Explaining how factor analysis was used to identify benefits of technology in academic success:A statistical technique used to reduce a large number of attributes into a smaller set of “factors” based on response patterns.A factor consists of a number of attributes that are rated in a similar way.Factor analysis is extremely useful when dealing with a very large number of attributes that would be cumbersome to analyze individually.The names of the factors are subjective and are intended to describe the common theme shared by all of the attributes within that factor.
Continuing with the factor analysis, there are relationships between selected technologies and certain benefits.
Overall, the average student spends at least some time engaging in about 21 different kinds of software applications and activities out of 40 they were asked about. Students use a variety of communication tools, but the most common ones have reached mass adoption.
1. I believe . . .
2. What characterizes these learning activities?http://youtu.be/_8Pd1q-tn7k
3. Based on . . .
4. Was there an experiential component? Education should be learning by doing. Ray Kurzweil
5. Was it engaging?
6. Was it an authentic, relevant learning experience?
7. Did it facilitate critical, reflective thinking?
8. Did the learning activity change behavior or thinking?
9. Cell Phones Ready? Cell Phones Ready?
10. What learning experience have you had that you would describe as Epic? ORhttp://cel.ly/c/teambuilding
11. Overview of the Session
12. Experiential learning promotes social learning and thedevelopment of a sense of community.
13. Students in schools with a strong sense of communityare more likely to. . .
14. . . . be academically motivated.
15. . . . develop social and emotional competencies.Solomon, Battistich, Watson, Schaps, & Lewis, 2000 in Snaps Creating a School Communityhttp://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
16. . . . act ethically and altruisticallySchaps, Battistich, & Solomon, 1997 in Schaps Creating a School Communityhttp://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
17. Research has clearly shown that functioning in a community can enhance the learning Optimal learning outcomes are directly tied to the establishment of social networks among participants engaged in a collaborative learning enterprise. Such collaboration has been shown to be very important in the development of a learning community and in achieving the desired learning outcomes. Vesely, P., Bloom, L. & Sherlock, J. (2007). Key Elements of Building Online Community: Comparing Faculty and Student Perceptions. Journal of Online Learning and Teaching, 3, (3). Retrived from http://jolt.merlot.org/vol3no3/vesely.htm.
18. Unfortunately . . .Unfortunately, schools with a strong sense of community are fairly rare. low-income students and students of color usually report a lower level ofcommunity in school than do affluent or white students. Many schoolsappear to be ill-equipped to provide community for the students who mayneed it most. Schaps, Battistich, & Solomon, 1997 in Snaps’ Creating a School Community http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
19. For blended or online learning . . .
20. Commonality is the essence of communityBrown, R. (2001). The Process of Community Building in a Distance Learning Classes
21. Commonality is the essence of communityGetting to ―know‖ each other; finding out where people lived, what they did,their experiences, whether or not they had families and the like was the ―X‖factor.Participants generally agreed that this should have been a first step incommunity-building, but usually it was not part of the formal coursework. Brown, R. (2001). The Process of Community Building in a Distance Learning Classes
22. Responsible not only for one’s own learning but for other learners, too. Brown, R. (2001). The Process of Community Building in a Distance Learning Classes
23. Collaborative mobile learning . . .
24. . . . supports student’s development of collaboration skills.Cortez et al., 2009; Sanchez et al., 2009 in Nouri, Cerratto-Pargman, Johan Eliasson, Robert Ramberg, StockholmUniversity, Sweden (2011). Exploring the Challenges of Supporting Collaborative Mobile Learning.
25. . . . increases motivation and engagement. Facer et al., 2004; Schwabe & Göth, 2005in Nouri, Cerratto-Pargman, Eliasson, Ramberg, Stockholm University, Sweden(2011). Exploring the Challenges of Supporting Collaborative Mobile Learning.
26. An Overview of Mobile Device Use
27. Rationale:Ownership and use patterns should drive the typesof mobile learning activities, so transfer outside ofthe learning setting can occur.
28. Digital Revolution Mobile – 77% of teens Total U.S. population: 315.5 million
29. Digital devices Younger Older Silent G.I. All Millennial Gen X Boomers Boomers Generatio Generatio adults s (18-34) (35-46) (47-56) (57-65) n (66-74) n (75+) (18+)Cell phone 94% 92% 86% 80% 69% 1% 84%Laptopcomputer 71% 67% 56% 46% 34% 16% 57%Desktopcomputer 52% 64% 62% 55% 49% 33% 55%iPod orMP3 player 69% 57% 36% 24% 10% 5% 44%Gameconsole 63% 63% 38% 19% 8% 3% 42%e-bookreader 12% 14% 14% 12% 6% 5% 12%Tablet, likeiPad 14% 15% 8% 4% 3% 3% 11%
35. 65% are social networking site usersSharers 55% share photos 37% contribute rankings and ratings 33% create content tags 30% share personal creations 26% post comments 15% have personal website 15% are content remixers 14% are bloggers 13% use Twitter 6% location services
42. 2011 Horizon ReportFor most people in the developed world, a mobile is alwaysclose at hand and available with speedy Internet access.Mobiles are easy to use for web browsing; much of theavailable content seamlessly adjusts for optimal display onwhichever device is used to access it. http://wp.nmc.org/horizon2011/sections/mobiles/
43. Future Workforce Skills . . .
44. Skills being honed on social networks today will be critical tomorrow, as work will be dominated by fast- moving, geographically diverse, free-agent teams of workers connected via socially mediating technologies. — Fred Stutzman, creator of the software Freedom and Anti-SocialElon studies the future of "Generation Always-On” http://www.elon.edu/e-net/Note.aspx?id=958393&board_ids=5%2C58&max=50
45. Future Workforce Skills Social intelligence is the ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. This has always been a key skill for workers who need to collaborate and build relationships of trust, but it is even more important as we are called on to collaborate with groups of people in different settings. Davies, Fidler, & Gorbis. (2011). http://www.iftf.org/futureworkskills2020
46. Virtual collaboration is the ability to work productively, drive engagement, anddemonstrate presence as a member of a virtual team. Online streams createdby micro blogging and social networking sites can serve as virtual watercoolers, providing a sense of camaraderie and enabling employees todemonstrate presence. Davies, Fidler, & Gorbis. (2011). http://www.iftf.org/futureworkskills2020
47. Conclusions and Implications
48. Social networks and social media havebecome more important in people’s learning strategies Social media aids peer-to-peer learning by doing
50. Social Collaboration and Mobile LearningSocial collaboration is the key to mobile learning. Social learning andcollaboration are important to successful learning because the interactionengages and motivates learners. http://www.trivantis.com/mlearncon2011-evolution-mobile- learning
55. It provided us with a common ground on which to getto know each other.
56. It made us open up to one another because we had to connectat a more social level.
57. It connected the class because one way or another we all goteach others numbers.
58. It made things more entertaining.
59. It was something that we use everyday so itrelated back to us
60. Got better experience from the classand enjoy coming to class.
61. We were able to communicate outside of class and createfriendships.
62. It brings our generationstechnology and learning. We arein a technological age, it is time toaccept that.
63. I believe technology is growing so much that mobile phones arevital in today’s communication.
64. What a great way to learn communication techniques. Thank you Jackie for all yourcreative ways to make this class fun and exciting as well as informatin
65. Considerations: The App GapShould We Be Concerned About an "App Gap"? http://www.edutopia.org/blog/app-gap-digital-divide-audrey-watters
66. Considerations: Distractions
67. Considerations: Acceptable Use Policy http://www.cosn.org/Default.aspx?tabid=8139
68. Based on all of this research, what are the implications forintegrating mobile learning into your learning environment? Student Feedback . . . ORhttp://cel.ly/c/teambuildinghttp://usergeneratededucation.wordpress.com/2012/03/25/mobile-learning-end-of-course-student-survey-part-ii/
69. Mobile-Based Experiential Activities
70. I Am Poems http://www.slideshare.net/jgerst1111/i-am-poems
71. I Am Poems
72. I Am Poemshttp://usergeneratededucation.wordpress.com/2012/02/01/mobile-driven-identity-activities/
73. I Am Poems http://www.flickr.com/photos/78773858@N03/
74. QR Code Video Sorting Game
75. QR Code Video Sorting GameIn small groups, create 4 to 6 separate short videos (aminute or less) from the list of categories orclassifications provided to them about the topic selected.In this example, for my interpersonal relationsclass, students were asked to create videos todemonstrate different nonverbal behaviors from thefollowing list: glance, eye contact (gaze), volume, vocalnuance, proximity, gestures, facial expression, pause(silence), intonation, dress, posture, word choice andsyntax, sounds (paralanguage)
76. QR Code Video Sorting GameUpload videos to YouTube. If students don’t have their own accounts, you canprovide them with an email address to send their videos directly to yourYouTube account. This information can be found under account settings.
77. QR Code Video Sorting Game Have them generate QR Codes for each video they created
78. Groups receive the QR codes for videos completed by the other groups. Theyview the videos via the QR codes and identify which of the concepts the video idepicting.
79. QR Code Video Sorting GameGroups receive the QR codes for videos completed by the other groups. Theyview the videos via the QR codes and identify which of the concepts the video isdepicting.
80. QR Code Video Sorting GameWhich non-verbal behaviors?http://community-building.weebly.com/qr-video-sorting-game.html
81. Experiential Mobile Learning Website
82. Mobile Learning Blog PostsMobile Learning Blog Entries