Mobile learning in blended learning contexts


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Mobile learning in blended learning contexts

  1. 1. Dr Barbara Newland
  2. 2.  To gain an understanding of the potential of mobile learning in face to face sessions To discuss the implications for “switching it on” during face-to-face teaching in relation to the changing role of academics Sharing your own examples using smart phones or tablets To provide examples of the use of mobile learning illustrating a range of uses from productivity to interactivity.
  3. 3.  27 per cent of adults and 47 per cent of teens (12 – 15 year olds) now own a smartphone the majority - 59 per cent - having acquired their handset in the past year.
  4. 4.  “Tablet ownership among college students and college-bound high school seniors has more than tripled from a year ago. Further, a large number of students plan to purchase a tablet within the next six months. College students and high school seniors believe that tablets are just as valuable for educational purposes as they are for personal entertainment. Students agree that tablets will transform the way college students learn in the future. More students are reading digital books, and a majority of college students now prefer to read digital books than print.” (Pearson, 2012)
  5. 5.  One Year or Less ◦ Mobile Apps ◦ Tablet Computing Two to Three Years ◦ Game-based Learning ◦ Learning Analytics Four to Five Years ◦ Gesture-based Computing ◦ Internet of Things
  6. 6. Always-connected Internet devices usingimbedded sensors, cameras and locationawarenessHigher education institutions are now designingapps tailored to educational and research needsacross the curriculum.
  7. 7.  Productivity ◦ Allow users to create something Interactivity ◦ User engagement but do not create new materials Reference ◦ Provide information
  8. 8.  High-resolution screens allow users of tablets, such as the iPad, to easily share content, images and videos on the screen As people tend to use tablets to supplement and not replace smartphones they are viewed as less disruptive tools
  9. 9.  New forms of books are available on tablet devices which enable interactive elements which are not available in the traditional format of textbooks These books allow collaboration through social media, immediate feedback and can be updated at any time. “Students might come to see “textbooks” less as discrete chunks of text and more as resources to explore and build upon.” (Educause, 2012)
  10. 10.  NA-c
  11. 11.  People expect to be able to work, learn and study whenever and wherever they want to The technologies we use are increasingly cloud-based and our notions of IT support are decentralized The world of work is increasingly collaborative, driving changes in the way student projects are structured The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators Education paradigms are shifting to include online learning, hybrid learning and collaborative models There is a new emphasis in the classroom on more challenge-based and active learning.
  12. 12.  Economic pressures and new models of education are bringing unprecedented competition to the traditional models of higher education Appropriate metrics of evaluation lag the emergence of new scholarly forms of authoring, publishing, and researching Digital media literacy continues its rise in importance as a key skill in every discipline and profession Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies New modes of scholarship are presenting significant challenges for libraries and university collections, how scholarship is documented, and the business models to support these activities.
  13. 13.  Investigate your students technology needs and preferences and create an action plan to better integrate technology into courses and information systems Provide professional development opportunities and incentives so instructors can better use the technology they have Expand or enhance students involvement in technology planning and decision making Meet students expectations for anytime, everywhere, Wi-Fi access on the devices they prefer to use Nail the basics. Help faculty and administrators support students use of core productivity software for academic work.
  14. 14.  The implications for “switching it on” during face-to-face teaching in relation to the changing role of academics Ideas/examples for using mobile devices in F2F
  15. 15.  3 years – 84% faculty regularly use a mobile device in class Positive steps forward when instructors combine the tool with an appropriate pedagogical approach. That approach engages higher order thinking and the upper levels of the Blooms taxonomy. Faculty members will adopt new technology at the university when its part of a focused initiative to drive the use of the tools. And they need someone to encourage them to try something new and help them succeed with the technology.
  16. 16.  releases/929-ipad-study-released-by- oklahoma-state-university “The most important consideration is the device must be truly integrated. Simply distributing the device without evaluation of how the course might be modified for its use limits the impact.”
  17. 17.  One academic commented “the iPad has helped me pry open the window in that brave new world….” Another said “Id purchase one for every faculty member who wants one, no questions asked.” However, another academic stated “I dont think that the money for iPads should be expended unless there is a known pedagogical advantage to using them in our teaching and our students learning.”
  18. 18. LEARN What is the learning outcome for students?TEACH How do you currently teach for this learning outcome? What activities do you or the students complete? How much time do you currently spent in class on this learning outcome? (e.g. 15 minutes, a 60-minute class period, two class periods)CHANGE What are you willing to change about how you teach this outcome? (e.g. resources, class activities, homework assignments)EXPLORE How do you plan to teach for this learning outcome with the iPad? What kind of activities will you introduce to the class? What does the iPad and/or its apps bring to this learning outcome? If used in class, how long will the activity take?IMPLEMENT How will you assess student’s performance on this learning outcome?
  19. 19. 1. Identify the learning objectives2. Look at the curriculum to decide what is best face-to- face and what is best online3. Consider the integration and relationship between the F2F and eLearning4. Develop the most appropriate eLearning activities to achieve the learning objectives5. Decide how will you assess these activities6. Choose the most appropriate technology
  20. 20.  Lecture and self-study elements of a course are reversed F2F time used more interactively ◦ PollEverywhere using phones ◦ Collaborative presentations using tablets Potential to focus on increasing understanding rather than covering material
  21. 21. Here’s a question for debate in a Business context class. Everyone gets their say and can see what others think but it’s anonymous. This kind of question I use asBut what if students don’t want to a starter for class pay to text or tweet? discussionEven better. I start by asking who in class has free texts oncontract/package. Then everyone clusters in groups around those phones, and they discuss how to vote.I get interaction before as well as during and after the vote.
  22. 22. 1. This is a collective thing, as well as an individual thing. We will get more out of this if we play together.2. Do not expect training. Do not expect expert guidance. The way we will figure this out is by playing together, and enacting a culture of innovation.3. This is as much about us building capacity to become responsive in a landscape where mobile technologies are increasingly prevalent, as it is about us getting iPads.4. This is not only about iPads, but about mobile technologies in general.5. Although technodiversity and choice are important, all having the same device is more important - it removes many technical barriers and offers greater scope for collaboration.
  23. 23. 6. It will take time and lots of exploration to figure out what this tool is capable of, and so we must take care not to leap prematurely to judgement.7. This is about identifying and matching problems and solutions simultaneously - not an easy task.8. It would be a shame if all we did was to replicate our existing practice, only shinier.9. We have a responsibility as a University to both engage with and develop a critical discourse surrounding, the use of mobile technologies.10. You choose where this project goes for you. Just make sure you share your thinking along the way.
  24. 24. Pedagogy Switch it on study-creates-first-paperless-course/
  25. 25.  Bansavich, J. (2011) The iPad: Implications for HigherEducation, Implications%2Bfor%2BHigher%2BEducation.pdf ECAR National Study of Undergraduate Students and Information Technology Report, 2011, Educause Learning Initiative, 2011, 7 Things You Should Know About Flipped Classrooms, Educause, 2012, 7 Things You Should Know about the Evolution of the Textbook Garrison, D. R. and Vaughan N. D., 2008, Blended Learning in Higher Education: Framework, Principles and Guidelines, John Wiley and Sons. Hoover, D., Valencia, J. (2011) iPads in the Classroom: Use, Learning Outcomes, and the Future Horizon Report (2012) iPad Studies at Abilene Christian U. Dig Deep into Learning Outcomes Littlejohn, A., Pegler, C., 2007, Preparing for Blended eLearning, Routledge Ofcoms research - the Communications Market Report 2011 Oklahoma State University/Apple iPad Pilot Program, Executive Summary, Pearson Foundation, 2012, Annual Survey on Students and Tablets, Perkins, S., Saltsman, G., (2011) Researching Mobile Learning at ACU: Conclusions, Questions, and Future Directions, Educause, - schools
  26. 26. Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1