Mba2011

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Mba2011

  1. 1.
  2. 2. Emerging TechnologiesToday’s Students<br />2011 Leadership Conference<br />January 26-28, 2011 : San Francisco, CA <br />Veronica Diaz, PhD<br />Associate Director<br />EDUCAUSE Learning Initiative<br />
  3. 3. Download me!<br />http://www.slideshare.net/drvdiaz/mba2011<br />
  4. 4. Agenda <br />The role of emerging technologies in the learning experience <br />Trends and challenges <br />Student data <br />Horizon Report<br />Examples <br />
  5. 5. Click on the poll to vote<br />
  6. 6.
  7. 7. Trends= “why?” <br />
  8. 8. The abundance of resources and relationships made easily accessible via the Internetis increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.<br />
  9. 9. People expect to be able to work, learn, and study whenever and wherever they want. <br />
  10. 10. The world of work is increasingly collaborative, encouraging reflection about the way student projects are structured. <br />
  11. 11. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.<br />
  12. 12. ECAR Data = other “why?” <br />
  13. 13. Technology Ownership Trends<br />
  14. 14. Types of Computers Owned<br />
  15. 15. Ownership of Internet-Capable Handheld Devices<br />
  16. 16. 49% Total<br />34% Total<br />Owners of Internet-capable handheld devices only.<br />Accessing Internet from Handheld Device<br />
  17. 17. Internet Activities from Handheld<br />Owners of Internet-capable handheld devices only.<br />
  18. 18. Core Technologies in Courses<br />Tools being used in a course during the quarter or semester<br />of the survey (February to April 2010)<br />
  19. 19. Web-based Technologies in Courses<br />53%<br />31%<br />49%<br />23%<br />33%<br />17%<br />38%<br />Tools being used in a course during the quarter or semester<br />of the survey (February to April 2010)<br />
  20. 20. Instructors and IT in Courses<br />
  21. 21. Student Info Lit Self-Assess<br />
  22. 22. Student Perceptions of IT in Courses<br />
  23. 23. At graduation, the IT I have used in my courses will have adequately prepared me for the workplace<br />Students who agree or strongly agree<br />
  24. 24. What do you think?How are the trends manifesting themselves at your colleges?How does the ECAR data compare with what you’re seeing locally?<br />
  25. 25.
  26. 26. Mobility<br />
  27. 27. Click on the poll to vote<br />
  28. 28. ELI 2010 Online Spring Focus SessionMobile Learning 2.0: The Next Phase of Innovation in Mobility<br />
  29. 29. Content Community Collaboration <br />
  30. 30. Content Community Collaboration <br />
  31. 31. Mobile technology is best suited for…<br />
  32. 32. Tapping into the PLE<br />
  33. 33. Content delivery is the low-hanging fruit<br />
  34. 34. Rapid growth in mobile applications and their interoperability with other tools<br />
  35. 35. The new tool in the toolkit<br />
  36. 36. Challenge of ownership patterns<br />
  37. 37. Click on the poll to vote<br />
  38. 38. Mobility Examples<br />
  39. 39. University of Utah’s Anatomy App<br />More Info: http://www.unews.utah.edu/p/?r=092409-2<br />
  40. 40. Mobile Assessment: MOCA<br />More Info: http://www.utexas.edu/academic/ctl/about/postcards/casestudy4_moca.pdf<br />
  41. 41. Available at http://www.itap.purdue.edu/studio/<br />
  42. 42. http://horizon.wiki.nmc.org/2011+Mobileshttp://www.delicious.com/tag/hz11+mobiles<br />
  43. 43. http://www.delicious.com/tag/hz11+mobiles<br />
  44. 44. eBooks<br />
  45. 45. Click on the poll to vote<br />
  46. 46.
  47. 47.
  48. 48. The book works really well<br />The book is the ultimate “reader”<br />Inexpensive – You get free reader hardware with each physical book purchased<br />No batteries needed<br />Very durable<br />So simple a 2-year old could use it<br />No other user interacts with the physical content more than students<br />Highlighting<br />Note taking<br />Bookmarking<br />Flipping<br />Multiple books a once<br />
  49. 49.
  50. 50. Reasons for Purchasing eBooks<br />14% of students have purchased a digital product as part of their studies<br />Price is the primary factor<br />Only way to obtain the textbook [out of stock, preference by the professor, custom PDF type eBook that the professor created for sale].<br />18% of students who purchased an eBook did so because they enjoy the features<br />10% of students who purchased an eBook did so because they had never used one and were curious<br />
  51. 51. Improved Performance or Efficiency<br />Being able to search for a particular word or phrase in the textbook has improved my efficiency in studying.<br />I use my laptop extensively and take notes on it, so having a copy of the book on my laptop at all times helped me work on my class work whenever I want without having to worry about whether or not I have the book with me.<br />No 10-lb book to carry around = epic win.<br />Top 5 Current Features, as rated by students:<br />Reading Controls (paging, zoom…) <br />Finding terms in a book<br />Creating Highlights and Annotations<br />Reviewing previously created Highlight and Annotations <br />Managing your Digital Library<br />
  52. 52. Features Students Want<br />Search within and across content<br />Annotation/highlight and sharing of notes<br />Downloaded texts over online access - Flexibility of where and when they can access their books.<br />Integrationwith other course content including lecture notes, professor guidance…<br />
  53. 53. S<br />Reading on the go.<br />Light studying <br />Heavy duty studying<br />Home/Library<br />Sync through a common cloud (locker)<br />Digital Content Ecosystem<br />(cloud hosted digital locker)<br />
  54. 54. The Reading/Studying Ecosystem<br />Reader Platform<br />Reader<br />Textbooks<br />Note Taking<br />Ecosystem<br /><ul><li>Commerce
  55. 55. Sharing
  56. 56. Messaging
  57. 57. Annotation</li></ul>Class/Study Notes<br />Internet/Other Content<br />Common Interface, Format and Smart Extracts<br />Content Management<br />Instructor Supplied<br />Study Ad-ins <br />Trade Books<br />Periodicals<br />Study Aids/Other Books<br />
  58. 58. Digital Rights Management<br />DRM is a necessary part of a full featured e-reading solution<br />Major education publishers require a proven system of DRM<br />Due to content’s high price and students shared interest, higher education content is under greater risk of piracy<br />Components of DRM<br /> Content distribution limitations<br /> Print limitations<br /> Copy/Paste limitations<br />
  59. 59. Overall Research Conclusions<br />Given the opportunity, students are willing to experiment with reading and studying digitally.<br />When students do read and study digitally, results indicate that they find it as effective or more effective than studying with the physical book.<br />When students do read and study digitally, their responses to usability of features shows that their expectations are high.<br />Expect basic features to be as good as print experience (e.g., notes and annotations.)<br />Also, expect that there are compelling features that go beyond what is feasible in the physical book experience (e.g., tags across notes, organizational capabilities.)<br />
  60. 60. Conclusions<br />E-Reading in higher education is more about e-studying than e-reading. <br />Evaluate solutions on the entire ecosystem <br />Hardware , e-Reading/Study Software<br />Available Content <br />Tablets and portable devices are currently satellites to a PC/Mac base. This will change over time. <br />Constantly poll your students and faculty.<br />Don’t over commit--this is going to be a longer transition than other digital media. <br />
  61. 61. Future Trends<br />As portable and tablet capabilities improve, so will their ability to support e-textbook content/platforms.<br />Content trends<br />Increase in smaller and specialized content <br />Increase in multimedia content<br />New distribution models including subscriptions, open source content, and institutionally-developed. <br />There will be a blurring of lines between ereaders, LMS, and internet resources. <br />
  62. 62. University of Notre Dame: COB<br />
  63. 63. Students said…<br />Like size, lighter than laptop<br />Like speed, fast than laptop—instantly on<br />More convenient than iPhone—read/write email<br />Highly mobile<br />Like having everything in one place<br />Opens attachments well<br />
  64. 64. http://horizon.wiki.nmc.org/2011+Electronic+Books<br />
  65. 65. http://www.delicious.com/tag/hz11+ebooks<br />
  66. 66.
  67. 67. Measuring the Impact<br />
  68. 68. question<br />What are some items you’d like to measure in evaluating your mobile learning initiatives?<br />
  69. 69. Mobile learning in a blended course: case study <br />Source: http://www.docstoc.com/docs/38964563/Assessing-the-Effectiveness-of-Mobile-Learning-in-Large-HybridBlended<br />
  70. 70. Focus Areas<br />
  71. 71.
  72. 72. Mobile learning in a medical school: case study<br />Source: http://www.biomedcentral.com/1472-6920/10/57<br />
  73. 73. Context <br />57 students in cohort<br />4-year <br />Bachelor of Medicine <br />Bachelor of Surgery<br />2 online tools<br />Blackboard <br />Interlearn<br />Students had access to <br />Internet<br />Customized software <br />Info repositories<br />Sharing info within and between cohorts<br />2 Research Questions<br />In what ways does ML support learning?<br />What areas need development?<br />
  74. 74. Content Access<br />
  75. 75. Student Improvement Suggestions <br />Better and more electronic learning resources <br />more materials, especially audiovisual resources<br />a more logically arranged VLE<br />more flexibility in accessing materials<br />Guidelines on managing the VLE<br />Improvements to VLE<br />Streamlining organization of information <br />Reduced the number of clicks to access resources <br />orientation for students <br />
  76. 76. Central mobility at the University of MD<br />Source: http://www.mobility.umd.edu/<br />
  77. 77. Initiative Goals<br />
  78. 78.
  79. 79. Year 1<br />175 students - ~40% iPhone/~60% iPod Touch<br />Weekly seminars during Fall 2008<br />Applications:<br />Mobile Portal<br />MyeVu<br />Clickers<br />Pre- and post- semester evaluations<br />
  80. 80. Sample Questions<br />How would you describe the experience of participating in the media diary project? <br />Please give specific examples to demonstrate your answer.<br />Describe your use of technology to maintain your media diary. <br />How would you assess the role of technology in completing this project? <br />Please provide specific examples reflecting on the pros and cons of using or not using mobile devices to record your data.<br />
  81. 81. Year 2<br />Engaged faculty:<br />Center for Teaching Excellence Summer Institute<br />6 faculty fellows<br />Call for Proposals process<br />4 faculty fellows<br />IDed specific courses: Comm, PE, Journalism<br />Build customized mobile learning experiences<br />Specifically evaluated those learning goals <br />Offered a mobile programming course <br />
  82. 82. Mobile Tool Uses<br />Integration into the course/learning experience <br />Communication with classmates<br />Communication with instructors<br />Access to course materials (syllabus, assignments, schedules)<br />Conduct research <br />Other activities (internal and external to institution) <br />
  83. 83. App rubric <br />Johns Hopkins University 10/18/2010<br />
  84. 84.
  85. 85.
  86. 86. Quality matters<br />More info: http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf<br />
  87. 87. Section 6: Course Technology<br />The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course.<br />The tools and media support student engagement and guide the student to become an active learner. <br />Navigationthroughout the online components of the course is logical, consistent, and efficient. <br />Students have ready access to the technologies required in the course. <br />The course components are compatible with current standards for delivery modes.<br />Instructions on how to access resources at a distance are sufficient and easy to understand. <br />The course design takes full advantage of available tools and media.<br />
  88. 88. Review technologies and ask…<br />What would be the ramifications and opportunities for learning if this technology were adopted?<br />What kinds of teaching and learning engagements might this technology: make better or enable?<br />If we decide to do a pilot, what kind of evaluation methodology can we overlay on the project to assess outcomes?<br />What kind of additional research needs to be done concerning this technology?<br />
  89. 89. 5 recommendations<br />Capture and analyze learning in context with consideration of learner privacy<br />Assess the usability of the technology and how it affects the learning experience (PLE) <br />Look beyond measurable cognitive gains into changes in the learning process and practice<br />Consider organizational issues in the adoption of mobile learning practice and its integration with existing practices<br />Span the lifecycle of the mobile learning innovation that is evaluated, from conception to full deployment and beyond<br />
  90. 90. questions<br />What are your challenges/opportunities in mobile learning? <br />What research in this area might be useful to the community to further mobility? <br />
  91. 91. Click on the poll to vote<br />
  92. 92. Resources: http://tinyurl.com/tech11<br />
  93. 93. Veronica Diaz, PhD<br />Associate Director<br />EDUCAUSE Learning Initiative <br />vdiaz@educause.edu<br />http://www.educause.edu/eli<br />

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