This document provides an overview and planning considerations for a mobile learning project. It discusses defining mobile learning and understanding learner needs and behaviors. Key aspects to address in planning include objectives, audience, instructional strategies, content development, technical requirements, evaluation, challenges and opportunities. Testing, sustainability, and taking advantage of mobile capabilities are emphasized. Resources for mobile learning research and tools are also provided.
Whitepaper Mobile Solutions for the Education IndustryCygnet Infotech
The education industry finds itself on the tip of a revolution as conventional methods of learning and teaching are rapidly replaced by high-tech learning & training. Today, teachers and students are dynamic and technology savvy and they love to access learning resources from anywhere,anytime.This trend has redefined the entire training and learning process and the way universities, colleges and educational organizations deliver learning solutions.
Whitepaper Mobile Solutions for the Education IndustryCygnet Infotech
The education industry finds itself on the tip of a revolution as conventional methods of learning and teaching are rapidly replaced by high-tech learning & training. Today, teachers and students are dynamic and technology savvy and they love to access learning resources from anywhere,anytime.This trend has redefined the entire training and learning process and the way universities, colleges and educational organizations deliver learning solutions.
Student wellbeing survey results (Biggins and Holley)debbieholley1
Background
Research from Jisc, the EU and House of Lords all point to the growing need for digital skills in staff and students.
Covid-19 has intensified the focus on these skills as learning went mostly online from March 2020.
The particular focus of this research is on a) how students access learning materials and b) students’ digital
wellbeing.
Purpose
The purpose of this document is to set out the findings and analysis from the questionnaire responses that have been
received to date. It is therefore an interim report.
Methodology
The questionnaire, which can be seen in Appendix 1 was created and approved for use by the BU Ethics Committee.
The questionnaire uses radio button, free-test fields and Likert-type questions.
The confidence levels use the following scale:
1. Unaware. You have not heard of the technology.
2. Aware. You are aware of the technology but have not used it.
3. Practiced. You have a working knowledge of the technology and can use it but usually need help.
4. Competent. You can use the technology and have detailed knowledge.
5. Expert. You are recognised as an expert by fellow students.
The other Likert-type questions use more standard options:
Frequency is expressed using the scale: Never/very rarely; rarely; occasionally; frequently; always/very
frequently.
Difficulty is expressed using the scale: Very difficult; difficult; neither easy nor difficult; easy; very easy; N/A.
Agreement is expressed using the scale: Strongly disagree; disagree; neither agree nor disagree; agree;
strongly agree.
Only the minimum data needed to identify the respondent’s level of study and department was mandatory. All other
questions were optional.
The data was analysed and presented using r.
Full BU ethics was obtained to collect and disseminate the data.
Slides used during presentation given at Faculty Technology Day 5/22/12. Resources will be posted to a tab on my protopage:
http://www.protopage.com/ktreglia#Untitled/Mobile_Apps_in_Education
Digital balance literacy: A model for supporting wellbeing in the digital era debbieholley1
The health and wellbeing of staff and students have become a more pressing concern during the Covid-19 pandemic. While EdTech corporations are celebrating the increased use of digital media as a breakthrough and aim to keep institutions locked into patterns that emerged as a reaction to the crisis, following a „support now, sell later“ logic ( (Ben Williamson und Anna Hogan 2020), negative influences on health and wellbeing, as well as an increase in both educational and health inequalities have manifested. Institutions have responded with a range of initiatives; however, the Jisc Digital Competence Framework (UK) and the EU DigComp framework had already added in, and recognised, the importance of “digital health and wellbeing”. Drawing upon the body of work the authors contributed to the recent EU Digital Competence review (health and wellbeing) we challenged existing assumptions. Our paper is located within the under theorized area of starting with a ‘non digital’ point of reference on the digital/non digital continuum (cf. widened uses and gratifications approach by (Krcmar 2009), and we argue that this is a crucial aspect in terms of the future framing of models for health and wellbeing in the digital era.
The underpinning evidence base is interdisciplinary, and for our proposed model, we have synthesized the work from two key research traditions.
The first tradition is grounded in paediatrics and developmental (neuro)-science and draws upon research about the impact of the media, and the problematic aspects of screen usage, especially on children and adolescents. This is well documented and problem dimensions have been subdivided into excessive time, age-inadequate content and dysfunctional mood regulation as a predecessor to addictive use (Bleckmann und Mößle 2014) Strategies to ameliorate excessive screen time targeted at children, their parents and educators are varied and often combine reducing access to devices with the fostering of alternatives to screen media use during leisure time.
The other research tradition focuses on ways in which digital media can contribute to health and well-being in different ways. End users can either use digital media to find information on health issues, or they can use them for online contact with experts from the medical and therapeutic profession for remote diagnosis or online treatment, or use entirely digital tools (online health applications). The skill set needed is then seen as similar to that of classical health literacy (access, understand, appraise, apply). Existing early models like the Lily model of eHealth Literacy ( (Norman und Skinner 2006) , but also wider models like Digital Health Literacy (van der Vaart, Drossaert 2017) are in line with this tradition; our model seeks to draw together both traditions.
Historical social & economic context of computingBurhan Ahmed
Historical social & economic context of computing.
Watch my videos on snack here: --> --> http://sck.io/x-B1f0Iy
@ Kindly Follow my Instagram Page to discuss about your mental health problems-
-----> https://instagram.com/mentality_streak?utm_medium=copy_link
@ Appreciate my work:
-----> behance.net/burhanahmed1
Thank-you !
Outliers and insiders: a Kaleidoscope of voices influencing our decision making debbieholley1
Keynote for Newman University 08.09.2021
In this talk, Debbie will explore the cacophony of voices communicating through different channels and telling us how we ‘should’ prepare for our teaching. Which ones should we listen to? In metadata analysis, the ‘outlier’ was traditionally excluded from the analysis – however, recent evidence points to the outliers pointing the way for new trends. Participants are warmly invited to consider the voices they are hearing and map them in any format; you are warmly welcomed to add your thoughts on which are the ‘loudest’ voices onto the padlet, and post conference, if there is interest, we can co-author a blog post for the National Teaching Fellow blog.
Student wellbeing survey results (Biggins and Holley)debbieholley1
Background
Research from Jisc, the EU and House of Lords all point to the growing need for digital skills in staff and students.
Covid-19 has intensified the focus on these skills as learning went mostly online from March 2020.
The particular focus of this research is on a) how students access learning materials and b) students’ digital
wellbeing.
Purpose
The purpose of this document is to set out the findings and analysis from the questionnaire responses that have been
received to date. It is therefore an interim report.
Methodology
The questionnaire, which can be seen in Appendix 1 was created and approved for use by the BU Ethics Committee.
The questionnaire uses radio button, free-test fields and Likert-type questions.
The confidence levels use the following scale:
1. Unaware. You have not heard of the technology.
2. Aware. You are aware of the technology but have not used it.
3. Practiced. You have a working knowledge of the technology and can use it but usually need help.
4. Competent. You can use the technology and have detailed knowledge.
5. Expert. You are recognised as an expert by fellow students.
The other Likert-type questions use more standard options:
Frequency is expressed using the scale: Never/very rarely; rarely; occasionally; frequently; always/very
frequently.
Difficulty is expressed using the scale: Very difficult; difficult; neither easy nor difficult; easy; very easy; N/A.
Agreement is expressed using the scale: Strongly disagree; disagree; neither agree nor disagree; agree;
strongly agree.
Only the minimum data needed to identify the respondent’s level of study and department was mandatory. All other
questions were optional.
The data was analysed and presented using r.
Full BU ethics was obtained to collect and disseminate the data.
Slides used during presentation given at Faculty Technology Day 5/22/12. Resources will be posted to a tab on my protopage:
http://www.protopage.com/ktreglia#Untitled/Mobile_Apps_in_Education
Digital balance literacy: A model for supporting wellbeing in the digital era debbieholley1
The health and wellbeing of staff and students have become a more pressing concern during the Covid-19 pandemic. While EdTech corporations are celebrating the increased use of digital media as a breakthrough and aim to keep institutions locked into patterns that emerged as a reaction to the crisis, following a „support now, sell later“ logic ( (Ben Williamson und Anna Hogan 2020), negative influences on health and wellbeing, as well as an increase in both educational and health inequalities have manifested. Institutions have responded with a range of initiatives; however, the Jisc Digital Competence Framework (UK) and the EU DigComp framework had already added in, and recognised, the importance of “digital health and wellbeing”. Drawing upon the body of work the authors contributed to the recent EU Digital Competence review (health and wellbeing) we challenged existing assumptions. Our paper is located within the under theorized area of starting with a ‘non digital’ point of reference on the digital/non digital continuum (cf. widened uses and gratifications approach by (Krcmar 2009), and we argue that this is a crucial aspect in terms of the future framing of models for health and wellbeing in the digital era.
The underpinning evidence base is interdisciplinary, and for our proposed model, we have synthesized the work from two key research traditions.
The first tradition is grounded in paediatrics and developmental (neuro)-science and draws upon research about the impact of the media, and the problematic aspects of screen usage, especially on children and adolescents. This is well documented and problem dimensions have been subdivided into excessive time, age-inadequate content and dysfunctional mood regulation as a predecessor to addictive use (Bleckmann und Mößle 2014) Strategies to ameliorate excessive screen time targeted at children, their parents and educators are varied and often combine reducing access to devices with the fostering of alternatives to screen media use during leisure time.
The other research tradition focuses on ways in which digital media can contribute to health and well-being in different ways. End users can either use digital media to find information on health issues, or they can use them for online contact with experts from the medical and therapeutic profession for remote diagnosis or online treatment, or use entirely digital tools (online health applications). The skill set needed is then seen as similar to that of classical health literacy (access, understand, appraise, apply). Existing early models like the Lily model of eHealth Literacy ( (Norman und Skinner 2006) , but also wider models like Digital Health Literacy (van der Vaart, Drossaert 2017) are in line with this tradition; our model seeks to draw together both traditions.
Historical social & economic context of computingBurhan Ahmed
Historical social & economic context of computing.
Watch my videos on snack here: --> --> http://sck.io/x-B1f0Iy
@ Kindly Follow my Instagram Page to discuss about your mental health problems-
-----> https://instagram.com/mentality_streak?utm_medium=copy_link
@ Appreciate my work:
-----> behance.net/burhanahmed1
Thank-you !
Outliers and insiders: a Kaleidoscope of voices influencing our decision making debbieholley1
Keynote for Newman University 08.09.2021
In this talk, Debbie will explore the cacophony of voices communicating through different channels and telling us how we ‘should’ prepare for our teaching. Which ones should we listen to? In metadata analysis, the ‘outlier’ was traditionally excluded from the analysis – however, recent evidence points to the outliers pointing the way for new trends. Participants are warmly invited to consider the voices they are hearing and map them in any format; you are warmly welcomed to add your thoughts on which are the ‘loudest’ voices onto the padlet, and post conference, if there is interest, we can co-author a blog post for the National Teaching Fellow blog.
Usually I tend to look at emerging technologies to improve education and training, so it was interesting for me to run into this presentation from July 19, 1996.
Following our recent Workshop, Make Mobile Learning and Communications Work for your Organisation, at the Royal Institute of Great Britain, as promised, we are pleased to provide links to the presentations that were made during the day.
Mission: Possible! Your cognitive future in governmentIBM Government
Read the full report here: http://bit.ly/CognitiveFutureInGov
Welcome to the age of cognitive computing, where intelligent machines simulate human brain capabilities to help solve society’s most vexing problems. Early adopters in government and other industries are already realizing significant value from this innovative technology, and its potential to transform government is enormous. Currently, cognitive systems are helping government organizations navigate complexity in operational environments and foster improved engagement with constituents. Our research indicates that government leaders are poised to embrace this groundbreaking technology and invest in cognitive capabilities to improve outcomes for government organizations across mission areas.
Building an Effective School BYOD PlanSam Gliksman
Schools are needing increasing amounts of expensive educational technology at a time when budgets are shrinking. Many have started to explore BYOD policies - Bring Your Own Device - as a practical solution to integrate cost effective technology into their educational programs.
With the convergence of widespread broadband and the growth of powerful, platform independent web based tools BYOD has finally arrived as an effective educational alternative to other plans that require expensive purchasing and maintenance. Viewed within a realistic perspective of both its benefits and limitations BYOD can provide a workable solution for the many schools seeking to upgrade their educational technology.
Personalisation, on-demand and predictive analytics: e-learning’s next leap f...Mindfire LLC
While online learning gained popularity in the 90’s, off late it has gained further traction. With the Covid-19 pandemic and its associated lockdowns, e-learning has emerged as one of the prominent uses of technology in the 21st century. E-learning as an educational experience is delivered electronically. It comprises many elements such as live or pre-recorded lecture content, videos, quizzes and other interactive elements.
The economic impact from this global health
crisis remains to be seen, but it’s clear that It will
undoubtedly have an effect on E-Commerce and
E-Learning
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
19. MobileHas 8 Unique Benefits Mobile is first personal mass medium Permanently Connected Always Carried Built-in Payment Channel Available at Creative Impulse Has Most Accurate Audience Info Captures Social Context of Consumption Enables Augmented Reality 12 Source: TomiAhonen book Mobile as 7th of the Mass Media, 2008
21. ADL Mobile Learning Definition ADL defines mobile learning as the use of handheld or wearable computing devices to provide access to learning content and information resources. 14
31. Seymour Papert, MIT "You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it." 20
32. Army Learning Concepts 2015 Mobile computing as a game-changer: “Memorizing is less important than referencing information so perishable knowledge (such as infrequently used procedural information) should not be taught in the schoolhouse, but instead converted to applications.” (p.22) 21
35. Ball State University Research 99.8 percent of students have a cell phone Nearly nine in 10 students with smart phones access the Internet 97% of students send/receive text message; 30% e-mail; 25% IM 97% smart phone owners take and send photographs; 87% take and send video 24
40. Evaluation Effective? How assess learning? Reports? Test group Mobile Learning (m-learning): Current Research and Assessment Methods [Schreyer Institute Research Kit for mobile learning - PDF] - http://www.psu.edu/dept/site/Mobile_learning.pdf The Schreyer Institute for Teaching Excellence The Pennsylvania State University 29
44. text4baby.org Free mobile information service Promote maternal and child health Texting BABY (or BEBE for Spanish) to 511411 Free SMS text messages each week, timed to their due date or baby’s date of birth Government, corporations, academic institutions, professional associations, tribal agencies and non-profit organizations 33
62. Major Findings from Research Repetitions support learning Helps us absorb information we missed earlier Helps us remember things we’d forgotten Strengthens and enriches what we know Spaced repetitions are generally more effective Both presentations and retrieval practice produce spacing benefits Spacing helps minimize forgetting Wider spacings are generally more effective Spacing may slow learning (while it improves remembering) Gradually expanding the length of spacings is fine too A new learning frame—learning takes place over time Will Thalheimer, PhD http://www.work-learning.com 36
64. Also Consider… Support / training IT partnership Policies Ownership Union and time issues Connectivity Bandwidth costs User expectations Industry changes 38
65. Judy’s Caveats Involve all participants in planning Think small Test, test, test Prepare for success Plan for sustainability Don’t try to boil the ocean 39
83. Week 2 Discussion Questions What do you really want to do with mobile learning? What should every good plan contain? What are the needs / opportunities in this area? 41
84. Mobile Learning OpportunitiesMuch More than Just Courses Evaluation Contextualized learning Location specific Just-in-time Field guide Poll Quiz Micro learning Review/remember Feedback Learningmodules Video recordings Alerts Survey Geo-blogging Note taking Transcription Test Audio recordings Geo-exploration On-demand access Reminders Capture/share/document Reference Procedures Updates Reporting Game-based learning Conferencing Simulation Organization Coaching/mentoring Job aid/check list Augmented reality Translation Assignments Decision support Presentations 42
88. Questions Judy Brown judy.brown.ctr@adlnet.gov www.mlearnopedia.com cc.mlearnopedia.com www.scoop.it/t/mobile-learningtwitter: judybtxt judyb to 50500 46
Editor's Notes
Definitions and follow up from last weekGood project planning
Agree?Always carried/availableConnected (not always)Charge lasts day
AVAILABLE - Within arm’s reach 80% timePERSONAL – Seldom sharedWHAT DOES THIS MEAN FOR LEARNING?Horizon Report – “People expect to be able to work, learn, and study whenever and wherever they want.”In posts last week, John Traxler commented: “Mobile devices increasingly allow users to generate, share and discuss ideas, images, interpretations and information, specific to them, their locations and their own physical and virtual communities, in effect to determine and manage their own learning and knowledge. – Week 5Honored to serve as a judge for the Global Mobile Learning Awards in February in BarcelonsFor those in the corporate training and development world there is an interesting article in the current edition by Lisa Bodell entitled “A Micro Module A Day” in which she predicts that training will be continuous like checking email or taking a lunch break – a basic part of everyone’s workday.”
More mobile devices than toothbrushesAverage looks at device 150 times per day
Mary MeekerOther stat site
Ambient Insight defines Mobile Learning as knowledge transfer events, content, tools, and applications accessed on handheld computing devices.
Unlike anything we have seen before.No more why, but what? And how?
All really except 4
294,399 Students | 42,267 Parents37,720 Teachers/Librarians | 4,969 Administrators/Tech Leaders Students Want: BYOD (Bring Your Own Device)The annual survey found that 67 percent of parents said they would purchase a mobile device for their child to use for schoolwork if the school allowed it, and 61 percent said they liked the idea of students using mobile devices to access online textbooks.
Not necessarily about mobile, but availibility/access – could be in classroom
I especially like John Seely Brown’s name as curiosity amplifiers,We are becoming a mobile society with access to everything all the time. Education had been lagging.
Think DifferentlyBottom line is that mobile needs to be an integral part of technology infrastructure/environment
Content – language and culture, medical, behavioral changeIn addition to language learning, professional development and continuing education (CE)
POLL – appropriateDiscussion
ReachbackPerformance support / job aidStudy aid
ChangeScrap learning?Grainne Hamilton had a great post last week on memorization
Why do you want to implement a mobile learning project?Depends upon your sector
Institute for Mobile Media Research Mobile devices are enabling a new mobile lifestyle. No personal communication technology has influenced our lives and culture as quickly. And we are just beginning to understand the opportunities and challenges these untethered devices bring.1st time smartphones > feature phones53% now vs. 27% Feb. 09Campus Computing Casey Green – 86.5% IT believe ebook content important source for instructional resources in 5 years
TIP project12 modules by experts using different toolsDon’t underestimate the power of engagement – Unexpected ACU typography
App or HTML5Blackboard or MoodleePub?
Market to users?AccessUpdate?
How will you evaluate your effectiveness?How will you assess learning?What reports will be generated and for whom?Do you have a core group available for testing and evaluation?
Budget – fundingTimingPoliciesWhat do you need to get the project done?
Discussion in chat last week135,000 -> 1 millionBonnie Johnson had an interesting post about sending text messages in a paper based distance learning course
One of most exciting opportunities to meMicro LearningContinuousIV dripSnack learning
Merrill Lynch – same devices, but had 154 variations between models and carriers
small
QR Codes discussionGoogle Goggles mentioned in post