Gary Marrer presented at the 25th Annual Distance Teaching and Learning Conference on assessing the effectiveness and efficiency of mobile teaching and learning. He discussed various methodologies for assessing mobile learning, including traditional assessment techniques as well as newer measures like tracking student retention and skills development. Marrer also reviewed examples of empirical research on mobile learning and frameworks for evaluating mobile learning at the micro, meso, and macro levels. He emphasized that assessing mobile learning effectiveness is still a work in progress due to the newness of the technology.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
2014_09_15 EIA & British Council Policy Seminar: Findings from DFID review of...Tom Power
What's the evidence that the use educational technology by teachers or students, improves teaching practice or learning outcomes, in international development contexts?
Presentation of the findings from the DFID topic guide on educational technology, for the EIA & British Council policy seminar, Dhaka.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
A Study on Mobile Learning and its Impact on Academic Achievement among Highe...ijtsrd
The present study aimed to examine the effect of Mobile Learning, which is a kind of E learning that uses mobile devices, on the development of the academic achievement of higher secondary commerce students at Coimbatore, Tamilnadu. The study used the quasi-experimental approach. Participants consisted of (712) students who were registered in a group called Commerce offered by the Tamilnadu stateboard. The questionnaires were givent to students in the experimental group. Data collection tools included an academic achievement test and feedback rating scale. Results showed that mobile learning had quite significant effect on both students' academic achievement and conversational skills. In light of these findings faculty members were recommended to adapt the use of Mobile Learning in their classes. Ms. A. Masilamani | Mr. S. Mahendren"A Study on Mobile Learning and its Impact on Academic Achievement among Higher Secondary Commerce Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14196.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14196/a-study-on-mobile-learning-and-its-impact-on-academic-achievement-among-higher-secondary-commerce-students/ms-a-masilamani
Mobility for Education: The new paradigm in learning[x]cube LABS
Our whitepaper focuses on Mobility for Education and endeavors to explore the transformation, approaches, benefits, opportunities and challenges of adopting mobility solutions in the learning sphere.
INSTRUCTOR PERSPECTIVES OF MOBILE LEARNING PLATFORM: AN EMPIRICAL STUDYijcsit
Mobile learning (m-Learning) is the cutting-edge learning platform to really gain traction, driven mostly bythe huge uptake in smartphones and their ever-increasing uses within the educational society. Education has long benefitted from the proliferation of technology; however, m-Learning adoption has not proceededat the pace one might expect. There is a disconnect between the rate of adoption of the underlying platform (smartphones) and the use of that technology within learning. The reasons behind this have been the subject of several research studies. However, previous studies have mostly focused on investigating the critical success factors (CSFs) from the student perspectives. In this research, we have carried out anextensive study of the six factors that impact the success of m-Learning from instructors’ perspectives. The
results of the research showed that three factors – technical competence of instructors, Instructors’
autonomy, and blended learning – are the most important elements that contribute to m-Learning adoption
from instructors’ perspectives.
SMS services in distance education - experiences from NKIAleksander Dye
A presentation held in Dublin in September 2007 for the conference ”M-learning – the next generation of learning”. The project was supported by the Leonardo Commission
Enhancing the flexibility of distance education through mobile learningTorstein Rekkedal
Presentation at theThe European Consortium for the learning Organisation, ECLO – 15th International conference
‘Never Stop Asking – The Age of Life Long Learning’, Budapest, May 15th-16th 2008
2014_09_15 EIA & British Council Policy Seminar: Findings from DFID review of...Tom Power
What's the evidence that the use educational technology by teachers or students, improves teaching practice or learning outcomes, in international development contexts?
Presentation of the findings from the DFID topic guide on educational technology, for the EIA & British Council policy seminar, Dhaka.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
A Study on Mobile Learning and its Impact on Academic Achievement among Highe...ijtsrd
The present study aimed to examine the effect of Mobile Learning, which is a kind of E learning that uses mobile devices, on the development of the academic achievement of higher secondary commerce students at Coimbatore, Tamilnadu. The study used the quasi-experimental approach. Participants consisted of (712) students who were registered in a group called Commerce offered by the Tamilnadu stateboard. The questionnaires were givent to students in the experimental group. Data collection tools included an academic achievement test and feedback rating scale. Results showed that mobile learning had quite significant effect on both students' academic achievement and conversational skills. In light of these findings faculty members were recommended to adapt the use of Mobile Learning in their classes. Ms. A. Masilamani | Mr. S. Mahendren"A Study on Mobile Learning and its Impact on Academic Achievement among Higher Secondary Commerce Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14196.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14196/a-study-on-mobile-learning-and-its-impact-on-academic-achievement-among-higher-secondary-commerce-students/ms-a-masilamani
Mobility for Education: The new paradigm in learning[x]cube LABS
Our whitepaper focuses on Mobility for Education and endeavors to explore the transformation, approaches, benefits, opportunities and challenges of adopting mobility solutions in the learning sphere.
INSTRUCTOR PERSPECTIVES OF MOBILE LEARNING PLATFORM: AN EMPIRICAL STUDYijcsit
Mobile learning (m-Learning) is the cutting-edge learning platform to really gain traction, driven mostly bythe huge uptake in smartphones and their ever-increasing uses within the educational society. Education has long benefitted from the proliferation of technology; however, m-Learning adoption has not proceededat the pace one might expect. There is a disconnect between the rate of adoption of the underlying platform (smartphones) and the use of that technology within learning. The reasons behind this have been the subject of several research studies. However, previous studies have mostly focused on investigating the critical success factors (CSFs) from the student perspectives. In this research, we have carried out anextensive study of the six factors that impact the success of m-Learning from instructors’ perspectives. The
results of the research showed that three factors – technical competence of instructors, Instructors’
autonomy, and blended learning – are the most important elements that contribute to m-Learning adoption
from instructors’ perspectives.
SMS services in distance education - experiences from NKIAleksander Dye
A presentation held in Dublin in September 2007 for the conference ”M-learning – the next generation of learning”. The project was supported by the Leonardo Commission
Enhancing the flexibility of distance education through mobile learningTorstein Rekkedal
Presentation at theThe European Consortium for the learning Organisation, ECLO – 15th International conference
‘Never Stop Asking – The Age of Life Long Learning’, Budapest, May 15th-16th 2008
This paper contributes to the growing body of scholarly inquiry into the BYOD (‘Bring Your Own Device’) versus prescribed (minimum standards) technology for learning by reporting on key findings of an institutional mobile learning prescribed technology trial. The study investigated student experiences with and preferences for mobile learning technology, accessible via BYOD or a prescribed approach. The study participants were loaned a tablet and instructed on how to use it for various learning activities throughout a teaching period. A survey and in-depth interviews were used to evaluate the study’s outcomes. It was found that students used their personal and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As majority of students in this study already owned a personal mobile device and used it for some learning activities, they did not think they acquired any new skills as a result of this project. However, in regards to the loaned tablets use, students found it had overall improved their digital literacy skills and typing speed and overall facilitated better multi-tasking and productivity. Based on findings, we offer three key considerations on how to fully leverage mobile learning technology in the classroom.
Evaluation of mobile teaching and learning projects, introductionHelen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
The Effect of Mobile Learning on the Development of the Students' Learning Be...inventionjournals
This research study was conducted on 153 students from the Jordanian University. A researchermade Likert-type questionnaire was adopted. A five-question questionnaire was formulated to measure the effect of mobile learning at the University’s students focusing on different aspects. The reliability of the questionnaire was at 91% through the use of Chronbach’s Alpha. T test was adopted to find out significance of differences among the different used variables that supported the effect of mobile learning on the student’s development in learning behaviors and performances. ANOVA was embraced to examine the student’s learning behaviors on mobile learning. The results showed that mobile learning accrues positive effect on motivating the students towards learning. There was also a positive correlation mobile learning to increased academic performance. Finally, the results indicated that M-learning changed student’s learning habits for the better.
Ally & Wark (2018) Online student use of mobile devices for learningDr. Norine Wark
ABSTRACT
Mobile technology is becoming prevalent in today’s society. Yet despite the widespread use of Internet-accessible mobile devices, very little research has been undertaken to examine the value that mobile technology may have (Cheung & Hew, 2009), especially within the milieu of higher education. With ever-expanding technological capabilities and rapidly increasing student use of sophisticated mobile devices, such as smartphones and tablets (Chaffey, 2017; Chang, Lai, & Hwang, 2018; Guri-Rosenblit, 2009; Peng et al, 2009), it is imperative that educators consider the impact that these devices may have—particularly when it comes to the affordances such devices provide for mobile learning in the digital classroom (Demmans Epp, Watanabe, & Swann, 2017). This paper reports on the demographic and descriptive findings from a three-year study on online graduate-level students’ perceptions and experiences with mobile devices that provides some insight into the relationship between graduate level learners, their online learning contexts, and their use of mobile devices for learning. The results indicate that: (1) the use of mobile devices for learning is common among these students, and (2) these devices and how they are being used are rapidly evolving to provide nearly seamless continuity of formal learning for the increasingly mobile learner.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Uo W – 25th Annual Distance Learning Conference
1. 25th Annual Distance Teaching and Learning ConferenceUniversity of Wisconsin –Madison ________________________ Overview of Current Research on Effectiveness and Efficiency of Mobile Teaching and Learning Gary Marrer Glendale Community College Maricopa Community College District Glendale Arizona
2. Presentation Goals Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 My Methodology… Mobile learning (effectiveness and efficiency) = assessment Survey existing research on mobile learning assessment. How should we assess mobile learning?
3. My Methodology (perspective & bias) Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 I am teacher not researcher so I my view is from the classroom A preference for “hands on” Community college faculty 20 years corporate I/T Experience. An occupational / technical perspective I teach technology courses and have written programs for smart phones with Java, Net and Android technology I have developed software tools for mobile learning content delivery I have a passionfor technology and learning Effectiveness and Evaluation of mobile learning is still a work in progress
4. How does mobile learning fit it? It is a Blended World. Hybrid Example Hybrid Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009
6. Mobile Learning Effectiveness and Efficiency Combination of all or any of these techniques Pre-Post Assessment Survey’s Test/Quiz Feedback Observation Combination of all or any of these techniques plus … Evidence of student retention Evidence of skills for a life time of learning Validation of personalized and student centered approaches Enhanced Data Collection – Digital Tracking Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 Traditional Assessment Techniques Potential New Assessment Measures
7. Seeds of assessment discussion and dissent …. Does the use of mobile devices improve learning or is it just taking a popular technology and fitting into coursework? (the skeptics...) Is technology effective in learning? Is it more cost effective than other alternatives? (the administrators…) Are traditional assessment mechanisms for mobile learning valid? Does mobile learning need newer assessment mechanism? (the users…) Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009
8. Survey Criteria I researched the answer to this question: As a reluctant teacher or a teacher who needs to provide a convincing argument to others who are less confident, what research on mobile learning effectiveness and efficiency can I review to help me out? Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009
9. Research Sample1 - Empirical Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 Pragmatic/Empirical – Comparison along similar variables / Data Driven A literature review of M-learning effectiveness by Charles Rich, http://komodo.utsystem.edu/med/crich/PMCH_6381/PMCH_6381_Assignment_3.pdf Mobile learning in higher education: an empirical assessment of a new educational tool http://www.scribd.com/doc/4494956/MOBILE-LEARNING-IN-HIGHER-EDUCATION-AN-EMPIRICAL-ASSESSMENT-OF-A-NEW-EDUCATIONAL-TOOL MLearning: pedagogical, technical and organizational hypes and realities, Pul B. Muyinda, Department of Distance Education, Institute of Adult and Continuing Education, Makerere University, Kampala, Uganda, and Department of Information Systems, Faculty of Computing and IT, Makerere University, Kampala, Uganda http://www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/1650240202.pdf
10. Research Sample 2 – Institutional Commitment Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 Mobile learning work at Abilene Christian University College with “focused” commitment to Mobile Learning Over 1000 iPhone/iTouch devices for Students, Faculty and Staff. Customized ACU content ACU's iPhone initiative: a year later by Brett Terpstra http://www.tuaw.com/2009/07/24/acus-iphone-initiative-a-year-later/
11. Research Sample 3 – An Expanded View Mobile Learning Assessment Criteria (Traxler, 2007) Rigorous, meaning roughly that conclusions must be trustworthy and transferable Efficient, in terms of cost, effort, time, or some other resource Ethical, specifically in relation to the nuances of evolving forms of provision, in terms of standards from • Legal to • Normative Proportionate, that is, not more ponderous, onerous, or time-consuming than the learning experience or the delivery and implementation of the learning itself (bearing in mind earlier remarks about the learners’ experiences of mobile learning) Appropriate to the specific learning technologies, to the learners, and to the ethos of the learning – ideally built in, not bolted on Consistent with the teaching and learning philosophy and conceptions of teaching and learning of all the participants Authentic, in accessing what learners (and perhaps teachers and other stakeholders) really mean, really feel, and sensitive to the learners’ personalities within those media Aligned to the chosen medium and technology of learning Consistent across: • different groups or cohorts of learners in order to provide generality • time, that is, the evaluation is reliably repeatable • whatever varied devices and technologies are used Traxler, J. 2007. Defining, Discussing and Evaluating Mobile Learning: The moving finger writes and having writ . . . .. The International Review of Research in Open and Distance Learning [Online] 8:2. Available: http://www.irrodl.org/index.php/irrodl/article/view/346/875 Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009
12. Research Sample 4 – A Three Level Framework (systematic) Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 Micro level: the micro level examines the individual activities of the technology users and assesses usability and utility. In the case of Myartspace the activities included collecting objects through exhibit codes, making notes, contacting people who have collected a particular item, recording audio, and taking pictures. Mesolevel: the meso level examines the learning experience as a whole, to identify learning breakthroughs and breakdowns; it also examines how well the learning experience integrates with other related learning 300 experiences. In the case of Myartspace, evaluation at this level involved exploring whether there was a successful connection between learning in the museum and in the classroom as well as identifying critical incidents that reveal new patterns and forms of learning or where learning activity is impeded. Macro level: the macro level examines the longer term impact of the new technology on established educational and learning practice. For Myartspace this related to the organisation of school museum visits. The evaluation at this level looked, for example, at the appropriation of the new technology by teachers, the emergence of new museum practices in supporting school visits, and how they related to the original project visions. Vavoula, G & M. Sharples. (2008). Challenges in Evaluating Mobile Learning. Proceedings of the mLearn Conference Ironbridge Gorge, Shropshire, UK. http://www.scit.wlv.ac.uk/brendan/mLearn2008.pdf YouTube Presentation at: http://ow.ly/hM6f
13. mLearning Resources …continued Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 Great sites to start your mobile learning investigation mLearnopedia - http://mlearnopedia.com/ Educause - www.Educause.com (search keyword mLearning or mobile learning) Abilene Christian University Mobile Resources Page http://www.acu.edu/technology/mobilelearning/mLearning_Resources/index.html Great mobile learning articles Are You Ready for Mobile Learning? By Joseph Rene Corbeil and Maria Elena Valdes-Corbeil , http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AreYouReadyforMobileLearning/157455 REPORT 11: FUTURELAB SERIES - Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike Sharples University of Birmingham, http://www.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf Defining, Discussing and Evaluating Mobile Learning: the moving finger writes and having writ . . . . John Traxler University of Wolverhampton, UK http://www.irrodl.org/index.php/irrodl/article/view/346/875
14. Links to My mLearning Resources Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 My Links for my Mobile Sabbatical and Panel Discussion http://docs.google.com/View?id=dhc6qkdw_60776vmfccq
15. From Research: Things to think about… Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 Maybe more questions than answers – Why? Homogeneity in mobile learning difficult or non-existent Questions of using assessment for continuous improvement versus determining a “winner” Newness of technology makes standards problematic. Research validity problems identified… Hawthorne effects Populations not similar Bias by design
16. As teachers we ask … Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 Is traditional measures of assessment enough to gauge effectiveness and efficiency of mobile learning? What should our definition be for mobile learning assessment? What is the impacts of blended learning on assessment? Can we compare apples to apples? What are impacts of assessment when technologies that personalized instruction are used? Can it be measured when each students experience could be different? What is the best way to develop a plan for mobile assessment? How do we continue the discussion on mobile learning assessment (i.e. Blog’s, wiki’s, etc.)?
17. Thank You… Questions Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 Gary Marrer http://www.google.com/profiles/gmarrer My email gary.marrer@gcmail.maricopa.edu Presentation http://www.slideshare.net/gmarrer/uo-w-25th-annual-distance-learning-conference My web sites: mobiledot.ning.com(a mobile learning community) www.laptoppress.com (technology and learning projects) My Blog on mobile teaching and learning: www.garymarrer.com/wordpress
18. Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009
28. Mobile Learning EXperiment(MLEX) Gary Marrer – Annual Conference on Distance Teaching and Learning - Summer 2009 A MS-Windows Application that will assist the web author in designing an xHTML page viewable on PC or Mobile Device. http://mobiledot.ning.com http://www.laptoppress.com