Mobile Devices and Apps in Education

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  • The big question: tablets are cool, but why, and how, do we use them in instruction? Question is all over ILI listserv, and at conferences, but it’s not a new one
  • For educators, the Dynabook could be a new world limitedonly by their imagination and ingenuity. They could use it to show complex historical inter-relationships in ways notpossible with static linear books. Mathematics could becomea living language in which children could cause excitingthings to happen. Laboratory experiments and simulationstoo expensive or difficult to prepare could easily bedemonstrated. The production of stylish prose and poetrycould be greatly aided by being able to easily edit and file one’s own compositions.
  • iPad: essentially created the current market for tablet computersEducational applications (we’ll discuss in greater detail) have to do with mobility, access to information, and apps
  • 67% of students who own a tablet use it for academic purposes67% of students who own a smartphone use it for academic purposes
  • Aside from being a trend in higher education, mobile devices (and apps) are essentially changing the information landscape for our students. It’s changing content, the way it’s delivered, and the way that students and instructors interact.
  • Mobile learning is defined as learning supported by mobile devices. Learning can happen anywhere and any timeEssentially, mobile devices are changing the when, where, and how of learning
  • “Bloomin’ Apps”—from Kathy Schrock, who is a tech guru/school directory of technologyThere are about 50,000 apps in the Apple App Store education category, and 12-13,000 in the Google Apps Marketplace
  • Participants developing this particular instruction scenario decided to use an app not on the provided list: Leafsnap, an electronic field guide that uses visual recognition software to help students identify trees from photographs of their leaves.  The group selected this app because it will allow students to take tablet computers outdoors, making the learning experience truly mobile.  In this scenario, the instructor will first work with students in the classroom to locate articles related to local plant life; students will use tablets in groups to search Google Scholar, Nature Mobile, and other relevant databases.  Students will capture their results in a shared Evernote notebook.  After this indoor activity, student groups will take their tablet(s) outdoors, into campus, and use the Leafsnap app to grab and identify images of trees on campus, eventually adding these images and any other descriptive information to the collaborative Evernote notebook, drawing connections between the local plant life and the articles found earlier
  • In this scenario, a library instructor works with a group of first year students who are conducting research on controversial issues; each student or group of students has access to a tablet computer to use throughout the session.  At the beginning of the session, the library instructor will use Poll Everywhere to gather student suggestions for criteria that they might use to evaluate information found on the web. Using a pre-selected group of YouTube videos and the evaluation criteria generated within the class, students will work in groups to watch and evaluate videos on their selected topic(s).  Student groups will record evaluations of the video(s) watched in Evernote in order to share with the rest of the class. 
  • Participants will explore areas on campus and how they have changed over time - example, Durham Park- what has that space been over time.  Two students, one who is pintresting images, the other making notes in Evernote to provide context - timelineParticipants will explore areas on campus and how they have changed over time - example, Durham Park- what has that space been over time.  Two students, one who is pintresting images, the other making notes in Evernote to provide context - timeline
  • Mobile Devices and Apps in Education

    1. 1. MOBILE DEVICES & APPS IN EDUCATION REBECCA K. MILLER SCR CONNECTIONS WEBINAR VIRGINIA TECH SEPTEMBER 18, 2013
    2. 2. SOME BACKGROUND…
    3. 3. tabletsinlibraries.tumblr.com
    4. 4. OVERVIEW I. Quick history of mobile devices & teaching/learning II. Enabling statistics III. Levels of support in higher education IV. Mobile information literacy V. Identifying, evaluating, and selecting apps VI. Integrating mobile devices & apps into your teaching VII. Best practices and core competences VIII. Staying up to date IX. Additional resources and further reading X. Questions & discussion
    5. 5. MOBILE DEVICES IN EDUCATION: A QUICK HISTORY
    6. 6. Alan Kay DYNABOOK (1968)
    7. 7. Steve Jobs IPAD (2010)
    8. 8. ENABLING STATISTICS
    9. 9. MOBILE DEVICE ENABLERS Mobile networks accessible to > 90% of the world’s population By 2017, 1 billion people expected to access the Internet via mobile devices Improved speed (4G), power (1 GHz), and capabilities (GPS, accelerometers, gyroscopes, compasses) ECAR Research Bulletin: The Future of Mobile Learning May 1, 2012
    10. 10. DEVICE OWNERSHIP Pew Internet Trend Data, May 2013 http://www.pewinternet.org/Trend-Data-(Adults)/Device-Ownership.aspx
    11. 11. STUDENT DEVICE OWNERSHIP ECAR Study of Undergraduate Students & Information Technology, 2012
    12. 12. LEVELS OF SUPPORT IN HIGHER EDUCATION
    13. 13. http://libguides.mit.edu/apps
    14. 14. http://libguides.scu.edu/mobile
    15. 15. http://libguides.library.curtin.edu.au/mobile
    16. 16. http://guides.mclibrary.duke.edu/content.php?pid=11651&sid=1853931
    17. 17. “Don’t assume all students know how to use the technology they own and use as academic tools….[technical] training is essential for their success in a world where these skills are expected.” ECAR Study of Undergraduate Students and Information Technology, 2012
    18. 18. MOBILE INFORMATION LITERACY
    19. 19. MOBILE ENVIRONMENT Rick Oller, ECAR (The Future of Mobile Learning) I feel that one of our obligations as educators is to consider how the mobile Internet changes not only how we teach, but what it means to be knowledgeable and educated in our culture. And just as important, the mobile web opens up a host of pedagogical possibilities. David Parry, EDUCAUSE Review Rather than imposing legacy pedagogical guidelines on mobile learning, higher education decision makers, instruction designers, and perhaps most importantly, teachers need to innovate, experiment, and be prepared to fail. It’s not clear where mobile learning technology and applications will go, but…it will be disruptive, explosive, and game changing….
    20. 20. MOBILE ENVIRONMENT & INSTRUCTION The mobile environment is evolving instruction in two major ways: What we teach (skills and content) • Mobile information literacy skills • Resources used and recommended How we teach (strategies and pedagogy) • Technology used in the classroom • Communication and collaboration opportunities • Connecting the classroom to the outside world
    21. 21. MOBILE INFORMATION LITERACY Scranton Smartphone Survey (2010) A few generalizations and recommendations: • Information literacy instructors should become familiar with new search methods (such as QR codes) to help students use them effectively and efficiently • Students should be encouraged to review a range of search results, particularly when searching for academic information • Information literacy instructors should help students understand how to evaluate information, especially when it is presented in a nontraditional form, such as an app. • Students may need assistance from educators in applying information literacy skills they have learned while searching on a laptop or desktop to the mobile environment Kristen Yarmey, Student Information Literacy in the Mobile Environment
    22. 22. MOBILE INFORMATION LITERACY Three key areas of information engagement on the move: 1. How people search for and evaluate information on the move • Searching for information is quick and easy • Information needs are contextual • Searching can be social 2. How people use information and create new knowledge on the move • Memory can be outsourced • Mobile internet acting as a bridge between devices 3. How people cope with the “always on” nature of mobile information • Information is constantly pushed at us Andrew Walsh, Mobile Information Literacy: A Preliminary Outline of Information Behaviour in a Mobile Environment
    23. 23. MOBILE INFORMATION LITERACY From the ACRL STS November 2012 Last Wednesdays Chat: • How skills change due to mobile tech • Mastery of or effectively using information tools on mobile devices (apps or mobile web) • Utilizing technology to support information literacy teaching (pedagogy) • Managing user expectations: instant gratification, simplicity, efficiency • Device agnostic (skills, services, resources)
    24. 24. IDENTIFYING, EVALUATING, AND SELECTING APPS
    25. 25. http://www.ala.org/aasl/standards-guidelines/best-apps/2013
    26. 26. http://www.schrockguide.net/bloomin-apps.html
    27. 27. Developed by Allan Carrington http://padagogy.net/
    28. 28. EVALUATING MOBILE RESOURCES FOR TEACHING Consideration Questions to Ask Cost Is the resource free? How much does it cost? Is volume purchasing available? Device Which device(s) does the resource work with? Work best with? Function and Usability How relevant is the resource’s function? What skill(s) does it promote? Is there a learning curve? Security and Privacy How secure is the resource? Does it collect personal information? Support and Reliability What is the history of the resource? Is there support for it? Access Does the resource allow sharing? Provide feedback, if that’s important?
    29. 29. http://learninginhand.com/ blog/ways-to-evaluate- educational-apps.html EVALUATING MOBILE RESOURCES FOR TEACHING
    30. 30. INTEGRATING MOBILE DEVICES & APPS INTO YOUR TEACHING
    31. 31. INSTRUCTIONAL DESIGN
    32. 32. INTEGRATING MOBILE: EXAMPLE 1 Objective: Organizing and converting information found into knowledge Context: Science students in a lower level biology or environmental studies class Method of assessment: Collaborative Evernote notebook Leafsnap Nature.com mobileGoogle ScholarEvernote
    33. 33. INTEGRATING MOBILE: EXAMPLE 2 Objective: Critically evaluating information Context: First year students in an introductory science or engineering class class Method of assessment: Informal; student discussion Evernote Poll Everywhere YouTube
    34. 34. INTEGRATING MOBILE: EXAMPLE 3 Objective: Searching for information effectively Context: Online course (any discipline) Method of assessment: Screen shot of database with search strategy and result list; Popplet mind map Popplet Google Drive PubMed Mobile
    35. 35. INTEGRATING MOBILE: EXAMPLE 4 Objective: Organizing and converting information found into knowledge Context: First year students researching environmental changes on campus Method of assessment: Student responses and citations in Evernote Pinterest Evernote
    36. 36. INTEGRATING MOBILE: EXAMPLE 5 Objective: Organizing and converting information found into knowledge Context: Upper-level undergraduate nursing students Method of assessment: Collaborative Evernote notebook PubMed Mobile Eponyms Evernote
    37. 37. IN SUMMARY: MAJOR CONCEPTS “Mobile learning is personalized, learner centered, situated, collaborative, ubiquitous, and contextual…” Rick Oller, ECAR (The Future of Mobile Learning) • Mobile technologies are changing higher education in ways that we cannot yet completely understand • Student access to and use of information is radically changing • We have a responsibility to help students--and each other- -become familiar with and effectively use new technologies
    38. 38. BEST PRACTICES & CORE COMPETENCES
    39. 39. BEST PRACTICES • Align and Organize: Make sure technology selected aligns with students, context, and objectives • Accessibility: Make sure technology is accessible to all students • Interaction: Provide students with the opportunity to interact with each other, you, and the content • Reinforcement: Technology should reinforce and supplement your teaching • Assessment: Assess for learning, impact, effectiveness • Keep it fresh: Be flexible, stay on top of technology and trends • Share and Collaborate: Let others know what you’re doing; share your ideas and use others’ ideas! http://www.cidde.pitt.edu/ta-handbook/teaching-technology-1 http://teach.ucf.edu/pedagogy/best-practices/
    40. 40. ALA CORE COMPETENCES http://www.ala.org/educationcareers/careers/corecomp/core competences
    41. 41. ALA CORE COMPETENCES http://www.ala.org/educationcareers/careers/corecomp/core competences
    42. 42. STAYING UP TO DATE
    43. 43. PERSONAL LEARNING ENVIRONMENT/NETWORK Courtesy of: http://net.educause.edu/ir/library/pdf/ELI7049.pdf
    44. 44. Courtesy of: http://net.educause.edu/ir/library/pdf/ELI7049.pdf
    45. 45. WHAT'S IN A PLE OR PLN? Twitter Blogs MOOCs Facebook
    46. 46. IDENTIFY: Leaders in the field Resources that you already use or would like to use • Listservs • Twitter, Tumblr, Facebook • Scholarship • Blogs • Webinars and online courses • Conference presentations and workshops • Internal opportunities Strategies for working this into your normal day
    47. 47. LISTSERVS ALA listservs: http://lists.ala.org/sympa • ILI • LITA • RUSA EDUCAUSE listservs:http://listserv.educause.edu/cgi- bin/wa.exe?INDEX • Mobile Tech • Games and Learning
    48. 48. TWITTER People • @JasonGriffey • @noshelfrequired • @andywalsh999 • @nic221 Hashtags • #EdApp • #EdTech • #libtablet • #libgadget • #ipaded • #Mlearning • #Elearning
    49. 49. ADDITIONAL RESOURCES
    50. 50. PUBLICATIONS • International Journal of Mobile & Blended Learning • International Journal of Interactive Mobile Technologies • Ubiquitous Learning: An International Journal • ECAR: http://www.educause.edu/ecar • EDUCAUSE • Horizon Report • College & Research Libraries
    51. 51. BLOGS • ALA TechSource: http://www.alatechsource.org/blog • No Shelf Required: http://www.libraries.wright.edu/noshelfrequired/ • Mobile Technologies in Libraries: http://mlibraries.jiscinvolve.org/wp/ • List of 20 mobile learning blogs: http://www.edudemic.com/2012/09/20-blogs-mobile- learning-worth/
    52. 52. WEBINARS/COURSES/ CONFERENCES • ALA TechSource • ACRL e-Learning Webcasts • Library Juice Academy • EDUCAUSE • Computers in Libraries • M-Libraries • LOEX • WILU • Handheld Librarian • LITA Forum
    53. 53. QUESTIONS & DISCUSSION
    54. 54. GOT QUESTIONS? Rebecca Miller, millerrk@vt.edu http://www.rebeccakatemiller.com @rebeccakmiller
    55. 55. IMAGE CREDITS • http://westgatenetworks.com/anytech/tablet-and-smartphone-dinner-table- etiquette/ • http://www.theiphoneaddict.com/the-new-ipad/using-a-twitter-client-on-the-new- ipad/ • http://musictherapyservices.net/from-ipad-skeptic-to-ipad-enthusiast-how-i- came-to-realize-that-the-ipad-could-enhance-therapy-sessions/ • http://ebooktest.wordpress.com/2009/12/02/the-original-kindle-from-1968/ • http://en.wikipedia.org/wiki/Ipad • http://www.talkandroid.com/2853-for-power-users-the-iphone-vs-android- showdown/ • http://www.ipadebookslibrary.com/ • http://www.unity.net.au/allansportfolio/edublog/?p=324 • http://www.nwlink.com/~donclark/history_isd/carey.html

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