Understanding the Nature of Mobile Learning2009
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Transcript of Understanding the Nature of Mobile Learning2009
Understanding the Nature of Mobile Learning
eLearning Portland, Oregon 2009
Jeff Kissinger1
Agenda:1. mobile misconceptions2. enabling access, continuation of access through emerging DL, serving access-challenged populations3. defining mobile learning4. the mobile learning experience & framework5. modes of interaction learning theory 6. teaching for the mobile environment 7. supporting mobile learning8. six mobile courses for U.S. Army9. development timeline10. course example, interface, scaffolded learning11. faculty designers12. infrastructure CMS LMS13. publishers 14. costs & developing mobile programs15. future----------------------------------------------------16. device and course demonstrations
mobile learningJeff Kissinger
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mobile misconceptions
• blackberry businessmen
• tiny screen, learning through a microscope
• affordability, technology & plans
• taking access for granted (rural, developing countries)
• one size fits all3
Timeline: Evolution of DL Access
text-driven, self-directed,asynchronous, isolation, indirect and infrequent
instructor interaction, learner content interactions
learning community, interactive, disbursed, asynchronous,
technology-mediated, direct and frequent interaction with instructor
1900 20031998
disbursed, various levels of connectivity,
technology-mediated, less frequent instructor interactions,
media rich, self-directed, learner content interactions, situated,
authentic
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early mLearning• tehnocentric
• ignored experience
• development focused on device, media, technology functionality
• assumed mLearning equates to online learning
• faculty training needed
• relied on much repurposed content & media
• device specific & bound5
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defining mobile learning• flexible, contextual
• offline or online
• empowers learners with slow or no connectivity
• situated, authentic
• accessible
• content, media rich
• collaborative
• learners as authors
• device independent
• another learner choice...
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– consideredminimalcorrespondencewiththeinstructoranddesignwasa3unedtoaddressingtheuniquechallengesoftransac6onaldistancefortheofflinemobilelearner
– groundedinconstruc6vistandadultlearningprincipleswhilea3emp6ngtobuilduponsitua6onalandauthen6clearningopportuni6es
–employedtheuseoffaculty‐authoredmediatomo6vate,guide,andconnectwithmobilestudents
– learningmoduleswerechunked,sequenced,andweredesignedtoscaffoldstudentsthroughtheirlearning
Mobile Learning Framework
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Socialconstructivist
learning
instructionalmultimedia
Situatedlearning
correspondencecourses
affective
motivation
higher orderlearning
mobile learning experienceconceptual framework
technologycompetence
assessment
learnerengagement
promotes
culminates in
createsopportunities and
learning environment
activelearning
pedagogicalagents
learnermotivation
surrogateinstructor
motivationlearner
centered
learnerisolation
motivation
selfdirectedlearning
facilitates
enhancesis
creates
requires
may decrease
enhances
creates opportunities for
promotes
promotes
is
furtherincreases
actsas
allows for
authentic
is
higher orderlearning
promotes
the mobilelearning
experience
-guided all phases of development for Army courses
transactionaldistance?
Learner-InstructorInteractions
Learner-LearnerInteractions
Learner-ContentInteractions
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(Anderson, 2003; 2007)
modes of interaction
interaction-basedmodel of eLearning
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teaching & instructional feedback loops
• learning contracts
• schedules
• LMS scoring/syncing
• email/phone
• SMS
• blogging
• Google Gears
• offline gmail
• iTunes U
• podcasting
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supporting the mobile learner
• college on a stick
• information, media, contacts
• degree roadmaps
• advisement plans
• offline learner support center
• help and FAQs
• instructor as guide
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developed courses
• ENC 1101 – English Composition I (3SHs)
• CCJ 1020 – Introduction to Criminal Justice (3 SHs)
• SPN 1120 – Beginning Spanish I w lab(4 SHs)
• CGS 1100 – Microcomputer Applications for Business and Economics (3 SHs)
• MAC 1105 – College Algebra (3 SHs)
• GLY 1001 & 1001L – Earth and Space Science w lab (4 SHs)
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development cycle...
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course exampleUS Army
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LearningDesign
• Modulesweredesignedtofosteraguided,sequenced,scaffoldedlearningexperience
• Academicsuccess,help,andtechnologysupportprovidedanend‐to‐endlearningexperience
• The“college”waspreloadedonthemobiledevice
• Media‐richcontentauthoredbyrealfacultywasusedtomo6vateandreducetransac6onaldistance
• GroundedinSocialConstruc6vist&Situa6onalLearning
• MobileLearnerTheore6calFramework
• Useofinterac6veMedia
• Integra6onofTextbookMaterials
• ErgonomicInterface&Naviga6on
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Linux‐basedPepperPad&
CourseInterface
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TabletKioskUMPCDelayed and indirect interactions with instructor would have to be taken into design consideration to reduce transactional distance. Usability in the navigation was also a key factor in the technical design, and we opted for a tabbed two level, scaffolded interface.
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faculty as active designers32
FacultyCer6fica6on
• FCCJcreatedacustomDLcer6fica6onforfacultydesigningandteachingthesecourses
– Basedonlearningandmo6va6ontheory
– CoauthoredbyPalloffandPra3
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Training Method Learning Outcomes
ID for self-directed and paced content & instruction
Workshop, Elluminate, and Moodle
By the end of this training, participants will be able to:
•Apply research-based motivational techniques in course development, learning activities, and assessment
•Apply motivation research & best practices to media development
•Acquire best practices based on learning and motivation research to promote effective instructional practices in a distributed and untethered distance course delivery model.
iMovie Workshop, Elluminate, and Moodle
• Become proficient at creating instructional media using iMovie
Garage Band Pod-casting Workshop, Elluminate, and Moodle
• Become proficient at creating instructional media using Garage band
FacultyTrainingPlan
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Training Method Learning Outcomes
Applying Motivational Research to Create Optimum Learning Environments
Online Asynchronous through Blackboard
By the end of this training, participants will be able to:
•Identify the factors that make up what we call motivation Define motivation and its related components Explore motivation theory through a real-life case example Identify the research trends regarding motivation research Identify the major theoretical approaches to the study of motivation Apply the research in various fields such as education, business, and marketing Design self-regulatory strategies that will aid learners in developing self-motivation
LMS Demonstrated Competency or prior training [BlackBoard]
Online Asynchronous through Blackboard
•By the end of this workshop, participants will be able to: use common Blackboard features to: post an online syllabus and assignments; interact via discussion board; develop quizzes; and manage grade books; use the tools to enhance interactivity such as teams and collaboration understand the experience of a course management system from both the student and instructor perspective; convert existing content for display in Blackboard use the communication and course management tools
FacultyTrainingPlan
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KeyFindings:Faculty
• Facultyasac6vedesignersindevelopmentprocess
• Trainingwastransforma6onal(pedagogy,newdesignskills)
• Iden6fiedCharacteris6csofsuccessfulfacultydesigners
• Facultygainednewinstruc6onalcommunica6onmedium:media
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offline software ebooks kindle, readers, immersive, interactive environments, SIRIUS
publishers
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KeyFindings:Publishers
• FCCJdevelopedpartnershipswithtwomajorpublishingcompanieswhoworkedtomodifyacademicmaterialstofunc6oninaofflinefashion
• Collabora6onofexper6seandresourcesresultedinhigh‐levelacademicrigorandoverallquality
• Onlinematerialswereportedofflinethroughcollabora6veefforts
• eBookswereembeddedincoursewarewhenavailable
• Newportablepublishermaterialsforaccess‐challengedcontexts[military,rural,digitaldivide]
• Publisherswereeagertodevelopforthisaccess‐challengedpopula6on
• CollegeisnowgoingtomobilizeitsSiriuscourses
• FCCJplanstooffercost‐savingmobile‐enabledebooksandmaterialstoallofitsstudentsviatheSiriusProjectviatheSiriusProject
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infrastructure• Backpack
• D2L 2Go
• Go Course Agilix
• offline Moodle (UK Open University & Intel)
• Jolongo
• Google Gears
• Adobe Air (RIA runtime environment)
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Self-Efficacy
Social Constructivism
Modes of Instruction
Self-Directed Learning
Transactional Distance
Connectivism
f
Learning theories, collectivity forming the framework and lens through which to study the mobile learner experiences.
f =The mobile learner
New insightemergent themes for mobile learners
Self-Determination
next steps in research...case studies developing rich record of experiences
-Stake
costs $
• who are your students?
• who are your faculty?
• what learning infrastructure do you have?
• what professional development do you have?
• is access a core mission?
• device cost/responsibility
• LMS/CMS synching
• training for faculty
• course development
• how you work with publishers
• level of student support
• long term DL plan41
the future...is flexible...open....accessible
• horizon report: mobiles this year!
• on demand
• blended
• integrated
• more student choices
• authentic, situated learning opportunities
• connectivism
• accessible
• more opportunity for rural, military, digital divide, and other unserved populations
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presentations•2/2009 Designing mobile learning, National Alliance of Community & Technical Colleges, Norfolk, Virginia•7/2008 Mobile Learning: Beyond Online, Military Advanced Education•2/2008 Mobilizing Education Technology to Support Combat Deployment, Council of College and Military Educators CCME, San Francisco, California•2/2008 Paper and Presentation: Designing Mobile Courses with College Faculty, Society for Applied Learning Technology SALT New Learning Technologies 2008 Orlando, Florida•2/2008 Workshop: Technology Playground: Creating Instructional Media with a Diverse Toolkit, Instructional Technology Council eLearning 2008, St. Petersburg, Florida •11/2007 Training Faculty for Mobile Course Development and Instruction, The 13th Sloan-C International Conference on Asynchronous Learning Networks, Orlando, Florida.•8/2007 Taking Online Courses Offline with an “Untethered” Mobile Course Model, 23rd Annual Conference on Distance Teaching & Learning, Madison, Wisconsin •3/2007 Creating Instructional Media and Interactions Using Adobe Captivate, 18th International Conference on College Teaching & Learning Faculty, Atlantic Beach, Florida•1/2007 Mobile Course Design: Language Courses on iPods, Society for Applied Learning Technology SALT New Learning Technologies, Orlando FL •3/2006 DOD Grant, Mobilizing Educational Technology: Untethered Distance Learning •1/2006 Using PDA Devices for Distance Learning Instructional Technology Council Washington D.C. Audio Conference Series •11/2005 Using Mobile Learning Devices to Address New Learning Environments: Coast Guard Personnel at Sea and Taking College Courses Project Update, 11th Sloan-C International Conference on Asynchronous Learning Networks, "The Power of Online Learning: Mobilizing to Expand Community •8/2005 Using Mobile Learning Devices to Address New Learning Environments: Coast Guard Personnel at Sea and Taking College Courses, The 21st Annual Conference Distance Learning Teaching & Learning
[email protected] 904.632.5052
Jeff KissingerLearning Solutions
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