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The ELI’s research on mobile learning brings together a collection of best practices, case studies, and research on mobile technologies’ potential to engage students and enhance learning. Using your own local mobile learning initiatives or pilots, we’ll review and apply strategies and methodologies to help measure the impact of mobile tools on teaching and learning. As we review these approaches and measurement frameworks, participants will consider their challenges/opportunities in these areas and what research might be useful to advance their mobility work. This talk is part of the BNN Future of the Academy Speaker Series co-sponsored by NERCOMP, the National Institute for Technology in Liberal Education (NITLE), and the Boston Library Consortium (BLC).
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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
[email protected] http://www.educause.edu/eli
Resources
http://tinyurl.com/mecar