This paper takes a look at the increasing implementation and use of technology enabled learning. Since my first paper on the topic a couple of years ago there have been developments and some great examples of organisations driving great multi-modal learning initiatives combining the technology side with a strong human touch....read on...
By;
Dr. A. Atieno Adala
Manager, Research & Development
African Virtual University (AVU)
She is currently leading the research project: Assessing the impact of adoption of OERs in sub-Saharan Africa: sub-project under Research on Open Educational Resources for Development (ROER4D) and funded by IDRC.
This paper takes a look at the increasing implementation and use of technology enabled learning. Since my first paper on the topic a couple of years ago there have been developments and some great examples of organisations driving great multi-modal learning initiatives combining the technology side with a strong human touch....read on...
By;
Dr. A. Atieno Adala
Manager, Research & Development
African Virtual University (AVU)
She is currently leading the research project: Assessing the impact of adoption of OERs in sub-Saharan Africa: sub-project under Research on Open Educational Resources for Development (ROER4D) and funded by IDRC.
Use of technology in teaching and learning in 30 Quotes from different resear...Sean Murricane
This presentation contains a selection of 30 quotes taken from sources in a literature review commissioned by Lifelong Learning UK in Autumn 2010 on the pedagogic uses of technology for learning.
BEST PRACTICES IN MAXIMIZING LEARNING THROUGH ICTLee Fernandez
Integrating the INTEL Teach Program Essentials to the Curriculum; One very important program to promote learning through the use of ICTs is the Intel Teach Program Essentials. It is an organized approach to teaching where progressive pedagogy and content are given emphasis.
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
Day 1
Showcase and Awards
2019 Open SUNY Effective Practice Award Showcase
Annual conference for the SUNY online teaching and learning community of practice.
https://commons.suny.edu/cotehub/
March 6-8, 2019, Syracuse, NY.
Conference website: http://opensunysummit2019.edublogs.org/
Program: http://opensunysummit2019.edublogs.org/about/program/
Recordings: http://opensunysummit2019.edublogs.org/mediasite/
Materials: http://opensunysummit2019.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
From the Pearson Platforms OEB workshop entitled Education 3.0. Blurb:
The era of Web 3.0 promises great opportunities for personalisation in our lives and in education. However, is education ready to embrace the opportunities? Students will demand that it does. Educators must separate the technologies that really add value from those that don’t. Join us as we discuss educational practices and theories from past to present and beyond. We will show you practical examples of resources that are meeting the strategic and pedagogic needs of education today.
Distance Learning Is the New Normal Amid the Corona virus OutbreakSycamore School
No one is certain as to when the world and everyday life will return to normal, but until then, distance learning is a powerful resource that schools can easily take advantage of through a powerful and integrated school management system. To learn more about how Sycamore School can help keep your students engaged in the learning process Check out: https://sycamoreschool.com/ now
Use of technology in teaching and learning in 30 Quotes from different resear...Sean Murricane
This presentation contains a selection of 30 quotes taken from sources in a literature review commissioned by Lifelong Learning UK in Autumn 2010 on the pedagogic uses of technology for learning.
BEST PRACTICES IN MAXIMIZING LEARNING THROUGH ICTLee Fernandez
Integrating the INTEL Teach Program Essentials to the Curriculum; One very important program to promote learning through the use of ICTs is the Intel Teach Program Essentials. It is an organized approach to teaching where progressive pedagogy and content are given emphasis.
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
Day 1
Showcase and Awards
2019 Open SUNY Effective Practice Award Showcase
Annual conference for the SUNY online teaching and learning community of practice.
https://commons.suny.edu/cotehub/
March 6-8, 2019, Syracuse, NY.
Conference website: http://opensunysummit2019.edublogs.org/
Program: http://opensunysummit2019.edublogs.org/about/program/
Recordings: http://opensunysummit2019.edublogs.org/mediasite/
Materials: http://opensunysummit2019.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
From the Pearson Platforms OEB workshop entitled Education 3.0. Blurb:
The era of Web 3.0 promises great opportunities for personalisation in our lives and in education. However, is education ready to embrace the opportunities? Students will demand that it does. Educators must separate the technologies that really add value from those that don’t. Join us as we discuss educational practices and theories from past to present and beyond. We will show you practical examples of resources that are meeting the strategic and pedagogic needs of education today.
Distance Learning Is the New Normal Amid the Corona virus OutbreakSycamore School
No one is certain as to when the world and everyday life will return to normal, but until then, distance learning is a powerful resource that schools can easily take advantage of through a powerful and integrated school management system. To learn more about how Sycamore School can help keep your students engaged in the learning process Check out: https://sycamoreschool.com/ now
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
Impact of mobile access on learner interactions in a mooc method and findingsInge de Waard
This presentations zooms in on the impact of mobile access on learner interactions in MOOCs. It briefly touches the rationale, the methodology of the research and it offers a link to the final thesis, as well as to follow up research looking at self-directed learning.
The Eight Essentials for Success in Mobile Learning (ISTE 2015)Julie Evans
Attend this session to learn eight essential strategies for success in mobile learning, with examples illustrating successful use for each strategies. You'll gain insights into how to develop, implement and evaluate mobile learning initiatives. Applying these strategies will greatly increase the chances for success of a mobile learning project. With Julie Evans (Project Tomorrow), Angela Baker (Qualcomm Wireless Reach), and Chris Dede (Harvard University).
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Construct maps are important tools in educational assessment and can serve multiple purposes related to development and validation, as well as score interpretation and use. This chapter outlines a process for developing a construct map from the qualitative ordering of teachers’ responses to open-ended assessment items. The construct of interest pertains to a teacher’s ability to attend to what students say and do, which is a key component of many recommendations for instructional practice within mathematics education. The instrument we are developing is designed to measure teachers’ attentiveness to student thinking in quantitative reasoning problem situations. A key aspect of our instrument development process is the development of a construct map that hierarchically orders qualitatively different levels of teacher attentiveness. In this chapter we describe our process for developing the construct map with the intent of providing an example to others who may be interested in engaging in the development of construct maps.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
Research on social presence and online learning continues to grow. But to date,
researchers continue to define and conceptualize social presence very
differently. For instance, at a basic level, some conceptualize social presence as
one of three presences within a Community of Inquiry, while others do not.
Given this problem, we analyzed how researchers in highly cited social
presence research defined social presence in an effort to better understand how
they are defining social presence and how this might be changing over time. In
this article, we report the results of our inquiry and conclude with implications
for future research and practice.
Open Access Journals in Educational Technology: Results of a Survey of Exper...Patrick Lowenthal
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...Patrick Lowenthal
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved them into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this paper, we present the results of our inquiry, with a specific focus on the implications the results have on day-today practice of designing online courses.
Getting graphic About Infographics: Design Lessons Learned From Popular Infog...Patrick Lowenthal
People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 “liked” infographics on a popular infographic sharing website in an effort to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.
Intentional Web Presence for Research and Technology ProfessionalsPatrick Lowenthal
Intentionally creating a well-crafted online presence, sometimes called a web presence, is important not only for recent graduates but for any professional in a community of practice that values technology use and innovation (e.g., information technology, computer science, digital and graphic design); also, professionals who work with external stakeholders (e.g., consultants working with clients, teachers working with parents, artists working with customers and funding sources) benefit from attention to their web presence. In this presentation, I will share why professionals need to attend to their web presence and share some strategies for crafting the components of a vibrant and dynamic professional web presence and digital footprint.
AERA 2015 Instructional Design Lessons Learned From Reviewing Popular Infogra...Patrick Lowenthal
Infographics are one way of presenting complex and dense informational content in a way the supports cognitive processing, learning, and future recognition and recollection. Infographics, as the name implies, are a way of presenting information graphically. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear. In this session we will share the results of our inquiry into what makes an effective infographic. Derived from our inquiry, we will share recommendations on how educators might leverage the power of infographics in their classrooms, and assignments we now use with our students.
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
Intentional Web Presence for Educational Technology ProfessionalsPatrick Lowenthal
Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...Patrick Lowenthal
If You Record It, Will They Watch It? And Will It Matter? Exploring Student Perceptions of Online Video
Online videos can help build presence and community in online courses. But do students actually watch these videos? The presenter will share his experience using asynchronous video (e.g., video announcements, video feedback) as well as share research on students perceptions of asynchronous video, while engaging the audience in their own use of rich media.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Devshikha Bose, Ph.D., is an instructional
design consultant. Her academic research
interests include just-in-time learning, online
learning, flipped classrooms, hybrid
learning, video-based learning objects,
social media, pedagogical applications of
emerging technologies, and mobile
teaching and learning strategies.
Patrick R. Lowenthal, Ph.D., is an assistant
professor in the Department of Educational
Technology where he teaches in a fully
online graduate program. Prior to joining the
faculty, he has worked as an instructional
designer and Academic Technology
Coordinator supporting faculty. He is
interested in problems of practice with
teaching & learning online.
3. Session Description
A study was conducted to investigate instructor perceptions of
integrating mobile devices into the classroom. The self-reported
experiences of six instructors who integrated mobile devices in
their teaching will be discussed in this session. Results indicate that
instructors often need to modify previously designed assignments to
incorporate the anytime, anywhere capabilities of mobile devices.
Results also suggest that students are actively engaged in classes
utilizing mobile devices to find information, create, and share content.
In most cases, mobile devices facilitated the achievement of learning
outcomes. The results, though, also suggest that more focused training
is needed...
7. Potential to Support Learning
Accelerate
feedback
Add richness to
the data
Capture data
and comment
on it in real time
Source: http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
8. Potential to Support Learning
Accelerate
feedback
Add richness to
the data
Capture data
and comment
on it in real time
Source: http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
9. Potential to Support Learning
Accelerate
feedback
Add richness to
the data
Capture data
and comment
on it in real time
Source: http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
10. Research Suggests…
• Increase opportunities for collaboration, engagement in content
creation, communication (Gikas & Grant, 2013)
• Can be very effective tools for helping English as Foreign Language
students learn vocabulary (Basoglu & Akdemir, 2010)
• Enable learners to get instant access to information, which if used
appropriately, may bring about “learning virtually anywhere and
anytime” (Bidin & Ziden, 2013, p. 721)
• Use of geospatial technologies, mobile search abilities, digital image
capture, and mobile social networking (Martin & Ertzberger, 2013)
11. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
12. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
13. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
14. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
15. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
16. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
17. Fall 2011 Mobile Learning Initiative
• Improve the student experience;
• Provide additional strategies to
support student learning;
• Strengthen communications &
collaboration;
• Facilitate faculty innovation;
• Distinguish Boise State & its
students;
• Enhance academic reputation;
• Prepare life-long learners
Fall 2011
http://goo.gl/fHN0QN
18. Fall 2011 Mobile Learning Initiative
● 1-2 year plan that engages the
campus in innovative strategies
for supporting student learning.
● Focus on three strategic
components: academic programs,
courses and faculty preparation.
● Focus on content creation and
delivery and innovative pedagogy at
both the program and course level.
Fall 2011
http://goo.gl/fHN0QN
19. Fall 2011 Mobile Learning Initiative
● 1-2 year plan that engages the
campus in innovative strategies for
supporting student learning.
● Focus on three strategic
components: academic programs,
courses and faculty preparation.
● Focus on content creation and
delivery and innovative pedagogy at
both the program and course level.
Fall 2011
http://goo.gl/fHN0QN
20. Fall 2011 Mobile Learning Initiative
● 1-2 year plan that engages the
campus in innovative strategies for
supporting student learning.
● Focus on three strategic
components: academic programs,
courses and faculty preparation.
● Focus on content creation and
delivery and innovative pedagogy
at both the program and course
level.
Fall 2011
http://goo.gl/fHN0QN
21. Making it Happen
Groups
• Center for Teaching and Learning
• Instructional Design and Educational Assessment (IDEA)
Key Individuals
• Lana Grover: Instructional Design Consultant for
Emerging Technologies and Strategies
• Devshikha Bose: Instructional Design Consultant
• Amber Hoye: Previous Mobile Learning Specialist
22. Leadership
Lana Grover
Instructional Design Consultant
for Emerging Technologies and
Strategies
(previously title: Mobile Learning
Instructional Design Consultant)
25. Part 1: Mobile Programs
Digital History Program
Construction Management Program
World Languages (Spanish) Program
Grant provided ongoing mobile curriculum design training and
devices for faculty, digital content funding (ebooks), software
purchases and support and the checkout of mobile devices for
students in participating courses.
27. Part 2: Faculty Preparation
B Mobile Day
Summer Mobile Learning Institute
28. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student
experiences w/ mobile learning and on how to
get started with & sustain mobile learning.
• Sessions by faculty involved with mobile
learning at BSU.
• Hands-on experience.
29. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student experiences
w/ mobile learning and on how to get started with
& sustain mobile learning.
• Sessions by faculty involved with mobile learning
at BSU.
• Hands-on experience.
30. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student experiences
w/ mobile learning and on how to get started with
& sustain mobile learning.
• Sessions by faculty involved with mobile learning
at BSU.
• Hands-on experience.
31. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student
experiences w/ mobile learning and on how to
get started with & sustain mobile learning.
• Sessions by faculty involved with mobile
learning at BSU.
• Hands-on experience.
32. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student
experiences w/ mobile learning and on how to
get started with & sustain mobile learning.
• Sessions by faculty involved with mobile
learning at BSU.
• Hands-on experience.
33. B Mobile Day
• One-day event showcasing Mobile Learning
Initiative.
• Participants see a variety of options for getting
involved in the Mobile Learning Initiative.
• Faculty are invited to attend any or all sessions.
• Focus on creating engaging student
experiences w/ mobile learning and on how to
get started with & sustain mobile learning.
• Sessions by faculty involved with mobile
learning at BSU.
• Hands-on experience.
34. B Mobile Day 2012
Morning Keynote Panel: Amazing Student Experiences
http://youtu.be/5RivP_WWqWE
Hands-On Session: Supporting Students to Create
Digital Assignments
http://youtu.be/eVdpObCK2uw
Afternoon Keynote Panel: Getting Started & Keeping It
Going
http://youtu.be/T8a9dglfvWo
Hands-On Session: Using e-Content
http://youtu.be/zxvfRK_GrvE
35. Summer Mobile Learning Institute
“…enables faculty to consider creative
pedagogical strategies to leverage the
power of mobile devices to enhance
teaching and learning.
Areas of exploration include enhancing
student engagement, facilitating
communication, expanding the borders
of the learning environment and
improving productivity.”
http://youtu.be/Mm00V9EEkhk
38. mLearning Scholars Program
Exploration of questions about teaching, learning,
and collaboration in an information-rich, “connect
anywhere and anytime” environment.
• Cohort-based approach
• Supportive and shared experience
• Focus on how mobile devices affect:
student learning; interaction;
communication; collaboration; & field-work
40. MLS 1.0
MLS 1.0
1.0
Program
MLS 2.0
2.0
Program
MLS 3.0
3.0
Program
• For faculty who are just beginning to
experiment with mobile learning
• Exploratory in nature
• Share ideas, discuss
challenges, test new
activities, and receive
feedback
41. MLS 2.0
• Faculty draw upon the previous exploration of
mobile learning to delve more deeply into mobile
curriculum design and mobile pedagogy
• Play an active role in the campus mobile-learning
community
• Mentor members of 1.0 cohort
and share their experiences
with them
MLS 1.0
1.0
Program
MLS 2.0
2.0
Program
MLS 3.0
3.0
Program
42. MLS 3.0
Leverage mobile technologies to target areas for
improvement in teaching practice, as identified through
the CTL program and course/student evaluations.
MLS 1.0
1.0
Program
MLS 2.0
2.0
Program
MLS 3.0
3.0
Program
Two topic examples from our 3.0 pilot
are:
• Improving Student-To-Student and
Student-To-Faculty Communication
• Increasing Peer to Peer Instruction
45. Why this research?
Feedback from students survey (Spring 2012):
"Continue to support and offer more mechanisms
for faculty to share their mobile device experiences
with each other”
*Shadle, Susan E.; Perkins, Ross A.; Lincoln, Doug J.; Humphrey, Michael J.; and Landrum, R. Eric. (2013). "Leading a Multiple Project Mobile
Learning Initiative: The Approach at Boise State University". EDUCAUSE Center for Applied Research (ECAR), Research Bulletins, April 9, 2013.
46. Method
Voluntary participation (8 out of the 9 mLearning
scholars)
Two consecutive 16-week semesters (Fall 2013 &
Spring 2014)
Participants met on a bi-weekly basis for discussion
sessions
Written report & reflection videos at the end of second
semester
47. Method
Voluntary participation (8 out of the 9 mLearning
scholars)
Two consecutive 16-week semesters (Fall 2013 &
Spring 2014)
Participants met on a bi-weekly basis for discussion
sessions
Written report & reflection videos at the end of second
semester
48. Method
Voluntary participation (8 out of the 9 mLearning
scholars)
Two consecutive 16-week semesters (Fall 2013 &
Spring 2014)
Participants met on a bi-weekly basis for discussion
sessions
Written report & reflection videos at the end of second
semester
49. Method
Voluntary participation (8 out of the 9 mLearning
scholars)
Two consecutive 16-week semesters (Fall 2013 &
Spring 2014)
Participants met on a bi-weekly basis for discussion
sessions
Written report & reflection videos at the end of second
semester
51. Research Questions
How did the integration of mobile
devices impact the:
• Teaching practices of college-level
instructors;
• Student learning (as perceived by
their instructors);
• Meeting course learning outcomes
(as reported by instructors).
52. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
53. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
54. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
55. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
56. Results
How did mobile devices impact teaching practices?
Increased use of mobile apps to create content & communicate, store, and
share information
Prompted instructor reflection on how instruction should be designed
differently
Prompted reflection on one’s own digital fluency
Encouraged thinking differently about assessment
Increased presence
57. Results
How did mobile devices impact student learning
(as perceived by their instructors):
Improved communication
Increased student digital fluency
Increased active learning
58. Results
How did mobile devices impact student learning
(as perceived by their instructors):
Improved communication
Increased student digital fluency
Increased active learning
59. Results
How did mobile devices impact student learning
(as perceived by their instructors):
Improved communication
Increased student digital fluency
Increased active learning
60. Results
How did mobile devices impact achievement of course
learning outcomes?
Mixed results
Most reported that course learning outcomes were
Macohbieileve ddevices did not necessarily directly support
their achievement
61. Discussion
• Some instructors modified their instructional design
• Not all assignments were required mobile devices
• Active learning strategies successfully used
• While objectives were met, wasn’t necessary
because of the mobile devices
63. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
64. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
65. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
66. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
67. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
68. Implications
Organically integrate mobile devices in all courses
Identify better ways and means of assessing students’ growth and engagement
with mobile technology
More interactive anytime, anywhere, exercises using mobile devices integrated
in course design
Existing assignments modified to make genuine use of mobile applications
General change in outlook - use of mobile devices is a given
More emphasis placed on faculty development & knowledge sharing
72. Devshikha Bose
devshikhabose@boisestate.edu
Patrick Lowenthal
patricklowenthal@boisestate.edu@
slides @ www.patricklowenthal.com
paper will be ready to share in a few weeks
Editor's Notes
Words from Dale Pike from http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Mobile devices allow students to capture data and comment on it in realtime. This is especially useful for a discipline that includes a practicum in which students go out "into the field" to practice and apply their knowledge and skills. In this case, students can capture data or record an experience and comment on it by adding notes or adding a narration.
Mobile devices allow students to add richness to the data. The ability to geocode or timestamp information (whether that information is measurements or observations) can help either the learner or the individual assessing the learning activities to discover patterns that would have been harder to identify using past technologies.
Mobile devices can be used to accelerate feedback. The ability to send captured and recorded experiences back for review allows for more rapid and informed coaching and mentoring; for example, a student in the school of education can record a session of student teaching and send it to a faculty member. "In the past," Pike adds, "recording these types of interactions has been impractical in many cases."
http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Words from Dale Pike from http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Mobile devices allow students to capture data and comment on it in realtime. This is especially useful for a discipline that includes a practicum in which students go out "into the field" to practice and apply their knowledge and skills. In this case, students can capture data or record an experience and comment on it by adding notes or adding a narration.
Mobile devices allow students to add richness to the data. The ability to geocode or timestamp information (whether that information is measurements or observations) can help either the learner or the individual assessing the learning activities to discover patterns that would have been harder to identify using past technologies.
Mobile devices can be used to accelerate feedback. The ability to send captured and recorded experiences back for review allows for more rapid and informed coaching and mentoring; for example, a student in the school of education can record a session of student teaching and send it to a faculty member. "In the past," Pike adds, "recording these types of interactions has been impractical in many cases."
http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Words from Dale Pike from http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
Mobile devices allow students to capture data and comment on it in realtime. This is especially useful for a discipline that includes a practicum in which students go out "into the field" to practice and apply their knowledge and skills. In this case, students can capture data or record an experience and comment on it by adding notes or adding a narration.
Mobile devices allow students to add richness to the data. The ability to geocode or timestamp information (whether that information is measurements or observations) can help either the learner or the individual assessing the learning activities to discover patterns that would have been harder to identify using past technologies.
Mobile devices can be used to accelerate feedback. The ability to send captured and recorded experiences back for review allows for more rapid and informed coaching and mentoring; for example, a student in the school of education can record a session of student teaching and send it to a faculty member. "In the past," Pike adds, "recording these types of interactions has been impractical in many cases."
http://www.academicimpressions.com/news/showcase-examples-mobile-technology-used-teaching-and-learning
The Instructional Design Consultant for Emerging Technologies and Strategies (ETS) will contribute both visionary and pragmatic leadership for campus-wide efforts to facilitate the effective use of technology in the teaching and learning environment. This position supports the adoption of selected emerging technologies/strategies (such as mobile), in teaching and learning while also supporting general digital fluency of the faculty by attending to the full spectrum of faculty adopters. The ETS consultant designs, develops and implements faculty development opportunities focused on emerging technologies/strategies and digital fluency, including programs and events, workshops and webinars, intra departmental engagements, and consultation offerings.
Initially, devices were provided to students (in participating course) via our iPad Checkout fleet (300 iPads) this gave the Spanish department time to explore whether or not requiring their students devices was the best approach. They determined, through their exploration, that the best most sustainable approach for their department would be to have a small fleet of devices owned and managed through World Languages that they can checkout to the students for particular learning activities or on a needs based request cycle. I don't know their exact numbers but they have a couple of iPad carts and a set of iPad Minis. The Mobile Learning Program grant helped them purchase some but not all of those devices. After their Mobile Learning exploration, the Construction Management determined that requiring their students to purchase devices was the best approach for their department. Initially, the IDEA shop provided devices to their upper division students while freshman were required purchase an iPad as part of the program. Going into this year all students (upper and lower division) will be required to have iPads. With funds from the Mobile Learning Grant CMT purchased a small fleet of 20 iPads for checkout to students with financial barriers or other special circumstances - which the IDEA shop now helps them manage. Because the iPad is so integrated in the professional practice of Construction Management, this initiative has received a lot of attention from construction management companies who are interested in recruiting at Boise State. The mobile programs have provided the opportunity for departments to find the best solutions for their departments, really allowing them to customize the learning experience for their students. IDEA Shop continues to help provide support for these customized solutions
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.
Explain Everything, Nearpod, Notability, Dropbox, and Google Hangouts.