Mobile Teaching And Learning: Engaging Students And Measuring Impact

Mobile   Teaching   and   Learning:  E n g a g i n g   S t u d e n t s   a n d  M e a s u r i n g   I m p a c t  

 Veronica  Diaz,  PhD  Associate  Director  EDUCAUSE  Learning  IniBaBve  

Agenda    

•  Mobility  and  teaching  and  learning    •  Strategies  and  methodologies  to  help  measure  the  impact  of  mobile  tools  on  teaching  and  learning  

Resources    

hGp://Bnyurl.com/mecar      

hGps://sites.google.com/site/nercomp12/    

Got  mobility?  

Pushing  mobile  content  (registrar,  library,  tram)    

Generic  mobile  instrucBonal  funcBons  (clickers,  twiGer,  LMS)    

Discipline-­‐specific  customized  mLearning    

BEHAVIORIST    acBviBes  that  promote  learning  as  a  change  in  observable  acBons  

Source:  hGp://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  

CONSTRUCTIVIST  learning  as  an  acBve  

process  in  which  learners  construct  new  

ideas  or  concepts  based  on  both  their  

current  and  past  knowledge  

Source:  hGp://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  

SITUATED    acBviBes  that  promote  learning  within  an  authenBc  context  and  culture  

Source:  hGp://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  

COLLABORATIVE  acBviBes  that  promote  learning  through  social  

interacBon  

Source:  hGp://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  

LEARNING  SUPPORT  acBviBes  that  assist  in  the  coordinaBon  of  learners  and  resources  for  learning  acBviBes  

Source:  hGp://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf.  

Behaviorist  (e.g.,  clickers)    ConstrucBvist  (e.g.,  simulaBons)  

Situated  (e.g.,  PBL)  CollaboraBve  (e.g.,  TBL)  

Learning  Support  (e.g.,  PLE)  

YOUR  MOBILE  INITIATIVE  ACTIVITY,  PART  1  

The  mobile  device  (tablet,  smart  phone,  etc.)  The  mobile  applicaBons  (apps,  cloud,  etc.)  The  goals  (engagement,  content  delivery,  etc.)    …………  

The  Thing(s)  To  Measure    

vs  How  To  Measure    

Measuring    the  Impact:  5  Studies  

CASE  STUDY:  MOBILE  LEARNING    IN  A  BLENDED  COURSE  Source:  hGp://www.docstoc.com/docs/38964563/Assessing-­‐the-­‐EffecBveness-­‐of-­‐Mobile-­‐Learning-­‐in-­‐Large-­‐HybridBlended      

Focus  Areas  

if  student  enjoyed  the  learning  

experience  

how  students  feel  about  

interacBng  with  fellow  learners  

how  students  felt  about  their  

relaBonship  to  their  instructors  in  the  mobile  blended  

learning  environment  

mobile  blended  classroom’s  effects  on  

students’  study  habits  

Overall  SaBsfacBon    

Course  OrganizaBon  

Course  AcBviBes    

Student  InteracBon  

Instructor  InteracBon    

RelaBonship  to  Content  

Sustainability    

MOBILE  RESEARCH:    CHALLENGES  AND  GOALS  Source:  hGps://lra.le.ac.uk/bitstream/2381/8162/3/%5B14%5DVavoulaSharples-­‐mlearn2008%5B1%5D.pdf    

Capturing  learning  context  and  learning  across  contexts  

Challenge  1  

Has  anyone  learned    anything  yet?  

Challenge  2  

An  ethical  quesBon  

Challenge  3  

The  technology  itself  

Challenge  4  

The  big  picture  

Challenge  5  

Formal  vs  informal  

Challenge  6  

5  recommendaBons  •  Capture  and  analyze  

learning  in  context  with  consideraBon  of  learner  privacy  

•  Assess  the  usability  of  the  technology  and  how  it  affects  the  learning  experience  (PLE)    

•  Look  beyond  measurable  cogniBve  gains  into  changes  in  the  learning  process  and  pracBce  

•  Consider  organizaBonal  issues  in  the  adopBon  of  mobile  learning  pracBce  and  its  integraBon  with  exisBng  pracBces  

•  Span  the  lifecycle  of  the  mobile  learning  innovaBon  that  is  evaluated,  from  concepBon  to  full  deployment  and  beyond  

BUILDING  A  SUCCESSFUL  MLEARNING  FRAMEWORK  

Source:  hGp://www.irrodl.org/index.php/irrodl/arBcle/view/346/875    

ProporBonate  

Appropriate  to  the  specific  learning  technologies,  to  the  learners,  and  to  

the  ethos  of  the  learning      

–  ideally  built  in,  not  bolted  on      

Alignment  between  learning  goals  and  technology  

Unintended  results  

YOUR  MOBILE  INITIATIVE    ACTIVITY,  PART  2  

How  and  what  will  you  measure?  

What  would  success  look  like?      …………  

CASE  STUDY:  MOBILE  LEARNING    IN  MEDICAL  SCHOOL  Source:  hGp://www.biomedcentral.com/1472-­‐6920/10/57    

Context    •  57  students  in  cohort  •  4-­‐year    

–  Bachelor  of  Medicine    –  Bachelor  of  Surgery  

•  2  online  tools  –  Blackboard    –  Interlearn    

•  Access  to    –  Internet  –  Customized  sokware    –  Info  repositories  

•  Sharing  info  within  and  between  cohorts  

•  2  RQs  –  In  what  ways  does  mobility  support  learning?  

–  What  areas  need  further  development?  

Student  Improvement  SuggesBons    

•  BeGer  and  more  electronic  learning  resources    –  more  materials,  especially  audiovisual  resources  

–  more  flexibility  in  accessing  materials  

•  Guidelines/support  on  managing  the  VLE  

•  Improvements  to  VLE  –  Streamlining  organizaBon  of  informaBon    

–  Reduced  the  number  of  clicks  to  access  resources    

–  OrientaBon  for  students    

EVALUATING    MOBILE  APPLICATIONS    

Johns  Hopkins  University  10/18/2010  

Curriculum  ConnecBon  AuthenBcity    

Feedback  DifferenBaBon  User  Friendliness  

Student  MoBvaBon  

Review  your  plan  and  ask…  

•  What  would  be  the  ramificaBons  and  opportuniBes  for  learning  if  this  technology  were  adopted?  

•  What  kinds  of  teaching  and  learning  engagements  might  this  technology:  make  beGer  or  enable?  

•  If  we  decide  to  do  a  pilot,  what  kind  of  evaluaBon  methodology  can  we  overlay  on  the  project  to  assess  outcomes?  

•  What  kind  of  addiBonal  research  needs  to  be  done  concerning  this  technology  (student)?  

The  Thing(s)  To  Measure    vs  

How  To  Measure    

How  do  I  ask?  

•  QuesBonnaires  –  Paper  –  Online  

•  Interviews  –  Individual  –  Focus  Group  

•  ObservaBons  –  Classroom  –  Online  

•  Focus  groups  •  Surveys  •  Tracking  tools  •  Journaling    •  Pre  post  tests    •  Debriefs    

Types  of  QuesBonnaires  

Paper  distributed  in  class  Mail  E-­‐mail  

Online,  e.g.,  SurveyMonkey  TwiGer  poll  Facebook  

Types  of  Interviews  

Face-­‐to-­‐face  Telephone  or  Skype  Teleconference  

Synchronous  Chat  Asynchronous  forum  

Focus  group  TwiGer  poll  Facebook    

ObservaBon  OpBons  

Onlooker

Overt

Fully-explained

Once or limited

Narrow focus

Participant

Covert

Unexplained

On-going

Broad focus

Source:  hGp://www.amazon.com/ConducBng-­‐EducaBonal-­‐Design-­‐Research-­‐McKenney/dp/0415618045/ref=sr_1_1?s=books&ie=UTF8&qid=1329938445&sr=1-­‐1    

Triangulate  to  Tell  the  Full  Story  

Q

I

Full  Story  

OSource:  hGp://www.amazon.com/ConducBng-­‐EducaBonal-­‐Design-­‐Research-­‐McKenney/dp/0415618045/ref=sr_1_1?s=books&ie=UTF8&qid=1329938445&sr=1-­‐1    

QUESTIONS  

Lunch    

YOUR  MOBILE  INITIATIVE    ACTIVITY,  PART  3  

Measuring  the  iniBaBve  …………  

YOUR  MOBILE  INITIATIVE    ACTIVITY,  PART  4  

Challenges  and  unintended  consequences.    …………  

QUESTIONS  

Empowering  Students  and  Instructors:  ReflecBons  on  the  EffecBveness  of  iPads  for  Teaching  and  Learning,  Morrone,  Anastasia  S.  

hGp://www.educause.edu/Resources/EmpoweringStudentsandInstructo/250105      

Empowering  Students  and  Instructors:  ReflecBons  on  the  EffecBveness  of  iPads  for  Teaching  and  Learning,  Morrone,  Anastasia  S.  

hGp://www.educause.edu/Resources/EmpoweringStudentsandInstructo/250105  

Device    Apps/Sokware    

Goals    Methods    Outcomes    

Launching  a  University  Tablet  IniBaBve:  RecommendaBons  from  Stanford  University’s  

iPad  ImplementaBon,  Brian  Tobin.  hGp://www.educause.edu/Resources/LaunchingaUniversityTabletInit/250812    

Launching  a  University  Tablet  IniBaBve:  RecommendaBons  from  Stanford  University’s  

iPad  ImplementaBon,  Brian  Tobin.    hGp://www.educause.edu/Resources/LaunchingaUniversityTabletInit/250812  

Device    Apps/Sokware    

Goals    Methods    Outcomes    

Closing  in  on  Vocabulary  AcquisiBon  TesBng  the  Use  of  iPods  and  Flashcard  Sokware  to  

Eliminate  Performance  Gaps,  Andrea  L.  Nixon.  hGp://www.educause.edu/Resources/ClosinginonVocabularyAcquisiB/248520    

Closing  in  on  Vocabulary  AcquisiBon  TesBng  the  Use  of  iPods  and  Flashcard  Sokware  to  

Eliminate  Performance  Gaps,  Andrea  L.  Nixon.  hGp://www.educause.edu/Resources/ClosinginonVocabularyAcquisiB/248520  

Device    Apps/Sokware    

Goals    Methods    Outcomes    

DISCUSSION/QUESTIONS  

Veronica  Diaz,  PhD  Associate  Director  

EDUCAUSE  Learning  Initiative      

vdiaz@educause.edu  http://www.educause.edu/eli    

 Resources  

http://tinyurl.com/mecar