Mobile learning in blended learning contexts

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  • 1. Dr Barbara Newland

2. To gain an understanding of the potential ofmobile learning in face to face sessions To discuss the implications for switching it onduring face-to-face teaching in relation to thechanging role of academics Sharing your own examples using smart phonesor tablets To provide examples of the use of mobilelearning illustrating a range of uses fromproductivity to interactivity. 3. 27 per cent ofadults and 47 percent of teens (12 15 year olds) nowown a smartphone the majority - 59per cent - havingacquired theirhandset in the pastyear. 4. Tablet ownership among college students and college-boundhigh school seniors has more than tripled from a year ago.Further, a large number of students plan to purchase a tabletwithin the next six months. College students and high school seniors believe that tablets arejust as valuable for educational purposes as they are for personalentertainment. Students agree that tablets will transform the way collegestudents learn in the future. More students are reading digital books, and a majority ofcollege students now prefer to read digital books than print. (Pearson, 2012) 5. One Year or Less Mobile Apps Tablet Computing Two to Three Years Game-based Learning Learning Analytics Four to Five Years Gesture-basedComputing Internet of Things 6. Always-connected Internet devices usingimbedded sensors, cameras and locationawarenessHigher education institutions are now designingapps tailored to educational and research needsacross the curriculum. 7. Productivity Allow users to create something Interactivity User engagement but do not create new materials Reference Provide information 8. High-resolutionscreens allow users oftablets, such as theiPad, to easily sharecontent, images andvideos on the screen As people tend to usetablets to supplementand not replacesmartphones they areviewed as lessdisruptive tools 9. New forms of books are available on tabletdevices which enable interactive elements whichare not available in the traditional format oftextbooks These books allow collaboration through socialmedia, immediate feedback and can be updatedat any time. Students might come to see textbooks less asdiscrete chunks of text and more as resources toexplore and build upon. (Educause, 2012) 10. 11. People expect to be able to work, learn and study whenever andwherever they want to The technologies we use are increasingly cloud-based and our notionsof IT support are decentralized The world of work is increasingly collaborative, driving changes in theway student projects are structured The abundance of resources and relationships made easily accessible viathe Internet is increasingly challenging us to revisit our roles aseducators Education paradigms are shifting to include online learning, hybridlearning and collaborative models There is a new emphasis in the classroom on more challenge-based andactive learning. 12. Economic pressures and new models of education are bringingunprecedented competition to the traditional models of highereducation Appropriate metrics of evaluation lag the emergence of newscholarly forms of authoring, publishing, and researching Digital media literacy continues its rise in importance as a keyskill in every discipline and profession Institutional barriers present formidable challenges to movingforward in a constructive way with emerging technologies New modes of scholarship are presenting significant challengesfor libraries and university collections, how scholarship isdocumented, and the business models to support theseactivities. 13. Investigate your students technology needs and preferences andcreate an action plan to better integrate technology into coursesand information systems Provide professional development opportunities and incentivesso instructors can better use the technology they have Expand or enhance students involvement in technology planningand decision making Meet students expectations for anytime, everywhere, Wi-Fiaccess on the devices they prefer to use Nail the basics. Help faculty and administrators support studentsuse of core productivity software for academic work. 14. The implications for switching it on duringface-to-face teaching in relation to thechanging role of academics Ideas/examples for using mobile devices inF2F 15. 3 years 84% faculty regularly use a mobile device inclass Positive steps forward when instructors combine thetool with an appropriate pedagogical approach. Thatapproach engages higher order thinking and theupper levels of the Blooms taxonomy. Faculty members will adopt new technology at theuniversity when its part of a focused initiative todrive the use of the tools. And they need someone toencourage them to try something new and help themsucceed with the technology. 16. The most important consideration is thedevice must be truly integrated. Simplydistributing the device without evaluation ofhow the course might be modified for its uselimits the impact. 17. One academic commented the iPad has helpedme pry open the window in that brave newworld. Another said Id purchase one for every facultymember who wants one, no questions asked. However, another academic stated I dont thinkthat the money for iPads should be expendedunless there is a known pedagogical advantageto using them in our teaching and our studentslearning. 18. LEARN What is the learning outcome for students?TEACHHow 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 classperiod, two class periods)CHANGEWhat are you willing to change about how you teach this outcome? (e.g. resources, class activities, homework assignments)EXPLOREHow 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?IMPLEMENTHow will you assess students performance on this learning outcome? 19. 1. Identify the learning objectives2. Look at the curriculum to decide what is best face-to- face and what is best online3. Consider the integration and relationship between the F2F and eLearning4. Develop the most appropriate eLearning activities to achieve the learning objectives5. Decide how will you assess these activities6. Choose the most appropriate technology 20. Lecture and self-study elements of a course arereversed F2F time used more interactively PollEverywhere using phones Collaborative presentations using tablets Potential to focus on increasing understandingrather than covering material 21. Heres a questionfor debate in aBusiness contextclass. Everyone gets their sayand can see what others think but its anonymous.This kind ofquestion I use asBut what if students dont want toa starter for classpay to text or tweet?discussionEven better. I start by asking who in class has free texts oncontract/package. Then everyone clusters in groups around those phones, and they discuss how tovote.I get interaction before as well asduring and after the vote. 22. 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. 23. 6.It will take time and lots of exploration to figure out what thistool is capable of, and so we must take care not to leapprematurely to judgement.7.This is about identifying and matching problems and solutionssimultaneously - not an easy task.8.It would be a shame if all we did was to replicate our existingpractice, only shinier.9.We have a responsibility as a University to both engage withand develop a critical discourse surrounding, the use of mobiletechnologies.10. You choose where this project goes for you. Just make sureyou share your thinking along the way. 24. PedagogySwitch it on study-creates-first-paperless-course/ 25. Bansavich, J. (2011) The iPad: Implications for HigherEducation, ECAR National Study of Undergraduate Students and Information Technology Report, 2011, Educause Learning Initiative, 2011, 7 Things You Should Know About Flipped Classrooms, Educause, 2012, 7 Things You Should Know about the Evolution of the Textbook Garrison, D. R. and Vaughan N. D., 2008, Blended Learning in Higher Education: Framework, Principlesand Guidelines, John Wiley and Sons. Hoover, D., Valencia, J. (2011) iPads in the Classroom: Use, Learning Outcomes, and the Future Horizon Report (2012) iPad Studies at Abilene Christian U. Dig Deep into Learning Outcomes Littlejohn, A., Pegler, C., 2007, Preparing for Blended eLearning, Routledge Ofcoms research - the Communications Market Report 2011 Oklahoma State University/Apple iPad Pilot Program, Executive Summary, Pearson Foundation, 2012, Annual Survey on Students and Tablets, Perkins, S., Saltsman, G., (2011) Researching Mobile Learning at ACU: Conclusions, Questions, andFuture Directions, Educause, - schools 26. Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1


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