mobile learning in blended learning contexts
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Mobile Learning in Blended Learning Contexts
Dr Barbara Newland
To gain an understanding of the potential of mobile learning in face to face sessions
To discuss the implications for “switching it on” during face-to-face teaching in relation to the changing role of academics
Sharing your own examples using smart phones or tablets
To provide examples of the use of mobile learning illustrating a range of uses from productivity to interactivity.
Aim
27 per cent of adults and 47 per cent of teens (12 – 15 year olds) now own a smartphone
the majority - 59 per cent - having acquired their handset in the past year.
Smart phones - Ofcom
Student hardware - ECAR
“Tablet ownership among college students and college-bound high school seniors has more than tripled from a year ago. Further, a large number of students plan to purchase a tablet within the next six months.
College students and high school seniors believe that tablets are just as valuable for educational purposes as they are for personal entertainment.
Students agree that tablets will transform the way college students learn in the future.
More students are reading digital books, and a majority of college students now prefer to read digital books than print.”
(Pearson, 2012)
Student ownership
One Year or Less◦ Mobile Apps◦ Tablet Computing
Two to Three Years◦ Game-based Learning◦ Learning Analytics
Four to Five Years◦ Gesture-based
Computing◦ Internet of Things
Time to adoption – Horizon report
Apps
Always-connected Internet devices using imbedded sensors, cameras and location awareness
Higher education institutions are now designing apps tailored to educational and research needs across the curriculum.
Productivity◦ Allow users to create something
Interactivity◦ User engagement but do not create new materials
Reference◦ Provide information
Types of use
High-resolution screens allow users of tablets, such as the iPad, to easily share content, images and videos on the screen
As people tend to use tablets to supplement and not replace smartphones they are viewed as less disruptive tools
Tablet computing
New forms of books are available on tablet devices which enable interactive elements which are not available in the traditional format of textbooks
These books allow collaboration through social media, immediate feedback and can be updated at any time.
“Students might come to see “textbooks” less as discrete chunks of text and more as resources to explore and build upon.” (Educause, 2012)
Books on tablets
http://www.youtube.com/watch?v=MGMsT4qNA-c
“Baby Works iPad Perfectly”
People expect to be able to work, learn and study whenever and wherever they want to
The technologies we use are increasingly cloud-based and our notions of IT support are decentralized
The world of work is increasingly collaborative, driving changes in the way student projects are structured
The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators
Education paradigms are shifting to include online learning, hybrid learning and collaborative models
There is a new emphasis in the classroom on more challenge-based and active learning.
Key trends – Horizon report
Economic pressures and new models of education are bringing unprecedented competition to the traditional models of higher education
Appropriate metrics of evaluation lag the emergence of new scholarly forms of authoring, publishing, and researching
Digital media literacy continues its rise in importance as a key skill in every discipline and profession
Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies
New modes of scholarship are presenting significant challenges for libraries and university collections, how scholarship is documented, and the business models to support these activities.
Significant challenges - Horizon
Investigate your students' technology needs and preferences and create an action plan to better integrate technology into courses and information systems
Provide professional development opportunities and incentives so instructors can better use the technology they have
Expand or enhance students' involvement in technology planning and decision making
Meet students' expectations for anytime, everywhere, Wi-Fi access on the devices they prefer to use
Nail the basics. Help faculty and administrators support
students' use of core productivity software for academic work.
Recommended actions - ECAR
The implications for “switching it on” during face-to-face teaching in relation to the changing role of academics
Ideas/examples for using mobile devices in F2F
Discussion
3 years – 84% faculty regularly use a mobile device in class
Positive steps forward when instructors combine the tool with an appropriate pedagogical approach. That approach engages higher order thinking and the upper levels of the Bloom's taxonomy.
Faculty members will adopt new technology at the university when it's part of a focused initiative to drive the use of the tools. And they need someone to encourage them to try something new and help them succeed with the technology.
Abilene Christian University
https://news.okstate.edu/press-releases/929-ipad-study-released-by-oklahoma-state-university
“The most important consideration is the device must be truly integrated. Simply distributing the device without evaluation of how the course might be modified for its use limits the impact.”
Oklahoma State University
One academic commented “the iPad has helped me pry open the window in that brave new world….”
Another said “I'd purchase one for every faculty member who wants one, no questions asked.”
However, another academic stated “I don't think that the money for iPads should be expended unless there is a known pedagogical advantage to using them in our teaching and our students' learning.”
iPad Study at USF
Tips for using - Pepperdine
LEARN What is the learning outcome for students? TEACH How do you currently teach for this learning outcome? What activities do you or the students
complete?
How much time do you currently spent in class on this learning outcome? (e.g. 15 minutes, a 60-minute class period, two class periods)
CHANGE What are you willing to change about how you teach this outcome? (e.g. resources, class
activities, homework assignments) EXPLORE How do you plan to teach for this learning outcome with the iPad? What kind of activities will you
introduce to the class? What does the iPad and/or its apps bring to this learning outcome? If used in class, how long will the activity take?
IMPLEMENT How will you assess student’s performance on this learning outcome?
Curriculum - Pepperdine
1. Identify the learning objectives
2. Look at the curriculum to decide what is best face-to-face and what is best online
3. Consider the integration and relationship between the F2F and eLearning
4. Develop the most appropriate eLearning activities to achieve the learning objectives
5. Decide how will you assess these activities
6. Choose the most appropriate technology
6 steps to Blended Learning
Lecture and self-study elements of a course are reversed
F2F time used more interactively◦ PollEverywhere using phones◦ Collaborative presentations using tablets
Potential to focus on increasing understanding rather than covering material
Pedagogy - flipped classroom
Here’s a question for debate in a
Business context class. Everyone gets their say and can see what others think but it’s
anonymous. This kind of question I use as a starter
for class discussion
But what if students don’t want to pay to text or tweet?
Even better. I start by asking who in class has free texts on
contract/package. Then everyone clusters in groups
around those phones, and they discuss how to vote.
I get interaction before as well
as during and after the vote.
Recording presentations - Adrian Carpenter
1. This is a collective thing, as well as an individual thing. We will get more out of this if we play together.
2. Do not expect training. Do not expect expert guidance. The way we will figure this out is by playing together, and enacting a culture of innovation.
3. This is as much about us building capacity to become responsive in a landscape where mobile technologies are increasingly prevalent, as it is about us getting iPads.
4. This is not only about iPads, but about mobile technologies in general.
5. Although technodiversity and choice are important, all having the same device is more important - it removes many technical barriers and offers greater scope for collaboration.
Education – 10 key messages
6. It will take time and lots of exploration to figure out what this tool is capable of, and so we must take care not to leap prematurely to judgement.
7. This is about identifying and matching problems and solutions simultaneously - not an easy task.
8. It would be a shame if all we did was to replicate our existing practice, only shinier.
9. We have a responsibility as a University to both engage with and develop a critical discourse surrounding, the use of mobile technologies.
10. You choose where this project goes for you. Just make sure you share your thinking along the way.
Education – 10 key messages
Summary
Pedagogy
Switch it on
http://newsinfo.nd.edu/news/16512-notre-dame-launches-ereader-study-creates-first-paperless-course/
Bansavich, J. (2011) The iPad: Implications for HigherEducation, http://www.educause.edu/sites/default/files/library/presentations/E11/SESS050/ipad-Implications%2Bfor%2BHigher%2BEducation.pdf
ECAR National Study of Undergraduate Students and Information Technology Report, 2011, http://www.educause.edu/ecar
Educause Learning Initiative, 2011, 7 Things You Should Know About Flipped Classrooms, http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms
Educause, 2012, 7 Things You Should Know about the Evolution of the Textbook http://net.educause.edu/ir/library/pdf/ELI7083.pdf
Garrison, D. R. and Vaughan N. D., 2008, Blended Learning in Higher Education: Framework, Principles and Guidelines , John Wiley and Sons.
Hoover, D., Valencia, J. (2011) iPads in the Classroom: Use, Learning Outcomes, and the Future http://www.educause.edu/E2011/Program/SESS081 http://community.pepperdine.edu/it/tools/ipad/research/docs/
Horizon Report (2012) http://net.educause.edu/ir/library/pdf/HR2012.pdf iPad Studies at Abilene Christian U. Dig Deep into Learning Outcomes
http://www.convergemag.com/classtech/iPad-Studies-Abilene-Christian.html#comments Littlejohn, A., Pegler, C., 2007, Preparing for Blended eLearning, Routledge Ofcom's research - the Communications Market Report 2011 http://www.bbc.co.uk/news/technology-14397101 Oklahoma State University/Apple iPad Pilot Program, Executive Summary,
https://news.okstate.edu/press-releases/929-ipad-study-released-by-oklahoma-state-university Pearson Foundation, 2012, Annual Survey on Students and Tablets,
http://www.pearsonfoundation.org/downloads/PF_Tablet_Survey_Summary_2012.pdf Perkins, S., Saltsman, G., (2011) Researching Mobile Learning at ACU: Conclusions, Questions, and Future Directions,
Educause, http://www.educause.edu/E2011/Program/SESS044 www-ssm.bus.bton.ac.uk/ipad/ www.learningwithipads.co.uk - schools http://marianipad.wikispaces.com/Apps+and+Articles http://mediacommons.psu.edu/mobilemedia
References
Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1 9PH
www.brighton.ac.uk/clt/ www.slideshare.net/barbaranewlandhttp://barbaranewland.wordpress.com/
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