Mobile Learning Just Keeps on Running: Renegotiating Online Writing Spaces for Students Away from Big Brother
Download as PPT, PDF1 like1,502 views
This document discusses principles for effective online writing instruction (OWI) and the incorporation of mobile learning. It summarizes three OWI principles: 1) OWI should be universally inclusive and accessible, including through mobile technologies, 2) appropriate composition strategies should be developed for unique online features like mobile learning, and 3) OWI teachers require training for virtual environments that incorporate mobile devices. The document argues mobile learning can benefit students by providing context-aware information and allowing more control over informal learning goals. It concludes successful mobile OWI requires following these principles of inclusion, appropriate training, and developing strategies for mobile learning features.
Mobile Learning Just Keeps on Running: Renegotiating Online Writing Spaces for Students Away from Big Brother
- 1. Casey McArdle Michigan State University cmcardle@msu.edu CCCC 2014 Mobile Learning Just Keeps on Running: Renegotiating Online Writing Spaces for Students Away from Big Brother
- 2. A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (CCCC EC: March 13, 2013). OWI Principle 1: Online writing instruction should be universally inclusive and accessible. OWI Principle 3: Appropriate composition teaching/learning strategies should be developed for the unique features of the online instructional environment. OWI Principle 7: Writing Program Administrators (WPAs) for OWI programs and their online writing teachers should receive appropriate OWI-focused training, professional development, and assessment for evaluation and promotion purposes.
- 3. OWI Principle 1: Online writing instruction should be universally inclusive and accessible. “mobile technologies allow greater accessibility to information networks and provide students with context-aware information at the most appropriate teachable moment” (Ting 1). (Chen, Kao, & Sheu 2003; Kozma & Anderson 2002; Price & Rogers 2004; Stuart, Brown, & Draper 2004; Patten, Arnedillo Sanchez, & Tangney 2006; Roschelle 2003)́
- 4. OWI Principle 3: Appropriate composition teaching/learning strategies should be developed for the unique features of the online instructional environment. Mobile Learning “can be particularly beneficial in informal and semiformal contexts where learners have more control over their learning goals and where motivation is often high” (Jones, Scanlon, & Clough 21). (Livingtson 2006; Eshach 2007; Vavoula 2004; Scanlon, Jones, & Waycott 2005; Pachler 2007; Chen et al. 2004; Rogers and Price 2008)
- 5. OWI Principle 7: Writing Program Administrators (WPAs) for OWI programs and their online writing teachers should receive appropriate OWI-focused training, professional development, and assessment for evaluation and promotion purposes. Virtual environments change: “the incorporation of mobile learning devices compels program directors, faculty, and instructional designers to think differently; to visualize the contents, the materials, and the strategies differently when students are to interact in different spaces and scenarios with these resources within independent learning situations different from what is considered a ‘static’ experience” (Montoya 22). (Jonassen 2000; Laouris and Eteokleous 2005; Taleb and Sohrabi 2012; Quinn 2007; Basabe 2007; Lopez 2007)
- 6. Online Writing Instruction Online Reading Instruction Online Thinking Instruction Online Research Instruction Online Revising Instruction
- 7. this was us
- 8. this is us
- 9. we are part of Big Brother we are Big Brother how do we get back? guide :: how? technology :: how?
- 10. tell a story: Eli Review Google Docs they become models they make connections they build communities
- 11. US one to many
- 12. US many to many
- 13. successful mobile learning: inclusive and accessible unique features appropriate OWI-focused training
- 14. Works Cited Jones, Ann C., Eileen Scanlon and Gill Clough. “Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings.” Computers & Education 61 (2013): 21-32. Print. Montoya, Maria Soledad Ramirez. “Integrating Mobile Learning Resources and its Repercussions on Instructional Design and Teaching Processes in the Virtual Environments.” Global Journal of Human Social Science Linguistics & Education 13.7 (2013): 19-24. Print. Ting, Yu-Lang. “Using mobile technologies to create interwoven learning interactions: An intuitive design and its evaluation.” Computers & Education 60 (2013): 1-13. Print. Images 1.Mobile 2.Apple 1 3.Apple 2