12. Students in educational environments with a
strong sense of community are more likely to. . .
13.
14.
15.
16. Research has shown that functioning in a community
can enhance the learning that occurs.
Optimal learning outcomes are directly tied to the
establishment of social networks among participants
engaged 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.
17. Unfortunately . . .
Unfortunately, schools with a strong sense of community are fairly
rare. In fact, most schools that survey students' perceptions of
community wind up with mediocre mean scores. Of further concern
is the fact that 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
20. 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
21. 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
38. 2011 Horizon Report
For most people in the developed world, a mobile is always
close at hand and available with speedy Internet access
whenever it is needed. 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/
39. Future Workforce Skills
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
40. 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 larger
groups of people in different
settings.
Davies, Fidler, & Gorbis. (2011). http://www.iftf.org/futureworkskills2020
41. Future Workforce Skills
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
45. 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
46.
47.
48. Mobile Education Landscape Report
For the Education sector, mobile connectivity provides an
opportunity to offer new ways of teaching and learning that
ultimately will improve performance and results whilst at the same
time open up new markets for mobile operators across the world.
Mobile will increase access to up-to-date materials, will enable
collaboration and strengthen learner engagement.
http://www.ambientinsight.com/News/Ambient-Insight-highlighted-in-GSMA-reports.aspx
49.
50.
51.
52.
53. 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 informational.
54. Considerations: The App Gap
Should We Be Concerned About an "App Gap"? http://www.edutopia.org/blog/app-gap-
digital-divide-audrey-watters
59. Texting Interviews
Look for someone sitting near you
or one of your SL friends.
IM them to say hi.
Think of a question to ask him/her
that would help you get to know
him/her better, discover something
new.
You are going to text your interview
response to Cel.ly.
Put in first name of your
interviewee and a summary of what
you found out.
http://community-building.weebly.com/interviews.html
62. What are your values?
Chose your most important 3 values from http://www.stevepavlina.com/articles/list-of-values.htm
Find objects in your environment that symbolize these values.
Take pictures of the objects using your mobile devices and email the photos directly to a Flickr page
set up for this purpose.
Write your value in the subject line and a short description in the message.
seen98toll@photos.flickr.com
63. Values Page on Flickr Site
http://www.flickr.com/photos/57763362@N05/
68. Mobile Learning Blog Entries
http://issuu.com/jackiegerstein/docs/mobile_learning
Editor's Notes
Explaining how factor analysis was used to identify benefits of technology in academic success:A statistical technique used to reduce a large number of attributes into a smaller set of “factors” based on response patterns.A factor consists of a number of attributes that are rated in a similar way.Factor analysis is extremely useful when dealing with a very large number of attributes that would be cumbersome to analyze individually.The names of the factors are subjective and are intended to describe the common theme shared by all of the attributes within that factor.
Continuing with the factor analysis, there are relationships between selected technologies and certain benefits.
Overall, the average student spends at least some time engaging in about 21 different kinds of software applications and activities out of 40 they were asked about. Students use a variety of communication tools, but the most common ones have reached mass adoption.
Smartphones have a variety of academic uses, not just communication. More than one in three students (37%) have used an iPhone or another smartphone in one or more courses or academic activities in the past year. Forty-five percent of smartphone users have used these devices to look up information on the Internet in class.