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Mobile learning presentation for the 4t Virtual Conference 2012
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Mobile learning presentation for the 4t Virtual Conference 2012

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These are my presentation slides for the 2012 4T Virtual Conference http://4tvirtualcon.soe.umich.edu/

These are my presentation slides for the 2012 4T Virtual Conference http://4tvirtualcon.soe.umich.edu/

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  • 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.

Mobile learning presentation for the 4t Virtual Conference 2012 Mobile learning presentation for the 4t Virtual Conference 2012 Presentation Transcript

  • I believe . . .
  • What characterizes these learning activities?http://youtu.be/_8Pd1q-tn7k
  • Based on . . .
  • Was there an experiential component? Education should be learning by doing. Ray Kurzweil
  • Was it engaging?
  • Was it an authentic, relevant learning experience?
  • Did it facilitate critical, reflective thinking?
  • Did the learning activity change behavior or thinking?
  • Cell Phones Ready? Cell Phones Ready?
  • What learning experience have you had that you would describe as Epic? ORhttp://cel.ly/c/teambuilding
  • Overview of the Session
  • Experiential learning promotes social learning and thedevelopment of a sense of community.
  • Students in schools with a strong sense of communityare more likely to. . .
  • . . . be academically motivated.
  • . . . 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
  • . . . 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
  •  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.
  • 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
  • For blended or online learning . . .
  • Commonality is the essence of communityBrown, R. (2001). The Process of Community Building in a Distance Learning Classes
  • 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
  • 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
  • Collaborative mobile learning . . .
  • . . . 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.
  • . . . 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.
  • An Overview of Mobile Device Use
  • Rationale:Ownership and use patterns should drive the typesof mobile learning activities, so transfer outside ofthe learning setting can occur.
  • Digital Revolution Mobile – 77% of teens Total U.S. population: 315.5 million
  • 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%
  • Mobile Media and Young Children Half (52%) of all US children now have access to one of the newer mobile devices at home: either a smartphone (41%), a video iPod (21%), or an iPad or other tablet device (8%). Among 0- to 8-year-olds as a whole, a quarter (27%) of all screen time is spent with these digital devices. © 2011 COMMON SENSE MEDIA
  • http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx
  • http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx
  • http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx
  • http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx
  •  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
  •  http://pewinternet.org/Reports/2012/Just-in-time/Main-Report/Findings.aspx
  • ECAR Student study, 2011 key findings Students recognize major academic benefits of technology. Students report uneven perceptions of institutions and instructors on technology. Students prefer, and say they learn more in, classes with online components. Responses from 3,000 students at 1,179 colleges and universities provided a nationally representative sample of students ©2011 EDUCAUSE. CC by-nc-nd 40
  • Avg. Agreement Academic Benefitswith Statements Gives Students Access to Resources and Progress Reports  Easy to track my academic progress  Gives me access to resources  Helps me know how I am doing  Easier to get help when I need it  Simplifies administrative-related activities Makes Students More Efficient  Helps me do my work faster  Efficient way to store examples of work  Allows me to produce higher-quality work  Makes college easier Facilitates Connecting with Others  Feel connected to other students  Feel connected to whats going on  Feel connected to professors/staff  Gives me access to experts in my field Makes Learning More Engaging and Relevant  Learning more creative  More relevant to real life  Take control of own learning  Learning more fun  More engaging  Extends learning beyond classroom  Think out of the box  Elevates teaching  Prepares me for the workforce  Individualized/personalized  Reach academic potential  Prepares me for graduate school ©2011 EDUCAUSE. CC by-nc-nd 41
  • Relationships between Technologies and Benefits Access to Resources &Progress Reports Laptop computer Wi-Fi Printer Document camera USB drive Projector Efficiency Laptop Wi-Fi Printer Smartphone Internet device that Digital video camera eReader Connecting attaches to TV With Others Digital point and shoot Student clickers/ iPad Scanner camera student response systems Engagement Digital video camera Internet device that attaches to TV Interactive whiteboard Digital camerasand Relevance iPhone/ Student clickers/ Scanner iPad Mp3 player DVD player Document DVR Webcam smartphone student response Desktop computer systems camera ©2011 EDUCAUSE. CC by-nc-nd
  • Academic Tools - Communications Frequency of Use for School or Personal Purposes E-mail 75% 13% 9% 99% Text message 74% 6% 8% 93% Use Facebook 58% 14% 11% 90% Download or stream web-based videos (YouTube, etc.) 20% 14% 33% 18% 85% Read Wikis (Wikipedia, course wiki, etc.) 12% 12% 35% 26% 85% Instant message (Gchat, Facebook chat, AIM, etc.) 27% 12% 22% 20% 81% Download or stream web-based music 15% 11% 30% 23% 79% Read blogs 13% 9% 23% 27% 72% Use online forums or bulletin boards 11% 11% 23% 25% 70% Use telephone-like communication over the Internet 7% 7% 21% 33% 68% Watch podcasts or webcasts 5% 18% 33% 59% Participate in online chats, chat events, webinars 6% 15% 28% 53%Use photo-sharing websites (Flickr, Snapfish, Picasa, etc.) 13% 32% 50% Tagging/bookmarking/liking 6% 6% 17% 20% 49% Play online multi-user computer games for recreation 9% 15% 14% 43% Contribute to blogs 11% 24% 43% Post videos to a video-sharing website (YouTube, etc.) 8% 29% 42% Use Twitter 9% 12% 37% Use other social networking websites (MySpace, etc.) 6% 17% 31% Several times a day Access Internet content via a TV (Apple TV, Roku) 7% 12% 25% Use LinkedIn 6% 15% 25% Once a day Contribute to Wikis (Wikipedia, course wiki, etc.) 5% 18% 25% A few times a week Use social studying sites 7% 12% 23% Less often Use Geo-Tagging, Geo-Tagged environments 9% 18% Participate in online virtual worlds 8% 15% Q5a. Thinking about the most recent school year, how often did you do the following, whether it was for school or personal purposes? ©2011 EDUCAUSE. CC by-nc-nd
  • http://thenextweb.com/africa/2011/11/07/mobile-tipped-to-grow-60-in- africa-passing-1-billion-subscriptions-by-2016/
  • 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/
  • Future Workforce Skills . . .
  • 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
  • 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
  • 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
  • Conclusions and Implications
  • Social networks and social media havebecome more important in people’s learning strategies Social media aids peer-to-peer learning by doing
  • Mobileconnectivity alterslearning venuesand expectations
  • 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
  • ECAR 2011 RecommendationsMake more and better use of technologies that students value—and thosethat are easily integrated into learning experiences in the sharedenvironments in education. ©2011 EDUCAUSE. CC by-nc-nd 54
  • ECAR 2011 RecommendationsUse technology in moretransformative ways, such asparticipatory and collaborativeinteractions and for higher-levelteaching and learning that isengaging and relevant to students’lives and future plans. Usetechnology more to extend learningbeyond the classroom. ©2011 EDUCAUSE. CC by-nc-nd 55
  • Mobile Education Landscape Reporthttp://www.ambientinsight.com/News/Ambient-Insight-highlighted-in-GSMA-reports.aspx
  • Student Feedbackhttp://usergeneratededucation.wordpress.com/2012/03/25/mobile-learning-end-of-course-student-survey-part-ii/
  • It provided us with a common ground on which to getto know each other.
  • It made us open up to one another because we had to connectat a more social level.
  • It connected the class because one way or another we all goteach others numbers.
  • It made things more entertaining.
  • It was something that we use everyday so itrelated back to us
  • Got better experience from the classand enjoy coming to class.
  • We were able to communicate outside of class and createfriendships.
  • It brings our generationstechnology and learning. We arein a technological age, it is time toaccept that.
  • I believe technology is growing so much that mobile phones arevital in today’s communication.
  • 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
  • Considerations: The App GapShould We Be Concerned About an "App Gap"? http://www.edutopia.org/blog/app-gap-digital-divide-audrey-watters
  • Considerations: Distractions
  • Considerations: Acceptable Use Policy http://www.cosn.org/Default.aspx?tabid=8139
  • 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/
  • Mobile-Based Experiential Activities
  • I Am Poems http://www.slideshare.net/jgerst1111/i-am-poems
  • I Am Poems
  • I Am Poemshttp://usergeneratededucation.wordpress.com/2012/02/01/mobile-driven-identity-activities/
  • I Am Poems http://www.flickr.com/photos/78773858@N03/
  • QR Code Video Sorting Game
  • 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)
  • 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.
  • QR Code Video Sorting Game Have them generate QR Codes for each video they created
  • 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.
  • 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.
  • QR Code Video Sorting GameWhich non-verbal behaviors?http://community-building.weebly.com/qr-video-sorting-game.html
  • Experiential Mobile Learning Website
  • Mobile Learning Blog PostsMobile Learning Blog Entries
  • About Me - Online Portfolio