mLearning doesn't have to be ad hoc learning
Upcoming SlideShare
Loading in...5

mLearning doesn't have to be ad hoc learning



Coordinating structured courses and mLearning. Given at mLearnCon 2012

Coordinating structured courses and mLearning. Given at mLearnCon 2012



Total Views
Views on SlideShare
Embed Views



5 Embeds 36 15 15 4 1 1


Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • 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 mLearning doesn't have to be ad hoc learning Presentation Transcript

  • mLearning doesn’t have to be ad hoc learning Rod Gammon Cambridge University Press (NYC)
  • Context• Balancing response to disruption with maintenance of core value of materials quality• Want to support learning, not provide one-off gimmicks
  • What works? View slide
  • 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 View slide
  • SmartFun• Nielsen: 66% of homes with Nintendo or Sony handhelds have iOS March 2012,• In 70% of tablet households with kids, kids use it american-families-see-tablets-as-playmate-teacher-and-babysitter/
  • 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)
  • 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?
  • KnowledgeWhere is the learner in the study lifecycle? • Pre-enrollment • Enrolled • Certification • Performance support Curriculum + the student’s relationship to it
  • AssessmentWhat is the learner’s progress towardstheir learning purpose? • Time on task • Type of content • Engagement • Performance Assessment as a prompt for engagement
  • 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
  • mLearning naturally fits with goodteaching strategiesAnd these strategies are more important, because attention can be easily diverted
  • 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.
  • Coming things• (July 2012)• Interactive tablet eBooks• Olympics app• Analytics everywhere
  • Thank you @rodgammon rodgammon Personal blog: Located in New York