It forum short-021012


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  • Also they’re not using devices outside of the classroom
  • In answering these questions, this will help address the problems mentioned in the previous slideCompared to researchers who are not using a mobile devices for data collection or are not complete participants in some inquiry-based instruction method.
  • We will focus on structured inquiry
  • Theoretical theories supporting mobile-learning…Meaning that mobile learning goes beyond the mere consumption of information to providing an experience that can be tailored to each unique individual, can solve real-world problems, at the time and place a solution is needed. Shuler suggests that learners retain info. Better when learning takes place at the exact time and place the learner demands the information. Concepts are also easier to remember when presented in authentic environments. Mobile devices can adapt to different interests, preferences, or knowledge backgrounds and can even encourage learners to communicate.
  • Are these de-ontological meta-ethicsInstitutional vs pilot = sustainabilityTeacher buy-inDimensions => inquiry-based? Explorative? Personalized, situated, authenticProtective measures => ethics
  • Intended use = first speaker again
  • It forum short-021012

    1. 1. Twitter: @miami_mlearning
    2. 2. What is the MLC?• A joint venture between SEAS, AIMS, and IT Services – Unify efforts in mobile space on the campus – Provide faculty, staff, and students a resource for mobile learning and mobile computing – Support faculty by providing software development expertise 2
    3. 3. “You Will” (1993) 3
    4. 4. Ownership of Internet Enabled Handheld Device Among US College Student Internet Users 11.3 Dont own but plan to purchase in the next 12 mos Dont own and dont plan to purchase in next 12 24.6 mos Dont know 62.7 Own 1.3 Source: EDUCAUSE Center for Applied Research, ECAR Study of Undergraduate Students and Information Technology, 2010. 4
    5. 5. Get out your phones!
    6. 6. How people feel about their smartphones 6 Pew Internet 2011
    7. 7. App Crazy (• Viewers and e-readers • Games – iAnnotate, Kindle, Nook, GoodR • Reference eader – Wikipanion, Newsy (news• Notes aggregator) – Notetaker HD, Dragon • Mapping Dictation, Evernote – Map• Office Suite • Storage – iWork: – GoodReader Numbers, Keynote, Pages • Brainstorming• Real-time communication – Popplet, Adobe Ideas – AIM, Skype, Airsketch • Content Specific (education• Social Networking apps) – Facebook, Twitter, Glympse 7
    8. 8. Technology in the• classroom? Report New Media Consortium’s Horizon calls for adoption of mobile technology in the education for both K-12 and Higher Ed• Abilene Christian, IIT, etc.• iPad initiatives – – 8
    9. 9. Mobile Devices in the classroom• St. Mary’s City Schools 9
    10. 10. Is it Mobile Learning?Does using a mobile device in the classroom mean that you are using mobile learning? 10
    11. 11. What is M-Learning?• M-Learning provides an • Trying to meet students experience that is: where they are and in a – Personalized context that allows us – Authentic to engage them – Situated anywhere and anytime• 24/7 Learning • Facilitate active – Anytime learning – Anything • Leverages mobile – Anywhere platform • Creates new opportunities 11
    12. 12. What is M-Learning?• Geo-Historian Project [13] – Supports authentic and situated learning – Unite schools with community resources – Students can develop digital resources for community – Example: Cuyahoga River Dam 12
    13. 13. Do students learn? How do we know whetherstudents learn with these tools? 13
    14. 14. The Problem• Mobile Learning pedagogies are not well defined… – Schools buy mobile technologies, but do not know how to use them. – Little research on the effectiveness of m-learning solutions• Ex. Citizen Science (Project Noah) – Learners may be disengaged from core-aspects of inquiry-based learning 14
    15. 15. So…• What we want to know: – Does disengagement from some inquiry-based learning process impact one’s ability to learn? – Can mobile devices improve engagement and learning without a full understanding of some research problem?• Research Thesis: – Data collection through a mobile device can improve learning when a researcher is fully engaged in some method of inquiry-based instruction. 15
    16. 16. Inquiry-Based Learning• Creation of a classroom environment where students are engaged in open-ended, student-centered, and hands-on activities. [14]• Banchi et al. suggest there are 4 levels of inquiry [2] [2] Heather Banchi and Randy Bell. The many levels of inquiry. Science 16 and Children, October 2008.
    17. 17. Theoretical Foundations• Traxler argues that mobile learning is able to provide an experience that is personalized, authentic, and situated. [12]• Authentic and situated learning has the ability to increase student engagement and information retention. [11]• Mobile devices can respond to varying needs of learners. [11]• Communication capabilities of mobile devices make it easy for leaners to collaborate and communicate. [11] 17
    18. 18. Inquiry and Effect on Education• Research project looking at 2 different groups of people: – Lead Researchers • Have Full Participation in scientific process – Volunteers • Have Limited Participation in scientific process• Focus on basic scientific method model – Research Buddy most effective in the “Experiment” step 18
    19. 19. Research Buddy• Aggregates several research tools into a single platform• Demo 19
    20. 20. Research• External Grants – Research Buddy: Revolutionizing Undergraduate Student Research using Mobile Technology. (PI: G. Gannod, co-PI: G. Platt, Procter & Gamble, 2011, $10,000 total). This project is funded by a Procter & Gamble Higher Education Grant. – Summer Support for K. Bachman, Nestle Corporation, Summer 2011. 20
    21. 21. RecommendationsGannod, G.C., and Bachman, K.M., Integrating M-Learning in aBroad Context: Issues and Recommendations, Proceedings ofthe Conference on Mobile Learning, IADIS, 2011. 21
    22. 22. Process• Graduate Seminar in CSE • 3 classes of formed to develop recommendations recommendations – Adoption• Developed rubric based on – Technology existing m-learning – Cost literature• Analyzed existing m- learning techniques• Discussed issues with K-12 m-learning practitioner 22
    23. 23. Adoption: M-learning should…• Not be viewed as a replacement for existing techniques but rather as a supplement• Be used to facilitate different dimensions of learning• Be used to facilitate collaboration with instructors and other learners• Be adopted as an institutional or broad initiative rather than a pilot by a small set of early adopters• Be accompanied by protective measures to prevent abuses• Accompanied by training for major constituents 23
    24. 24. Technology: M-learning technologies…• Should be extensible and programmable to support creation of add-ons• Should be selected according to its intended use• Should be accompanied with application acquisition policies (to address content abuse) 24
    25. 25. Budget and Cost: Initiatives should…• Consider a number of cost attributes including: – Quality of alternatives, relative replacement schedules, network infrastructure, management software, IT support• Consider pairing digital learning and m- learning with other cost savings (such as facilities costs) 25
    26. 26. Conclusions• Mobile technology has the potential to disrupt education• Adoption of Mobile Learning should avoid rush to acquire technology and instead focus on pedagogy – Take advantage of “mobile” with tools like Research Buddy• Mobile efforts at Miami provide opportunities for students, faculty, and staff to get involved 26
    27. 27. References• [11] Carly Shuler. Pockets of potential: Using mobile technologies to promote chil drens learning. Technical report, The Joan Ganz Cooney Center at Sesame Workshop, January 2009.• [12] J. Traxler. Mobile learning: the moving nger writes and having writ. . . . The International Review of Research in Open and Distance Learning, 8 (2), 2007.• [13] M. vant Hooft and McNeal T. Mobile phones for mobile learning: The geo-historian project. In Proc. of the 2010 American Educational Research Association Conference, 2010.• [14] Alan Colburn. An inquiry primer. Science Scope, pages 42-44, 2000. 27