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![References
1. Albors, J., Ramos, J.C., and Hervas, J.L. (2008). New learning network paradigms: Communities of objectives,
crowdsourcing, wikis and open source. International Journal of Information Management, (28)3 194-202.
2. Hendry, D., Woefler, J.P., Rowena, H., Bauer, T., Fitzer, and Champagne, M. (2011). How to integrate digital media
into a drop-in for homeless young people for deepening relationships between youth and adults. Children and
Youth Services Review, (33) 774-782.
3. Howe, J. (2006). The rise of crowdsourcing. Wired Magazine, (14)6. Accessed on March 8, 2013.
http://www.wired.com/wired/archive/14.06/crowds.html
4. JENKINS, H. (2006). Confronting the challenges of participatory culture: Media education for the 21st century
[White paper]. Retrieved from digitallearning.macfound.org/atf/.../JENKINS_WHITE_PAPER.PDF
5. Kiernan, P., and Aizawa, K. (2004). Cell phones in tasked based learning: Are cell phones useful language learning
tools? Cambridge Journals, (16)1 71-84
6. Lave, J. (1991). Situating learning in communities of practice. In L. Resnick& S. Teasley (Eds.), Perspectives on
socially shared cognition (pp. 63-82). Washington, DC: APA.
7. Lave, J. & Wenger, E.C. (1993). Situated learning: Legitimate peripheral participation. Cambridge University Press,
New York.
8. Lenhart, A. (2012). Digital divides and bridges: Technology among youth. Pew Internet Research. Retrieved from
http://www.pewinternet.org/Presentations/2012/Apr/Digital-Divides-and-Bridges-Technology-Use-Among-
Youth.aspx Accessed on 3/9/13.
9. Lenhart, A. (2010). Teens and mobile phones. Pew Internet Research. Retrieved from
http://www.pewinternet.org/Press-Releases/2010/Teens-and-Mobile-Phones.aspx Accessed on 3/9/13
10. Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M. (2006). Literature review in mobile technologies and learning.
Future Lab Series, Report 11 1-48.
11. Resnick, L. (2010). Nested learning systems for the thinking curriculum. Educational Researcher, (39) 183-197.
12. Sharples, M., Taylor, J., Vavoula, G. (2005). Towards a theory of mobile learning. University of Birmingham, UK. 1-
9.](https://image.slidesharecdn.com/mobileanddigitalmedialiteracylearningactivity-130310223659-phpapp01/85/Mobile-and-digital-media-literacy-learning-activity-16-320.jpg)
Mobile and digital media literacy learning activity
- 1. Learning Mobile &Digital Media Literacy Skills Using SMS and Google Apps Tara L. Conley Mobile Phone Learning Spring 2013
- 2.
- 3. Locating Community Resources One mentalhealth facility One family planning facility One job training or tutoring service One after school program
- 4. Report on FOURComponents 1. Location • Users will report address, cross street, and landmark information via text message and IFTTT. Textual information will be sent directly to users’ Google Drive (which will be shared with me and the rest of the group). • Users will report to Google Doc using SMS 2. Major services provided and IFTTT • Users will report to Google Docs about 1. Opinions/Insights whether or not services will be useful for CI youth in their neighborhood using SMS and IFTTT 1. Picture of the site • Users will text images to my cell phone directly, which I will then store and organize in a shared Google Doc with participants.
- 5. Subject Area: Mobile anddigital media literacy
- 6. Goals • To improvemobile and digital media literacy skills of court-involved (CI) youth. • To introduce YAB members to Google Apps in a collaborative, informal, situated, and task- based oriented learning environment using SMS technology.
- 7. Objectives • To providea fun, accessible way for YAB members to explore neighborhood resources. • To learn and sharpen digital media literacy skills by setting up a Gmail account, Google Drive, and registering/linking Google Drive with IFTTT.com • To learn and sharpen mobile media literacy skills by exploring neighborhood resources using SMS, camera phones, and Google Maps.
- 8. Audience • Youth Advisory Board (YAB) members • Current and former court- involved youth (that is, young people tethered to foster care, juvenile justice, and/or criminal justice systems). • 3 males – 16 years-old – 19 years-old – 20 years-old • 1 female – 17 years-old
- 9. Assumptions about YABMembers YAB members have never used or rarely use Google Apps (including Gmail, Google Maps, and Google Docs) – Informed by my experience working with CI youth, and as evident in Hendry, et. all (2011) research with homeless youth. YAB members have never used IFTTT.com to crowdsource data YAB members use camera phones frequently – Informed by Pew Internet research that states 83% of teens use their phones to take pictures (Lenhart; 2010) YAB members use mobile email YAB members have a working knowledge of resources and services in their neighborhoods YAB members have never participated in a mobile learning activity using SMS, Google Apps, and IFTTT Majority of YAB members do not own a smartphone – Informed by my experience working with CI youth, and as evident in Lenhart’s (2012) research stating that 23% of teens in the US have a smartphone. This stat is likely to be lower for CI youth in NYC. Though they have not used these technologies in tandem, YAB members will adopt mobile technologies successfully
- 10. Google Exploration Activity PromptYAB members to create an account at Google and to then explore one of Google's applications. ii. Discuss the “data cloud.” Discuss how Google's applications can be used to keep track of personal information and to help with the process of organizing resources. ii. Prompt students to envision how Google Docs could be used to store and organize information for the text line. iii. Describe various facets of Google Docs for working with documents, including word processing, calendars, personal pages, and photo storage. Literature: Activity adopted from Hendry, et. all; 2011 Activity informed by Resnick’s idea of thinking curriculum (2010), which is characterized by instruction that “is embedded in specific *and+ challenging subject matter” (pg. 186). Activity also informed by collaborative learning theories, particularly since Google Apps technology provides a “shared conversational learning space, which can be used not only for single learners but for groups of learners” (Naismith, et. al, pg. 16).
- 11. SMS, IFTTT, andGoogle Docs Send text messages tagged with the hashtag #gdoc to Google Drive • sign-up for IFTTT • register cell phone numbers • text resource information to (415) 817-9589 using #gdoc • resource information will then be stored in user’s Google Drive folder, labeled “IFTTTNotes”
- 12. Google Maps andCamera Phones • YAB members will explore the following using Google Maps and/or SMS: – 1 job training facility – 1 mental health facility – 1 family planning facility – 1 after school program • YAB members will report back the following using SMS: – Location – Primary services provided – Whether or not they believe the services are useful for CI youth in NYC – Picture of the site (or screen grab of the map location)
- 13. How will YABmembers received feedback? • Facilitator’s feedback • F2F focus group discussions and feedback • Polleverywhere.com The idea is to facilitate an environment where peer feedback and anonymity is privileged (Naismith, et. al; 2006).
- 14. What will YABmembers learn from the process? • Learn about local community- Participatory learning outside based resources in New York of traditional classroom spaces City. (Sharples, et. al; 2005). • Become early adopters, co- Not only acquire but designers, future expert users. participate in context-aware • Interrogate resources and tech learning environment tools through collaborative (Naismith, et. al; 2006). and conversion learning. Collaborative and conversion learning enabled by mobile and digital tech tools (Naismtih, pg. 16). Task-based learning seeks to engage learners pragmatically (Kiernan and Aizawa; 2004).
- 15. Threats & Pitfalls •No cell phones • No reliable access to wifi • No reliable data plans • Unstable home lives preventing participation • Curate inaccurate resource information
- 16. References 1. Albors, J., Ramos, J.C., and Hervas, J.L. (2008). New learning network paradigms: Communities of objectives, crowdsourcing, wikis and open source. International Journal of Information Management, (28)3 194-202. 2. Hendry, D., Woefler, J.P., Rowena, H., Bauer, T., Fitzer, and Champagne, M. (2011). How to integrate digital media into a drop-in for homeless young people for deepening relationships between youth and adults. Children and Youth Services Review, (33) 774-782. 3. Howe, J. (2006). The rise of crowdsourcing. Wired Magazine, (14)6. Accessed on March 8, 2013. http://www.wired.com/wired/archive/14.06/crowds.html 4. JENKINS, H. (2006). Confronting the challenges of participatory culture: Media education for the 21st century [White paper]. Retrieved from digitallearning.macfound.org/atf/.../JENKINS_WHITE_PAPER.PDF 5. Kiernan, P., and Aizawa, K. (2004). Cell phones in tasked based learning: Are cell phones useful language learning tools? Cambridge Journals, (16)1 71-84 6. Lave, J. (1991). Situating learning in communities of practice. In L. Resnick& S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-82). Washington, DC: APA. 7. Lave, J. & Wenger, E.C. (1993). Situated learning: Legitimate peripheral participation. Cambridge University Press, New York. 8. Lenhart, A. (2012). Digital divides and bridges: Technology among youth. Pew Internet Research. Retrieved from http://www.pewinternet.org/Presentations/2012/Apr/Digital-Divides-and-Bridges-Technology-Use-Among- Youth.aspx Accessed on 3/9/13. 9. Lenhart, A. (2010). Teens and mobile phones. Pew Internet Research. Retrieved from http://www.pewinternet.org/Press-Releases/2010/Teens-and-Mobile-Phones.aspx Accessed on 3/9/13 10. Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M. (2006). Literature review in mobile technologies and learning. Future Lab Series, Report 11 1-48. 11. Resnick, L. (2010). Nested learning systems for the thinking curriculum. Educational Researcher, (39) 183-197. 12. Sharples, M., Taylor, J., Vavoula, G. (2005). Towards a theory of mobile learning. University of Birmingham, UK. 1- 9.
Editor's Notes
- #2 Thank you for taking the time to watch and review my mobile learning activity proposal. My name is Tara Conley and I’m going to be presenting on learning mobile and digital media literacy skills using SMS and Google Apps. Background: Some of you know that I am in the process of building a text line for court-involved youth in New York City. The project is currently funded by Voqal, a Media Ideation initiative. I’m currently in the process of completing my pilot study, which pertains to working with CI youth in a focus-group style setting for three months. I thought creating a mobile learning activity around the focus group would be useful for this project. So with that, here is my proposal.
- #3 I want to create a mobile learning activity that will teach mobile and digital media literacy skills to court-involved youth advisory board (or YAB) members of the text line initiative.
- #4 Beginning Tuesday, March 12, 2013, I will invite YAB members to participate in the activity by locating one mental health facility, one family planning facility, one job training or tutoring service, and one after school program in their neighborhoods using the cell phones and linking to three Google applications (gmail, google docs, and google maps). YAB members will be asked to report back on each resource in their neighborhood via SMS, IFFFT.com (a service that enables users to connect channels like Facebook, Dropbox, and Google Docs with personally created or publicly shared profiles known as ‘recipes’.) and Google Docs.
- #5 Specifically, YAB members will report on four components; location of the site, major services provided, opinions/insights about the site, and a picture of the site or screen grab of the map location using their cell phones.
- #6 Because mobile and digital media literacy skills are important to acquire in the 21st century, I decided that these two areas would be especially important to focus on for CI youth who typically lack reliable access to mobile and digital tools. Another reason why I chose this as my subject area is because I have taught digital media literacy over the past several years through my company MEDIA MAKE CHANGE.
- #7 The goals of the learning activity are to improve mobile and digital media literacy skills of CI youth, who again, are often erased from discussions and research on youth culture, mobile identity, and digital media literacy. Another goals is to introduce YAB members to Google Apps in a collaborative, informal, situated, and task-based learning environment using low-barrier technology like SMS. In later slides, I will reference literature that informs the social learning theories mentioned here.
- #8 The objectives are the learning activity are to 1) To provide a fun, accessible way for YAB members to explore neighborhood resources and provide feedback on supports services that will be included in the text line repository database for future use, 2) To learn digital media literacy skills by setting up a Gmail account, Google Drive, and registering/linking Google Drive with IFTTT.com(Note: I will walk YAB members through the process of setting up a Gmail, Google Maps, IFTTT.com accounts during Google Exploration activity),and the third and final objective is to learn mobile media literacy skills by exploring neighborhood resources using SMS, camera phones, and Google Maps.
- #9 The target audience for this learning activity are the YAB members, currently 4 members (3 males and 1 female). I’m hoping by next week to have a 5th members on board.
- #10 I want to also acknowledge several assumptions I have about the YAB members because my assumptions impact how I’ve designed the learning activity. Read blue text on slide.
- #11 During our first focus group meeting on 3/12/13, YAB members will be asked to create a Gmail account and link the account to Google Maps and IFTTT.com accounts. (Note: For users who do not own smartphones, they will be asked to create a Google Maps and IFTTT.com accounts on the web).Once the accounts are set up, YAB members will explore Google Docs, Google Maps, and IFTTT.com using the web and on their cell phones.
- #12 At this point, all members will have signed up for a Gmail account and perused Google Docs. After members are signed up and familiar with Google Apps, they will then create an IFTTT account and link accounts to their cell phones. The steps of this process are displayed here on the slide.
- #13 After YAB members have signed up and registered, it’s time to hit the streets. YAB members will have a week to complete their tasks of locating four facilities based on four components using Google Maps and the cameras on their cell phones. Again, for YAB members who do not have smart phones, they will be asked to only take a picture of the site and text me the images directly to my cell and location information to Google Docs via IFTTT.
- #14 1) I will manually monitor YAB members activities throughout the week via text message and by way of Google Docs (which will all be shared between members). I will provide immediate feedback to users in the event they run into issues or have questions about tasks. 2) We will reconvene face-to-face on 3/16/13 to discuss successes, challenges, and questions about the activity. 3) Using polleverywhere.com YAB members will be asked to provide feedback throughout their experiences of collecting information using SMS.
- #15 1) By participating in a task-based activity outside of a traditional learning space like classrooms and lecture halls (Sharples, et. al; 2005), YAB members will not simply acquire a working knowledge base about possible resources for the text line initiative, but they will also participate in an context-aware learning environment (Naismith, et. al; 2006) that situates them as early adopters, co-designers, implementers, and future expert users of the text line. 2) Through collaborative and conversion learning enabled by mobile and digital tech tools, YAB members will be able to “converse with each other [about the resources they gathered] by interrogating and sharing their descriptions” (Naismith, pg. 16).
- #16 1) YAB members who do not have cell phones (will have to provide). 2) Lack of reliable access to Internet wireless connection (for Google Maps) and/or data plans 3) Younger YAB members who might be unable to complete the learning activity because they do not have stable home lives, adult supervision, and/or transportation. 4) Participants misread location information and curate inaccurate information.
- #17 Thanks for listening. I look forward to your thoughts and feedback!