2. Devshikha Bose, Ph.D., is an instructional
design consultant. Her academic research
interests include just-in-time learning, online
learning, flipped classrooms, hybrid
learning, video-based learning objects,
social media, pedagogical applications of
emerging technologies, and mobile
teaching and learning strategies.
Patrick R. Lowenthal, Ph.D., is an assistant
professor in the Department of Educational
Technology where he teaches in a fully
online graduate program. Prior to joining the
faculty, he has worked as an instructional
designer and Academic Technology
Coordinator supporting faculty. He is
interested in problems of practice with
teaching & learning online.
3. Session Description
A study was conducted to investigate instructor perceptions of
integrating mobile devices into the classroom. The self-reported
experiences of six instructors who integrated mobile devices in
their teaching will be discussed in this session. Results indicate that
instructors often need to modify previously designed assignments to
incorporate the anytime, anywhere capabilities of mobile devices.
Results also suggest that students are actively engaged in classes
utilizing mobile devices to find information, create, and share content.
In most cases, mobile devices facilitated the achievement of learning
outcomes. The results, though, also suggest that more focused training
is needed...
7. Potential to Support Learning
Accelerate
feedback
Add richness to
the data
Capture data
and comment
on it in real time
Source: http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
8. Potential to Support Learning
Accelerate
feedback
Add richness to
the data
Capture data
and comment
on it in real time
Source: http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
9. Potential to Support Learning
Accelerate
feedback
Add richness to
the data
Capture data
and comment
on it in real time
Source: http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
10. Research Suggests…
• Increase opportunities for collaboration, engagement in content
creation, communication (Gikas & Grant, 2013)
• Can be very effective tools for helping English as Foreign Language
students learn vocabulary (Basoglu & Akdemir, 2010)
• Enable learners to get instant access to information, which if used
appropriately, may bring about “learning virtually anywhere and
anytime” (Bidin & Ziden, 2013, p. 721)
• Use of geospatial technologies, mobile search abilities, digital image
capture, and mobile social networking (Martin & Ertzberger, 2013)
11. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
12. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
13. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
14. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
15. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
16. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
17. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
18. Fall 2011 Mobile Learning Initiative
● 1-2 year plan that engages the
campus in innovative strategies
for supporting student learning.
● Focus on three strategic
components: academic programs,
courses and faculty preparation.
● Focus on content creation and
delivery and innovative pedagogy at
both the program and course level.
Fall 2011
http://goo.gl/fHN0QN
19. Fall 2011 Mobile Learning Initiative
● 1-2 year plan that engages the
campus in innovative strategies for
supporting student learning.
● Focus on three strategic
components: academic programs,
courses and faculty preparation.
● Focus on content creation and
delivery and innovative pedagogy at
both the program and course level.
Fall 2011
http://goo.gl/fHN0QN
20. Fall 2011 Mobile Learning Initiative
● 1-2 year plan that engages the
campus in innovative strategies for
supporting student learning.
● Focus on three strategic
components: academic programs,
courses and faculty preparation.
● Focus on content creation and
delivery and innovative pedagogy
at both the program and course
level.
Fall 2011
http://goo.gl/fHN0QN
21. Making it Happen
Groups
• Center for Teaching and Learning
• Instructional Design and Educational Assessment (IDEA)
Key Individuals
• Lana Grover: Instructional Design Consultant for
Emerging Technologies and Strategies
• Devshikha Bose: Instructional Design Consultant
• Amber Hoye: Previous Mobile Learning Specialist
22. Leadership
Lana Grover
Instructional Design Consultant
for Emerging Technologies and
Strategies
(previously title: Mobile Learning
Instructional Design Consultant)
25. Part 1: Mobile Programs
Digital History Program
Construction Management Program
World Languages (Spanish) Program
Grant provided ongoing mobile curriculum design training and
devices for faculty, digital content funding (ebooks), software
purchases and support and the checkout of mobile devices for
students in participating courses.
27. Part 2: Faculty Preparation
B Mobile Day
Summer Mobile Learning Institute
28. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student
experiences w/ mobile learning and on how to
get started with & sustain mobile learning.
• Sessions by faculty involved with mobile
learning at BSU.
• Hands-on experience.
29. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student experiences
w/ mobile learning and on how to get started with
& sustain mobile learning.
• Sessions by faculty involved with mobile learning
at BSU.
• Hands-on experience.
30. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student experiences
w/ mobile learning and on how to get started with
& sustain mobile learning.
• Sessions by faculty involved with mobile learning
at BSU.
• Hands-on experience.
31. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student
experiences w/ mobile learning and on how to
get started with & sustain mobile learning.
• Sessions by faculty involved with mobile
learning at BSU.
• Hands-on experience.
32. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student
experiences w/ mobile learning and on how to
get started with & sustain mobile learning.
• Sessions by faculty involved with mobile
learning at BSU.
• Hands-on experience.
33. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student
experiences w/ mobile learning and on how to
get started with & sustain mobile learning.
• Sessions by faculty involved with mobile
learning at BSU.
• Hands-on experience.
34. B Mobile Day 2012
Morning Keynote Panel: Amazing Student Experiences
http://youtu.be/5RivP_WWqWE
Hands-On Session: Supporting Students to Create
Digital Assignments
http://youtu.be/eVdpObCK2uw
Afternoon Keynote Panel: Getting Started & Keeping It
Going
http://youtu.be/T8a9dglfvWo
Hands-On Session: Using e-Content
http://youtu.be/zxvfRK_GrvE
35. Summer Mobile Learning Institute
“…enables faculty to consider creative
pedagogical strategies to leverage the
power of mobile devices to enhance
teaching and learning.
Areas of exploration include enhancing
student engagement, facilitating
communication, expanding the borders
of the learning environment and
improving productivity.”
http://youtu.be/Mm00V9EEkhk
38. mLearning Scholars Program
Exploration of questions about teaching, learning,
and collaboration in an information-rich, “connect
anywhere and anytime” environment.
• Cohort-based approach
• Supportive and shared experience
• Focus on how mobile devices affect:
student learning; interaction;
communication; collaboration; & field-work
40. MLS 1.0
MLS 1.0
1.0
Program
MLS 2.0
2.0
Program
MLS 3.0
3.0
Program
• For faculty who are just beginning to
experiment with mobile learning
• Exploratory in nature
• Share ideas, discuss
challenges, test new
activities, and receive
feedback
41. MLS 2.0
• Faculty draw upon the previous exploration of
mobile learning to delve more deeply into mobile
curriculum design and mobile pedagogy
• Play an active role in the campus mobile-learning
community
• Mentor members of 1.0 cohort
and share their experiences
with them
MLS 1.0
1.0
Program
MLS 2.0
2.0
Program
MLS 3.0
3.0
Program
42. MLS 3.0
Leverage mobile technologies to target areas for
improvement in teaching practice, as identified through
the CTL program and course/student evaluations.
MLS 1.0
1.0
Program
MLS 2.0
2.0
Program
MLS 3.0
3.0
Program
Two topic examples from our 3.0 pilot
are:
• Improving Student-To-Student and
Student-To-Faculty Communication
• Increasing Peer to Peer Instruction
45. Why this research?
Feedback from students survey (Spring 2012):
"Continue to support and offer more mechanisms
for faculty to share their mobile device experiences
with each other”
*Shadle, Susan E.; Perkins, Ross A.; Lincoln, Doug J.; Humphrey, Michael J.; and Landrum, R. Eric. (2013). "Leading a Multiple Project Mobile
Learning Initiative: The Approach at Boise State University". EDUCAUSE Center for Applied Research (ECAR), Research Bulletins, April 9, 2013.
46. Method
Voluntary participation (8 out of the 9 mLearning
scholars)
Two consecutive 16-week semesters (Fall 2013 &
Spring 2014)
Participants met on a bi-weekly basis for discussion
sessions
Written report & reflection videos at the end of second
semester
47. Method
Voluntary participation (8 out of the 9 mLearning
scholars)
Two consecutive 16-week semesters (Fall 2013 &
Spring 2014)
Participants met on a bi-weekly basis for discussion
sessions
Written report & reflection videos at the end of second
semester
48. Method
Voluntary participation (8 out of the 9 mLearning
scholars)
Two consecutive 16-week semesters (Fall 2013 &
Spring 2014)
Participants met on a bi-weekly basis for discussion
sessions
Written report & reflection videos at the end of second
semester
49. Method
Voluntary participation (8 out of the 9 mLearning
scholars)
Two consecutive 16-week semesters (Fall 2013 &
Spring 2014)
Participants met on a bi-weekly basis for discussion
sessions
Written report & reflection videos at the end of second
semester
51. Research Questions
How did the integration of mobile
devices impact the:
• Teaching practices of college-level
instructors;
• Student learning (as perceived by
their instructors);
• Meeting course learning outcomes
(as reported by instructors).
52. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
53. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
54. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
55. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
56. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
57. Results
How did mobile devices impact student learning
(as perceived by their instructors):
Improved communication
Increased student digital fluency
Increased active learning
58. Results
How did mobile devices impact student learning
(as perceived by their instructors):
Improved communication
Increased student digital fluency
Increased active learning
59. Results
How did mobile devices impact student learning
(as perceived by their instructors):
Improved communication
Increased student digital fluency
Increased active learning
60. Results
How did mobile devices impact achievement of course
learning outcomes?
Mixed results
Most reported that course learning outcomes were
Macohbieileve ddevices did not necessarily directly support
their achievement
61. Discussion
• Some instructors modified their instructional design
• Not all assignments were required mobile devices
• Active learning strategies successfully used
• While objectives were met, wasn’t necessary
because of the mobile devices
63. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
64. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
65. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
66. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
67. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
68. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
72. Devshikha Bose
devshikhabose@boisestate.edu
Patrick Lowenthal
patricklowenthal@boisestate.edu@
slides @ www.patricklowenthal.com
paper will be ready to share in a few weeks
Editor's Notes
Words from Dale Pike from http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Mobile devices allow students to capture data and comment on it in realtime. This is especially useful for a discipline that includes a practicum in which students go out "into the field" to practice and apply their knowledge and skills. In this case, students can capture data or record an experience and comment on it by adding notes or adding a narration.
Mobile devices allow students to add richness to the data. The ability to geocode or timestamp information (whether that information is measurements or observations) can help either the learner or the individual assessing the learning activities to discover patterns that would have been harder to identify using past technologies.
Mobile devices can be used to accelerate feedback. The ability to send captured and recorded experiences back for review allows for more rapid and informed coaching and mentoring; for example, a student in the school of education can record a session of student teaching and send it to a faculty member. "In the past," Pike adds, "recording these types of interactions has been impractical in many cases."
http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Words from Dale Pike from http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Mobile devices allow students to capture data and comment on it in realtime. This is especially useful for a discipline that includes a practicum in which students go out "into the field" to practice and apply their knowledge and skills. In this case, students can capture data or record an experience and comment on it by adding notes or adding a narration.
Mobile devices allow students to add richness to the data. The ability to geocode or timestamp information (whether that information is measurements or observations) can help either the learner or the individual assessing the learning activities to discover patterns that would have been harder to identify using past technologies.
Mobile devices can be used to accelerate feedback. The ability to send captured and recorded experiences back for review allows for more rapid and informed coaching and mentoring; for example, a student in the school of education can record a session of student teaching and send it to a faculty member. "In the past," Pike adds, "recording these types of interactions has been impractical in many cases."
http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Words from Dale Pike from http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Mobile devices allow students to capture data and comment on it in realtime. This is especially useful for a discipline that includes a practicum in which students go out "into the field" to practice and apply their knowledge and skills. In this case, students can capture data or record an experience and comment on it by adding notes or adding a narration.
Mobile devices allow students to add richness to the data. The ability to geocode or timestamp information (whether that information is measurements or observations) can help either the learner or the individual assessing the learning activities to discover patterns that would have been harder to identify using past technologies.
Mobile devices can be used to accelerate feedback. The ability to send captured and recorded experiences back for review allows for more rapid and informed coaching and mentoring; for example, a student in the school of education can record a session of student teaching and send it to a faculty member. "In the past," Pike adds, "recording these types of interactions has been impractical in many cases."
http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
The Instructional Design Consultant for Emerging Technologies and Strategies (ETS) will contribute both visionary and pragmatic leadership for campus-wide efforts to facilitate the effective use of technology in the teaching and learning environment. This position supports the adoption of selected emerging technologies/strategies (such as mobile), in teaching and learning while also supporting general digital fluency of the faculty by attending to the full spectrum of faculty adopters. The ETS consultant designs, develops and implements faculty development opportunities focused on emerging technologies/strategies and digital fluency, including programs and events, workshops and webinars, intra departmental engagements, and consultation offerings.
Initially, devices were provided to students (in participating course) via our iPad Checkout fleet (300 iPads) this gave the Spanish department time to explore whether or not requiring their students devices was the best approach. They determined, through their exploration, that the best most sustainable approach for their department would be to have a small fleet of devices owned and managed through World Languages that they can checkout to the students for particular learning activities or on a needs based request cycle. I don't know their exact numbers but they have a couple of iPad carts and a set of iPad Minis. The Mobile Learning Program grant helped them purchase some but not all of those devices. After their Mobile Learning exploration, the Construction Management determined that requiring their students to purchase devices was the best approach for their department. Initially, the IDEA shop provided devices to their upper division students while freshman were required purchase an iPad as part of the program. Going into this year all students (upper and lower division) will be required to have iPads. With funds from the Mobile Learning Grant CMT purchased a small fleet of 20 iPads for checkout to students with financial barriers or other special circumstances - which the IDEA shop now helps them manage. Because the iPad is so integrated in the professional practice of Construction Management, this initiative has received a lot of attention from construction management companies who are interested in recruiting at Boise State. The mobile programs have provided the opportunity for departments to find the best solutions for their departments, really allowing them to customize the learning experience for their students. IDEA Shop continues to help provide support for these customized solutions
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.
