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Mobile Learning Keynote
- 1. Mobile Learning What is it? How do you design it? How do you do it well? Sandra Sawaya & Douglas K. Hartman Michigan State University
- 2. Introduction
- 5. Introduction We are here You are here
- 6. Introduction We are here You are here
- 7. Introduction We are here You are here
- 8. Bilgi Teknolojisinin Beyin Teknolojisi From Knowledge Technology to Brain Technology
- 9. From Knowledge Technology to Brain Technology Bilgi Teknolojisinin Beyin Teknolojisi
- 10. Tesekkurler!
- 11. Tesekkurler!
- 12. Agenda 1. What is mobile learning? 2. What are key design considerations? 3. What are best practices?
- 13. What is “mobile learning”?
- 14. When most people think of mobile learning:
- 15. Kultepe-Karum, TurkeyHand Held Cuneiform Tablet Earliest mobile technology:
- 16. 2,000 BCE Mobile technologies then & now: 2,000 CE
- 17. Today’s mobile digital technologies include:
- 18. What does “mobility” mean? ● physical mobility ● cognitive mobility ● social mobility
- 19. What does “learning” mean? How learning is transformed: spontaneous/personalized, etc….
- 20. So, what is “mobile learning”? Mobile learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices”
- 21. Design Considerations for Mobile Learning Activities
- 23. full potential of mobile learning is realized when a certain type of mindset, or habit of mind, is at work in the planning and implementing of student learning Intelligence designed by Cole Casper from the Noun Project
- 25. CONTENT LEARNING GOALS What will students learn?
- 26. PEDAGOGICAL APPROACH What approach will best help students learn?
- 27. TECHNOLOGICAL AFFORDANCES What technology will best help students learn?
- 28. TPACK Reproduced by permission of the publisher, © 2012 by tpack.org
- 29. 1. Content Learning Goals • What is it that the students are to learn? • What are the content learning goals of the activity?
- 31. Subject Matter Knowledge • Concepts and facts learned in subject areas in the curriculum
- 35. Common Core State Standards Next Generation Standards for Science
- 36. Procedural Knowledge • Approach one takes or thinking about concepts and facts that are characteristic of subject areas of the curriculum
- 37. Procedural Knowledge • Learning to make, recite, use, explore, name, criticize, calculate, find, interpret…
- 38. Bloom’s Taxonomy • Scheme for organizing procedural learning goals from least to most cognitively demanding
- 39. Bloom’s Taxonomy
- 40. Bloom’s Taxonomy More complex Less complex
- 41. Remembering Retrieving information Searching for information on a smartphone
- 42. Understanding Determining the meaning of content Describing the differences between states of matter after watching a Khan Academy video on smartphone
- 43. Applying Using a procedure to transfer knowledge from one situation to another Using smartphone to take pictures of triangles and using properties of triangles to classify them
- 44. Analyzing Taking content apart and understanding how the parts relate to one another Using smartphone to take video of chemical reactions then comparing rates and forming conclusions about reactivity
- 45. Evaluating Making judgments based on criteria and standards Using screencasting mobile device app to provide your peer with oral feedback on their work
- 46. Creating Putting pieces of content together to form a coherent, whole, and original product Using a drawing app on your mobile device to create a diagram of the heart
- 48. Content Learning Goals FIRST CONSIDERATION
- 49. 2. Pedagogical Approach • How will the students go about accomplishing the learning goal? • What is the underlying strategy that fashions the learning activity?
- 52. Project-Based Learning Investigating or solving problems situated in the real world
- 53. Collaborative Learning Working with a team
- 54. Authentic Learning Applying what is learned in a real- world context
- 55. Experiential Learning Experiencing and then reflecting
- 56. Learning goal ➔ Pedagogical approach ALIGNMENT
- 57. 3. Technological Affordances • What is it about this mobile device that lends itself well to designing a robust learning activity? • What does this mobile app make possible for learning that wouldn’t be possible otherwise?
- 58. • Make possible a way of learning that is unique • Characteristics open up possibilities to a large range of interactions between the student, mobile device/app, and the content
- 59. Affordances of mobile device Basic ➔ Leading-edge
- 60. Basic Affordances • Mobile devices are simple input/output devices • Consume • Record • Capture
- 61. Consume • Readings an e-book, watching an animation, listening to a podcast
- 62. Record • Typing notes during an interview, audio record a lecture, video record a lab procedure – recording content that shows some sort of interaction
- 63. Capture • Snapping a quick picture or taking a quick video – capturing content that does not necessarily show some sort of interaction
- 64. Compute • Built in calculator. Apps that convert currency and measurements, solve trigonometric problems…
- 65. Create • Using the pictures, videos, notes… to create content that showcases their learning
- 66. Communicate • Connecting student’s device to other devices and to
- 69. Content Learning Goal ➔ Pedagogical Approach ➔ Technological Affordances ALIGNMENT
- 71. Study the water quality in rivers and lakes around the state of Michigan
- 72. Lake Michigan
- 73. Lake Huron
- 74. Lake Superior
- 76. Water Quality Project Goals • Scientific Goals – Understand core concepts about the water cycle and conversation – Apply scientific methods for collecting and analyzing water resources data – Evaluate the impact of human activity on the local and regional water environment
- 77. Water Quality Project Goals • Societal Goals – Using the water quality data to inform regional water management policies and regulations
- 79. Alignment Table Activity/Project Goal Pedagogy Technology Water quality project Science Grades 7-12 Understand core concepts about the water cycle and conversation Apply scientific methods for collecting and analyzing water resources data Evaluate the impact of human activity on the local and regional water environment Project-based learning Viewing video clips and studying animations (e.g., Khan Academy) Collecting and testing water samples (e.g., external sensors) Collaborating to interpret and report results (e.g., Google docs)
- 80. Mobile devices and apps integrated into learning, data collection, and data analysis
- 81. Understand core concepts about the water cycle and conservation View video clips and study animations
- 82. Apply scientific methods for collecting and analyzing water resource data Collect and test water samples
- 83. Evaluate the impact of human activity on local & regional water environment Collaborate to interpret & report results
- 84. Alignment Table Activity/Project Goal Pedagogy Technology Water quality project Science Grades 7-12 Understand core concepts about the water cycle and conversation Apply scientific methods for collecting and analyzing water resources data Evaluate the impact of human activity on the local and regional water environment Project-based learning Viewing video clips and studying animations (e.g., Khan Academy) Collecting and testing water samples (e.g., external sensors) Collaborating to interpret and report results (e.g., Google docs)
- 86. Turkish Science goals • Understanding core environmental concepts • Knowing how to engage in scientific inquiry • Communicating findings to relevant audiences
- 88. 3. What are best practices? (8 mins)
- 89. Macroview ● Cost ● Management ● Training ● Security and Privacy
- 90. Microview ● Before class ● During class ● After class
- 91. Advantages of mobile devices ● increasing learner independence ● increasing learning engagement ● increasing communication