This document discusses experiential mobile learning activities and collaborative learning experiences. It finds that students learn best in environments with a strong sense of community. However, most schools score mediocre on measuring students' sense of community, and low-income and minority students often report even less community. The document also discusses how commonality and responsibility are important for building community in virtual learning environments. Finally, it provides an overview of mobile device ownership rates and findings from a student study that show students recognize academic benefits of technology but have uneven views of how schools integrate it.

1. Experiential Mobile Learning Activities

7. Was it an authentic, relevant learning experience?

10. What Epic
learning
experience
have you
facilitated or
participated
in?
http://wiffiti.com/screens/97427

12. Students in educational environments with a
strong sense of community are more likely to. . .

16. Research has shown that functioning in a community
can enhance the learning that occurs.
Optimal learning outcomes are directly tied to the
establishment of social networks among participants
engaged a collaborative learning enterprise.
Such collaboration has been shown to be very important
in the development of a learning community and in
achieving the desired learning outcomes.
Vesely, P., Bloom, L. & Sherlock, J. (2007). Key Elements of Building Online Community: Comparing Faculty and Student
Perceptions. Journal of Online Learning and Teaching, 3, (3). Retrived from http://jolt.merlot.org/vol3no3/vesely.htm.

17. Unfortunately . . .
Unfortunately, schools with a strong sense of community are fairly
rare. In fact, most schools that survey students' perceptions of
community wind up with mediocre mean scores. Of further concern
is the fact that low-income students and students of color usually
report a lower level of community in school than do affluent or white
students. Many schools appear to be ill-equipped to provide
community for the students who may need it most.
Schaps, Battistich, & Solomon, 1997 in Snaps’ Creating a School Community
http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx

18. In virtual learning communities . . .

20. commonality is the essence of community
Getting to “know” each other. Finding out where people lived, what
they did, their experiences, whether or not they had families and the
like was the “X” factor. Participants generally agreed that this should
have been a first step in community-building, but usually it was not
part of the formal coursework.
Brown, R. (2001). The Process of Community Building in a Distance Learning Classes

21. Responsible not only for one’s own
learning but for other learners, too.
Brown, R. (2001). The Process of Community Building in a Distance Learning Classes

22. Collaborative mobile learning . . .

25. An Overview of Mobile Device Use

26. Smartphone Ownership
60%
50%
40%
30%
51%
20% 39%
10%
24% 21%
12%
8%
0%
Millennials Gen X Younger Older Boomers Silent G.I. Generation
(18-34) (35-46) Boomers (57-65) Generation (75+)
(47-56) (66-74)
Source: Pew Research Center's Internet & American Life Project, April 26-May 22, 2011 Tracking Survey. N=2,277 adults 18 and older, including 755 reached via cell phone.

28. Digital Revolution Mobile – 77% of teens
Total U.S.
population:
315.5 million

29. Digital devices
Younger Older Silent G.I. All
Millennial Gen X
Boomers Boomers Generatio Generatio adults
s (18-34) (35-46)
(47-56) (57-65) n (66-74) n (75+) (18+)
Cell phone 94% 92% 86% 80% 69% 1% 84%
Laptop
computer 71% 67% 56% 46% 34% 16% 57%
Desktop
computer 52% 64% 62% 55% 49% 33% 55%
iPod or
MP3 player 69% 57% 36% 24% 10% 5% 44%
Game
console 63% 63% 38% 19% 8% 3% 42%
e-book
reader 12% 14% 14% 12% 6% 5% 12%
Tablet, like
iPad 14% 15% 8% 4% 3% 3% 11%

32. ECAR Student study, 2011 key findings
 Students recognize major academic benefits of technology.
 Students report uneven perceptions of institutions and instructors on
technology.
 Students prefer, and say they learn more in, classes with online
components.
Responses from 3,000 students at 1,179 colleges and universities provided
a nationally representative sample of students
©2011 EDUCAUSE. CC by-nc-nd EDUCAUSE Center for Applied Research = http://www.educause.edu/ecar
32

33. Academic Benefits
Avg. Agreement
with Statements
Gives Students Access to Resources and Progress Reports
 Easy to track my academic progress  Gives me access to resources
 Helps me know how I am doing  Easier to get help when I need it
 Simplifies administrative-related activities
Makes Students More Efficient
 Helps me do my work faster  Efficient way to store examples of work
 Allows me to produce higher-quality work  Makes college easier
Facilitates Connecting with Others
 Feel connected to other students  Feel connected to what's going on
 Feel connected to professors/staff  Gives me access to experts in my field
Makes Learning More Engaging and Relevant
 Learning more creative  More relevant to real life  Take control of own learning
 Learning more fun  More engaging  Extends learning beyond classroom
 Think out of the box  Elevates teaching  Prepares me for the workforce
 Individualized/personalized  Reach academic potential  Prepares me for graduate school
©2011 EDUCAUSE. CC by-nc-nd 33

34. Relationships between Technologies and Benefits
Access to
Resources &
Progress Reports Laptop computer Wi-Fi Printer Document camera USB drive Projector
Efficiency
Laptop Wi-Fi Printer
Smartphone Internet device that Digital video camera eReader
Connecting attaches to TV
With Others
Digital point and shoot Student clickers/
iPad Scanner
camera student response systems
Engagement Digital video
camera
Internet device that
attaches to TV
Interactive
whiteboard
Digital cameras
and Relevance
iPhone/ Student clickers/
Scanner iPad Mp3 player DVD player Document DVR Webcam
smartphone student response Desktop computer
systems camera
©2011 EDUCAUSE. CC by-nc-nd

35. Academic Tools - Communications
Frequency of Use for School or Personal Purposes
E-mail 75% 13% 9% 99%
Text message 74% 6% 8% 93%
Use Facebook 58% 14% 11% 90%
Download or stream web-based videos (YouTube, etc.) 20% 14% 33% 18% 85%
Read Wikis (Wikipedia, course wiki, etc.) 12% 12% 35% 26% 85%
Instant message (Gchat, Facebook chat, AIM, etc.) 27% 12% 22% 20% 81%
Download or stream web-based music 15% 11% 30% 23% 79%
Read blogs 13% 9% 23% 27% 72%
Use online forums or bulletin boards 11% 11% 23% 25% 70%
Use telephone-like communication over the Internet 7% 7% 21% 33% 68%
Watch podcasts or webcasts 5% 18% 33% 59%
Participate in online chats, chat events, webinars 6% 15% 28% 53%
Use photo-sharing websites (Flickr, Snapfish, Picasa, etc.) 13% 32% 50%
Tagging/bookmarking/liking 6% 6% 17% 20% 49%
Play online multi-user computer games for recreation 9% 15% 14% 43%
Contribute to blogs 11% 24% 43%
Post videos to a video-sharing website (YouTube, etc.) 8% 29% 42%
Use Twitter 9% 12% 37%
Use other social networking websites (MySpace, etc.) 6% 17% 31%
Access Internet content via a TV (Apple TV, Roku) Several times a day
7% 12% 25%
Use LinkedIn 6% 15% 25% Once a day
Contribute to Wikis (Wikipedia, course wiki, etc.) 5% 18% 25% A few times a week
Use social studying sites 7% 12% 23% Less often
Use Geo-Tagging, Geo-Tagged environments 9% 18%
Participate in online virtual worlds 8% 15%
Q5a. Thinking about the most recent school year, how often did you do the following, whether it was for school or personal purposes?
©2011 EDUCAUSE. CC by-nc-nd

36. Academic Benefits - Smartphones
Ways Smartphones Are Used for Academic Work
(Among Users) n= 1,122
E-mailing professors 66%
Checking grades 62%
Texting other students about coursework 61%
Looking up info on Internet outside of class 59%
E-mailing other students about coursework 57%
Accessing course websites or syllabi 45%
Looking up info on Internet in class 45%
As a timer or time management device 42%
Listening to music while doing coursework 40%
Taking pictures 37%
Collecting data for classwork 28%
To access a social networking website 28%
Accessing library resources 24%
Registering for courses 22% Opportunities exist for
Conducting research for papers/presentations 22% universities and students to
Accessing financial aid information 21% take greater advantage of
Texting professors
smartphone technology when it
19%
comes to administrative
Making textbook purchases 16%
activities, such as ordering
Learning about locations you're in/visiting 15%
transcripts, purchasing
As a source of additional help or tutoring 15% textbooks, accessing financial
Posting information or images on the Internet 14% aid information, and registering
Writing papers or other classwork 12% for courses.
Ordering transcripts 7%
Making charts or other visual aids 5%
Q11. You said you own an iPhone or smartphone. Which of the following are ways you use your iPhone or smartphone for your academic work?
©2011 EDUCAUSE. CC by-nc-nd
36

37. http://thenextweb.com/africa/2011/11/07/mobile-tipped-to-grow-60-in-africa-passing-1-billion-subscriptions-by-2016/

38. 2011 Horizon Report
For most people in the developed world, a mobile is always
close at hand and available with speedy Internet access
whenever it is needed. Mobiles are easy to use for web
browsing; much of the available content seamlessly adjusts for
optimal display on whichever device is used to access it.
http://wp.nmc.org/horizon2011/sections/mobiles/

39. Future Workforce Skills
Skills being honed on social networks
today will be critical tomorrow, as work
will be dominated by fast-
moving, geographically diverse, free-
agent teams of workers connected via
socially mediating technologies.
— Fred Stutzman, creator of the software Freedom
and Anti-Social
Elon studies the future of "Generation Always-On” http://www.elon.edu/e-
net/Note.aspx?id=958393&board_ids=5%2C58&max=50

40. Future Workforce Skills
Social intelligence is the ability to
connect to others in a deep and
direct way, to sense and stimulate
reactions and desired interactions.
This has always been a key skill for
workers who need to collaborate and
build relationships of trust, but it is
even more important as we are
called on to collaborate with larger
groups of people in different
settings.
Davies, Fidler, & Gorbis. (2011). http://www.iftf.org/futureworkskills2020

41. Future Workforce Skills
Virtual collaboration is the ability to work productively, drive engagement, and
demonstrate presence as a member of a virtual team. Online streams created by
micro blogging and social networking sites can serve as virtual water
coolers, providing a sense of camaraderie and enabling employees to
demonstrate presence.
Davies, Fidler, & Gorbis. (2011). http://www.iftf.org/futureworkskills2020

42. Conclusions . . .

45. Social Collaboration and Mobile Learning
Social collaboration is the key to mobile learning. Social
learning and collaboration are important to successful learning
because the interaction engages and motivates learners.
http://www.trivantis.com/mlearncon2011-evolution-mobile-learning

48. Mobile Education Landscape Report
For the Education sector, mobile connectivity provides an
opportunity to offer new ways of teaching and learning that
ultimately will improve performance and results whilst at the same
time open up new markets for mobile operators across the world.
Mobile will increase access to up-to-date materials, will enable
collaboration and strengthen learner engagement.
http://www.ambientinsight.com/News/Ambient-Insight-highlighted-in-GSMA-reports.aspx

53. What a great way to learn communication techniques! Thank you Jackie for all
your creative ways to make this class fun and exciting as well as informational.

54. Considerations: The App Gap
Should We Be Concerned About an "App Gap"? http://www.edutopia.org/blog/app-gap-
digital-divide-audrey-watters

56. Considerations: Acceptable Use Policy
http://www.cosn.org/Default.aspx?tabid=8139

59. Texting Interviews
 Look for someone sitting near you
or one of your SL friends.
 IM them to say hi.
 Think of a question to ask him/her
that would help you get to know
him/her better, discover something
new.
 You are going to text your interview
response to Cel.ly.
 Put in first name of your
interviewee and a summary of what
you found out.
http://community-building.weebly.com/interviews.html

60. Texting Interviews
OR
http://cel.ly/c/teambuilding

61. Picture Your Values
http://community-building.weebly.com/picture-our-values.html

62. What are your values?
 Chose your most important 3 values from http://www.stevepavlina.com/articles/list-of-values.htm
 Find objects in your environment that symbolize these values.
 Take pictures of the objects using your mobile devices and email the photos directly to a Flickr page
set up for this purpose.
 Write your value in the subject line and a short description in the message.
seen98toll@photos.flickr.com

63. Values Page on Flickr Site
http://www.flickr.com/photos/57763362@N05/

64. Reflections
http://www.wallwisher.com/wall/experientialmobile

65. Mobile & Technology-Enhanced Community Building Activities
http://community-building.weebly.com/index.html

66. About Me - Portfolio
http://jackiegerstein.weebly.com/

67. User-Generated Education Blog
http://usergeneratededucation.wordpress.com/

68. Mobile Learning Blog Entries
http://issuu.com/jackiegerstein/docs/mobile_learning