66
REBECCA K. MILLER VIRGINIA TECH NEFLIN WEBINAR AUGUST 26, 2014 Integrating mobile devices and apps into your teaching

Integrating mobile devices and apps into your teaching

Embed Size (px)

DESCRIPTION

Presentation for NEFLIN on August 26, 2014.

Citation preview

Page 1: Integrating mobile devices and apps into your teaching

REBECCA K. MILLER

VIRGINIA TECH

NEFLIN WEBINAR

AUGUST 26, 2014

Integrating mobile devices and apps into your teaching

Page 2: Integrating mobile devices and apps into your teaching

SOME BACKGROUND…

Page 3: Integrating mobile devices and apps into your teaching

tabletsinlibraries.tumblr.com

Page 4: Integrating mobile devices and apps into your teaching

Rick Oller, ECAR, The Future of Mobile Learning

I feel that one of our obligations as educators is to consider how the mobile Internet changes not only how we teach, but what it means to be knowledgeable and educated in our culture. And just as important, the mobile web opens up a host of pedagogical possibilities.

David Parry, EDUCAUSE Review

Rather than imposing legacy pedagogical guidelines on mobile learning, higher education decision makers, instruction designers, and perhaps most importantly, teachers need to innovate, experiment, and be prepared to fail. It’s not clear where mobile learning technology and applications will go, but…it will be disruptive, explosive, and game changing….

Page 5: Integrating mobile devices and apps into your teaching

GOALS FOR YOU

1. You will walk away with the right questions to ask about integrating mobile devices in your library’s instruction program (and beyond)

2. You will be able to apply best practices in integrating mobile devices into instruction (and beyond)

3. You will be inspired to be a leader on your campus and a strong voice in all conversations revolving around learning environments, technologies, and strategies

Page 6: Integrating mobile devices and apps into your teaching
Page 7: Integrating mobile devices and apps into your teaching

INNOVATION

“Applications of better solutions that meet new requirements, unarticulated needs, or existing market needs.”

Page 8: Integrating mobile devices and apps into your teaching
Page 9: Integrating mobile devices and apps into your teaching

Alan Kay

DYNABOOK (1968)

Page 10: Integrating mobile devices and apps into your teaching

Steve Jobs

IPAD (2010)

Page 11: Integrating mobile devices and apps into your teaching

MOBILE DEVICE ENABLERS WORLDWIDE

Mobile networks accessible to > 90% of the world’s population

By 2017, 1 billion people expected to access the Internet via mobile devices

Improved speed (4G), power (1 GHz), and capabilities (GPS, accelerometers, gyroscopes, compasses)

ECAR Research Bulletin: The Future of Mobile Learning

May 1, 2012

Page 12: Integrating mobile devices and apps into your teaching

Pew Research Center

Page 13: Integrating mobile devices and apps into your teaching

ECAR, September 2013

Page 14: Integrating mobile devices and apps into your teaching

DISCUSSION:YOUR ENVIRONMENT

The data we just looked at is national. Every learning environment is unique—what have you observed in yours?

1. Are students using desktops, laptops, tablets, smartphones, or e-readers? What do you see at your institution?

2. Do your students need guidance in using the devices that they own or borrow?

3. Is there a BYOD (bring your own device) culture at your institution? Why or why not?

4. Are students using smartphones in class? If so, what are they doing?

Page 15: Integrating mobile devices and apps into your teaching

INTENTIONAL

Page 16: Integrating mobile devices and apps into your teaching

“Applications of better solutions that meet new requirements, unarticulated needs, or existing market needs.”

INNOVATION

Page 17: Integrating mobile devices and apps into your teaching

INTENTIONAL INNOVATION IS:

• Strategic

• Informed

• Purposeful

• Learner-centered

• Goal-directed

• Aligned

• Realistic

• Integrated and programmatic

Page 18: Integrating mobile devices and apps into your teaching

INTENTIONAL INNOVATION IS NOT:

• Distracting

• Aimless

• Technology-centered

• Isolated

Page 19: Integrating mobile devices and apps into your teaching

“…illustrates the necessity of local user research, which provides insight into unique institutional cultures and student learning environments, and suggests how libraries can leverage collected data to both evaluate and prioritize a range of initiatives.”

--Booth, 2009

Page 20: Integrating mobile devices and apps into your teaching

INNOVATION IN LIBRARY INSTRUCTION:

TEACHING & LEARNING

Page 21: Integrating mobile devices and apps into your teaching

April 2014Information Literacy Instruction listserv ([email protected])

Page 22: Integrating mobile devices and apps into your teaching

TEACHINGThe mobile environment is evolving instruction in two major ways:

What we teach (skills and content)

• Technology use• Mobile information literacy skills• Resources used and recommended

How we teach (strategies and pedagogy)

• Technology used in the classroom• Communication and collaboration opportunities• Connecting the classroom to the outside world

Page 23: Integrating mobile devices and apps into your teaching

• Informational (LibGuides)

• Information literacy/library instruction sessions

• Train the trainers

TEACHING MODELS

Page 24: Integrating mobile devices and apps into your teaching

• LibGuides, webpages, handouts

• Curated information for your learners/users

• Often aimed at personal use

• Low investment of time and resources

• Can be a substitute for in-person teaching

TEACHING MODEL: INFORMATIONAL

Page 25: Integrating mobile devices and apps into your teaching

http://libguides.mit.edu/apps

Page 26: Integrating mobile devices and apps into your teaching

http://libguides.library.curtin.edu.au/mobile

Page 27: Integrating mobile devices and apps into your teaching

http://guides.mclibrary.duke.edu/content.php?pid=11651&sid=1853931

Page 28: Integrating mobile devices and apps into your teaching

TEACHING MODEL:INFORMATION LITERACY SESSIONS

• One-shot instruction sessions or workshops

• Focus on teaching a particular objective related to mobile information literacy AND/OR teaching a particular tool

• Aimed toward a group

• Integrated into a larger context or curriculum

• May include an opportunity cost

• May come with additional risks (e.g., distractions, multitasking)

Page 29: Integrating mobile devices and apps into your teaching

INSTRUCTIONAL DESIGN: OBJECTIVES

Page 30: Integrating mobile devices and apps into your teaching

“Don’t assume all students know how to use the technology they own and use as academic tools….[technical] training is essential for their success in a world where these skills are expected.”

ECAR Study of Undergraduate Students and Information Technology, 2012

“Most students look to their instructors for technology training that applies to their coursework.”

ECAR Study of Undergraduate Students and Information Technology, 2013

Page 31: Integrating mobile devices and apps into your teaching

MOBILE INFORMATION LITERACY

Scranton Smartphone Survey (2010)

A few generalizations and recommendations:

• Information literacy instructors should become familiar with new search methods (such as QR codes) to help students use them effectively and efficiently

• Students should be encouraged to review a range of search results, particularly when searching for academic information

• Information literacy instructors should help students understand how to evaluate information, especially when it is presented in a nontraditional form, such as an app.

• Students may need assistance from educators in applying information literacy skills they have learned while searching on a laptop or desktop to the mobile environment

Kristen Yarmey, Student Information Literacy in the Mobile Environment

Page 32: Integrating mobile devices and apps into your teaching

MOBILE INFORMATION LITERACYThree key areas of information engagement on the move:

1. How people search for and evaluate information on the move

• Searching for information is quick and easy• Information needs are contextual• Searching can be social

2. How people use information and create new knowledge on the move

• Memory can be outsourced• Mobile internet acting as a bridge between devices

3. How people cope with the “always on” nature of mobile information

• Information is constantly pushed at us

Andrew Walsh, Mobile Information Literacy: A Preliminary Outline of Information Behaviour in a Mobile Environment

Page 33: Integrating mobile devices and apps into your teaching

DISCUSSION:AREAS OF MOBILE IL

Kristen Yarmey and Andrew Walsh both offer their insights on how information literacy instructors can help students gain the information and technology skills they need for a mobile environment.

What have you observed as a mobile information literacy need in your students?

It could be one that Yarmey or Walsh identified, or something totally different.

Page 34: Integrating mobile devices and apps into your teaching

INSTRUCTIONAL DESIGN: STRATEGIES & CONTENT

Page 35: Integrating mobile devices and apps into your teaching

INTEGRATING MOBILE:EXAMPLE 1

Objective: Organizing and converting information found into knowledge

Context: Science students in a lower level biology or environmental studies class

Method of assessment: Collaborative Evernote notebook

Leafsnap Nature.com mobileGoogle ScholarEvernote

Page 36: Integrating mobile devices and apps into your teaching

INTEGRATING MOBILE:EXAMPLE 2

Objective: Critically evaluating information

Context: First year students in an introductory science or engineering class class

Method of assessment: Informal; student discussion

Evernote Poll Everywhere YouTube

Page 37: Integrating mobile devices and apps into your teaching

INTEGRATING MOBILE:EXAMPLE 3

Objective: Searching for information effectively

Context: Online course (any discipline)

Method of assessment: Screen shot of database with search strategy and result list; Popplet mind map

Popplet Google Drive PubMed Mobile

Page 38: Integrating mobile devices and apps into your teaching

INTEGRATING MOBILE:EXAMPLE 4

Objective: Organizing and converting information found into knowledge

Context: First year students researching environmental changes on campus

Method of assessment: Student responses and citations in Evernote

Pinterest Evernote

Page 39: Integrating mobile devices and apps into your teaching

INTEGRATING MOBILE: EXAMPLE 5

Objective: Organizing and converting information found into knowledge

Context: Upper-level undergraduate nursing students

Method of assessment: Collaborative Evernote notebook

PubMed Mobile Eponyms Evernote

Page 40: Integrating mobile devices and apps into your teaching

EVALUATING MOBILE RESOURCES FOR TEACHINGConsideration Questions to Ask

Cost Is the resource free? How much does it cost? Is volume purchasing available?

Device Which device(s) does the resource work with? Work best with?

Function and Usability How relevant is the resource’s function? What skill(s) does it promote? Is there a learning curve?

Security and Privacy How secure is the resource? Does it collect personal information?

Support and Reliability What is the history of the resource? Is there support for it?

Access Does the resource allow sharing? Provide feedback, if that’s important?

Page 41: Integrating mobile devices and apps into your teaching

INSTRUCTIONAL DESIGN: LEARNERS & ENVIRONMENT

Page 42: Integrating mobile devices and apps into your teaching

YOUR BRAIN & LEARNING

?????

Page 43: Integrating mobile devices and apps into your teaching

WORKING MEMORY

4 things20 seconds

Page 44: Integrating mobile devices and apps into your teaching

COGNITIVE LOAD THEORY

Your capacity for learning is limited. Learners are often

“overwhelmed by the number of information elements and their interactions that need to be processed simultaneously before meaningful learning can commence” (Paas, Renkl, & Sweller 2004).

For example:

Page 45: Integrating mobile devices and apps into your teaching

STRATEGIES

• “Chunk” content into discrete sections that learners can handle more easily

• Offload some material and ideas onto guides or instructions

• Recognize how these limitations restrict the scope of your classes

Page 46: Integrating mobile devices and apps into your teaching

MULTITASKING

Sana, Weston, & Cepeda (2012) found that laptop use in a classroom led to student multitasking, which distracted both the student on the laptop and students in view of the laptop.

Page 47: Integrating mobile devices and apps into your teaching

STRATEGIES

• Make sure technologies are being actively used for learning purposes

• Discuss issues openly with the students

Page 48: Integrating mobile devices and apps into your teaching

• Workshops and/or instructional design consulting for faculty (or colleagues!)

• Need to cultivate buy-in

• Help faculty think beyond “the library”

• Will alleviate pressure to fit everything into 50 minutes

• Offers a more sustainable model of instruction

• May be initially time consuming

TEACHING MODEL: TRAIN THE TRAINERS

Page 49: Integrating mobile devices and apps into your teaching

http://www.ala.org/aasl/standards-guidelines/best-apps/2013

Page 50: Integrating mobile devices and apps into your teaching

http://www.schrockguide.net/bloomin-apps.html

Page 51: Integrating mobile devices and apps into your teaching

Developed by Allan Carrington

http://padagogy.net/

Page 52: Integrating mobile devices and apps into your teaching

DEVELOPING A LESSON PLAN

As you work on lesson plans for information literacy or train-the-trainer sessions, some things you may want to keep in mind:

• Define the context and the learners

• 1-3 learning objectives

• Instructional strategy (including devices and/or apps used)

• Method of assessment

Page 53: Integrating mobile devices and apps into your teaching

BEST PRACTICES• Align and Organize: Make sure technology selected aligns with

students, context, and objectives

• Accessibility: Make sure technology is accessible to all students

• Interaction: Provide students with the opportunity to interact with each other, you, and the content

• Reinforcement: Technology should reinforce and supplement your teaching

• Assessment: Assess for learning, impact, effectiveness

• Share and Collaborate: Let others know what you’re doing; share your ideas and use others’ ideas!

• Keep it fresh: Be flexible, stay on top of technology and trends

http://www.cidde.pitt.edu/ta-handbook/teaching-technology-1http://teach.ucf.edu/pedagogy/best-practices/

Page 54: Integrating mobile devices and apps into your teaching

KEEPING IT FRESH: PERSONAL LEARNING ENVIRONMENTS

Page 55: Integrating mobile devices and apps into your teaching

WHAT'S IN A PLE OR PLN?

Twitter

Blogs

MOOCs

Facebook

Page 56: Integrating mobile devices and apps into your teaching

IDENTIFY:

Leaders in the field

Resources that you already use or would like to use

• Listservs• Twitter, Tumblr, Facebook• Scholarship• Blogs• Webinars and online courses• Conference presentations and workshops• Internal opportunities

Strategies for working this into your normal day

Page 57: Integrating mobile devices and apps into your teaching

LISTSERVS

ALA listservs: http://lists.ala.org/sympa

• ILI• LITA • RUSA

EDUCAUSE listservs: http://listserv.educause.edu/cgi-bin/wa.exe?INDEX

• Mobile Tech• Games and Learning

Page 58: Integrating mobile devices and apps into your teaching

TWITTER

People

• @JasonGriffey• @noshelfrequired• @andywalsh999• @nic221

Hashtags

• #EdApp• #EdTech• #libtablet• #libgadget• #ipaded• #Mlearning• #Elearning

Page 59: Integrating mobile devices and apps into your teaching

PUBLICATIONS

• International Journal of Mobile & Blended Learning

• International Journal of Interactive Mobile Technologies

• Ubiquitous Learning: An International Journal

• ECAR: http://www.educause.edu/ecar

• EDUCAUSE

• Horizon Report• College & Research Libraries

Page 60: Integrating mobile devices and apps into your teaching

BLOGS

• ALA TechSource: http://www.alatechsource.org/blog

• No Shelf Required: http://www.libraries.wright.edu/noshelfrequired/

• Mobile Technologies in Libraries: http://mlibraries.jiscinvolve.org/wp/

• List of 20 mobile learning blogs: http://www.edudemic.com/2012/09/20-blogs-mobile-learning-worth/

Page 61: Integrating mobile devices and apps into your teaching

WEBINARS/COURSES/CONFERENCES

• ALA TechSource

• ACRL e-Learning Webcasts

• Library Juice Academy

• EDUCAUSE

• NEFLIN (!)

• Computers in Libraries

• M-Libraries

• LOEX

• WILU

• Handheld Librarian

• LITA Forum

Page 62: Integrating mobile devices and apps into your teaching

DISCUSSION:TAKING IT HOME

Principles from instructional design tell us that a “follow through” activity helps learners retain more of what they have learned.

How do you plan to use what we explored in this session? What are your next steps? Consider:

• Questions you will now ask

• Partners you will seek out

• Research that you will now read

• What else?

Page 63: Integrating mobile devices and apps into your teaching

GOT QUESTIONS?

Rebecca Miller, [email protected]

http://www.rebeccakatemiller.com

@rebeccakmiller

Page 64: Integrating mobile devices and apps into your teaching

FURTHER READING1. Rethinking reference and instruction with tablets (Miller,

Meier, & Moorefield-Lang): http://www.alatechsource.org/taxonomy/term/106/rethinking-reference-and-instruction-with-tablets

2. Personal dynamic media (Kay & Goldberg):http://www.newmediareader.com/book_samples/nmr-26-kay.pdf

3. ECAR study of undergraduate students and information technology: http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2013

4. Informing innovation (Booth): available http://www.ala.org/acrl/publications/booksanddigitalresources/digital

Page 65: Integrating mobile devices and apps into your teaching

FURTHER READING

6. Mobile information literacy (Walsh): http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V6-I2-2012-4

7. Working memory TED talk (Doolittle): http://www.ted.com/talks/peter_doolittle_how_your_working_memory_makes_sense_of_the_world

8. Cognitive load theory and library research guides (Little): http://digitalcommons.brockport.edu/drakepubs/9/

9. Laptop multitasking (Sana, Weston, & Cepeda): http://www.sciencedirect.com/science/article/pii/S0360131512002254

Page 66: Integrating mobile devices and apps into your teaching

IMAGE CREDITSSlide 1: http://pixabay.com/en/mobile-pad-screen-160500/

Slide 2: Carolyn Meier

Slide 3: ALA store

Slide 6: http://www.ipadebookslibrary.com/

Slide 8: http://musictherapyservices.net/from-ipad-skeptic-to-ipad-enthusiast-how-i-came-to-realize-that-the-ipad-could-enhance-therapy-sessions/

Slide 9: http://en.wikipedia.org/wiki/Dynabook

Slide 10: http://en.wikipedia.org/wiki/Steve_Jobs

Slide 12: http://www.pewinternet.org/2014/01/16/e-reading-rises-as-device-ownership-jumps/

Slide 13: http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2013

Slide 15: http://pixabay.com/en/plate-font-dynamic-innovation-223322/

Slide 17: http://en.wikipedia.org/wiki/Chess

Slide 18: https://www.flickr.com/photos/anoldent/576399939/

Slide 19: ALA store

Slide 20: http://en.wikipedia.org/wiki/History_of_libraries

Slide 23: http://en.wikipedia.org/wiki/Teacher

Slide 24: https://www.flickr.com/photos/heathbrandon/3187207970/

Slide 29: http://insightlopedia.wordpress.com/2008/10/13/the-dick-and-carey-systems-approach-model-of-instructional-design/

Slide 42: http://pixabay.com/en/brain-thinking-ideas-people-person-147026/