Attribution-NonCommercial-NoDerivs 2.0 Generic by BartekKuzia“My college professor boasted that he installed a wireless network at his house and was sharing drives between his desktop and his laptop. Knowing the professor, we figured that he did not know how to secure his wireless network. So a few days before the final, we drove to his house with a laptop, got onto his wireless network and found a copy of the final. The professor, presumably, remains none the wiser.”Weird Wireless Tales Readers recount their most unusual Wi-Fi moments http://www.kaschassociates.com/49101web/WAWirlessWorldNewsweekLevy.htm
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Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0) by Justin Shearere-Learning promised to love and holdDesktopcomputers allowed learners to study at their own time and pace, and reduced the physical attendance requirements. With the Internet, a lecturer was able to disseminate course materials and facilitate interaction at speeds and levels of convenience that were previously unconceivable. The desktop allowed students to learn without having to be in the classroom, but it didn’t give them flexibility - which continued to be limited by the need to undertake learning activities at a tightly delimited and/or predetermined physical location, using a fixed device.
Over the last few years there has been quite a bit of hype about using Mobile Devices for learning. Wireless learningUbiquitous computingmLearningBriefly examine the wireless, mobile learning experience & grasp emergent trends.
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Attribution-NonCommercial-ShareAlike 2.0 Generic by gadlTo become effective, nomadic computing users are challenged by three main issues:Temporal: There is the need to adapt to dynamic technological, individual and institutional environments over time.Spatial: They are required to use nomadic computing environments to work effectively across diverse spaces such as in airplanes, motor vehicles, clients’ offices and hotel rooms.Contextual: The use of nomadic computing environments for the execution of business activities during personal time and vice versaresults in the variability in the contexts of use based on the different personal and business roles that nomadic computing users play.
Finally –Distinction between access to resources and access to the nomads themselves. Campus life Podcasts QR codes Location based social networking Swarming
Extending the learning environment on campus at home and on the roadIn learning environments Students work differently with m-learning devices than they do with tethered desktop computers On campus we are seein the rise of the multiconfigurable classrooms One result is growing interest in mobile chairs, desks, and displays. A second result is an increase in blended or hybrid learning as Internet access and collaborative learning are enhanced by m-learning; perhaps this is becoming the default, expected form of learning. A third is the rising interest in new learning spaces such as information commons, where wireless, mobile connectivity admits the full informatic range of the Internet into any niche or conversation.
Remember Thomas A. Edison’s 1922 prediction“that the motion picture is destined to revolutionize our educational system and that in a fewyears it will supplant largely, if not entirely, the use of textbooks”,
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Provoking people to start using their mSpaces for mLearningPrepare for interactionsCreate a profileBe yourselfLet them find youInfluence the norms
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Going Nomadic<br />How will the introduction of wireless and mobile computing devices affect teaching and learning at Wits University? <br />
Outline<br />What does the term Nomadic mean?<br />Where is Wits?<br />Nomadic challenges & Choices<br />
Does going nomadic = SMS speak?<br />in yor tutorial grupzdiscuSz d concept of smslngwij? n wotsituAtNziz it k? weniz it not acceptable? iz it ruining d eng lngwij?<br />NXT discuS Y spLN & grammar iz so important.<br />Yor tutor wiLthNlEd a discussion inviting fEdbakfrmEch of d grupz. b suR 2 capture d rslts of yor discussion n a wrddocmnt & + 2 yor electronic portfolio.<br />
Where is Wits?<br />Positioning itself as a tech savvy university<br />Wireless<br />SCAN<br />iFolder<br />QR codes<br />Podcasting<br />Mobile friendly services<br />PLN/PLE<br />
Level of Embeddedness<br />High<br />Pervasive Computing<br />Ubiquitous Computing<br />High<br />Low<br />Level of Mobility<br />Mobile Computing<br />Traditional Computing<br />Low<br />Dimensions of Ubiquitous Computing Adapted from Lyytinen & Yoo<br />
Why go nomadic?<br />Many students are nomads already <br />in the UK children aged 12–15 have an average of six media devices in their bedrooms and children aged 8–11 have an average of four such devices (Pachler, Bechmair & Cook). <br />Growth & proliferation of these devices<br />Increase opportunities self-organisation and individualization <br />Expectation that the University takes teaching and learning beyond classroom walls<br />
Will nomadic affect our Learning Environments?<br />
Will nomadic affect the way that we teach and learn?<br />
What route should Wits take?<br />Innovation Route <br />Anytime, anyplace learning<br />Campus ready for the future<br />Engaged students<br />Boosted results <br />Disruption Route<br />Take advantage of the increasing richness of the external technology environment <br />Distribute ownership of technology <br />Decentralise of technological responsibility<br />Reduce costs<br />
Pack your technological backpack<br />10 mobile technologies<br />
Enter the life-worlds & habitus of the nomadic<br />
What route<br />Innovation<br />Disruption<br />
Conclusion<br />‘Don’t ask what the technology can do for you, rather what the pedagogy needs.’ <br />Gilly Salmon, Professor of e-Learning and Learning Technologies, University of Leicester<br />
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