Integrating mobile devices and apps into your teaching

  • Published on

  • View

  • Download

Embed Size (px)


Presentation for NEFLIN on August 26, 2014.


  • 1. REBECCA K. MILLER VIRGINIA TECH NEFLIN WEBINAR AUGUST 26, 2014 Integrating mobile devices and apps into your teaching
  • 3.
  • 4. 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. Its not clear where mobile learning technology and applications will go, butit will be disruptive, explosive, and game changing. 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
  • 5. GOALS FOR YOU 1. You will walk away with the right questions to ask about integrating mobile devices in your librarys 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
  • 6. INNOVATION Applications of better solutions that meet new requirements, unarticulated needs, or existing market needs.
  • 7. DYNABOOK (1968) Alan Kay
  • 8. IPAD (2010) Steve Jobs
  • 9. MOBILE DEVICE ENABLERS WORLDWIDE Mobile networks accessible to > 90% of the worlds 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
  • 10. Pew Research Center
  • 11. ECAR, September 2013
  • 12. DISCUSSION: YOUR ENVIRONMENT The data we just looked at is national. Every learning environment is uniquewhat 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?
  • 14. INNOVATION Applications of better solutions that meet new requirements, unarticulated needs, or existing market needs.
  • 15. INTENTIONAL INNOVATION IS: Strategic Informed Purposeful Learner-centered Goal-directed Aligned Realistic Integrated and programmatic
  • 16. INTENTIONAL INNOVATION IS NOT: Distracting Aimless Technology-centered Isolated
  • 17. 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
  • 19. April 2014 Information Literacy Instruction listserv (
  • 20. TEACHING The 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
  • 21. TEACHING MODELS Informational (LibGuides) Information literacy/library instruction sessions Train the trainers
  • 22. TEACHING MODEL: INFORMATIONAL 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
  • 23.
  • 24.
  • 25.
  • 26. 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)
  • 28. Dont 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
  • 29. 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
  • 30. MOBILE INFORMATION LITERACY Three 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
  • 31. 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.
  • 33. 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 Evernote Google Scholar mobile
  • 34. 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
  • 35. 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
  • 36. 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
  • 37. 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
  • 38. EVALUATING MOBILE RESOURCES FOR TEACHING Consideration 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 resources 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 thats important?
  • 40. YOUR BRAIN & LEARNING ?????
  • 41. WORKING MEMORY 4 things 20 seconds
  • 42. 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:
  • 43. 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
  • 44. 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.
  • 45. STRATEGIES Make sure technologies are being actively used for learning purposes Discuss issues openly with the students
  • 46. TEACHING MODEL: TRAIN THE TRAINERS 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
  • 47.
  • 48.
  • 49. Developed by Allan Carrington
  • 50. 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
  • 51. BEST PRACTICES Align and Organize: Make sure technology selected aligns with students, context, and objectives Accessibility: Make sure technolo...