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Mecar2010

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Mecar2010

  1. 1. Mobile teaching and learning:Engaging students and measuring impact. <br />ECAR Symposium 2010<br />Veronica Diaz, PhD<br />Associate Director<br />EDUCAUSE Learning Initiative<br />
  2. 2. Download me!<br />http://www.slideshare.net/drvdiaz/mecar2010<br />
  3. 3. Agenda <br />Mobility in the Horizon Report<br />ELI 2010 focus session on mobile learning<br />Community's findings <br />Institutional examples of the potential of mobility in the areas of content delivery, student collaboration, and community building. <br />Strategies and methodologies to help measure the impact of mobile tools on teaching and learning<br />
  4. 4. question<br />How many of your institutions or faculty members are involved in mobile learning in some way?<br />
  5. 5.
  6. 6.
  7. 7.
  8. 8. Mobility in Review<br />
  9. 9.
  10. 10. Mobility: 2005-2008 <br />
  11. 11. Mobility: 2009-2011 <br />
  12. 12. Gartner hype cycle model (ca. 1995)<br />
  13. 13. Gartner hype cycle model (ca. 1995)<br />
  14. 14. question<br />How does the Horizon Report compare to what you’re seeing at your institutions? <br />
  15. 15. ELI 2010 Online Spring Focus SessionMobile Learning 2.0: The Next Phase of Innovation in Mobility<br />
  16. 16. Community’s Conclusions<br />
  17. 17. Content Community Collaboration <br />
  18. 18. Content Community Collaboration <br />
  19. 19. Mobile technology is best suited for…<br />
  20. 20. Tapping into the PLE<br />
  21. 21. Content delivery is the low-hanging fruit<br />
  22. 22. Innovation doesn’t always start in the classroom<br />
  23. 23. Rapid growth in mobile applications and their interoperability with other tools<br />
  24. 24. The new tool in the toolkit<br />
  25. 25. Challenge of ownership patterns<br />
  26. 26. Challenges<br />Ownership patterns<br />Costs <br />Adoption<br />Content delivery<br />Time <br />Beyond content and information delivery to engagement <br />26<br />
  27. 27. question<br />Ownership Variations <br />Mobile Pedagogies<br />Student Engagement <br />
  28. 28. Mobility Examples<br />
  29. 29. University of Utah’s Anatomy App<br />More Info: http://www.unews.utah.edu/p/?r=092409-2<br />
  30. 30. MARS - Mobile Augmented Reality Systems<br />More Info: http://graphics.cs.columbia.edu/projects/mars/<br />
  31. 31. http://www.wikitude.org/<br />
  32. 32. Mobile Assessment: MOCA<br />More Info: http://www.utexas.edu/academic/ctl/about/postcards/casestudy4_moca.pdf<br />
  33. 33. Available at http://www.itap.purdue.edu/studio/<br />
  34. 34. http://horizon.wiki.nmc.org/2011+Mobileshttp://www.delicious.com/tag/hz11+mobiles<br />
  35. 35. http://www.delicious.com/tag/hz11+mobiles<br />
  36. 36. Measuring the Impact<br />
  37. 37. Review mobile 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 />
  38. 38. Join ELI as we Seek Evidence of Impact<br />Advance evidence-based applications of learning innovation<br />Encourage the teaching and learning community to explore new ways of gathering evidence<br />
  39. 39. question<br />What are some items you’d like to measure in evaluating your mobile learning initiatives?<br />
  40. 40. Challenges and goals<br />Source: https://lra.le.ac.uk/bitstream/2381/8162/3/%5B14%5DVavoulaSharples-mlearn2008%5B1%5D.pdf<br />
  41. 41. Capturing learning context and learning across contexts<br />Challenge 1<br />
  42. 42. Has anyone learned anything yet?<br />Challenge 2<br />
  43. 43. An ethical question<br />Challenge 3<br />
  44. 44. The technology itself<br />Challenge 4<br />
  45. 45. The big picture<br />Challenge 5<br />
  46. 46. Formal vs informal<br />Challenge 6<br />
  47. 47. 5 recommendations<br />Capture and analyselearning 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 />
  48. 48.
  49. 49. Comprehensive framework:usability, technical, functional<br />Source: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.137.9318&rep=rep1&type=pdf<br />
  50. 50.
  51. 51.
  52. 52. Thematic framework<br />Source: http://www.scribd.com/doc/3115019/Traxler-Defining-Discussing-and-Evaluating-Mobile-Learning<br />
  53. 53. Proportionate<br />
  54. 54. Appropriate to the specific learning technologies, to the learners, and to the ethos of the learning – ideally built in, not bolted on <br />
  55. 55. Consistent with the teaching and learning philosophy<br />
  56. 56. Alignment between learning goals and technology<br />
  57. 57. Consistent<br />
  58. 58. Quality matters<br />More info: http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf<br />
  59. 59. 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 />
  60. 60. 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 />
  61. 61. Focus Areas<br />
  62. 62.
  63. 63. Overall Satisfaction<br />
  64. 64. Course Organization<br />
  65. 65. Course Activities<br />
  66. 66. Student Interaction<br />
  67. 67. Instructor Interaction<br />
  68. 68. Relationship to Content<br />
  69. 69. Sustainability <br />
  70. 70. Mobile learning in a medical school: case study<br />Source: http://www.biomedcentral.com/1472-6920/10/57<br />
  71. 71. 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 />Access to <br />Internet<br />Customized software <br />Info repositories<br />Sharing info within and between cohorts<br />2 RQs<br />In what ways does ML support learning?<br />What areas need development?<br />
  72. 72.
  73. 73. 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 />
  74. 74. Central mobility at the University of MD<br />Source: http://www.mobility.umd.edu/<br />
  75. 75. Initiative Goals<br />
  76. 76.
  77. 77. 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 />
  78. 78. Year 2<br />Engaged faculty:<br />Center for Teaching Excellence Summer Institute<br />Six faculty fellows<br />Call for Proposals process<br />Four 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 />
  79. 79. 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 />
  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. App rubric <br />Johns Hopkins University 10/18/2010<br />
  82. 82.
  83. 83.
  84. 84. 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 />
  85. 85. Resources <br />http://tinyurl.com/mecar<br />
  86. 86. 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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