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Emerging TechnologiesToday’s Students
2011 Leadership ConferenceJanuary 26-28, 2011 : San Francisco, CA
Veronica Diaz, PhDAssociate DirectorEDUCAUSE Learning Initiative
DOWNLOAD ME!http://www.slideshare.net/drvdiaz/mba2011
Agenda • The role of
emerging technologies in the learning experience
– Trends and challenges
• Student data
• Horizon Report
• Examples
Trends = “why?”
The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in
sense-making, coaching, and credentialing.
People expect to be able to work, learn, and study
whenever and wherever they want.
The world of work is increasingly collaborative, encouraging reflection
about the way student projects are structured.
The technologies we use are increasingly cloud-based, and our notions of IT
support are decentralized.
Technology Ownership Trends
63%
47%
1%12%
46%
84%
63%
13%
20042010
DesktopComputer
LaptopComputer
Smartphone
PDA
InternetCapable
Handheld
Netbook
Types of Computers Owned
Ownership of Internet-Capable Handheld Devices
2009 2010
51%63%
12%
11%63%74%
OwnOwn
Plan toown
Plan toown
2009 2010
15%27%
11%
15%8%
7%
Monthly or less
34% Total49% Total
Owners of Internet-capable handheld devices only.
Accessing Internet from Handheld Device
Internet Activities from Handheld
Checkinfo
E-mail SNS Maps Bank,shop,etc.
Music Videos Games
77% 75%
63%59%
27%23% 20% 17%
85%82%
77%
69%
38%35%
30%26%
20092010
Owners of Internet-capable handheld devices only.
Instant messaging
Clickers/SRS
Lecturepodcasts/videos
E-books/E-texts
Spreadsheets
CMS/LMS
Presentation
Library website
16%
17%
18%
24%
45%
66%
67%
70%
Core Technologies in Courses
Tools being used in a course during the quarter or semesterof the survey (February to April 2010)
Study support
Blogs
Citation/bib tools
Web-based calendars
Video-sharing sites
Publisher sites
Review/opinion sites
SNSs
Wikis
GoogleDocs etc.
11%
12%
17%
17%
24%
26%
27%
29%
33%
36%
Web-based Technologies in Courses
%
Percent of userscollaborating withother students using the tool in a course
53%
31%
49%
23%
33%
17%
38%
Tools being used in a course during the quarter or semesterof the survey (February to April 2010)
Instructors and IT in Courses
Use IT effectively in courses
Provide students with adequate training for course IT
Have adequate IT skills for course instruction
32%
47%
33%
21%
15%
18%
47%
38%
49%
Almost none or someAbout halfMost to almost all
Student Info Lit Self-Assess
Student Perceptions of IT in Courses
At graduation, the IT I have used in my courses will have adequately prepared me for the workplace
Innovator Earlyadopter
Mainstreamadopter
Lateadopter
Laggard AllStudents
62%
54%
45%
34%29%
47%
Students who agree or strongly agree
What do you think?
How are the trends manifesting themselves at your colleges?
How does the ECAR data compare with what you’re seeing locally?
Cloud
MobilesE-Books
Mobility
ELI 2010 Online Spring Focus Session
Mobile Learning 2.0: The Next Phase of
Innovation in Mobility
Content Community
Collaboration
Content Community
Collaboration
Mobile technology is best suited for…
Tapping into the PLE
Content delivery is the low-hanging fruit
Rapid growth in mobile applications and their
interoperability with other tools
The new tool in the toolkit
Challenge of ownership patterns
Mobility Examples
University of Utah’s Anatomy App
More Info: http://www.unews.utah.edu/p/?r=092409-2
Mobile Assessment: MOCA
More Info: http://www.utexas.edu/academic/ctl/about/postcards/casestudy4_moca.pdf
http://horizon.wiki.nmc.org/2011+Mobiles http://www.delicious.com/tag/hz11+mobiles
http://www.delicious.com/tag/hz11+mobiles
eBooks
The book works really well
• The book is the ultimate “reader”
• Inexpensive – You get free reader hardware with each physical book purchased– No batteries needed– Very durable– So simple a 2-year old
could use it
• No other user interacts with the physical content more than students– Highlighting– Note taking– Bookmarking– Flipping– Multiple books a once
Reasons for Purchasing eBooks• 14% of students have purchased a digital
product as part of their studies
• Price is the primary factor
• Only way to obtain the textbook [out of stock, preference by the professor, custom PDF type eBook that the professor created for sale].
• 18% of students who purchased an eBook did so because they enjoy the features
• 10% of students who purchased an eBook did so because they had never used one and were curious
Improved Performance or Efficiency
• Being able to search for a particular word or phrase in the textbook has improved my efficiency in studying.
• I use my laptop extensively and take notes on it, so having a copy of the book on my laptop at all times helped me work on my class work whenever I want without having to worry about whether or not I have the book with me.
• No 10-lb book to carry around = epic win.
Top 5 Current Features, as rated by students:
1. Reading Controls (paging, zoom…)
2. Finding terms in a book3. Creating Highlights and
Annotations4. Reviewing previously
created Highlight and Annotations
5. Managing your Digital Library
Features Students Want
• Search within and across content
• Annotation/highlight and sharing of notes
• Downloaded texts over online access - Flexibility of where and when they can access their books.
• Integration with other course content including lecture notes, professor guidance…
S
Heavy duty studyingHome/Library
Digital Content Ecosystem(cloud hosted digital locker)
Sync through a common cloud (locker)
Reading on the go.Light studying
Textbooks
Internet/Other Content
Study Aids/Other Books
Instructor Supplied
Class/Study Notes
Reader
Note Taking
Content Management
Study Ad-ins Trade BooksPeriodicals
Com
mon Interface, F
ormat and S
mart E
xtracts
Ecosystem-Commerce-Sharing-Messaging-Annotation
Reader Platform
The Reading/Studying Ecosystem
Digital Rights Management
• DRM is a necessary part of a full featured e-reading solution
• Major education publishers require a proven system of DRM
• Due to content’s high price and students shared interest, higher education content is under greater risk of piracy
• Components of DRM
– Content distribution limitations
– Print limitations
– Copy/Paste limitations
Overall Research Conclusions
• Given the opportunity, students are willing to experiment with reading and studying digitally.
• When students do read and study digitally, results indicate that they find it as effective or more effective than studying with the physical book.
• When students do read and study digitally, their responses to usability of features shows that their expectations are high.– Expect basic features to be as
good as print experience (e.g., notes and annotations.)
– Also, expect that there are compelling features that go beyond what is feasible in the physical book experience (e.g., tags across notes, organizational capabilities.)
Conclusions
• E-Reading in higher education is more about e-studying than e-reading.
• Evaluate solutions on the entire ecosystem – Hardware , e-Reading/Study Software– Available Content
• Tablets and portable devices are currently satellites to a PC/Mac base. This will change over time.
• Constantly poll your students and faculty.• Don’t over commit--this is going to be a longer
transition than other digital media.
Future Trends
• As portable and tablet capabilities improve, so will their ability to support e-textbook content/platforms.
• Content trends– Increase in smaller and specialized content – Increase in multimedia content– New distribution models including subscriptions, open
source content, and institutionally-developed. • There will be a blurring of lines between ereaders,
LMS, and internet resources.
University of Notre Dame: COB
Students said…
• Like size, lighter than laptop
• Like speed, fast than laptop—instantly on
• More convenient than iPhone—read/write email
• Highly mobile• Like having everything in
one place• Opens attachments well
http://horizon.wiki.nmc.org/2011+Electronic+Books
http://www.delicious.com/tag/hz11+ebooks
Measuring the Impact
QUESTION
What are some items you’d like to measure in evaluating your mobile learning initiatives?
MOBILE LEARNING IN A BLENDED COURSE: CASE STUDY Source: http://www.docstoc.com/docs/38964563/Assessing-the-Effectiveness-of-Mobile-Learning-in-Large-HybridBlended
Focus Areas
if student enjoyed the
learning experience
how students feel about
interacting with fellow learners
how students felt about their
relationship to their instructors in the mobile blended
learning environment
mobile blended classroom’s effects on
students’ study habits
MOBILE LEARNING IN A MEDICAL SCHOOL: CASE STUDYSource: http://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
• Students had access to – Internet– Customized software – Info repositories
• Sharing info within and between cohorts
• 2 Research Questions– In what ways does ML
support learning?– What areas need
development?
Content Access
Student Improvement Suggestions
• Better and more electronic learning resources – more materials,
especially audiovisual resources
– a more logically arranged VLE
– more flexibility in accessing materials
• Guidelines on managing the VLE
• Improvements to VLE– Streamlining
organization of information
– Reduced the number of clicks to access resources
– orientation for students
CENTRAL MOBILITY AT THE UNIVERSITY OF MDSource: http://www.mobility.umd.edu/
Initiative Goals
Enhance the classroom learning experience
Promote interaction between faculty and students
Promote the university's world class status through innovation and technology
Enhance the personal safety of students
Methods
iPod Touch devices with
Media Diary app provided to
students
Pre and post surveys
Students tracked daily media
usage habits for a period of two
weeks
Year 1
• 175 students - ~40% iPhone/~60% iPod Touch• Weekly seminars during Fall 2008• Applications:
– Mobile Portal– MyeVu– Clickers
• Pre- and post- semester evaluations
Sample Questions
• How would you describe the experience of participating in the media diary project? – Please give specific
examples to demonstrate your answer.
• Describe your use of technology to maintain your media diary. – How would you assess
the role of technology in completing this project?
– Please provide specific examples reflecting on the pros and cons of using or not using mobile devices to record your data.
Year 2
• Engaged faculty:– Center for Teaching
Excellence Summer Institute
• 6 faculty fellows
– Call for Proposals process
• 4 faculty fellows
• IDed specific courses: Comm, PE, Journalism
• Build customized mobile learning experiences
• Specifically evaluated those learning goals
• Offered a mobile programming course
Mobile Tool Uses
• Integration into the course/learning experience
• Communication with classmates
• Communication with instructors
• Access to course materials (syllabus, assignments, schedules)
• Conduct research • Other activities (internal
and external to institution)
APP RUBRIC Johns Hopkins University 10/18/2010
Curriculum ConnectionAuthenticity
FeedbackDifferentiationUser Friendliness
Student Motivation
QUALITY MATTERS
More info: http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf
Section 6: Course Technology
1. The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course.
2. The tools and media support student engagement and guide the student to become an active learner.
3. Navigation throughout the online components of the course is logical, consistent, and efficient.
4. Students have ready access to the technologies required in the course.
5. The course components are compatible with current standards for delivery modes.
6. Instructions on how to access resources at a distance are sufficient and easy to understand.
7. The course design takes full advantage of available tools and media.
Review technologies and ask…
• What would be the ramifications and opportunities for learning if this technology were adopted?
• What kinds of teaching and learning engagements might this technology: make better or enable?
• If we decide to do a pilot, what kind of evaluation methodology can we overlay on the project to assess outcomes?
• What kind of additional research needs to be done concerning this technology?
5 recommendations
• Capture and analyze learning in context with consideration of learner privacy
• Assess the usability of the technology and how it affects the learning experience (PLE)
• Look beyond measurable cognitive gains into changes in the learning process and practice
• Consider organizational issues in the adoption of mobile learning practice and its integration with existing practices
• Span the lifecycle of the mobile learning innovation that is evaluated, from conception to full deployment and beyond
QUESTIONS
What are your challenges/opportunities in mobile learning?
What research in this area might be useful to the community to further mobility?
Resources: http://tinyurl.com/tech11
Veronica Diaz, PhDAssociate Director
EDUCAUSE Learning Initiative
[email protected]://www.educause.edu/eli
