The document discusses using cell phones as learning tools in the classroom. It provides an overview of a module that will teach students how to utilize cell phones to embrace new technologies, promote digital etiquette, and integrate mobile devices into faith learning. Examples are given of ways students can use cell phone features like cameras, texting, and apps to complete projects and assignments that incorporate the cell phones into the classroom experience. Guidelines are also provided around establishing proper digital etiquette and managing cell phone use in the classroom.
Have you ever considered inviting your students or parishioners to use the mobile devices that they carry in their purses or pockets? Let’s rethink how we might do ministry with cell phones.
The document discusses using mobile devices to build community in schools. It notes that schools with strong community see benefits like increased academic motivation and social skills. However, few schools successfully build community, especially for low-income and minority students. The document then discusses how mobile devices are widely used by today's youth and how collaborative mobile learning can support relationship-building and engagement. It provides examples of activities like sharing photos or comments that can be used on mobile devices to facilitate teamwork and community.
This presentation discusses using cell phones as learning tools in faith education. It begins by outlining learning objectives around utilizing cell phones, embracing new technologies, and promoting digital etiquette. It then provides examples of how to integrate mobile devices for knowledge construction, data collection, and collaborative communication. Throughout, it emphasizes best practices for classroom control, appropriate use, and protecting student privacy and safety.
This document discusses challenges and opportunities related to introducing mobile learning in university settings. It contains 11 blog posts by Dr. James Ward on topics like:
- The future of mobile learning and how it will challenge traditional teaching practices.
- Three major challenges of introducing mobile learning in universities: managing change, creating a vision and communication plan, and overcoming resistance. It provides recommendations like using a change management model and identifying early successes.
- Opportunities for universities to leverage mobile devices, apps, and social media to engage students and deliver information just-in-time.
The blogs reflect on trends like digital literacy and the role of emerging technologies in connecting people and knowledge. Mobile learning is poised to
Sorry you can't see the embedded video on slide 15, but it's me giving my students instructions while I am away. A great way to quickly communicate with students and your supplywhen you're absent!
This document provides an overview of mobile devices and apps in education. It discusses the history of mobile technology in education and key statistics on device ownership. It also covers levels of support in higher education, mobile information literacy, identifying and evaluating apps, best practices for integrating mobile devices into teaching, and staying up to date in this area. The document aims to educate educators on effectively using mobile technologies for teaching and learning.
This document provides a summary of key findings from the Speak Up research project conducted by Project Tomorrow. It discusses national participation in the project, characteristics of students and schools, and trends identified in the data. Some of the main trends highlighted include the prominence of mobile devices among students, a growing interest in online and blended learning models, and the potential for digital content like e-textbooks to engage students. The document also notes that students envision social-based, un-tethered, and digitally-rich learning experiences enabled by emerging technologies.
The document discusses using cell phones as learning tools in the classroom. It provides an overview of a module that will teach students how to utilize cell phones to embrace new technologies, promote digital etiquette, and integrate mobile devices into faith learning. Examples are given of ways students can use cell phone features like cameras, texting, and apps to complete projects and assignments that incorporate the cell phones into the classroom experience. Guidelines are also provided around establishing proper digital etiquette and managing cell phone use in the classroom.
Have you ever considered inviting your students or parishioners to use the mobile devices that they carry in their purses or pockets? Let’s rethink how we might do ministry with cell phones.
The document discusses using mobile devices to build community in schools. It notes that schools with strong community see benefits like increased academic motivation and social skills. However, few schools successfully build community, especially for low-income and minority students. The document then discusses how mobile devices are widely used by today's youth and how collaborative mobile learning can support relationship-building and engagement. It provides examples of activities like sharing photos or comments that can be used on mobile devices to facilitate teamwork and community.
This presentation discusses using cell phones as learning tools in faith education. It begins by outlining learning objectives around utilizing cell phones, embracing new technologies, and promoting digital etiquette. It then provides examples of how to integrate mobile devices for knowledge construction, data collection, and collaborative communication. Throughout, it emphasizes best practices for classroom control, appropriate use, and protecting student privacy and safety.
This document discusses challenges and opportunities related to introducing mobile learning in university settings. It contains 11 blog posts by Dr. James Ward on topics like:
- The future of mobile learning and how it will challenge traditional teaching practices.
- Three major challenges of introducing mobile learning in universities: managing change, creating a vision and communication plan, and overcoming resistance. It provides recommendations like using a change management model and identifying early successes.
- Opportunities for universities to leverage mobile devices, apps, and social media to engage students and deliver information just-in-time.
The blogs reflect on trends like digital literacy and the role of emerging technologies in connecting people and knowledge. Mobile learning is poised to
Sorry you can't see the embedded video on slide 15, but it's me giving my students instructions while I am away. A great way to quickly communicate with students and your supplywhen you're absent!
This document provides an overview of mobile devices and apps in education. It discusses the history of mobile technology in education and key statistics on device ownership. It also covers levels of support in higher education, mobile information literacy, identifying and evaluating apps, best practices for integrating mobile devices into teaching, and staying up to date in this area. The document aims to educate educators on effectively using mobile technologies for teaching and learning.
This document provides a summary of key findings from the Speak Up research project conducted by Project Tomorrow. It discusses national participation in the project, characteristics of students and schools, and trends identified in the data. Some of the main trends highlighted include the prominence of mobile devices among students, a growing interest in online and blended learning models, and the potential for digital content like e-textbooks to engage students. The document also notes that students envision social-based, un-tethered, and digitally-rich learning experiences enabled by emerging technologies.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
Everybody’s surfin’ now: Teaching and learning with mobile technology robincanuel
This document summarizes a presentation on teaching and learning with mobile technology. It discusses how mobile device ownership is increasing and how this impacts libraries and their users. The presentation covers how to access electronic library resources on mobile devices, deal with issues like connectivity, file formats, and digital rights management. It also provides examples of new ways people can search for information using mobile technologies like voice search, visual search and augmented reality. The conclusion is that mobile technology is fundamentally changing how users interact with information and libraries must help patrons navigate these changes through workshops and information literacy instruction.
The document summarizes a presentation about integrating mobile technology into information literacy instruction based on McGill University Library's experience. Some key points covered include:
1) An overview of e-reader and tablet ownership trends and student ownership of mobile devices from various studies.
2) Details on McGill Library's mobile resources including ebooks, audiobooks, databases, and their mobile technology workshop.
3) Topics covered in the workshop like connectivity, accessing e-content, file formats, digital rights management, and new ways of searching on mobile.
4) Challenges of using library electronic content offline and limitations of different ebook formats and digital rights management.
Mobile learning is becoming increasingly important in education. Some key points are:
1) Mobile devices are ubiquitous, with over 6 billion people having access to a connected mobile device. For many, a smartphone may become their primary computing device.
2) Studies show that mobile learning enhances learner engagement and interaction, and allows learning to take place anywhere and anytime in a convenient and flexible way.
3) When implemented effectively through tools like apps, mobile learning can improve learning outcomes for students and empower self-directed learning. However, ensuring appropriate teacher training and addressing distractions are challenges to address.
This document provides an overview of mobile learning. It defines mobile learning as learning facilitated by mobile devices that allows learners to be physically mobile. It discusses the benefits of mobile learning including flexibility and accessibility. Examples of mobile learning applications are provided such as eBooks, job aids, and augmented reality. Planning considerations for mobile learning like device capabilities and limitations are outlined. Resources for researching mobile learning trends and the ADL mobile learning program are also summarized.
iPads in Distance Learning: learning design, digital literacy, transformationtbirdcymru
This document discusses two distance learning courses at the University of Leicester that used iPads. It describes the course design, number of students, materials, and digital literacy instruction provided. It considers whether mobile learning can facilitate deep and collaborative learning. Student feedback indicated the iPad app was useful and frequently used. The document concludes mobile learning can successfully transform distance education by building in interactions and modeling digital literacy skills.
Digital literacy refers to having basic skills and abilities to use technologies, while digital fluency involves a deeper understanding of technologies and knowing when and why to use different technologies. To develop digital fluency in students, teachers should introduce them to various technologies, teach responsible use, and incorporate technologies into everyday lessons to enhance skills over time as issues change with emerging technologies.
This document discusses research on ICT access and use among students in South African higher education. It finds that the concept of "digital natives" does not apply in South Africa due to inequalities. While most students own cell phones, only a small minority are highly experienced computer users ("digital natives"). A larger group lacks computer experience and access ("digital strangers"). However, many students use cell phones extensively for academic purposes. The document argues for redefining "digital" and "native" to recognize students' diverse capabilities and cell phone-mediated practices. It calls for leveraging mobility and contemporary literacies to strengthen teaching and learning.
This document discusses the educational opportunities provided by mobile technologies. It outlines various functions of handheld devices such as cameras, internet connectivity, and additional applications. Studies are presented that used handhelds for file sharing, feedback, course delivery, field trips, and more. The author's own study identified key affordances of handhelds including multimedia access, connectivity, capture, representation, and analytics. The conclusion states that mobile technologies create educational opportunities and institutions should support students' use of these technologies for learning.
This document discusses the potential benefits of using smartphones in education. It notes that smartphones combine the functions of many technologies into a portable device with advanced computing abilities. The document argues that smartphones could motivate students and extend learning outside the classroom, as many students already own smartphones. It also suggests that smartphones allow for learning through mobile applications and collaboration between students. However, the document acknowledges challenges like funding, teacher training needs, and content supervision.
Mobile Moodle and mLearning project for mLearncon in San DiegoInge de Waard
This presentation exists of two parts, one focusing on the mobile learning project and one part on the Mobile Moodle project.This presentation will be given by Carlos Kiyan and Ignatia Inge de Waard during mLearncon conference in San Diego, California, June 2010
Engaging Generation Y with Technology in the Language ClassroomAdam Simpson
This document discusses engaging Generation Y students in the language classroom through the use of technology. It begins by noting that simply throwing technology at students does not guarantee effective teaching. It then outlines key learner characteristics of Generation Y, including being tech savvy but lacking information literacy skills, relying on search engines, loving multimedia, multitasking, communicating visually, being open learners who prefer teamwork and collaboration, preferring to type rather than handwrite, creating internet content, and craving instant feedback. Ten "commandments" of teaching Generation Y are provided that match these characteristics, such as using video clips, handling multitasking carefully, using visuals, encouraging interaction and opinion sharing, and giving opportunities for students to create their own
This document discusses mobile learning and mobile technology. It defines mobile learning as any learning activity that uses portable digital devices and allows learning to take place both inside and outside the classroom. The document lists some advantages of mobile learning such as it being personal, authentic, and context-aware. It also lists some challenges such as issues around security, distractions, and device cleanliness. The document discusses affordances of mobile devices for learning and examples like portability and connectivity. It provides statistics on children's access to mobile technology and increasing use of mobile devices in the workplace.
This is the presentation I gave at the 2011 Japan Association for Language Teaching (JALT) CALL Conference in Kurume, Japan. Please contact me with any questions you may have at forsythe@hirogaku-u.ac.jp.
This presentation was created by Evan Rubin of LARC to deliver on August 25, 2012 to a group of language teachers in the Escondido Union High School District, CA
This document discusses mobile learning (m-learning) and its applications in school and adult education. It defines m-learning as learning facilitated by mobile technology anywhere and anytime. The document outlines advantages like flexibility and engagement, and disadvantages like small screens. It explores uses of m-learning like accessing online resources and interacting with teachers/classmates. In schools, m-learning improves motivation and engagement. In adult education, m-learning supports lifelong learning and work-life balance. The document concludes that m-learning will revolutionize education by promoting independent learning through technology.
Role of technology in reshaping human thoughts and skillsSami Uddin
Technology performs actions that are part of human affairs and some actions are optional while others are mandated. Technologies respond to and make requests for action, intervening with their own acts. While technology acts to implement human will, it also facilitates human will. Excessive use of technology by children and spouses can lead to diminished social skills and family disintegration as technology divides praise and encouragement between partners. Technologies are not morally neutral and embody values and ideologies that can incline users toward unethical behaviors.
Slides for introduction to mobile learning presentation at 2012 Nat'l Council of Teacher of English Conference.
https://sites.google.com/site/l34rn2g0/mobile-composition
Slides used during the debriefing of the Mobileland workshop during the 2012 EDUCAUSE conference.
https://sites.google.com/site/mccmobileland/channeling-lewis-carol
The document discusses four factors that contribute to academic success with technology: 1) Access to resources and progress reports through technologies like laptops, Wi-Fi, and USB drives that allow students to easily track their academic progress. 2) Efficiency through technologies such as laptops, Wi-Fi, and printers that help students complete their work faster and produce higher-quality work. 3) Connecting with others by feeling more connected to other students, professors, and experts in their field through technologies like smartphones and internet-connected devices. 4) Increased engagement and relevance of learning through more creative, fun, and personalized ways of learning enabled by digital tools like digital cameras, interactive whiteboards, and student response systems.
This document discusses 21st century digital literacies and strategies for designing multimedia assignments. It provides an overview of position statements from the National Council of Teachers of English on digital literacies. It also identifies three common problems with assignments: lack of clear goals and objectives, lack of student motivation, and not using real-world genres and technologies. The document proposes using multimedia and alternative genre assignments to address these issues and suggests clearly articulating assignment goals and objectives. It emphasizes designing "refrigerator door worthy" assignments that motivate students. The conclusion discusses ensuring faculty preparedness for teaching digital literacies through professional development opportunities.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
Everybody’s surfin’ now: Teaching and learning with mobile technology robincanuel
This document summarizes a presentation on teaching and learning with mobile technology. It discusses how mobile device ownership is increasing and how this impacts libraries and their users. The presentation covers how to access electronic library resources on mobile devices, deal with issues like connectivity, file formats, and digital rights management. It also provides examples of new ways people can search for information using mobile technologies like voice search, visual search and augmented reality. The conclusion is that mobile technology is fundamentally changing how users interact with information and libraries must help patrons navigate these changes through workshops and information literacy instruction.
The document summarizes a presentation about integrating mobile technology into information literacy instruction based on McGill University Library's experience. Some key points covered include:
1) An overview of e-reader and tablet ownership trends and student ownership of mobile devices from various studies.
2) Details on McGill Library's mobile resources including ebooks, audiobooks, databases, and their mobile technology workshop.
3) Topics covered in the workshop like connectivity, accessing e-content, file formats, digital rights management, and new ways of searching on mobile.
4) Challenges of using library electronic content offline and limitations of different ebook formats and digital rights management.
Mobile learning is becoming increasingly important in education. Some key points are:
1) Mobile devices are ubiquitous, with over 6 billion people having access to a connected mobile device. For many, a smartphone may become their primary computing device.
2) Studies show that mobile learning enhances learner engagement and interaction, and allows learning to take place anywhere and anytime in a convenient and flexible way.
3) When implemented effectively through tools like apps, mobile learning can improve learning outcomes for students and empower self-directed learning. However, ensuring appropriate teacher training and addressing distractions are challenges to address.
This document provides an overview of mobile learning. It defines mobile learning as learning facilitated by mobile devices that allows learners to be physically mobile. It discusses the benefits of mobile learning including flexibility and accessibility. Examples of mobile learning applications are provided such as eBooks, job aids, and augmented reality. Planning considerations for mobile learning like device capabilities and limitations are outlined. Resources for researching mobile learning trends and the ADL mobile learning program are also summarized.
iPads in Distance Learning: learning design, digital literacy, transformationtbirdcymru
This document discusses two distance learning courses at the University of Leicester that used iPads. It describes the course design, number of students, materials, and digital literacy instruction provided. It considers whether mobile learning can facilitate deep and collaborative learning. Student feedback indicated the iPad app was useful and frequently used. The document concludes mobile learning can successfully transform distance education by building in interactions and modeling digital literacy skills.
Digital literacy refers to having basic skills and abilities to use technologies, while digital fluency involves a deeper understanding of technologies and knowing when and why to use different technologies. To develop digital fluency in students, teachers should introduce them to various technologies, teach responsible use, and incorporate technologies into everyday lessons to enhance skills over time as issues change with emerging technologies.
This document discusses research on ICT access and use among students in South African higher education. It finds that the concept of "digital natives" does not apply in South Africa due to inequalities. While most students own cell phones, only a small minority are highly experienced computer users ("digital natives"). A larger group lacks computer experience and access ("digital strangers"). However, many students use cell phones extensively for academic purposes. The document argues for redefining "digital" and "native" to recognize students' diverse capabilities and cell phone-mediated practices. It calls for leveraging mobility and contemporary literacies to strengthen teaching and learning.
This document discusses the educational opportunities provided by mobile technologies. It outlines various functions of handheld devices such as cameras, internet connectivity, and additional applications. Studies are presented that used handhelds for file sharing, feedback, course delivery, field trips, and more. The author's own study identified key affordances of handhelds including multimedia access, connectivity, capture, representation, and analytics. The conclusion states that mobile technologies create educational opportunities and institutions should support students' use of these technologies for learning.
This document discusses the potential benefits of using smartphones in education. It notes that smartphones combine the functions of many technologies into a portable device with advanced computing abilities. The document argues that smartphones could motivate students and extend learning outside the classroom, as many students already own smartphones. It also suggests that smartphones allow for learning through mobile applications and collaboration between students. However, the document acknowledges challenges like funding, teacher training needs, and content supervision.
Mobile Moodle and mLearning project for mLearncon in San DiegoInge de Waard
This presentation exists of two parts, one focusing on the mobile learning project and one part on the Mobile Moodle project.This presentation will be given by Carlos Kiyan and Ignatia Inge de Waard during mLearncon conference in San Diego, California, June 2010
Engaging Generation Y with Technology in the Language ClassroomAdam Simpson
This document discusses engaging Generation Y students in the language classroom through the use of technology. It begins by noting that simply throwing technology at students does not guarantee effective teaching. It then outlines key learner characteristics of Generation Y, including being tech savvy but lacking information literacy skills, relying on search engines, loving multimedia, multitasking, communicating visually, being open learners who prefer teamwork and collaboration, preferring to type rather than handwrite, creating internet content, and craving instant feedback. Ten "commandments" of teaching Generation Y are provided that match these characteristics, such as using video clips, handling multitasking carefully, using visuals, encouraging interaction and opinion sharing, and giving opportunities for students to create their own
This document discusses mobile learning and mobile technology. It defines mobile learning as any learning activity that uses portable digital devices and allows learning to take place both inside and outside the classroom. The document lists some advantages of mobile learning such as it being personal, authentic, and context-aware. It also lists some challenges such as issues around security, distractions, and device cleanliness. The document discusses affordances of mobile devices for learning and examples like portability and connectivity. It provides statistics on children's access to mobile technology and increasing use of mobile devices in the workplace.
This is the presentation I gave at the 2011 Japan Association for Language Teaching (JALT) CALL Conference in Kurume, Japan. Please contact me with any questions you may have at forsythe@hirogaku-u.ac.jp.
This presentation was created by Evan Rubin of LARC to deliver on August 25, 2012 to a group of language teachers in the Escondido Union High School District, CA
This document discusses mobile learning (m-learning) and its applications in school and adult education. It defines m-learning as learning facilitated by mobile technology anywhere and anytime. The document outlines advantages like flexibility and engagement, and disadvantages like small screens. It explores uses of m-learning like accessing online resources and interacting with teachers/classmates. In schools, m-learning improves motivation and engagement. In adult education, m-learning supports lifelong learning and work-life balance. The document concludes that m-learning will revolutionize education by promoting independent learning through technology.
Role of technology in reshaping human thoughts and skillsSami Uddin
Technology performs actions that are part of human affairs and some actions are optional while others are mandated. Technologies respond to and make requests for action, intervening with their own acts. While technology acts to implement human will, it also facilitates human will. Excessive use of technology by children and spouses can lead to diminished social skills and family disintegration as technology divides praise and encouragement between partners. Technologies are not morally neutral and embody values and ideologies that can incline users toward unethical behaviors.
Slides for introduction to mobile learning presentation at 2012 Nat'l Council of Teacher of English Conference.
https://sites.google.com/site/l34rn2g0/mobile-composition
Slides used during the debriefing of the Mobileland workshop during the 2012 EDUCAUSE conference.
https://sites.google.com/site/mccmobileland/channeling-lewis-carol
The document discusses four factors that contribute to academic success with technology: 1) Access to resources and progress reports through technologies like laptops, Wi-Fi, and USB drives that allow students to easily track their academic progress. 2) Efficiency through technologies such as laptops, Wi-Fi, and printers that help students complete their work faster and produce higher-quality work. 3) Connecting with others by feeling more connected to other students, professors, and experts in their field through technologies like smartphones and internet-connected devices. 4) Increased engagement and relevance of learning through more creative, fun, and personalized ways of learning enabled by digital tools like digital cameras, interactive whiteboards, and student response systems.
This document discusses 21st century digital literacies and strategies for designing multimedia assignments. It provides an overview of position statements from the National Council of Teachers of English on digital literacies. It also identifies three common problems with assignments: lack of clear goals and objectives, lack of student motivation, and not using real-world genres and technologies. The document proposes using multimedia and alternative genre assignments to address these issues and suggests clearly articulating assignment goals and objectives. It emphasizes designing "refrigerator door worthy" assignments that motivate students. The conclusion discusses ensuring faculty preparedness for teaching digital literacies through professional development opportunities.
Wi-Fi access is extremely valuable for student success and students want access from everywhere on campus. The most commonly used mobile apps for coursework are educational references apps, calendars/planners, and textbooks. Students are inundated with messages, with frequent email users sending or receiving 25 emails per day, frequent texters sending or receiving 84 texts per day, frequent Facebook users checking Facebook 13 times per day, and frequent Twitter users reading or posting 112 tweets per day.
This document summarizes a survey of technology ownership among college students. It found that laptops, printers, and DVD players were the most commonly owned technologies, with over 75% ownership among students. Students also commonly owned USB drives, Wi-Fi access, and iPods, with ownership between 62-70%. Newer mobile technologies like smartphones and tablets were owned by smaller percentages, between 8-55%, with iPads being the least commonly owned. Traditional college students and those from wealthier households owned more devices on average.
Workshop 5 -Mobile Strategy, Digital Photography, and Learning Culmination (PPT)madhavi2011
This two-day workshop focused on mobile strategy, digital photography, and learning culmination for NGOs. Day 1 covered an introduction to mobile tactics and basics of digital photography. Participants learned how to capture photos and gain tips for mobile strategy. Day 2 was for sharing lessons learned, including a video assignment. Attendees discussed social media strategy plans and had their remaining questions addressed. They also shared a social media impact story. The goal overall was to help NGOs integrate mobile technologies and digital photography into their communication strategies.
The digital landscape for education. We hear so many different opinions on topics such as digital natives, digital literacy and digital technologies such as ‘mobile’ that it is hard to know where to begin. In this session I identify where we currently are in UK education, where some of us are headed and what may be on the horizon to help us enhance the learner experience.
This document summarizes a presentation about inspiring innovation in library instruction through the use of mobile devices and apps. The presentation discusses moving beyond an initial enthusiasm for technology ("technolust") to adopting mobile devices intentionally based on learner needs. It provides examples of how to integrate mobile apps and devices into instruction to meet objectives like organizing information, evaluating sources, and searching effectively. The presentation also covers strategies for instructional design, like chunking content and recognizing the cognitive limits of working memory. It aims to help libraries ask the right questions and apply best practices for meaningful mobile integration into their instruction programs.
This document discusses using mobile applications for assessment ePortfolios. It summarizes trials using various apps like Evernote, Facebook, Google+, and allowing student choice. Key findings include that Evernote was good for organizing content but lacked collaboration. Facebook was easy for feedback but hard to use. Allowing student choice led to discovering better ways to record learning. Most students found mobile apps easier than desktop. It concludes apps should be learned thoroughly before using, expect surprises, get outside feedback, and consider letting students choose platforms.
Mobile and digital media literacy learning activityTara Conley
This document outlines a mobile learning activity that teaches digital and mobile media literacy skills to court-involved youth. The activity involves having youth explore local community resources using SMS, Google Apps, and IFTTT to crowdsource information. Youth will use camera phones and Google Maps to locate resources and report details like addresses, services provided, and opinions via text messages to Google Drive for storage and organization. The goals are to improve digital literacy skills, introduce collaborative Google Apps, and provide a situated learning experience through a real-world task of exploring neighborhood resources and sharing findings digitally. Potential challenges include lack of devices, WiFi access, and unstable living situations.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
Mobile Learning Guide App: Webinar for Training MagazineLearnedadlmobile
The ADL Mobile Learning Team recently released a mobile version of their mLearning Guide on the web and in various mobile platforms and app stores using the jQuery Mobile framework and PhoneGap.
Bringing More to the Table(t): Ideas and Insights for Using Tablets in Instr...Rebecca Kate Miller
This document discusses using tablets in instruction and provides insights from research studies. It notes that tablet ownership among students has grown significantly in recent years, with over 25% of students owning a tablet in 2012. Research also found that students believe tablets will replace textbooks within 5 years. The document discusses how mobile technologies are changing higher education and our responsibility as educators to help students effectively use new technologies. It provides examples of using apps and mobile sites for mobile information literacy instruction and assessing student learning. Educators are encouraged to create instructional recipes selecting a learning objective, context, assessment method, and mobile apps/sites to explore pedagogical possibilities with tablets.
Mobile learning- New Tools for a New CurriculumJohn Sloan
This presentation was made at the Pearson Celebrating a 21st Century Education Conference, November 2010.
It gives background research and exemplars of how mobile devices can be used to enhance 21st Century Maths and Science learning
A Training Session at the Innovations in Libraries Series of the Nigerian Library Association, Delta State Chapter, held at the Petroleum Training Institute, Warri, Delta State, on September 11, 2018
Effective Communications for Schools in the 21st Century May 28 2012James Murphy
Effective Communications for Schools in the 21st Century discusses trends in technology and communications tools for schools. It provides an overview of tools like social media, mobile apps, and digital content that are changing how schools communicate. The presentation encourages educators to explore these new tools and ways they can engage and inform students, parents, and the community in the digital age. It aims to provide ideas and spark discussion on adapting communications strategies for 21st century learners and learning environments.
This document discusses pedagogical innovation through mobile learning and technologies. It defines pedagogical innovation as implementing new ways of teaching and learning to promote meaningful learning. It discusses technologies shaping classrooms today, including the flipped classroom approach and e-books. It also covers mobile learning models, advantages and challenges of mobile devices, and concludes that pedagogical innovations with technology aim to improve learning and teaching through evaluation and refinement.
Leveraging the Potential of Mobile LearningDanni M
Keynote Presentation for Faculty Development Day at PCCC given on May 15, 2014. Discusses the potential of mobile learning in the context of higher education. Links to resources are provided.
INNOVATION IN PURSUIT OF EDUCATION EXCELLENCE: MOBILE OUTLOOKJoseph Labrecque
Joseph Labrecque discusses mobile growth and challenges for education. Android activation has grown exponentially, with 550,000 devices activated daily, and will overtake desktop internet usage by 2014. Educational institutions face issues with various mobile platforms like resolution and touch interfaces. Guidelines include not mandating a single platform, considering multi-screen approaches, and encouraging exploration while remembering some experiences remain desktop-only. Designing good educational apps requires collaboration between educators and technologists. This is an exciting time to work in these fields.
This document discusses digital citizenship and its applications for English language teaching. It defines digital citizenship as the norms of behavior regarding technology use. The 9 elements of digital citizenship are outlined, including digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, and security. The role of teachers is to foster digital citizenship skills like critical thinking, ethical use, and understanding social reasons for technology policies. Examples of how to teach digital media safety, raise awareness of digital footprints and reputation, and foster literacy competencies like copyright are provided. Developing a culture of online interaction and sharing relevant experiences can help students become safe and effective digital communicators.
Mobile devices and open education: Match made in heaven or shotgun wedding?tbirdcymru
This presentation was part of a webinar for Open Education Week 2013, with the title: New global education trends: policy, learning design, mobile.http://www.openeducationweek.org/
Director Lee Rainie will provide a look at some of the most recent survey results obtained by the Pew Internet Project on mobile computing and the use of handheld devices.
The Pew Research Center is a nonpartisan fact tank that conducts public opinion polling, demographic research and other data-driven social science research on issues, attitudes and trends shaping America and the world. It informs people about the issues, attitudes and trends shaping America and the world and conducts public opinion polling and demographic research on a variety of important issues.
This very short document appears to be a website URL repeated three times - pewinternet.org. It does not contain much substantive information to summarize given its brevity and repetition of the same website address.
Access is not an Excuse: Digital Media in the Basic Writing Classroom
NC Symposium on Teaching Writing
Session C
3:15-4:30pm; February 5, 2011
Tompkins 126, North Carolina State University
Shelley Rodrigo
Mesa Community College
rrodrigo@mesacc.edu
http://bit.ly/RodrigoNCsymposium
This document outlines the assignments and deadlines for a James Bond film analysis project. Students are instructed to set up a discussion forum on the class Ning site by July 19th to introduce their chosen Bond film and embed a trailer. Subsequent assignments include listing likes/dislikes of the film, mapping the narrative structure and action sequences, researching the film's historical context, comparing work to other students, analyzing extras and characters, and concluding if the film fits the genre hypothesis.
The document discusses the narrative elements in a potential Bugs Bunny cartoon involving Dr. Jekyll and Mr. Hyde. It outlines the status quo of Bugs living in the park and being cared for by Jekyll. The trigger is Jekyll bringing Bugs home and drinking a potion, turning into Hyde and frightening Bugs. This crisis is then repeated when Bugs traps himself with Hyde after Jekyll transforms while Bugs isn't looking. The climax comes when Jekyll vows not to change again, but discovers the potion is missing and Bugs has apparently drunk it, resolving in Bugs transforming into Hyde Bunny.
Dr. Jekyll is a respected public figure and scientist in Victorian London who believes in the dual nature of man and is engaged to be married. He creates a potion that allows him to transform into the monstrous Mr. Hyde, which kicks off a series of crises as he loses control and switches between his personas involuntarily. After several transformations where Hyde hurts others, Jekyll's friend Lanyon discovers the truth and outs him, leading to Jekyll/Hyde's death and resolution of the central conflict.
This document outlines the competencies and key elements of the action genre film course "ENH277: Stuff Blows Up". The course will analyze how genres interact and evolve over time through cultural influences, examine the international history and formal elements of the action genre, and illustrate how genre and medium affect the audience experience. Key formal elements of the action genre discussed include the story arc, narrative structure, characters, settings, editing, sound, and objects.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Cwpa mobile-091712x2
1. Writing
on the Go:
the
What,
Why
& How
Rochelle (Shelley)
Rodrigo
Carolinas Writing
Program Administrators
September 17, 2012
CC image posted at Flickr by Chris JL
2. This Presentation…
What IS in this What is NOT in this
presentation presentation
• Ownership & usage data • Twitter hashtag to
about mobile devices prompt backchannel
• Reasons for discussion
implementing mobile • PollEverywhere poll to
learning in FYC classes promote mobile
• Issues related to interaction.
supporting mobile • Instant publishing and
learning sharing of the activity.
• Mobile learning activity • Instant sharing of the
presentation
3. Mobile
Device
Ownership
& Usage:
What,
Why
& How
CC image posted at Flickr by Mike Licht, NotionsCapital.com
4. What are mobile devices?
• full-sized laptop
computer
• lightweight netbook or
tablet computer
• dedicated e-book reader
• Handheld device
• cell/mobile vs.
smartphone
CC image posted at Flickr by andyi
5. Why do we
care now?
Who Owns Smartphones?
Source: Pew Research Center’s
Internet & American Life Project,
Summer Tracking Survey, August
7-September 6, 2012. N=3,014
adults ages 18 and older.
Interviews were conducted in
English and Spanish and on
landline and cell phones (1,206
cell calls were completed).
Margin of error is +/- 2
percentage points.
7. Why do we
care now?
Mobile Internet use, by
demographics
Source: The Pew Research
Center's Internet & American Life
Project’s August Tracking Survey
conducted July 25-August 26,
2011. N=2,260 adults age 18 and
older, including 916 interviews
conducted by cell phone.
Interviews were conducted in
both English and Spanish.
8. Why do we
care now?
Smartphone ownership
demographics
Source: Pew Research Center’s Internet &
American Life Project April 26-May 22,
2011 and January 20-February 19, 2012
tracking surveys. For 2011 data, n=2,277
adults ages 18 and older, including 755
interviews conducted on respondent’s
cell phone. For 2012 data, n=2,253 adults
and survey includes 901 cell phone
interviews. Both 2011 and 2012 data
include Spanish-language interviews.
9. Why do we
care now?
Source: The Pew Research
Center's Internet & American
Life Project, April 26 – May 22,
2011 Spring Tracking Survey.
n=2,277 adult internet users
ages 18 and older, including
755 cell phone interviews.
Interviews were conducted in
English and Spanish.
10. Which cell internet
users go online
mostly using their
phones?
Source: Pew Research
Center’s Internet &
American Life Project,
March 15-April 3, 2012
Tracking survey. N=2,254
adults ages 18 and older,
including 903 interviews
conducted on
respondent’s cell phone.
Margin of error is +/-3.7
percentage points based
on those who use the
internet or email on their
cell phone (n=929).
*Represents significant
difference compared with
non-starred rows in group.
**Represents significant
difference compared with
all other rows in group.
14. How are they being used?
2011 Horizon Report 2012 Horizon Report
Time-to-Adoption Time-to-Adoption
One Year or Less One Year or Less
• Electronic Books • Mobile Apps
• Mobiles • Tablet Computing
Two to Three Years Two to Three Years
• Augmented Reality • Game-Based Learning
• Game-Based Learning • Learning Analytics
Four to Five Years Four to Five Years
• Gesture-Based Computing • Gesture-Based Computing
• Learning Analytics • Internet of Things
15. How are they being used?
Source:
ECAR
National
Study of
Undergra
duate
Students
and
Informati
on
Technolog
y, 2010
16. How are they being used?
*indicates statistically
significant differences
compared with
whites.
Source: The Pew
Research Center's
Internet & American
Life Project, April 26 –
May 22, 2011 Spring
Tracking Survey.
n=2,277 adults ages
18 and older,
including 755 cell
phone interviews.
Interviews were
conducted in English
and Spanish.
17. Mobile
Device
Teaching &
Learning:
What,
Why
& How
18. What is mobile learning?
“Individuals have had access to ‘portable learning devices’ since
the advent of the printing press; we call them books.”
Mobile Teaching vs. Mobile Learning
• Higher education historically has focused on instructors
teaching rather than students learning, an ineffective
approach that could seriously hamper the promise of
mobile learning.
• Successful student learning emerges from active
engagement, connection to the students' prior knowledge,
and simulation of real world experiences — all facilitated
by engaging learners' senses through multimedia.
• Higher education should stop thinking about these powerful
mobile multimedia devices as only consumption devices —
to live up to the promise of mobile learning, students
should use them as production devices.
19. Why mobile learning?
“Given students’ ownership of Students
and preference for small, • are unconfident that they
mobile devices, institutions have the technology skills to
and instructors may have an meet their needs.
opportunity to make more • want/need for instructors
effective use of mobile to model incorporating
technologies to communicate technology into
with, educate, and support teaching, learning, and
students. Many students seem research.
eager to communicate more
with their instructors online,
to use their mobile devices for
coursework, and to reach out
for help when they need it.”
ECAR 2011, page. 30
21. How mobile composition?
Process: Emphasis on Invention Multimodal Production
CC image posted at Flickr by Nar8iv / Scott W
CC image posted at Flickr by Nils Geylen
22. Mobile
Device
Support &
Implementation:
What,
Why
& How
23. What will students be doing?
• Course/Project
Management (LMS apps,
WordPress, Google
Apps)s
• Multimodal note taking
(Evernote)
• Audio recording
(SoundCloud & Google
Voice)
• Image & Video Capture
& Editing
24. What will students be doing?
Evernote
• Text, audio, & images
• Cross platform
• Organization
• Sharing/publishing
27. How will we support it?
Instructors
& WPAs
• Access:
BYOD
• Support:
Hacking
• Collaboration
is key!
28. How will we support it?
CIOs & Institutions
CC image posted at Flickr by Roozbeh Rokni
29. How will we support it?
CIOs & Institutions
Although…
“In general, IT organizations believe they are reasonably
well prepared to meet the expected demands for mobile
computing across the four areas of general
communication, instruction, administration, and
research.”
• More than 1/3, no spending on mobile-enablement
• Varied staffing levels dedicated to mobile
• 40% did not mobile-enable any service
• More services geared towards students
ECAR Report: Mobile IT in Higher Education, 2011
30. Why is worth the legal issues?
• Copyright
• Privacy &
Human
Subjects
• FERPA
• Accessibility
CC image posted at Flickr by Olivander CC image posted at Flickr by vaXzine
32. The Activity…
Make a multimodal object (or take multimodal notes) based on your
mobile device’s functionality. Focus on one of the questions below.
• iOS: make a video in Videolicious or collect
data/make multimodal report in Evernote
• Android: collect data/make multimodal report in
Evernote
What surprised Why might How might you
and intrigued teaching and start discussions
you about learning with about, or
mobile device mobile devices implementation
of, mobile
ownership & by important to composition
usage? your program (or classes in your
not)? program?
Editor's Notes
ECAR 2011 survey:• A full-sized laptop computer is one that is designed to be portable; it usually weighs more than two pounds; the keyboard and monitor are usually attached to each other. • A lightweight netbook or tablet computer is highly portable; it usually weighs less than two pounds; its monitor is small (usually 10” or less) and the keyboard may be small and built in or the keys may be displayed in video on a touch screen. iPad is included here. • A dedicated e-book reader is a portable device whose sole function is as a platform for reading electronic books and certain other electronic publications. Examples include the Kindle, NOOK, and the like; iPad and similar tablet devices serve many other functions and so are not included here. • A handheld device is usually about the size of a cellular telephone and often includes one; it has a screen that can show e-mail messages, web pages, video, etc.; and its keyboard is a few inches across, at most. We are not interested in devices that are plain cellular phones or are music/video players only, such as certain iPods. Pew: smartphone defined as adults who either say their phone is a smartphone when asked or say their phoen runs on the Android, blackberry, iPhone, Palm, or Windows platforms.
NOTICE DATE… SEPT 2012And as of 2011, 56.24% of Americans have attended college (some college PhD): http://www.census.gov/hhes/socdemo/education/data/cps/2011/tables.html (US Census data)
88% cell phone; EDUCAUSE doesn’t even ask undergrads whether they own a cell phone; only if smartphoneDesktop down while laptop going upSpikes in e-reader & tablets (chuckle over tablet; both Susan and I had them before they were cheap…I miss mini-me)
Over number of those attending/have attended college;Average college age ranges- high %Transition on “no statistical significance”
Want to especially focus on growth in Race/Ethnicity less than one yearWhite—15%Black & Hispanic – 5% --STILL HIGHER
Mobile Access Gap…Black & Hispanic mostly go online through mobileLower income householdsTELL STORY ABOUT MY MESA PROJECT
UGH…this begins to blow up the story I want to make about socio-economics & access…10% is still a recognizable number
HOWEVER…Students at two-year institutions differ from other undergraduates in their technology ownership and preferences. Students at associate’s colleges and other two-year programs are more likely to own stationary technologies, such as desktop computers and stationary gaming and video devices, particularly in comparison to students at doctorate-granting institutions. Students at institutions that award master’s and doctorate degrees are more likely to own portable technologies, such as laptops, iPods, webcams, thumb drives, and Wi-Fi devices. Still, there are both mobile devices (e.g., iPads) and stationary technologies (e.g., HDTVs) for which there are no significant differences among students at institutions of different Carnegie Classifications. In addition, the preference for Windows platforms is significantly higher among students attending associate’s colleges or other two-year programs than it is among those attending other institutions. Seventy four percent of students at associate’s colleges prefer Windows PCs, compared to 58 percent of all other students.
THE INTERNET OF THINGShe Internet of Things has become a sort of shorthand for network-aware smart objects that connect the physical world with the world of information. A smart object has four key attributes: it is small, and thus easy to attach to almost anything; it has a unique identifier; it has a small store of data or information; and it has a way to communicate that information to an external device on demand. The Internet of Things extends that concept by using TCP/IP as the means to convey the information, thus making objects addressable (and findable) on the Internet.
My Rant…EDUCAUSE Quarterly, March 29, 2011
LMS apps are limited to what they allow; for example, Moodle’s app only allows consumptionExcited about WordPress, multiple instancesGoogle Apps generally play well (docs/drive, calendar, etc.)…started building a site one day on my phone
Image editing, tons of apps; video editing growing
BYOD—you’ve scene what forcing a colleague or student on to a platform in a computer lab does…???Hacking—think of it as an aspect of the rhetorical context…http://blog.nielsen.com/nielsenwire/consumer/more-us-consumers-choosing-smartphones-as-apple-closes-the-gap-on-android/
http://www.educause.edu/library/resources/mobile-it-higher-education-2011-reportECAR Report: Mobile IT in Higher Education, 2011“Institutions pursuing a balanced approach to mobile development—one that includes elements from several strategies, such as mobile web, native apps, or mobile frameworks—tend to report greater progress.”Mobile frameworks: cell coverage and ubiquitouswi-fi
DO WE HAVE A CHOICE? Copyright (typical problem w/multimodal; mobile invention actually might help)Privacy & Human SubjectsFERPA (shared devices, web apps)Accessibility (hardware, software, and final compositions)