  built  in,  not  bolted  on      
  32. 32. Alignment  between  learning   goals  and  technology  
  33. 33. Unintended  results  
  34. 34. How  and  what  will  you  measure?   What  would  success  look  like?       …………   YOUR  MOBILE  INITIATIVE     ACTIVITY,  PART  2  
  35. 35. CASE  STUDY:  MOBILE  LEARNING     IN  MEDICAL  SCHOOL   Source:  hGp://www.biomedcentral.com/1472-­‐6920/10/57    
  36. 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. 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. 38. Johns  Hopkins  University  10/18/2010   EVALUATING     MOBILE  APPLICATIONS    
  39. 39. Student   MoBvaBon   AuthenBcity     Curriculum   ConnecBon   User   Friendliness   DifferenBaBon   Feedback  
  40. 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. 41. The  Thing(s)  To  Measure     vs   How  To  Measure    
  42. 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. 43. Types  of  QuesBonnaires   Paper  distributed  in  class   Mail   E-­‐mail   Online,  e.g.,  SurveyMonkey   TwiGer  poll   Facebook  
  44. 44. Types  of  Interviews   Face-­‐to-­‐face   Telephone  or  Skype   Teleconference   Synchronous  Chat   Asynchronous  forum   Focus  group   TwiGer  poll   Facebook    
  45. 45. ObservaBon  OpBons   Onlooker Overt Participant Covert Fully-explained Unexplained Once or limited On-going Narrow focus Broad focus Source:  hGp://www.amazon.com/ConducBng-­‐EducaBonal-­‐Design-­‐Research-­‐McKenney/dp/0415618045/ref=sr_1_1?s=books&ie=UTF8&qid=1329938445&sr=1-­‐1    
  46. 46. Triangulate  to  Tell  the  Full  Story   Q   I Full   Story   O Source:  hGp://www.amazon.com/ConducBng-­‐EducaBonal-­‐Design-­‐Research-­‐McKenney/dp/0415618045/ref=sr_1_1?s=books&ie=UTF8&qid=1329938445&sr=1-­‐1    
  47. 47. QUESTIONS  
  48. 48. Lunch    
  49. 49. Measuring  the  iniBaBve   …………   YOUR  MOBILE  INITIATIVE     ACTIVITY,  PART  3  
  50. 50. Challenges  and  unintended   consequences.     …………   YOUR  MOBILE  INITIATIVE     ACTIVITY,  PART  4  
  51. 51. QUESTIONS  
  52. 52. Empowering  Students  and  Instructors:   ReflecBons  on  the  EffecBveness  of  iPads  for   Teaching  and  Learning,  Morrone,  Anastasia  S.   hGp://www.educause.edu/Resources/ EmpoweringStudentsandInstructo/250105      
  53. 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://www.educause.edu/Resources/ EmpoweringStudentsandInstructo/250105  
  54. 54. Launching  a  University  Tablet  IniBaBve:   RecommendaBons  from  Stanford  University’s   iPad  ImplementaBon,  Brian  Tobin.   hGp://www.educause.edu/Resources/ LaunchingaUniversityTabletInit/250812    
  55. 55. Device     IniBaBve:   Launching  a  University  Tablet   RecommendaBons  from  Stanford  University’s   Apps/Sokware       iPad  ImplementaBon,  Brian  Tobin.   hGp://www.educause.edu/Resources/ Goals     LaunchingaUniversityTabletInit/250812   Methods     Outcomes    
  56. 56. Closing  in  on  Vocabulary  AcquisiBon  TesBng  the   Use  of  iPods  and  Flashcard  Sokware  to   Eliminate  Performance  Gaps,  Andrea  L.  Nixon.   hGp://www.educause.edu/Resources/ ClosinginonVocabularyAcquisiB/248520    
  57. 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://www.educause.edu/Resources/ Goals     ClosinginonVocabularyAcquisiB/248520   Methods     Outcomes    
  58. 58. DISCUSSION/QUESTIONS  
  59. 59. Veronica  Diaz,  PhD   Associate  Director   EDUCAUSE  Learning  Initiative       vdiaz@educause.edu   http://www.educause.edu/eli       Resources   http://tinyurl.com/mecar    

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