These are my presentation slides for the 2012 4T Virtual Conference http://4tvirtualcon.soe.umich.edu/

2. I believe . . .

4. What characterizes these learning activities?
http://youtu.be/_8Pd1q-tn7k

5. Based on . . .

6. Was there an experiential component?
Education should be learning by doing. Ray Kurzweil

7. Was it engaging?

8. Was it an authentic, relevant learning experience?

9. Did it facilitate critical, reflective thinking?

10. Did the learning activity change behavior or thinking?

11. Cell Phones Ready?
Cell Phones Ready?

12. What learning experience have you had
that you would describe as Epic?
OR
http://cel.ly/c/teambuilding

13. Overview of the Session

14. Experiential learning promotes social learning and the
development of a sense of community.

15. Students in schools with a strong sense of community
are more likely to. . .

16. . . . be academically motivated.

17. . . . develop social and emotional competencies.
Solomon, Battistich, Watson, Schaps, & Lewis, 2000 in Snaps Creating a School Community
http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx

18. . . . act ethically and altruistically
Schaps, Battistich, & Solomon, 1997 in Schaps Creating a School Community
http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx

19.  Research has clearly shown that functioning in a
community can enhance the learning
 Optimal learning outcomes are directly tied to the
establishment of social networks among participants
engaged in a collaborative learning enterprise.
 Such collaboration has been shown to be very important
in the development of a learning community and in
achieving the desired learning outcomes.
Vesely, P., Bloom, L. & Sherlock, J. (2007). Key Elements of Building Online Community: Comparing Faculty and Student
Perceptions. Journal of Online Learning and Teaching, 3, (3). Retrived from http://jolt.merlot.org/vol3no3/vesely.htm.

20. Unfortunately . . .
Unfortunately, schools with a strong sense of community are fairly rare. low-
income students and students of color usually report a lower level of
community in school than do affluent or white students. Many schools
appear to be ill-equipped to provide community for the students who may
need it most.
Schaps, Battistich, & Solomon, 1997 in Snaps’ Creating a School Community
http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx

21. For blended or online learning . . .

22. Commonality is the essence of community
Brown, R. (2001). The Process of Community Building in a Distance Learning Classes

23. Commonality is the essence of community
Getting to ―know‖ each other; finding out where people lived, what they did,
their experiences, whether or not they had families and the like was the ―X‖
factor.
Participants generally agreed that this should have been a first step in
community-building, but usually it was not part of the formal coursework.
Brown, R. (2001). The Process of Community Building in a Distance Learning Classes

24. Responsible not only for one’s own learning but for other learners, too.
Brown, R. (2001). The Process of Community Building in a Distance Learning Classes

25. Collaborative mobile learning . . .

26. . . . supports student’s development of collaboration skills.
Cortez et al., 2009; Sanchez et al., 2009 in Nouri, Cerratto-Pargman, Johan Eliasson, Robert Ramberg, Stockholm
University, Sweden (2011). Exploring the Challenges of Supporting Collaborative Mobile Learning.

27. . . . increases motivation and engagement.
Facer et al., 2004; Schwabe & Göth, 2005in Nouri, Cerratto-Pargman, Eliasson, Ramberg, Stockholm University, Sweden
(2011). Exploring the Challenges of Supporting Collaborative Mobile Learning.

28. An Overview of Mobile Device Use

29. Rationale:
Ownership and use patterns should drive the types
of mobile learning activities, so transfer outside of
the learning setting can occur.

30. Digital Revolution Mobile – 77% of teens
Total U.S.
population:
315.5 million

31. Digital devices
Younger Older Silent G.I. All
Millennial Gen X
Boomers Boomers Generatio Generatio adults
s (18-34) (35-46)
(47-56) (57-65) n (66-74) n (75+) (18+)
Cell phone 94% 92% 86% 80% 69% 1% 84%
Laptop
computer 71% 67% 56% 46% 34% 16% 57%
Desktop
computer 52% 64% 62% 55% 49% 33% 55%
iPod or
MP3 player 69% 57% 36% 24% 10% 5% 44%
Game
console 63% 63% 38% 19% 8% 3% 42%
e-book
reader 12% 14% 14% 12% 6% 5% 12%
Tablet, like
iPad 14% 15% 8% 4% 3% 3% 11%

32. Mobile Media and Young Children
Half (52%) of all US children now have
access to one of the newer mobile devices at
home: either a smartphone (41%), a video
iPod (21%), or an iPad or other tablet device
(8%). Among 0- to 8-year-olds as a whole, a
quarter (27%) of all screen time is spent with
these digital devices.
© 2011 COMMON SENSE MEDIA

33. http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx

34. http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx

36. http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx

37. http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx

38.  65% are social networking site users
Sharers
 55% share photos
 37% contribute rankings and ratings
 33% create content tags
 30% share personal creations
 26% post comments
 15% have personal website
 15% are content remixers
 14% are bloggers
 13% use Twitter
 6% location services

39.  http://pewinternet.org/Reports/2012/Just-in-time/Main-Report/Findings.aspx

40. ECAR Student study, 2011 key findings
 Students recognize major academic benefits of technology.
 Students report uneven perceptions of institutions and instructors on
technology.
 Students prefer, and say they learn more in, classes with online
components.
Responses from 3,000 students at 1,179 colleges and universities provided a
nationally representative sample of students
©2011 EDUCAUSE. CC by-nc-nd
40

41. Avg. Agreement
Academic Benefits
with Statements
Gives Students Access to Resources and Progress Reports
 Easy to track my academic progress  Gives me access to resources
 Helps me know how I am doing  Easier to get help when I need it
 Simplifies administrative-related activities
Makes Students More Efficient
 Helps me do my work faster  Efficient way to store examples of work
 Allows me to produce higher-quality work  Makes college easier
Facilitates Connecting with Others
 Feel connected to other students  Feel connected to what's going on
 Feel connected to professors/staff  Gives me access to experts in my field
Makes Learning More Engaging and Relevant
 Learning more creative  More relevant to real life  Take control of own learning
 Learning more fun  More engaging  Extends learning beyond classroom
 Think out of the box  Elevates teaching  Prepares me for the workforce
 Individualized/personalized  Reach academic potential  Prepares me for graduate school
©2011 EDUCAUSE. CC by-nc-nd 41

42. Relationships between Technologies and Benefits
Access to
Resources &
Progress Reports Laptop computer Wi-Fi Printer Document camera USB drive Projector
Efficiency
Laptop Wi-Fi Printer
Smartphone Internet device that Digital video camera eReader
Connecting attaches to TV
With Others
Digital point and shoot Student clickers/
iPad Scanner
camera student response systems
Engagement Digital video
camera
Internet device that
attaches to TV
Interactive
whiteboard
Digital cameras
and Relevance
iPhone/ Student clickers/
Scanner iPad Mp3 player DVD player Document DVR Webcam
smartphone student response Desktop computer
systems camera
©2011 EDUCAUSE. CC by-nc-nd

43. Academic Tools - Communications
Frequency of Use for School or Personal Purposes
E-mail 75% 13% 9% 99%
Text message 74% 6% 8% 93%
Use Facebook 58% 14% 11% 90%
Download or stream web-based videos (YouTube, etc.) 20% 14% 33% 18% 85%
Read Wikis (Wikipedia, course wiki, etc.) 12% 12% 35% 26% 85%
Instant message (Gchat, Facebook chat, AIM, etc.) 27% 12% 22% 20% 81%
Download or stream web-based music 15% 11% 30% 23% 79%
Read blogs 13% 9% 23% 27% 72%
Use online forums or bulletin boards 11% 11% 23% 25% 70%
Use telephone-like communication over the Internet 7% 7% 21% 33% 68%
Watch podcasts or webcasts 5% 18% 33% 59%
Participate in online chats, chat events, webinars 6% 15% 28% 53%
Use photo-sharing websites (Flickr, Snapfish, Picasa, etc.) 13% 32% 50%
Tagging/bookmarking/liking 6% 6% 17% 20% 49%
Play online multi-user computer games for recreation 9% 15% 14% 43%
Contribute to blogs 11% 24% 43%
Post videos to a video-sharing website (YouTube, etc.) 8% 29% 42%
Use Twitter 9% 12% 37%
Use other social networking websites (MySpace, etc.) 6% 17% 31%
Several times a day
Access Internet content via a TV (Apple TV, Roku) 7% 12% 25%
Use LinkedIn 6% 15% 25% Once a day
Contribute to Wikis (Wikipedia, course wiki, etc.) 5% 18% 25% A few times a week
Use social studying sites 7% 12% 23% Less often
Use Geo-Tagging, Geo-Tagged environments 9% 18%
Participate in online virtual worlds 8% 15%
Q5a. Thinking about the most recent school year, how often did you do the following, whether it was for school or personal purposes?
©2011 EDUCAUSE. CC by-nc-nd

44. http://thenextweb.com/africa/2011/11/07/mobile-tipped-to-grow-60-in-
africa-passing-1-billion-subscriptions-by-2016/

45. 2011 Horizon Report
For most people in the developed world, a mobile is always
close at hand and available with speedy Internet access.
Mobiles are easy to use for web browsing; much of the
available content seamlessly adjusts for optimal display on
whichever device is used to access it.
http://wp.nmc.org/horizon2011/sections/mobiles/

46. Future Workforce Skills . . .

47. Skills being honed on social
networks today will be critical
tomorrow, as work will be
dominated by fast-
moving, geographically
diverse, free-agent teams of
workers connected via socially
mediating technologies.
— Fred Stutzman, creator of the software
Freedom and Anti-Social
Elon studies the future of "Generation Always-On” http://www.elon.edu/e-
net/Note.aspx?id=958393&board_ids=5%2C58&max=50

48. Future Workforce Skills
Social intelligence is the ability to
connect to others in a deep and
direct way, to sense and stimulate
reactions and desired interactions.
This has always been a key skill for
workers who need to collaborate
and build relationships of trust, but it
is even more important as we are
called on to collaborate with groups
of people in different settings.
Davies, Fidler, & Gorbis. (2011). http://www.iftf.org/futureworkskills2020

49. Virtual collaboration is the ability to work productively, drive engagement, and
demonstrate presence as a member of a virtual team. Online streams created
by micro blogging and social networking sites can serve as virtual water
coolers, providing a sense of camaraderie and enabling employees to
demonstrate presence.
Davies, Fidler, & Gorbis. (2011). http://www.iftf.org/futureworkskills2020

50. Conclusions and Implications

51. Social networks and social media have
become more important in people’s learning strategies
Social media aids peer-to-peer learning by doing

52. Mobile
connectivity alters
learning venues
and expectations

53. Social Collaboration and Mobile Learning
Social collaboration is the key to mobile learning. Social learning and
collaboration are important to successful learning because the interaction
engages and motivates learners.
http://www.trivantis.com/mlearncon2011-evolution-mobile- learning

54. ECAR 2011 Recommendations
Make more and better use of technologies that students value—and those
that are easily integrated into learning experiences in the shared
environments in education.
©2011 EDUCAUSE. CC by-nc-nd
54

55. ECAR 2011 Recommendations
Use technology in more
transformative ways, such as
participatory and collaborative
interactions and for higher-level
teaching and learning that is
engaging and relevant to students’
lives and future plans. Use
technology more to extend learning
beyond the classroom.
©2011 EDUCAUSE. CC by-nc-nd
55

56. Mobile Education Landscape Report
http://www.ambientinsight.com/News/Ambient-Insight-highlighted-in-GSMA-reports.aspx

57. Student Feedback
http://usergeneratededucation.wordpress.com/2012/03/25/mobile-learning-end-of-course-student-survey-part-ii/

58. It provided us with a common ground on which to get
to know each other.

59. It made us open up to one another because we had to connect
at a more social level.

60. It connected the class because one way or another we all got
each others numbers.

61. It made things more entertaining.

62. It was something that we use everyday so it
related back to us

63. Got better experience from the class
and enjoy coming to class.

64. We were able to communicate outside of class and create
friendships.

65. It brings our generations
technology and learning. We are
in a technological age, it is time to
accept that.

66. I believe technology is growing so much that mobile phones are
vital in today’s communication.

67. What a great way to learn communication techniques. Thank you Jackie for all your
creative ways to make this class fun and exciting as well as informatin

68. Considerations: The App Gap
Should We Be Concerned About an "App Gap"? http://www.edutopia.org/blog/app-gap-
digital-divide-audrey-watters

69. Considerations: Distractions

70. Considerations: Acceptable Use Policy
http://www.cosn.org/Default.aspx?tabid=8139

71. Based on all of this research, what are the implications for
integrating mobile learning into your learning environment?
Student Feedback . . .
OR
http://cel.ly/c/teambuilding
http://usergeneratededucation.wordpress.com/2012/03/25/mobile-learning-end-of-course-student-survey-part-ii/

72. Mobile-Based Experiential Activities

73. I Am Poems
http://www.slideshare.net/jgerst1111/i-am-poems

74. I Am Poems

75. I Am Poems
http://usergeneratededucation.wordpress.com/2012/02/01/mobile-driven-identity-activities/

76. I Am Poems
http://www.flickr.com/photos/78773858@N03/

77. QR Code Video Sorting Game

78. QR Code Video Sorting Game
In small groups, create 4 to 6 separate short videos (a
minute or less) from the list of categories or
classifications provided to them about the topic selected.
In this example, for my interpersonal relations
class, students were asked to create videos to
demonstrate different nonverbal behaviors from the
following list: glance, eye contact (gaze), volume, vocal
nuance, proximity, gestures, facial expression, pause
(silence), intonation, dress, posture, word choice and
syntax, sounds (paralanguage)

79. QR Code Video Sorting Game
Upload videos to YouTube. If students don’t have their own accounts, you can
provide them with an email address to send their videos directly to your
YouTube account. This information can be found under account settings.

80. QR Code Video Sorting Game
Have them generate QR Codes for each video they created

81. Groups receive the QR codes for videos completed by the other groups. They
view the videos via the QR codes and identify which of the concepts the video i
depicting.

82. QR Code Video Sorting Game
Groups receive the QR codes for videos completed by the other groups. They
view the videos via the QR codes and identify which of the concepts the video is
depicting.

83. QR Code Video Sorting Game
Which non-verbal behaviors?
http://community-building.weebly.com/qr-video-sorting-game.html

84. Experiential Mobile Learning Website

85. Mobile Learning Blog Posts
Mobile Learning Blog Entries

86. About Me - Online Portfolio