mLearning doesn't have to be ad hoc learning
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The document discusses how mLearning can be effectively implemented by [1] adapting instruction to individual and small group needs using assessment data, [2] considering when, where, and how learners will engage with content, and [3] coordinating mobile learning with existing course pedagogy and assessments. When implemented properly by focusing on the learner experience and integrating with classroom strategies, mLearning can enhance education rather than just providing one-off activities.
mLearning doesn't have to be ad hoc learning
- 1. mLearning doesn’t have to be ad hoc learning Rod Gammon Cambridge University Press (NYC) rgammon@cambridge.org
- 2. Context • Balancing response to disruption with maintenance of core value of materials quality • Want to support learning, not provide one-off gimmicks
- 3. What works?
- 4. Adapt instruction to individual and small group needs. • Use formal and informal assessment data to inform academic instruction • Use one-on-one tutoring if possible; otherwise, break students into small groups • Provide professional development and ongoing instructional support to all instructors http://ies.ed.gov/ncee/wwc/pdf/practice_guides/ost_pg_072109.pdf
- 5. SmartFun • Nielsen: 66% of homes with Nintendo or Sony handhelds have iOS March 2012, http://www.electronista.com/articles/12/03/09/ nielsen.shows.apple.infiltrating.gaming/ • In 70% of tablet households with kids, kids use it http://blog.nielsen.com/nielsenwire/online_mobile/ american-families-see-tablets-as-playmate-teacher-and-babysitter/
- 6. All edu developers should consider Learner: When, where will they engage? Knowledge: What is the focus and purpose? Assessment: How will performance be observed? Community: How will it impact the class context? (Adapted from US DOE papers)
- 7. Learner What are the opportunities? • Pre-class prep • In-class activities • Dedicated study and assignments • Self-directed study • Unexpected free time What is the student’s day like?
- 8. Knowledge Where is the learner in the study lifecycle? • Pre-enrollment • Enrolled • Certification • Performance support Curriculum + the student’s relationship to it
- 9. Assessment What is the learner’s progress towards their learning purpose? • Time on task • Type of content • Engagement • Performance Assessment as a prompt for engagement
- 10. Community: Educational contexts Student: Person: Example technologies Teacher Technology Classroom *:1 *:1 Interactive whiteboard, projected PC screen Media lab *:1 1:1 Desktop PCs, audio recordings, netbooks/tablets Personal study 1:0 1:1 Mobile phone, netbook Group study, in- *:0 1:2…n Paper and pencil to latest person consumer tech Group 2.0 *:* 1:1 Social network spaces, tablets, local device networks, clickers
- 11. mLearning naturally fits with good teaching strategies And these strategies are more important, because attention can be easily diverted
- 20. Levels of coordination with course • Branding matches (meh) • Content is coordinated (good) • Pedagogy is adapted to device/context (better) • Persistent student identity across contexts (best) All four together are ideal.
- 21. Coming things • http://dictionary.cambridge.org/api.html (July 2012) • Interactive tablet eBooks • Olympics app • Analytics everywhere
- 22. Thank you @rodgammon rodgammon Personal blog: lh-llc.com Located in New York
Editor's Notes
- #8: It’s a personal device. What is their personal life like?
- #10: Performance is last: Save high stakes for when Teacher is present. Could easily fit in BJ Fogg’s work on habits.
- #11: Rubric for pairing technology and teaching
- #20: Pedagogy of tapping, split counting syllables from tapping basket to show done