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

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 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) rgammon@cambridge.org
  • 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 http://ies.ed.gov/ncee/wwc/pdf/practice_guides/ost_pg_072109.pdf View slide
  • 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/
  • 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• http://dictionary.cambridge.org/api.html (July 2012)• Interactive tablet eBooks• Olympics app• Analytics everywhere
  • Thank you @rodgammon rodgammon Personal blog: lh-llc.com Located in New York