FRN - Faculty Resource Network Mobile Computing 2011 PPT Revised June 2012Marie Octobre
Group presentation prepared at NYU 2011 Summer Seminar on Mobile Computing. Focus of PPT is on using mobiles in the classroom, note taking apps and rubric.
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.
Exploring mobile technologies to improve student learningTanya Joosten
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....
Mobile devices like the iPod Touch can be used as learning tools in the classroom through educational apps, eBooks, collaborative projects, and just-in-time learning. A pilot program purchased 20 iPod Touches to create a 1:1 learning environment and measure the impact on literacy and math skills. The document outlines many ways the iPod Touch can be used for reading, writing, math, science, social studies, foreign language learning, communication, and assessment.
This document provides examples of how technology can be used in special education classrooms. Specific devices discussed include digital cameras, video tapes, and scanners which can provide visual examples and copies of notes. Assistive technologies like text-to-speech and alternative keyboards help students with physical or sensory disabilities. Productivity tools such as word prediction software and simplified word processors support students' writing. Multimedia tools, instructional software, and interactive books further learning. Overall, the examples show how technology enables exploration of new ways for special education students to learn.
This document discusses the potential benefits and uses of mobile devices in the classroom. It notes that most students already bring mobile devices to school. The document then lists some advantages of using mobile devices such as recording video and photos, storing ebooks, accessing thousands of educational apps, promoting collaboration and connectivity. It also suggests that mobile devices can increase student engagement, even for young children, and that students want to see the technology they use outside of school used inside school. Mobile devices are also presented as a tool to promote collaborative learning between teachers and students and among students. Finally, the document states that mobile devices can be a powerful tool for students with disabilities by replacing assistive devices and allowing for varied pacing and engagement with content.
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!
Online tools for content preparation, presentation of content, interactive with students, video conferencing, assignment submission, assessment strategies, etc.
FRN - Faculty Resource Network Mobile Computing 2011 PPT Revised June 2012Marie Octobre
Group presentation prepared at NYU 2011 Summer Seminar on Mobile Computing. Focus of PPT is on using mobiles in the classroom, note taking apps and rubric.
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.
Exploring mobile technologies to improve student learningTanya Joosten
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....
Mobile devices like the iPod Touch can be used as learning tools in the classroom through educational apps, eBooks, collaborative projects, and just-in-time learning. A pilot program purchased 20 iPod Touches to create a 1:1 learning environment and measure the impact on literacy and math skills. The document outlines many ways the iPod Touch can be used for reading, writing, math, science, social studies, foreign language learning, communication, and assessment.
This document provides examples of how technology can be used in special education classrooms. Specific devices discussed include digital cameras, video tapes, and scanners which can provide visual examples and copies of notes. Assistive technologies like text-to-speech and alternative keyboards help students with physical or sensory disabilities. Productivity tools such as word prediction software and simplified word processors support students' writing. Multimedia tools, instructional software, and interactive books further learning. Overall, the examples show how technology enables exploration of new ways for special education students to learn.
This document discusses the potential benefits and uses of mobile devices in the classroom. It notes that most students already bring mobile devices to school. The document then lists some advantages of using mobile devices such as recording video and photos, storing ebooks, accessing thousands of educational apps, promoting collaboration and connectivity. It also suggests that mobile devices can increase student engagement, even for young children, and that students want to see the technology they use outside of school used inside school. Mobile devices are also presented as a tool to promote collaborative learning between teachers and students and among students. Finally, the document states that mobile devices can be a powerful tool for students with disabilities by replacing assistive devices and allowing for varied pacing and engagement with content.
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!
Online tools for content preparation, presentation of content, interactive with students, video conferencing, assignment submission, assessment strategies, etc.
Mobile learning involves using mobile technologies and wireless networks to facilitate learning across different locations. It allows students to interact with instructors and classmates, access information portably, and collaborate on projects together remotely. Some key benefits of mobile learning include increasing student engagement, motivation, and providing more flexibility and autonomy. However, mobile learning also faces limitations such as small screen sizes, limited storage, high costs, and difficulties assessing learning that occurs over mobile phones.
According to the 2016 ECAR survey, 96% of undergraduates in the U.S. now own a smartphone and the trend is on the rise. How can educators design learning so as to improve access for the smartphone learner?
This document discusses the increasing use of mobile devices and apps in health and science education. It notes that tablet ownership, especially of iPads, has grown significantly in recent years. The document outlines how various apps can be used to support teaching and learning, providing examples of how specific apps could be integrated into class activities and assignments. It emphasizes the need to evaluate mobile resources and help students develop mobile information literacy skills to effectively search for and evaluate information on mobile devices. The presenters recommend resources for keeping up with emerging mobile technologies and apps.
District Administration Magazine - Dec 2014 Feature - SimmonsMarc Simmons, EdD
1) Schools are using mobile device management (MDM) software to take control of devices from teachers and students, allowing a focus on learning. Some schools bundle devices and content with MDM software into a single package.
2) MDM software allows schools to customize apps, content, and security settings on devices. It also helps schools track licensing and app usage.
3) Schools supporting bring-your-own devices (BYOD) can manage instructional software through virtual containers and cloud-based systems, while still using MDM to control security settings.
This document discusses assistive technology options for students with disabilities in an inclusive kindergarten classroom. It describes three students with special needs, including Down syndrome and developmental delays, who struggle with fine motor skills and learn better through hands-on activities. The document then defines inclusion in education and discusses the responsibilities of general and special education teachers to provide accommodations, including assistive technology tools. Examples are given of low, mid, and high-tech assistive technologies. Basic classroom strategies are also outlined to support inclusive learning, such as modified assignments, small group work, and use of manipulatives.
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Mobile Information Literacy for Libraries: A case study on requirements for an effective Information Literacy Program is presented at 5th m-Library Conference during 27-30 May at Chinese University of Hong Kong.
Synchronous online instruction has both advantages and disadvantages compared to face-to-face teaching. The advantages include more immediate feedback for students and quicker answers to their questions. However, too many questions can interrupt the class lesson. Outside distractions like cell phones can also be problematic. Tools like polling, chat windows, audio, and video can help increase participation and gauge comprehension. Effective facilitation strategies and focusing tools are important for synchronous online classes.
This document outlines the innovation-decision process for adopting mobile learning at a high school. It discusses exposing faculty and students to mobile learning through training, workshops, and pilot programs. It details implementing a pilot program using iPads and smartphones in physics and finance classes. Surveys were conducted and the administration proposed expanding mobile learning by adding more devices and labs based on positive feedback from the pilot.
The document discusses using gadgets as technology tools in education. It defines technology and educational technology, noting that technology can enhance relationships between teachers and students when integrated effectively. It then defines gadgets and tools, providing examples of common gadgets used as technology tools in classrooms like computers, smartphones, cameras, and interactive whiteboards. The document outlines advantages, like bringing fun and applicable education to the classroom, and disadvantages, such as potential access to inappropriate content or reduction in students' thinking abilities.
This document summarizes research on self-efficacy and lifelong learning. It discusses how self-efficacy is developed through mastery experiences, vicarious experiences, verbal persuasion, and emotional states. Several studies are reviewed that examine the relationship between self-efficacy and outcomes in online learning such as motivation, satisfaction, and academic achievement. Examples of technologies that can support lifelong learning include the British Council Learn English website and YouTube videos.
This document discusses how technology is being used in K-12 classrooms, including streaming video, interactive whiteboards, tablets, and software for individual student needs. It also covers teacher training, integrating technology into lessons, using technology for communication like grades and emails, and addressing common questions about technology implementation challenges, successes, and future goals. The focus is on blending technology seamlessly into the curriculum to enhance learning.
This presentation provides information on pathways that male college students may follow to achieve academic success by controlling distractions from digital devices and cyberloafing activities.
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.
Community-Based Learning (CBL) via Facebook Mobile It is Time to BYOD (Bring ...Heiða Reed
Presenters: Dr Ferial Khaddage & Adalheidur Reed PhD Candidate School of Information Technology Deakin University Australia. University of North Texas, College of Information, Learning Technologies USA SITE 2013 New Orleans Louisiana USA 25-29 March
This document discusses M-learning, which is defined as learning that is accessed via mobile devices to support just-in-time, on-demand learning. It involves consuming, interacting with, or creating information on portable digital devices. The document outlines that M-learning is different than e-learning in that it focuses on short, bite-sized content that can be accessed anywhere and is less structured. While M-learning uses mobile technologies like smartphones and tablets, the focus should be on the learner's needs and experience rather than the technology itself. Effective M-learning provides interactive, portable learning in short chunks that is platform independent and meets the learner's specific needs at the moment they access it.
Student perspectives on assistive technologyE.A. Draffan
These slides are from a talk given at the Iansyst 2012 DSA Assessors conference. There are several slides that were asking questions rather than providing answers - the main points were about the shifting sands occurring in IT and AT within Further and Higher Education
Granville County Schools implemented a technology-infused learning initiative across its five high schools and one elementary school. The initiative included a one-to-one laptop program for students and interactive classrooms. Support from district leadership and partnerships with local organizations helped fund the infrastructure, devices, and professional development needed. Teachers received devices and training before students to prepare for facilitating technology-enhanced lessons focused on engagement and depth of learning. Ongoing support and monitoring of classroom management, policies, and sustainability ensured the successful rollout and continued success of the program.
The document discusses technology used in special education for middle school students. It outlines various types of assistive technologies and software that can help with communication, research, problem solving, and productivity. Examples of adaptive devices and interactive whiteboards are provided. Laws like IDEA promote accessibility in education for students with special needs. Overall, the document shows how technology advances have created more opportunities for students with disabilities to learn and achieve.
The document summarizes a study that examined SUNY Potsdam students' perceptions of the effectiveness of technology used by professors in the classroom. A survey of 238 students found that the most commonly and effectively used technologies were presentation software, Moodle, video streaming, digital media, and text processing software. While students felt skills did not improve much with less commonly used technologies, they acknowledged appropriate classroom uses of their own devices. The study concluded that SUNY Potsdam meets expectations for common technologies but that training could help expand effective use of other technologies.
Presentation Research and Web Tool to ShareJoan Wall
This document discusses using technology to create engaging learning experiences that meet diverse needs. It examines research on student and faculty access and use of mobile devices at Portage College in 2014. The research found high access to smartphones but also distraction as a drawback. It provides examples of apps that can be used for various purposes like notes, communication, and presentations. Specific recommendations include guiding effective mobile device use, having valid uses, and addressing access issues through professional development.
This document contains a collection of links related to mobile learning and building online communities. It discusses how mobile learning activities should be designed based on student ownership and use patterns of mobile devices. Research shows that activities should not require apps and should allow for transfer of learning outside the classroom. The document also references studies about teens' use of technology and smartphones, as well as implications for designing mobile learning experiences.
Mobile learning involves using mobile technologies and wireless networks to facilitate learning across different locations. It allows students to interact with instructors and classmates, access information portably, and collaborate on projects together remotely. Some key benefits of mobile learning include increasing student engagement, motivation, and providing more flexibility and autonomy. However, mobile learning also faces limitations such as small screen sizes, limited storage, high costs, and difficulties assessing learning that occurs over mobile phones.
According to the 2016 ECAR survey, 96% of undergraduates in the U.S. now own a smartphone and the trend is on the rise. How can educators design learning so as to improve access for the smartphone learner?
This document discusses the increasing use of mobile devices and apps in health and science education. It notes that tablet ownership, especially of iPads, has grown significantly in recent years. The document outlines how various apps can be used to support teaching and learning, providing examples of how specific apps could be integrated into class activities and assignments. It emphasizes the need to evaluate mobile resources and help students develop mobile information literacy skills to effectively search for and evaluate information on mobile devices. The presenters recommend resources for keeping up with emerging mobile technologies and apps.
District Administration Magazine - Dec 2014 Feature - SimmonsMarc Simmons, EdD
1) Schools are using mobile device management (MDM) software to take control of devices from teachers and students, allowing a focus on learning. Some schools bundle devices and content with MDM software into a single package.
2) MDM software allows schools to customize apps, content, and security settings on devices. It also helps schools track licensing and app usage.
3) Schools supporting bring-your-own devices (BYOD) can manage instructional software through virtual containers and cloud-based systems, while still using MDM to control security settings.
This document discusses assistive technology options for students with disabilities in an inclusive kindergarten classroom. It describes three students with special needs, including Down syndrome and developmental delays, who struggle with fine motor skills and learn better through hands-on activities. The document then defines inclusion in education and discusses the responsibilities of general and special education teachers to provide accommodations, including assistive technology tools. Examples are given of low, mid, and high-tech assistive technologies. Basic classroom strategies are also outlined to support inclusive learning, such as modified assignments, small group work, and use of manipulatives.
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Synchronous online instruction has both advantages and disadvantages compared to face-to-face teaching. The advantages include more immediate feedback for students and quicker answers to their questions. However, too many questions can interrupt the class lesson. Outside distractions like cell phones can also be problematic. Tools like polling, chat windows, audio, and video can help increase participation and gauge comprehension. Effective facilitation strategies and focusing tools are important for synchronous online classes.
This document outlines the innovation-decision process for adopting mobile learning at a high school. It discusses exposing faculty and students to mobile learning through training, workshops, and pilot programs. It details implementing a pilot program using iPads and smartphones in physics and finance classes. Surveys were conducted and the administration proposed expanding mobile learning by adding more devices and labs based on positive feedback from the pilot.
The document discusses using gadgets as technology tools in education. It defines technology and educational technology, noting that technology can enhance relationships between teachers and students when integrated effectively. It then defines gadgets and tools, providing examples of common gadgets used as technology tools in classrooms like computers, smartphones, cameras, and interactive whiteboards. The document outlines advantages, like bringing fun and applicable education to the classroom, and disadvantages, such as potential access to inappropriate content or reduction in students' thinking abilities.
This document summarizes research on self-efficacy and lifelong learning. It discusses how self-efficacy is developed through mastery experiences, vicarious experiences, verbal persuasion, and emotional states. Several studies are reviewed that examine the relationship between self-efficacy and outcomes in online learning such as motivation, satisfaction, and academic achievement. Examples of technologies that can support lifelong learning include the British Council Learn English website and YouTube videos.
This document discusses how technology is being used in K-12 classrooms, including streaming video, interactive whiteboards, tablets, and software for individual student needs. It also covers teacher training, integrating technology into lessons, using technology for communication like grades and emails, and addressing common questions about technology implementation challenges, successes, and future goals. The focus is on blending technology seamlessly into the curriculum to enhance learning.
This presentation provides information on pathways that male college students may follow to achieve academic success by controlling distractions from digital devices and cyberloafing activities.
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.
Community-Based Learning (CBL) via Facebook Mobile It is Time to BYOD (Bring ...Heiða Reed
Presenters: Dr Ferial Khaddage & Adalheidur Reed PhD Candidate School of Information Technology Deakin University Australia. University of North Texas, College of Information, Learning Technologies USA SITE 2013 New Orleans Louisiana USA 25-29 March
This document discusses M-learning, which is defined as learning that is accessed via mobile devices to support just-in-time, on-demand learning. It involves consuming, interacting with, or creating information on portable digital devices. The document outlines that M-learning is different than e-learning in that it focuses on short, bite-sized content that can be accessed anywhere and is less structured. While M-learning uses mobile technologies like smartphones and tablets, the focus should be on the learner's needs and experience rather than the technology itself. Effective M-learning provides interactive, portable learning in short chunks that is platform independent and meets the learner's specific needs at the moment they access it.
Student perspectives on assistive technologyE.A. Draffan
These slides are from a talk given at the Iansyst 2012 DSA Assessors conference. There are several slides that were asking questions rather than providing answers - the main points were about the shifting sands occurring in IT and AT within Further and Higher Education
Granville County Schools implemented a technology-infused learning initiative across its five high schools and one elementary school. The initiative included a one-to-one laptop program for students and interactive classrooms. Support from district leadership and partnerships with local organizations helped fund the infrastructure, devices, and professional development needed. Teachers received devices and training before students to prepare for facilitating technology-enhanced lessons focused on engagement and depth of learning. Ongoing support and monitoring of classroom management, policies, and sustainability ensured the successful rollout and continued success of the program.
The document discusses technology used in special education for middle school students. It outlines various types of assistive technologies and software that can help with communication, research, problem solving, and productivity. Examples of adaptive devices and interactive whiteboards are provided. Laws like IDEA promote accessibility in education for students with special needs. Overall, the document shows how technology advances have created more opportunities for students with disabilities to learn and achieve.
The document summarizes a study that examined SUNY Potsdam students' perceptions of the effectiveness of technology used by professors in the classroom. A survey of 238 students found that the most commonly and effectively used technologies were presentation software, Moodle, video streaming, digital media, and text processing software. While students felt skills did not improve much with less commonly used technologies, they acknowledged appropriate classroom uses of their own devices. The study concluded that SUNY Potsdam meets expectations for common technologies but that training could help expand effective use of other technologies.
Presentation Research and Web Tool to ShareJoan Wall
This document discusses using technology to create engaging learning experiences that meet diverse needs. It examines research on student and faculty access and use of mobile devices at Portage College in 2014. The research found high access to smartphones but also distraction as a drawback. It provides examples of apps that can be used for various purposes like notes, communication, and presentations. Specific recommendations include guiding effective mobile device use, having valid uses, and addressing access issues through professional development.
This document contains a collection of links related to mobile learning and building online communities. It discusses how mobile learning activities should be designed based on student ownership and use patterns of mobile devices. Research shows that activities should not require apps and should allow for transfer of learning outside the classroom. The document also references studies about teens' use of technology and smartphones, as well as implications for designing mobile learning experiences.
This presentation proposes transitioning MKU from a traditional to a virtual learning environment, using Abilene Christian University's mobile learning initiatives as an example. ACU provides all students with iPhones and uses them extensively in the classroom for activities like polling, submitting assignments, accessing course materials, and interacting with professors and peers. Research studies at ACU examine how mobile technology impacts learning outcomes, student engagement, and preparation for technological careers. The presentation argues MKU could implement a similar program to stay competitive and provide students an advanced educational experience.
The document discusses emerging technologies and their impact on today's students based on a presentation given at an EDUCAUSE leadership conference. It summarizes trends seen in student technology ownership, use of technologies in courses, and student perceptions. Examples of mobile learning initiatives are provided and metrics for evaluating the impact of mobile learning initiatives are discussed.
This document discusses touch screen technology and its uses in education. It describes different types of touch screen devices like interactive whiteboards, tablets, and smart tables. The benefits of touch screens in the classroom are outlined, such as enabling individual and collaborative work, and appealing to students. Pedagogical approaches like active learning are discussed. Legal and copyright issues are also mentioned. Finally, links to other subjects like English, math, and science are provided.
This document discusses mobile learning and its growing potential. It notes that nearly 90% of the world's population currently has access to cellular networks. It then outlines different types of mobile learning including individual, peer-to-peer, and group sharing models. Examples of mobile learning apps like Nearpod and Socrative are provided. A case study shows how video creation apps can be used for a course assignment. The document concludes with recommendations for implementing mobile learning such as providing tech support and ensuring course resources are accessible online.
This presentation proposes transitioning MKU from a traditional university to a virtual learning environment modeled after Abilene Christian University's mobile learning initiatives. It describes ACU's use of iPhones to enhance learning through connectivity between students and professors, interactive textbooks, and classroom response systems. Research studies at ACU show mobile devices improve comprehension, retention, and student engagement when used for remote teaching, personalized learning, and daily formative assessments. Adopting ACU's mobile learning approach could benefit MKU students by preparing them for technological careers and allowing real-time feedback through blogs and surveys.
The document summarizes a 2011 leadership conference presentation on emerging technologies and their role in learning. It discusses trends like increased access to resources online, expectations for collaborative and mobile work, and cloud-based technologies. Data is presented on technology ownership and use of tools in courses. Examples of mobile learning initiatives are provided, such as apps for medical education. The presentation concludes by emphasizing the need to evaluate new technologies based on their ability to support learning goals and by surveying students and faculty about technology needs and preferences.
The document discusses mobile learning and educational apps. It provides research on the benefits of mobile learning, such as increased student engagement, motivation, and literacy. Mobile devices can enhance learning in core subjects and support collaboration. The document also shares examples of mobile learning projects and reviews of educational apps. It emphasizes that curriculum should drive the use of technology and provides tips for developing an effective implementation strategy for mobile devices in schools.
Mobile learning (m-learning) involves using mobile technologies to enhance the learning experience. It began developing in the 1990s and focuses on learning across contexts using mobile devices. There are several advantages to m-learning over internet learning, including improved literacy/numeracy skills, independent/collaborative learning, and overcoming the digital divide. However, m-learning also faces technical challenges like small screens and limited storage/performance, as well as social challenges regarding accessibility and assessing mobile learning. Effective m-learning design and evaluation methods are still needing development to address these issues.
This document discusses integrating technology into the classroom, including hardware, software, and digital media. Chapter 4 discusses computer hardware components and providing recommendations. Chapter 7 focuses on teachers discovering computers and ways to incorporate emerging technologies like blogs, podcasts, and videos. The document provides links to resources on using technology for literacy, assistive technologies, evaluating websites and software, and integrating technology into curriculums. It also discusses using alternative assessments and considering students' needs.
The document discusses trends in learning technology from the past to the present and future. It outlines how technology has evolved from having few computers and digital devices 20 years ago to today's prevalence of mobile devices, smartphones, tablets, and cloud computing. Current trends mentioned include the rise of social media, user-generated content, and Web 2.0 applications. The document also examines reported qualities and affordances of using iPads in education contexts based on various studies.
This document discusses implementing a Bring Your Own Device (BYOD) initiative in schools. It notes that students are increasingly using mobile technology and that BYOD can help engage students and prepare them for today's workforce demands. However, there are also concerns like distraction and equity that need to be addressed. The document provides examples of how different mobile devices can be used as learning tools in the classroom and lists various apps and resources that can be incorporated into a BYOD program. It emphasizes establishing school policies and teacher training to ensure BYOD supports learning goals.
The document discusses the implications of emerging technologies like Web 3.0, social media, ubiquitous devices, and simulations/games on learning strategies and pedagogy. It analyzes how these technologies can support behaviorsim through collaboration and reinforcement, constructivism via rich media simulations, and situated/informal learning using context-aware mobile devices. It provides examples of universities adopting these technologies in various ways and emphasizes making educational content available across multiple ubiquitous devices and formats to support lifelong learning.
This document presents a project on mobile learning. It discusses the objectives of teaching students about mobile learning, its advantages, and challenges. It defines mobile learning as obtaining educational content on devices like phones and tablets. It provides examples of mobile learning devices and apps that can be used, such as smartphones, e-book readers, tablets, Evernote, Twitter, and chemistry apps. It discusses the concepts of mobile learning including the mobility of technology, learning, and learners. It outlines advantages like flexibility and collaboration, and challenges like cultural attitudes, learning theories, and device limitations.
This document discusses mobile learning, including what it is, how to design it, and how to implement it well. Mobile learning is defined as "learning across multiple contexts, through social and content interactions, using personal electronic devices." Key considerations for design include aligning the content learning goals, pedagogical approach, and technological affordances of mobile devices. Best practices involve examining both macro-level issues like cost and management, as well as micro-level classroom practices like preparation, in-class use, and follow up. The advantages of mobile learning include increased independence, engagement, and communication for learners.
Using Mobile Technology to Differentiate Instruction Karen F
The document discusses using mobile technology to differentiate instruction for students with different backgrounds, abilities, and learning styles. It notes that traditional textbooks often do not engage or meet the needs of diverse students. Mobile devices can help teachers facilitate individualized tutorials, practice activities, mini-lessons and projects. The document provides examples of how teachers can use tools on mobile devices like ebooks, audio, video, and apps to customize instruction for each student. It emphasizes finding existing resources and having students help create materials to make implementation feasible within time constraints.
This document provides an overview of using iPads in the classroom presented by Nancy Caramanico, an education technology specialist. It discusses exploring education apps, effective classroom technology integration, and showcases various app categories including basics, curation, communication, creativity, and flipped classroom. Productivity apps like Evernote and pages are presented for note-taking and collaboration. Guidelines for evaluating apps are shared. The document emphasizes how mobile technologies can enhance learning through communication, critical thinking, and digital content creation.
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Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AIVladimir Iglovikov, Ph.D.
Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
This presentation delves into the journey of Albumentations.ai, a highly successful open-source library for data augmentation.
Created out of a necessity for superior performance in Kaggle competitions, Albumentations has grown to become a widely used tool among data scientists and machine learning practitioners.
This case study covers various aspects, including:
People: The contributors and community that have supported Albumentations.
Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
Challenges: The hurdles in monetizing open-source projects and measuring user engagement.
Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
Community Building: Strategies for making adoption easy, iterating quickly, and fostering a vibrant, engaged community.
Marketing: Both online and offline marketing tactics, focusing on real, impactful interactions and collaborations.
Mental Health: Maintaining balance and not feeling pressured by user demands.
Key insights include the importance of automation, making the adoption process seamless, and leveraging offline interactions for marketing. The presentation also emphasizes the need for continuous small improvements and building a friendly, inclusive community that contributes to the project's growth.
Vladimir Iglovikov brings his extensive experience as a Kaggle Grandmaster, ex-Staff ML Engineer at Lyft, sharing valuable lessons and practical advice for anyone looking to enhance the adoption of their open-source projects.
Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
Twitter: https://x.com/albumentations
2. Mobile Computing
"Mobile computing is a form of human–computer
interaction by which a computer is expected to be
transported during normal usage. Mobile computing
has three aspects: mobile communication, mobile
hardware, and mobile software." (Wikipedia)
3. Questions for the Class
Do you own a mobile phone?
Is it a smartphone?
Is it a Blackberry, Android, or iPhone?
What is an app?
Where do you find them?
4. Why Mobile?
Go where the students are!
According the recent ECAR survey, 62.7% of students own an internet
capable handheld device (Smith)
99.8% of students own a cell phone and 49% of those are smartphones
(Truong)
Make content accessible anywhere
Read e-mail
Text messages
RSS feeds
Search the internet
Take/review notes
5. Benefits of Mobile Learning
Improves literacy and numeracy skills
Recognize existing abilities
Encourage independent and collaborative learning
Identify areas where assistance and support is needed
Bridge the gap between mobile phone and Information and Communication
Technology (ICT) literacy
Engages reluctant learners
Helps learners remain focused for longer periods
Raises self-esteem and self-confidence
(Attewell cited in Shih)
6. Goals
Familiarize students with mobile devices in learning
Empower students
Enhance participation, engagement, and student
ownership of learning
Improve student confidence and test-taking strategy
7. Note-Taking Apps
Create notes
Bookmarks
Save pictures
http://www.evernote.com/ Images
Organize folders and tags
9. Student Activities
Class Notes (Note-Taking Apps)
Collecting Related Content (Note-Taking Apps)
Respond to readings using micro-blogging (Twitter)
Group assignment to create test questions from notes
(Note-Taking Apps)
Share test questions with class (Twitter)
10. Technology Considerations
Platform compatibility and device access
Select apps and tools available for:
Android
iOS (iPhone, iPad)
BlackBerry
Desktops/Laptops
Learning Curve
Focus on 1-2 tools at a time
Assign specific, structured tasks to introduce the tool
Provide rubric in advance to guide student work
11. Assessment
Track participation via Twitter
Grade questions created through group work (rubric)
Class survey of opinions on apps usefulness
12. Other Apps for the Classroom
Google Apps for Education-
http://www.google.com/apps/intl/en/edu/more.html
8 Android Apps for Education-
http://mashable.com/2011/05/12/android-education-apps/
Wolfram Alpha- http://www.wolframalpha.com/
10 iPhone Apps to Get You Back to School-
http://mashable.com/2010/08/24/back-to-school-iphone-apps/
13. Further Reading
Educause: Mobile Learning - 132 resources for M-Learning from Educause
Carlucci, Lisa, and Thomas. "Gone Mobile?" Library Journal 135.17 (2010): 30-4.
<
https://login.ezproxy.cnr.edu/login?url=http://search.ebscohost.com/login.aspx?dir
>.
EISELE-DYRLI, KURT. "Mobile Goes Mainstream." District Administration
47.2 (2011): 46-55. <
https://login.ezproxy.cnr.edu/login?url=http://search.ebscohost.com/login.aspx?dir
>.
El-Hussein, Mohamed Osman,M., and Johannes C. Cronje. "Defining Mobile
Learning in the Higher Education Landscape." Journal of Educational
Technology & Society 13.3 (2010): 12-21. <
https://login.ezproxy.cnr.edu/login?url=http://search.ebscohost.com/login.aspx?dir
>.
14. Further Reading Continued
Gebauer, Judith. "User Requirements of Mobile Technology: A Summary of
Research Results." Information Knowledge Systems Management 7.1 (2008):
101-19. <
https://login.ezproxy.cnr.edu/login?url=http://search.ebscohost.com/login.aspx?dir
>.
Hyo-Jeong So, Peter Seow, and Chee Kit Looi. "Location Matters: Leveraging
Knowledge Building with Mobile Devices and Web 2.0 Technology."
Interactive Learning Environments 17.4 (2009): 367-82. <
https://login.ezproxy.cnr.edu/login?url=http://search.ebscohost.com/login.aspx?dir
>.
Keller, Josh. "The Slow-Motion Mobile Campus." Chronicle of Higher
Education 57.36 (2011): B4-6. <
https://login.ezproxy.cnr.edu/login?url=http://search.ebscohost.com/login.aspx?dir
>.
15. References
Shih,Yuhsun Edward and Dennis Mills. "Setting the New Standard with Mobile
Computing in Online Learning." International Review of Research in Open
and Distance Learning. 8.2 (2007). Web. 15 June 2011.
Smith, Shannon D and Judith Borreson Caruso. The ECAR Study of
Undergraduate Students and Information Technology, 2010—Key Findings
(Key Findings). Boulder, CO: EDUCAUSE Center for Applied Research. (2010).
Web. 16 June 2011.
Truong, Kelly. "Student Smartphone Use Doubles; Instant Messaging Loses
Favor." The Chronicle of Higher Education. 17 June 2010. Web. 16 June 2011.