Blended Learning using Mobiles

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Information about Blended Learning using Mobiles

Published on February 26, 2014

Author: barbaranewland



Blended Learning using Mobiles updated Feb 14

Dr Barbara Newland Assistant Head, Centre for Learning and Teaching Fiona MacNeill Learning Technologies Adviser

    To gain an understanding of the potential of mobile learning in face to face sessions and non face-to-face sessions To provide examples of the use of mobile learning illustrating a range of uses from productivity to interactivity To discuss the implications for “switching it on” during face-to-face teaching in relation to the changing role of academics To develop one idea for using mobiles in either F2F or non-F2F eg fieldwork, work placement

Smartphones - over half of adults (51%) owning these devices, almost double the proportion two years ago (27%) Tablet ownership has more than doubled in the past year, rising from 11% of homes to 24% UK households now own on average 3 different types of internetenabled device eg laptop, smartphone or games console with 20% owning 6 or more devices

  Over half (53%) of UK adults are now media multi-tasking while watching TV on a weekly basis A quarter (25%) are regularly „media meshing‟ – using other media but related to what they‟re watching on TV. Eg talking on the phone (16%) or texting (17%), using social networks (11%) or „apps‟ to communicate directly with programmes (3%) ◦ during the 2013 Wimbledon Men‟s tennis final 1.1 million people worldwide tweeting 2.6 million times using hashtags associated with the tennis final. Of these tweets, around 80% came from mobile devices  „media stacking‟. Half (49%) of people use their smartphones and tablets for completely unrelated activities. Eg surfing the net (36%), social networking (22%) or online shopping (16%)

Luke Wroblewski 2013 [CC BY-SA

    Students recognize the value of technology but still need guidance when it comes to better using it for academics Students prefer blended learning environments while beginning to experiment with MOOCs Students are ready to use their mobile devices more for academic work, and they look to institutions and instructors for opportunities and encouragement to do so Students value their privacy, and using technology to connect with them has its limits.

 One Year or Less  Two to Three Years  Four to Five Years ◦ Massively Open Online Courses (MOOCs) ie free, online learning ◦ Tablet Computing ◦ Games and Gamification eg badges ◦ Learning Analytics eg patterns from large data sets ◦ 3D Printing eg prototypes ◦ Wearable Technology eg Google glass

“Digital transformation: All our courses will be supported by innovative and creative use of technology for learning, teaching and research with a focus on the use of mobile technologies, embedded in high quality university-wide IT systems.” (p.9)

  High-resolution screens allow users of tablets, such as the iPad, to easily share content, images and videos on the screen As people tend to use tablets to supplement and not replace smartphones they are viewed as less disruptive tools

Always-connected Internet devices using imbedded sensors, cameras and location awareness Higher education institutions are now designing apps tailored to educational and research needs across the curriculum. Eg – Essential anatomy app

    New forms of books are available on tablet devices which enable interactive elements that are not available in the traditional format of textbooks These books allow collaboration through social media, immediate feedback and can be updated at any time. “Students might come to see “textbooks” less as discrete chunks of text and more as resources to explore and build upon.” (Educause, 2012) Interactive books can also be created

Learning through Digital technology Acquisition Reading, listening, watching Inquiry Using digital tools to collect, analyse and evaluate data Practice Using simulations, online field trips etc Production Producing and storing documents, photos, videos etc Discussion Synchronous and asynchronous Collaboration Online forums, wikis building joint output

 Productivity ◦ Allow users to create something such as writing, drawing, video editing ◦ iAnnotate PDF  Interactivity ◦ User engagement but do not create new materials ◦ Polleverywhere ◦ Nearpod  Reference ◦ Provide information like the reference section in the Library

But what if students don‟t want to pay to text or tweet? Even better. I start by asking who in class has free texts on contract/package. Then everyone clusters in groups around those phones, and they discuss how to vote. I get interaction before as well as during and after the vote. Here‟s a question for debate in a Business context class. Everyone gets their say and can see what others think but it‟s anonymous. This kind of question I use as a starter for class discussion

1. Identify the learning objectives 2. Look at the curriculum to decide what is best face-toface and what is best online 3. Consider the integration and relationship between the F2F and eLearning 4. Develop the most appropriate eLearning activities to achieve the learning objectives 5. Decide how will you assess these activities 6. Choose the most appropriate technology

  Develop one idea for using mobiles in either F2F or non-F2F eg fieldwork, work placement Discuss with others

   3 years – 84% faculty regularly use a mobile device in class Positive steps forward when instructors combine the tool with an appropriate pedagogical approach. That approach engages higher order thinking and the upper levels of the Bloom's taxonomy. Faculty members will adopt new technology at the university when it's part of a focused initiative to drive the use of the tools. And they need someone to encourage them to try something new and help them succeed with the technology.

  “The most important consideration is the device must be truly integrated. Simply distributing the device without evaluation of how the course might be modified for its use limits the impact.”

   One academic commented “the iPad has helped me pry open the window in that brave new world….” Another said “I'd purchase one for every faculty member who wants one, no questions asked.” However, another academic stated “I don't think that the money for iPads should be expended unless there is a known pedagogical advantage to using them in our teaching and our students' learning.”

Learn  What is the learning outcome for students? Teach  How 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 60minute class period, two class periods) Change  What are you willing to change about how you teach this outcome? (e.g. resources, class activities, homework assignments) Explore  How 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? Implement  How will you assess student‟s performance on this learning outcome?

 Discuss the implications for “switching it on” during face-to-face teaching in relation to the changing role of academics

Pedagogy Switch it on

 CLT ◦  Learning Technology Advisors ◦ ◦ 1415  App Swap Breakfasts ◦ Look out for campus emails and in staffcentral for details

Dr Barbara Newland Centre for Learning and Teaching University of Brighton, Falmer, BN1 9PH

          Bansavich, J. (2011) The iPad: Implications for HigherEducation, 1/SESS050/ipad-Implications%2Bfor%2BHigher%2BEducation.pdf Dahlstrom E, Walker J. D, Dziuban C, 2013, ECAR Study of Undergraduate Students and Information Technology 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, Principles and Guidelines, John Wiley and Sons. Hoover, D., Valencia, J. (2011) iPads in the Classroom: Use, Learning Outcomes, and the Future iPad Studies at Abilene Christian U. Dig Deep into Learning Outcomes Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition.Austin, Texas: The New Media Consortium. Laurillard, D, 2012, Teaching as a Design Science, Routledge Littlejohn, A., Pegler, C., 2007, Preparing for Blended eLearning, Routledge

          Ofcom Communications Report, 2013, Oklahoma State University/Apple iPad Pilot Program, Executive Summary, Pearson Foundation, 2012, Annual Survey on Students and Tablets, mmary_2012.pdf Perkins, S., Saltsman, G., (2011) Researching Mobile Learning at ACU: Conclusions, Questions, and Future Directions, Educause, Salmon, G., 2013, E-tivities: the Key to Online Learning, 2nd edition, Kogan Page - schools

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