Presented at Distance, Teaching and Learning in Madison, WI August 10th, 2012. Results of a 2011-2012 curricular redesign grant on intensive faculty development mobile learning from UW System OLIT....
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing ...Cengage Learning
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing Conference
Presenter: Lucy Parker, California State University, Northridge
myCSUNtablet Initiative is a partnership of California State University, Northridge and Apple, Inc. that seeks to reduce the cost and increase the quality of learning materials for students. Participating students will use iPads and gain immediate access to e-books and related e-learning materials in a suite of courses in select majors. Participating faculty will receive an iPad and help from professional course designers who understand the relation among effective teaching, creative use of authoring tools, and accessible design. Why CSUN? The academic plans and IT Vision@2015 have anticipated a widening deployment of portable devices and cloud technology for teaching and learning. Faculty already are using such strategies to engage students with different styles and paces for learning. CSUN students are urban commuters, tech-savvy, and on tight budgets. Portability, cost control, and media-enriched content that can be personalized are their common expectations. Why Apple? Many companies make tablets; several produce and solicit applications but few have thought as holistically as Apple. They are sensitive to users’ preferences and have created a system that integrates devices, applications, authoring tools, repositories, and consultation. We at CSUN can benefit from progressive, coherent thinking as we re-think course design and delivery. Why now? At CSUN, the largest college has issued iPads to the faculty, as have departments in other colleges. The device has become the industry standard in nearby K-12 and helping professions, with whom we place interns and graduates. And the governor signaled in the budget an interest in supporting technological solutions for persistent problems in access, cost, and completion in higher education. Finally, the surge in hybrid courses and e-books that our faculty author indicates that CSUN has reached a tipping point for strategic change. An iPad-centric curriculum also offers some exciting possibilities to transform information delivery as well as student participation. Like all pedagogy, it can be a positive and even progressive form of education. Or not, depending on how the actual curriculum is designed and implemented. Professors need to change their archaic views on attention spans and realize that students and society in general are integrating the digital world into the real world. For better or worse, it’s inevitable and professors need to play along. This lecture will discuss TOP (10-20) iPad uses in the classrooms but also discusses concerns on standards of teaching and learning and if low-cost faculty-generated etextbooks are a real match to top quality publisher generated traditional books/ebooks.
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing ...Cengage Learning
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing Conference
Presenter: Lucy Parker, California State University, Northridge
myCSUNtablet Initiative is a partnership of California State University, Northridge and Apple, Inc. that seeks to reduce the cost and increase the quality of learning materials for students. Participating students will use iPads and gain immediate access to e-books and related e-learning materials in a suite of courses in select majors. Participating faculty will receive an iPad and help from professional course designers who understand the relation among effective teaching, creative use of authoring tools, and accessible design. Why CSUN? The academic plans and IT Vision@2015 have anticipated a widening deployment of portable devices and cloud technology for teaching and learning. Faculty already are using such strategies to engage students with different styles and paces for learning. CSUN students are urban commuters, tech-savvy, and on tight budgets. Portability, cost control, and media-enriched content that can be personalized are their common expectations. Why Apple? Many companies make tablets; several produce and solicit applications but few have thought as holistically as Apple. They are sensitive to users’ preferences and have created a system that integrates devices, applications, authoring tools, repositories, and consultation. We at CSUN can benefit from progressive, coherent thinking as we re-think course design and delivery. Why now? At CSUN, the largest college has issued iPads to the faculty, as have departments in other colleges. The device has become the industry standard in nearby K-12 and helping professions, with whom we place interns and graduates. And the governor signaled in the budget an interest in supporting technological solutions for persistent problems in access, cost, and completion in higher education. Finally, the surge in hybrid courses and e-books that our faculty author indicates that CSUN has reached a tipping point for strategic change. An iPad-centric curriculum also offers some exciting possibilities to transform information delivery as well as student participation. Like all pedagogy, it can be a positive and even progressive form of education. Or not, depending on how the actual curriculum is designed and implemented. Professors need to change their archaic views on attention spans and realize that students and society in general are integrating the digital world into the real world. For better or worse, it’s inevitable and professors need to play along. This lecture will discuss TOP (10-20) iPad uses in the classrooms but also discusses concerns on standards of teaching and learning and if low-cost faculty-generated etextbooks are a real match to top quality publisher generated traditional books/ebooks.
Software-based Clicker Systems for Classroom Activities of Secondary and Tert...Khalid Md Saifuddin
Workshop: Software-based clicker systems turn all the computers, mobiles, tablets and other Internet-browsable devices into clickers. It is an undisputed educational technology with significant pedagogical values – for formative assessment, engaging in discussions, recording attendance, conducting course/module evaluation, and many others! Commonly, three types of questions - multiple-choice, true-false and open-ended – are available, along with the option for anonymous responses.
Different clickers will be introduced but only Socrative will be facilitated as it is free and most efficient in terms of usability factors.
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!
Part 1 of a two-part series on how the ever-evolving world of technology is having an impact on the classroom and how students ultimately learn new materials. This presentation contains the first 5 ways technology are helping students in the classroom
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.
Mobility for Education: The new paradigm in learning[x]cube LABS
Our whitepaper focuses on Mobility for Education and endeavors to explore the transformation, approaches, benefits, opportunities and challenges of adopting mobility solutions in the learning sphere.
Software-based Clicker Systems for Classroom Activities of Secondary and Tert...Khalid Md Saifuddin
Workshop: Software-based clicker systems turn all the computers, mobiles, tablets and other Internet-browsable devices into clickers. It is an undisputed educational technology with significant pedagogical values – for formative assessment, engaging in discussions, recording attendance, conducting course/module evaluation, and many others! Commonly, three types of questions - multiple-choice, true-false and open-ended – are available, along with the option for anonymous responses.
Different clickers will be introduced but only Socrative will be facilitated as it is free and most efficient in terms of usability factors.
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!
Part 1 of a two-part series on how the ever-evolving world of technology is having an impact on the classroom and how students ultimately learn new materials. This presentation contains the first 5 ways technology are helping students in the classroom
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.
Mobility for Education: The new paradigm in learning[x]cube LABS
Our whitepaper focuses on Mobility for Education and endeavors to explore the transformation, approaches, benefits, opportunities and challenges of adopting mobility solutions in the learning sphere.
Ally & Wark (2018) Online student use of mobile devices for learningDr. Norine Wark
ABSTRACT
Mobile technology is becoming prevalent in today’s society. Yet despite the widespread use of Internet-accessible mobile devices, very little research has been undertaken to examine the value that mobile technology may have (Cheung & Hew, 2009), especially within the milieu of higher education. With ever-expanding technological capabilities and rapidly increasing student use of sophisticated mobile devices, such as smartphones and tablets (Chaffey, 2017; Chang, Lai, & Hwang, 2018; Guri-Rosenblit, 2009; Peng et al, 2009), it is imperative that educators consider the impact that these devices may have—particularly when it comes to the affordances such devices provide for mobile learning in the digital classroom (Demmans Epp, Watanabe, & Swann, 2017). This paper reports on the demographic and descriptive findings from a three-year study on online graduate-level students’ perceptions and experiences with mobile devices that provides some insight into the relationship between graduate level learners, their online learning contexts, and their use of mobile devices for learning. The results indicate that: (1) the use of mobile devices for learning is common among these students, and (2) these devices and how they are being used are rapidly evolving to provide nearly seamless continuity of formal learning for the increasingly mobile learner.
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.
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Exploring mobile technologies to improve student learning
1. Exploring mobile technologies to
improve student learning
Tanya Joosten, @tjoosten
Director (Interim), Learning Technology Center
Dylan Barth, @dylanbarth
Consultant, Learning Technology Center
Lecturer, Department of English
University of Wisconsin - Milwaukee
2. • 95 percent of 18–29-year-olds use their
mobile phones to send and receive text
messages.
• 95 percent of 18–34-year-olds have a mobile
phone.
15. RFP
• How would using mobile technologies change or
reinforce student learning in your course?
• If you are already using mobile devices, how will
your use of this technology evolve to achieve the
new course goals?
• How would you assess your outcomes?
• Why would your course be a good opportunity to
make use of mobile technologies?
• Why are you a good candidate to participate in
this grant project?
16. Participants & Courses
• Sara Baker: Clinical Laboratory Sciences
• Dylan Barth: English
• Rachel Baum: Jewish Studies
• Vicki Callahan: Art
• Jacques du Plessis: Information Studies
• Jason Jones: Foreign Languages & Literature
• Andrew Olson: Foreign Languages & Literature
• Matt Russell: Comparative Literature
• Leah Schreiber: Art and Design
http://uwmmobilelearning.wikispaces.com/Accepted+mLearning+Proposals
35. Best practices
• Identify your goals, pedagogical tasks
• Develop group projects to overcome lack of
mobile devices and tech support
• Require an icebreaker or scavenger hunt
requiring students to demonstrate the skills
needed to complete the activity
• Bring the outside of the classroom into the
classroom; provide a link to the real world
36. • Look to identify mobile apps that provide new
functionality not available using current
technologies
• Take advantage of the “mobility”
• Focus on higher order learning when possible
37. The Study
• Device agnostic
• Quantitative data
– Instructor surveys
– Student surveys
• Qualitative data
– Open-ended questions
– Informal feedback
– Project updates
42. Satisfaction
Strongly Strongly
Disagree Disagree Neutral Agree Agree
I would recommend this course to
others. 1.47% 1.47% 19.12% 22.06% 42.65%
Overall, I am happy with using a mobile
device. 0.00% 2.90% 17.39% 27.54% 40.58%
Using the mobile device for the course
was fun. 4.41% 5.88% 16.18% 32.35% 25.00%
43. Ease of Use
Strongly Strongly
Disagree Disagree Neutral Agree Agree
Technical support was available when I
needed it. 0.00% 2.94%38.24%23.53% 5.88%
Using my mobile device was simple. 2.94% 5.88%22.06%32.35%19.12%
I had no problems using my mobile device
for the course. 4.35% 8.70%15.94%27.54%28.99%
44. Learning
Strongly Strongly
Disagree Disagree Neutral Agree Agree
The mobile device has been beneficial to
my learning. 5.80% 7.25% 17.39% 26.09% 30.43%
Mobile devices made it easy to connect
ideas together. 4.29% 8.57% 25.71% 30.00% 17.14%
Mobile devices helped me understand the
course material. 4.48% 10.45% 25.37% 29.85% 11.94%
45. Student comments
• “Downloading apps helped me study in my free
time at work. Something I would not have been
able to do without [my] mobile device.”
• “It helps with the flexibility of receiving a good
grade. I was all over the place: airport, doctor's
office, work, home, community pool, a friend's
house, and I was still able to complete my work.”
• “I love practical applications in classwork because
it is education in ‘real time’. Technology changes
so fast and this class encompassed all the new
technology and tools.”
46. Findings: Instructors
• Apple users
• Apps
• Student engagement
– Mobile device experience
– Unenthusiastic students dislike technology
“…the main advantage was giving the students
the opportunity to have knowledge at their
fingertips.”