mobility and successful learning diana g. oblinger, ph.d. copyright diana g. oblinger, 2006. this...
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Mobility and Successful Learning
Mobility and Successful Learning
Diana G. Oblinger, Ph.D.
Copyright Diana G. Oblinger, 2006. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
Copyright Diana G. Oblinger, 2006. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
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About mobilityAbout mobility
Characteristics of mobile devices
• Embedded
• Ubiquitous
• Networked
• Social interaction
• Context awareness
–Nesta Futurelab, 2005
Ubiquitous
• 80-90% of college students have mobile phones
• 75% of college students use text messaging most often on their mobile phones
• 56% of college students own a laptop
• 29% of US universities have full-campus wireless networks
– eMarketer, 2006
College student use of phone features
– Harris Interactive, 2005
Text messages
0 10080604020
Play games
Download ringtones
Take, send photos
WatchTV
Percentage
Unique educational properties
• Portability: small size & weight
• Connectivity: connect with other devices
• Social interactivity: data exchange, collaboration & communication
• Context sensitivity: responses tailored by location, environment and time
• Personalization: tailor for individual needs
– Nesta Futurelab, 2005
Options for using mobile devices
Fieldwork• Collect data from the field, in situ
• Learn in authentic contexts
Using travel time
• Work on self-evaluation or reflections
• Check postings on Web
During breaks
• Listen to podcasts
• Access bite-sized content
Classes• Rapid feedback (e.g., clickers)
• Participatory simulations
Collaboration• Connectivity from dispersed communities
• Information sharing– JISC, 2005
Benefits of mobility
• Choice―Time―Place ―Frequency
• Control: Increased sense of learner control
• Embedded: Embeds learning into everyday life; learning can fit into smaller time intervals and any location
• Immediate: Connectivity on location enables discover-based learning
– JISC, 2005; Nesta Futurelab, 2005
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LearnersLearners
Today’s learners
• Mobile
• Digital
• Connected
• Immediate
• Social
Learning preferences
• Rich, immersive, participatory
• “Learning-to-be”
• Peer-to-peer
• Visual & kinesthetic
• Real world
Time-constrained learners
• 87% commute
• 80% work
– NCES, 2003; Humphries, 2004
• 35% of undergraduates are adult learners
• 31% of enrollment increases will be in adult learners
Informal interactions
• Students spend more time out of class than in it
• “Capture time” is particularly important for non-residential students
• Learning occurs through conversations, web surfing, social interactions
• Team projects
• Spontaneous interactions
• Mingle, share, make connections
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Is mobility learner-centered?
Is mobility learner-centered?
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CultureCulture
Connected
• The Internet is a primary communication tool― 81% email friends and relatives― 70% use instant messaging to keep
in touch― 56% prefer the Internet to the
telephone
• Internet is fastest-growing ad medium
– Lenhart, Simon & Graziano, 2001; Ogilvy, 2005
Peer-to-peer
• Crowd surfer
• Find friends with 80 feet of your location
• Bluetooth
• Exchange photos and information
Visual
• A picture is worth a thousand words
• Flickr: making photos available to those you want to see them
• Digital cameras, cell phones
• Mobile TV
– Lomas, 2005
Self-service
• People are doing more things for themselves online―Online banking―Online shopping―Learning
• Informal learning
―OCLC, 2004; Colley, Hodkinson & Malcolm, 2003―OCLC, 2004; Colley, Hodkinson & Malcolm, 2003
―Organic―Contextualized―Activity and experience-
based―Self-activated, under the
learner’s control ―Open-ended
engagement
Individualized
―Lomas, 2005; Rainie, 2005; Apple, 2005; Forrester, 2005
• 22 million American adults have MP3 players
• 6 million have downloaded podcasts or Internet radio programs
• iTunes ―4.9 launched with over 3,000 podcast feeds on
June 28 2005―over 1 million subscriptions
within 2 days … and crashed nearly every server supplying podcast audio files to subscribers
• Podcasting is expected to reach 12.3 million households by 2010
Participatory
• 34 million blogs (est.)
• 32 million blog readers
• 400,000 posts per day
• 16,000 posts per hour—Lark, 2005
Alternate reality
• 5 hours: amount of time an 8th grader plays video games per week
• 77%: By high school, the percentage of students who have played games
• 69% have played games since elementary school
• 100%: By college, nearly all students have experienced games
• 710 million players worldwide
• $10 billion: Gaming industry revenue in 2004
—Jones, 2003; Castranova, 2005
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Does mobility fit our culture?
Does mobility fit our culture?
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SuccessSuccess
Principles to remember
• Content model: Learning is not just about covering content; it is about developing competency
• Its not technology alone: Technology must support good pedagogy
• Knowledge construction: Learning is a process of knowledge construction, not knowledge absorption. Reasoning is not linear, deductive or abstract but begins from the concrete and assembles a “mosaic”
• Interactivity: This is a connected, interactive generation; collaboration and interaction are important learning principles
– Dede, 2005; Resnick, 1998
• Formal & informal: Learning can occur anywhere, anytime
• Situational: Learning is highly tuned to the situation in which it takes place
Learning theories & activities
Behaviorist• Drill and feedback
• Classroom response systems
Constructivist • Participatory simulations
Situated learning• Problem and case-based learning
• Context awareness
Collaborative learning
• Mobile computer supported collaborative learning
Informal & lifelong learning • Support intentional & accidental learning
Learning & teaching support
•Personal organization
•Support for administrative duties– Nesta Futurelab, 2005
Definition of success
• From whose perspective?―Student―Faculty―IT―Finance
• By what measures?―Novelty―Flexibility―Access―Convenience―Cost
Student success (academic view)
Challenging ideas & people
–Terenzini, 2005–Terenzini, 2005
Active engagement with challenges
Supportive environment
Real-world activities
Social activity
Unbounded by time or place
Student success (student view)
Control
Convenience Communication
Engagement
In class
Out of class
Cognitive outcomes
• Recall: know from memory
• Comprehension: understand concepts
• Application: use skill/knowledge in new situations
• Analysis: understand constituent parts, themes, organizing principles
• Synthesis: assemble novel whole from parts
• Evaluation: judgment of relative value or quality
– Gardiner, 1994
Encourage interactivity
• Queries: learners pose questions
• Real-time responses
• Note-taking
• Predicting or hypothesizing
– Schweir & Misanchunck, 1992
Support for active learning
• Capture data, on-location
• Contact with mentors, tutors or peers
• Link to communities of practice
• Opportunity for reflection
• Formative assessment for self-checking
– JISC, 2005
Learner control
• Non-sequential access to information
• Immediacy of response
• Bidirectional communication
• Interruptibility―Pause for reflection―Take notes―Repeat a segment
• Method of presentation
• Sequence in which to learn
– Oblinger, 1996
Extending mobile functionality
• SMS: text messages provide essential information, enable collaboration, provide support
• MMS: video, audio and images can be added to text messages
• GPRS: supports Web browsing and IM on mobile phones
• Bluetooth: short-range wireless for beaming data
• GPS: determines location– JISC, 2005
Interfaces shaping learning
• World to the desktop: access to―Distant experts―Collaboration―Mentors―Communities of practice
• Alice in Wonderland, multi-user virtual environment―Participants and avatars and artifacts interact―Shared virtual environments
• Ubiquitous computing―Wireless devices infuse resources in the real world―Smart objects; intelligent contexts
―Dede, 2005
Environmental detectives• Players briefed about rash of
local health problems linked to the environment
• Provided with background information and “budget”
• Need to determine source of pollution by drilling sampling wells and ultimately remediate with pumping wells
• Work in teams representing different interests (EPA, industry, etc.)
―Klopfer & Squire, 2003
Elements of learning environment
Disciplinaryneeds
Assessment
Experientiallearning
Group learning
Reflection
--Crawley, 2004
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Does it lead to success?
Does it lead to success?
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ApproachesApproaches
Learning approaches
Acquiring competence
• Bite-sized content
• Mentoring through SMS
Individual understanding
• Just-in-time access to resources
• Reflection through e-portfolios
Group collaboration
• Information sharing
• In situ data capture
Social practice• Connectivity from dispersed communities
• Learning in authentic contexts
– JISC, 2005
Podcasting
Interaction
• ActiveClass uses PDA’s as a complementary channel―Questions asked―Students more engaged―Silent, anonymous
broadcast of “aggregated conversation”
―No person-to-person communication
Remote data collection
• Capture data on location
• Located learners providing separate views on shared activities
• Disparate groups communicating a variety of collected data
• Real-world observation
Problem solving
• Live long and prosper
• Goal is to live as long as possible and reproduce
• Ability to survive is linked to the genome; must figure out the genetics involved
• Mating is by “beaming” between hand-helds
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Questions to askQuestions to ask
1. What outcomes are we seeking?
• Greater mobility
• Increased access
• Public visibility
• More authentic, hands-on experiences
• User convenience
• Cost avoidance
2. What do stakeholders say?
• Students, faculty and IT as stakeholders
• Each has a unique perspective
• Input ranges from opinion to action
• Language and perspectives differ
3. What infrastructure is required?
SustainablechangePolicy
Finance
TechnologyService & support
PersonnelOrganization
4. Are all components aligned?
VisionVisionVisionVision
Service DeliveryService DeliveryService DeliveryService Delivery
InfrastructureInfrastructure
Technology Financial PoliciesTechnology Financial Policies
InfrastructureInfrastructure
Technology Financial PoliciesTechnology Financial Policies
OrganizationOrganizationOrganizationOrganization
ProcessProcessProcessProcess
VisionRationaleGuiding principlesLeadership
Service
Student supportFaculty supportAdmin & student
InfrastructureTechnology PolicyFinancial
Organization
StructureLeadershipDecision-making
ProcessBuy-in
Communication
Speed andresponsiveness
5. How do we know it works?
• Knowledge building
• Organizational change
• Decision-making
• Program development
• Infrastructure development
―Olds, 2005―Olds, 2005
Qualitative and quantitative measures
