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Introduction
The following presentation will address projects that I have been working on in the instructional technology dept. here at UNCW
Mobile Learning
Gaming
Time compressed instruction
Online learning
Multimedia
Virtual Classrooms
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What is Mobile Learning?
Stevens and Kitchenham (2011) define mobile learning as
“the use of a wireless handheld device; a cell phone, personal digital assistant (PDA), mini-computer, or iPod to engage in some form of meaningful learning (p.3)”.
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What we are building in our courses
Mobile Apps
Need to be installed Can be on OS Device dependent May cost money Can use phone
features (gps etc.) Do NOT require
internet
Mobile Websites
Can be used on any phone with internet
Not on OS free (for the most
part) Need to open
browser Difficulty accessing
phone features (GPS etc).
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Being used in education for
to view or send content or email participate in discussion forums submit and view assignments send/receive feedback enrolling in courses (higher ed) communication textingemergency warning systemsCMS/LMS
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Being used in corporations/gov for
Everything on the previous slide plus….GamingSimulationsFull coursesFlash based contentHTML5 based content
*This is where education is headed and Education innovators are already doingthis
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Mobile Learning
Mobile learning is in it's infancyResearch on mobile use and design is just
starting to emergeMuch of this research focuses on mobile use
rather than mobile devices for learning
The purpose of our first research study on
mobile learning was to examine students
perceptions of developing and using instruction
for the mobile web
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Methods
Study took place at the University of North Carolina Wilmington
Instructional Technology graduate students Design
Interviews (6 Students interviewed - semi structured interviews)
Observations (Graduate Class observed)Role of observer: InstructorSurvey (Survey on mobile use, learning, and
satisfaction)
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Case
Computer Based Instruction course at UNCW Develop mobile based instruction via Dreamweaver Students were web development novice Students were presented lesson on web and mobile
development using Dreamweaver (3 Class periods) They were asked to read several articles on mobile learning
Assignment10 minute instructional tutorials to be developed for
smartphonesPublished to UNCW webspaceTested sites on iPod touches
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Sample quotes from interviews "I think the differences from going from that where you
use a keyboard and a mouse to the touch is that you realize how big your fingers are and just a link is not going to be very effective anymore. You need big buttons. You need to direct the learner on where they need to touch to go to the next screen. There is really no pop ups, no imbedded flash type things, its like going from one screen to the next. It seems very linear. “
"I don’t know that you’re going to be able to do a lot other than just quick reference job aids. I’m not sure you’d want to have a whole instructional system through the, for the iPhone, though maybe,, a SmartPhone. You could do it for maybe tablets, but again you’ve got some Flash limitations. So I would think that job aids and things that you can learn quickly are the realm of smart phone development."
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Time Compression
• In today’s fast paced digital world, time is a luxury. • Normal speech rate is between 120-180 words per minute
(Monroe & Ehninger, 1974) and averages around 150 words per minute (Benz, 1971)
• The average reading speed for adults is around 280 wpm (Taylor, Frankenpohl, & Pettee, 1960)
• This gives reading a timesavings advantage in a computer based training (CBT) environment
• So what does this mean for the modality effect? – takes longer
• Do we ignore it because we want ‘rapid’ training?• NO – Maybe we can listen as fast as we can read!
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Time Compression
Recent research has revealed that audio can be compressed up to a certain point and still support high level learning (Pastore, 2009)
What is Time Compressed Speech? (Orr & Friedman, 1967) The act of changing the tempo while preserving the pitch and retaining quality Invariant timing hypothesis (Honing, 2007).
This hypothesis states that one cannot distinguish between the quality of audio when there is a tempo change (within normal wpm ranges and up to a certain point of compression).
Pastore (2009) revealed that spoken words could be digitally time-compressed up to 25% in a multimedia environment while preserving complex learning.
Thus, a one-hour multimedia session could take 45 minutes if time-compressed 25% and still maintain the same level of learner comprehension.
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Time Compression
Design - 2x3 Experimental Design– Independent Variables -
• Redundant and Non-redundant• Compressed Instruction - 0%, 25%, 50%
Compression Percentage - Time
Time Words Per Minute
0% 12:10 164
25% 9:08 219
50% 6:05 328
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Time Compression
– Compression (Tukey’s HSD for post hoc)
• 0% (11.82) = 25% (11.02) > 50% (8.63) - factual
• 0% (8.84) = 25% (8.25) > 50% (6.02) - Problem solving
• *numbers indicate means; out of 20 points.
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Online Learning: How to teach online
Developing courses via Moodle Students learn how to manage their own
LMS like Blackboard They then learn best practices for
implementing these course Design and develop their own
courses Book: http://www.amazon.com/Online-Learning-Instructional-Technology-Exploration/dp/
1477462295/ref=sr_1_1?ie=UTF8&qid=1337341318&sr=8-1
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Virtual Classrooms
Teach all of our classes via webex Students can choose to attend in the class
or go online Classes tend to be 50/50 Instructional strategies not
sacrificed Currently writing a paper as a
dept on students preferences
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We are working on many other things as well….
Multimedia development Web development Mobile app design Interface design Competencies in the field Social media