mLearning doesn’t have to be ad hoc learning   Rod Gammon   Cambridge University Press (NYC)   rgammon@cambridge.org
Context• Balancing response to disruption with  maintenance of core value of materials quality• Want to support learning, ...
What works?
Adapt instruction to individualand small group needs.• Use formal and informal assessment data to  inform academic instruc...
SmartFun• Nielsen: 66% of homes with Nintendo or Sony  handhelds have iOS     March 2012, http://www.electronista.com/arti...
All edu developers should considerLearner: When, where will they engage?Knowledge: What is the focus and purpose?Assessmen...
LearnerWhat are the opportunities?  •   Pre-class prep  •   In-class activities  •   Dedicated study and assignments  •   ...
KnowledgeWhere is the learner in the study lifecycle?  •   Pre-enrollment  •   Enrolled  •   Certification  •   Performanc...
AssessmentWhat is the learner’s progress towardstheir learning purpose?  •   Time on task  •   Type of content  •   Engage...
Community: Educational contexts                   Student:     Person:      Example technologies                   Teacher...
mLearning naturally fits with goodteaching strategiesAnd these strategies are more important,     because attention can be...
Levels of coordination with course•   Branding matches (meh)•   Content is coordinated (good)•   Pedagogy is adapted to de...
Coming things•   http://dictionary.cambridge.org/api.html (July 2012)•   Interactive tablet eBooks•   Olympics app•   Anal...
Thank you  @rodgammon  rodgammon  Personal blog: lh-llc.com  Located in New York
mLearning doesn't have to be ad hoc learning
mLearning doesn't have to be ad hoc learning
mLearning doesn't have to be ad hoc learning
mLearning doesn't have to be ad hoc learning
mLearning doesn't have to be ad hoc learning
mLearning doesn't have to be ad hoc learning
mLearning doesn't have to be ad hoc learning
mLearning doesn't have to be ad hoc learning
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mLearning doesn't have to be ad hoc learning

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Coordinating structured courses and mLearning. Given at mLearnCon 2012

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  • It’s a personal device. What is their personal life like?
  • Performance is last: Save high stakes for when Teacher is present. Could easily fit in BJ Fogg’s work on habits.
  • Rubric for pairing technology and teaching
  • Pedagogy of tapping, split counting syllables from tapping basket to show done
  • mLearning doesn't have to be ad hoc learning

    1. 1. mLearning doesn’t have to be ad hoc learning Rod Gammon Cambridge University Press (NYC) rgammon@cambridge.org
    2. 2. Context• Balancing response to disruption with maintenance of core value of materials quality• Want to support learning, not provide one-off gimmicks
    3. 3. What works?
    4. 4. Adapt instruction to individualand small group needs.• Use formal and informal assessment data to inform academic instruction• Use one-on-one tutoring if possible; otherwise, break students into small groups• Provide professional development and ongoing instructional support to all instructors http://ies.ed.gov/ncee/wwc/pdf/practice_guides/ost_pg_072109.pdf
    5. 5. SmartFun• Nielsen: 66% of homes with Nintendo or Sony handhelds have iOS March 2012, http://www.electronista.com/articles/12/03/09/ nielsen.shows.apple.infiltrating.gaming/• In 70% of tablet households with kids, kids use it http://blog.nielsen.com/nielsenwire/online_mobile/ american-families-see-tablets-as-playmate-teacher-and-babysitter/
    6. 6. All edu developers should considerLearner: When, where will they engage?Knowledge: What is the focus and purpose?Assessment: How will performance beobserved?Community: How will it impact the class context? (Adapted from US DOE papers)
    7. 7. LearnerWhat are the opportunities? • Pre-class prep • In-class activities • Dedicated study and assignments • Self-directed study • Unexpected free time What is the student’s day like?
    8. 8. KnowledgeWhere is the learner in the study lifecycle? • Pre-enrollment • Enrolled • Certification • Performance support Curriculum + the student’s relationship to it
    9. 9. AssessmentWhat is the learner’s progress towardstheir learning purpose? • Time on task • Type of content • Engagement • Performance Assessment as a prompt for engagement
    10. 10. Community: Educational contexts Student: Person: Example technologies Teacher TechnologyClassroom *:1 *:1 Interactive whiteboard, projected PC screenMedia lab *:1 1:1 Desktop PCs, audio recordings, netbooks/tabletsPersonal study 1:0 1:1 Mobile phone, netbookGroup study, in- *:0 1:2…n Paper and pencil to latestperson consumer techGroup 2.0 *:* 1:1 Social network spaces, tablets, local device networks, clickers
    11. 11. mLearning naturally fits with goodteaching strategiesAnd these strategies are more important, because attention can be easily diverted
    12. 12. Levels of coordination with course• Branding matches (meh)• Content is coordinated (good)• Pedagogy is adapted to device/context (better)• Persistent student identity across contexts (best)All four together are ideal.
    13. 13. Coming things• http://dictionary.cambridge.org/api.html (July 2012)• Interactive tablet eBooks• Olympics app• Analytics everywhere
    14. 14. Thank you @rodgammon rodgammon Personal blog: lh-llc.com Located in New York

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