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Presentation Research and Web Tool to Share
- 1. Using technology to create an engaging learning experience that meets diverse learning needs.
- 2. Intended Outcomes: -Encourage the use of web based learning as they relate to course objectives and learner needs. -Participate in demonstration of specific tools
- 8. “Ubiquitous technologies are those technologies that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it.” (Weiser, 1991)
- 9. Research Mobile Devices Portage College 2014 Research completed by Robin Tizzard and Joan Wall
- 11. Access to mobile device in education: Faculty Students 19% 38% 31% 12% 3 Devices 2 Devices 1 Devices 0 Devices 23% 40% 32% 5% 3 Devices 2 Devices 1 Devices 0 Devices
- 12. Type of mobile device: Faculty Students 36 31 19 0 5 10 15 20 25 30 35 40 Smart phone Tablet Laptop Faculty Access to Mobile Devices 319 130 203 0 50 100 150 200 250 300 350 Smart phone Tablet Laptop Student Access to Mobile Devices
- 13. 4% 16% 80% Blank No Yes 50%50% No Yes Use of mobile device in education: Faculty Students
- 14. 60%19% 6% 15% Agree Neutral Disagree 61% 28% 6% 5% Agree Neutral Disagree No Answer Faculty Students Increase my knowledge of the subject matter.
- 15. Increase motivation in class: 42% 33% 10% 15% Agree Neutral Disagree No Answer Faculty Students 33% 50% 13% 4% Agree Neutral Disagree No Answer
- 16. Distraction 30% IT/Wi-Fi 20%Students don't have 14% Andragogical Reasons 13% Time 13% Potential to lose 7% Student knowledge gap 3% Instructor Identified Drawbacks Associated with Mobile Devices
- 17. Andragogical Concerns Accessing quick information reduces critical thinking. The lack of human interaction in the learning process. The focus on the delivery, not the content.
- 18. Reproduced by permission of the publisher, © 2012 by tpack.org
- 19. What do you think that students saw as the biggest drawback of using mobile devices in their education?
- 20. Distraction 49% Wi-fi 12% Social Issues 2% Pedagogy 11% Technology Issues 9% Access to Technology 14% Miscellaneous 3% Student Identified Drawbacks Associated with Mobile Devices
- 21. Kent State University’s undergraduates’cell phone use was studied and it was determined, “Cell phone use/texting was negatively related to GPA and positively related to anxiety…” (Lepp, Barkley, & Karpinski, 2014) There is an impact for students who frequently use their mobile devices for non-academic pursuits.
- 23. (At least in the Netherlands) “Low educated people seem to engage more in social interaction, and gaming, which both are very time consuming activities.” (van Deursen & van Dijk, 2014)
- 24. Information Learning Apps Study Skills Drill and Practise Notes Communication Recreational Presentation Social Tracking Progress Organization Study Skills Accommodate Learner’s Mobility Apps Needs StudentFaculty Mobile Device Access and Uses Portage College, 2014 Connections Portage College App Uses
- 25. “… I've been advocating for the integration of cell phones into the classroom…they're already using them in class (usually for text messaging). Why don't we give them something constructive to do with the phones?” Mike Qaissaunee, a Professor of Engineering and Technology at Brookdale Community College in Lincroft, New Jersey Frequently Asked Q: The Cell Phone is the Classroom q-ontech.blogspot.com/2009/07/cell-phone-is-classroom.html
- 26. Specific recommendations have resulted from the analyses of the data collected. 1) Instructors need to guide students to effectively use their mobile devices. 2) Instructors and students need to have valid uses of mobile devices; and, as a consequence instructors need time and professional development to support their learning regarding apps. 3) Mobile device access needs to be addressed for both students and faculty.
- 27. Participating with Poll Everywhere This is a just standard rate text message. The service we are using is serious about privacy.
- 28. Web Tools and Universal Design Great for Web Pages and Auditory Recordmp3.com is an easy tool to create audio http://recordmp3online.com/ (So easy and fast. It is one of my favorite tools.) Vocaroo http://vocaroo.com/ Video Voki: Instructions by an avatar http://www.voki.com/pickup.php?scid=10529180&height=267&widt h=200 PowerPoint 2013 great new features
- 29. Different means to give course content, display images, and have students do assignments. PowToon: give information in a novel manner http://www.powtoon.com/show/c11LZlzBOHT/10-steps/#/ Bitstrips: create comic strips or create avatars for your email and LMS. Wordle: make title pages for presentations/reflective journals http://www.wordle.net/create Prezi: produce online resumes, step by step guide to solving math problems. http://prezi.com/vnzosmthanpj/desktop-prezume-by-joan-wall/
- 30. Two Online Bulletin Boards: Course Content, Student (Collaborative) Projects Padlet Create an online bulletin board that everyone can access and contribute. Use it as a photo scavenger hunt. Students do not need an account to contribute! http://padlet.com/joan_wall/pry68w611j2n Thinglink Give a lot of information in a single picture. Students can do the same. http://www.thinglink.com/scene/4945410100685701 14
- 31. http://padlet.com/joan_wall/Bookmarks What is something you have learned at EDC 2015?
- 32. Very interactive lessons: Test the students’ understanding, allow the students’ to process and manipulate course content. Voice Thread: Students respond to an oral presentation within the presentation. The students ‘voice’ becomes an active part of the lesson. https://voicethread.com/myvoice/#thread/409/848 804 https://voicethread.com/about/library/Higher_Ed_O nline_Learning_from_Michelle_PacanskyBrock_2/ Kahoot Test skills or poll in a game-like fashion. https://getkahoot.com/ Cram.com Do you want the students to study terms but enjoy a game like atmosphere? http://www.cram.com/flashcards/games/review-for- midterm-2-4650977
- 33. Application/Practices of using Web Based Tools Check 1. Are you clear to your reasons why you are using this application? (Are you clear to the students why you are using this tool?) 2. Does it take you more time to explain the use of the web based tool than it is worth? (class time) Are you giving adequate directions to complete the web based activity? 3. Will you use this app over again, so it increases in time value? 4. Can the activity assist with critical thinking? (higher order thinking) 5. Will the activity assist you to meet your learning outcomes? (related to course content) 6. Does the web based tool create positive group cohesiveness? (Any competitiveness of the activity does not interfere with positive relationship building.) 7. Will it cause embarrassment? (Can you structure your activity to reduce any negative outcomes?) 8. Do students find the activity engaging? 9. Is the activity easily integrated into the lesson? 10. Will the interaction with the web tools have side benefits of soft skills such as encouraging participant interaction (forming relationships with peers)? 11. Does the web tool work on multiple devices? 12. Does the Faculty member find the web tool motivating?
- 35. Work Cited in the Presentation: Alwraikat, M. and Tokhaim, H. (2014). Exploring the Potential of Mobile Learning Use Among Faculty Members, IJIM International Journal of Interactive Mobile Technologies, 8(3). Dalton, J. C., & Crosby, P. C. (2011). Time on Task: The Critical Role of Self Regulating Behavior in the College Student Academic Success and Personal Development. Journal of College and Character, 1-7. Franklin, T. (2011). Mobile Learning: At the Tipping Point. TOJET: The Turkish Online Journal of Educational Technology, 10(4). Hertz, M. B. (2011, October 24). Edutopia. Retrieved from A New Understanding of Digital Divide: http://www.edutopia.org/blog/digital-divide-technology-internet-access-mary-beth- hertz van Deursen, Alexander. & van Dijk, Jan (2014). The Digital Divide Shifts to Differences in Usage. New Media and Society, Vol.16(3), 507-526. Lepp, A., Barkley, J. E., & Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety, and Satisfaction with Life in college students..Computers in Behavior 31, 343-350. Mang, C. and Wardley, L. (2012). Effective Adoption of Tablets in Post-Secondary Education: Recommendations Based on a Trial of iPads in University Classes. Journal of Information Technology Education: Innovations in Practice. 11. Mishra, P., & Koehler, M.J. (2006). Technical Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 1017-1054. Ozturkeri, J., Williams, M., Stringer, J., Gallo Stampino, V., Carter, B., Tian , Y., . . . Grafton , D. (2014). Digital Divide. Retrieved from ETEC 510: http://etec.ctlt.ubc.ca/510wiki/ Digital_Divide#Measuring_the_Global_Digital_Divide Pearson Education. (2013, April 17). Pearson Student Mobile Device Research. Conducted by Harris Interactive. Retrieved from: http://www.pearsoned.com/wp- content/uploads/Pearson-Student-Mobile-Device-Survey-2013-National- Report-on-College-Students-public-release1.pdf Qaissaunee, Mike (2009, July 8) Frequently Asked Q: The Cell Phone is the Classroom q-ontech.blogspot.com/2009/07/cell-phone-is-classroom.html Weiser, M. (1991). The computer for the twenty-first century. Scientific American, September, 94-104. Wong, W. (2012). Tools of the Trade. How mobile learning devices are changing the face of higher education. Community College Journal. April/May 54-61.
Hinweis der Redaktion
- Everything has been tried: mobile device bans from classes, containers for cell phones at the front of the class, college policy, course outline rules; and creative ways- if your phone goes off in class, you must put your conversation on speaker phone. Watch this macroeconomics college professor in class at Aquinas College, Grand Rapids, Michigan.
- How about a little demonstration about how you feel about cell phones?
- So, as educators I post secondary institutions we are scratching our heads. But are we are dealing with a bubble gum issues? Remember when teachers use to fret over gum in school? Mobile and ubiquitous devices are everywhere around us, and I do mean everywhere. Anyone trying to avoid the contact with them these days would need to go to great lengths to actually succeed. Portable devices and computers are present everywhere.
- Portage College serves the north eastern part of Alberta, with 3200-3400 students; 2/3 are part-time. ¼-1/3 are of Aboriginal decent. My colleague and I decided to conduct a survey to question faculty and students about what mobile devices they have, how they use and fell about mobile devices in education, specific apps they use, and the drawbacks associated with them.
- The lack of technology devices for instructional staff one may surmise is not a financial one; but rather it is one of perceived need, beliefs about mobile devices and their effectiveness and the conviction of using personal property in their professional roles. Institutions are still in the early days of mobile learning and its application (Franklin, 2011). One of the first steps taken by many institutions is providing faculty and students with mobile tools (Wong, 2012). There are departments at Portage College have given their permanent faculty iPads. Coordinators of programs have been given cell phones. Access to mobile devices is not equal amongst faculty, an irony, because this is a concern cited for students only. Side note: 65-70% of the faculty are 45 years of age or older. This definitely impacts results. Age is a compounding variable.
- The digital divide is changing its landscape. The digital divide is changing: lots of research stating it is now in the realm of access to good Wi-Fi and the type of device you use. Most people who have only one mobile device have a phone. You can’t fill out a job application or complete assignments over the phone. The digital divide is an “entertainment vs. empowerment divide” (Hertz, 2011).
- Only 50% of the Instructors who have daily access to mobile devices available to them, use their mobile device in education. Portage College Instructors report using mobile devices changed two conditions: 1. Teacher preparation and general practice: Mobile devices allow Portage College Instructors to work from any location to prepare lessons, grade work, respond to student emails and edit Moodle, the Learning Management System. 2. Student activities during instruction: Completing surveys, performing in-class web searches, participating in games and using other apps are listed as activities undertaken. A successful adoption of mobile technology requires instructors to make certain students remain academically engaged with their devices. This regular scholastic use allows students to become comfortable with technology and reduces possible distracted off-task behaviour (Mang and Wardley, 2012). It is so interesting how many more students (compared with faculty) are using mobile devices to help them complete academic work, access course information, communicate with their instructor and other students and use adaptive technologies. For students who do not use mobile devices, financial reasons, no need in education and Wi-Fi were the predominant reasons for not using
- Over six in ten believe that tablets can help students study more efficiently and perform better in classes. Pearson Student Mobile Device Survey 2013: National Report on College Students l 04/17/2013 Conducted by Harris Interactive
- There is evidence that the successful integration of mobile devices into the classroom is correlated to the degree of enthusiasm on part of the instructor (Alraikat & Tokhaim, 2014).
- If Instructors gave me more than one answer I grouped each part of their answer accordingly. Frustrations with the negative aspects of using mobile devices, may deter instructors from encouraging their use in class. This is a valid concern. The development of self-regulating behavior during the college years may be useful not only for academic but for personal effectiveness in many aspects of life. College environments are very forgiving places, and many “second chances” are provided when students run into difficulties. But students who fail to develop self-management skills, especially with respect to academic studying and class work, will miss much of what the class has to offer. (Dalton & Crosby, 2011, p. 2)
- PD has to focus on these andragogical concerns. We often focus on the ‘how to’, but not the integration of the technology with the content and andragogical concerns. Professional development has to focus on the ‘why’ when integrating new technology.
- This is fascinating! Students self-identify how distracting mobile devices are. If you include social issues, (gossip as a result of social websites), over 50% of the students relay that mobile devices are distracting. Besides the gossip, there are two other categories of distraction: 1. The user may be attracted to social or recreational websites, rather than completing work. 2. Students are distracted by others’ use. A successful adoption of mobile technology requires instructors to make certain students remain academically engaged with their devices. This regular scholastic use allows students to become comfortable with technology and reduces possible distracted off-task behaviour (Mang and Wardley, 2012). Category andragogical issues: students do not like it when mobile devices reduce interactions with others, and some note there is no link between their mobile device and course work. (Easy to cheat was another frequent response.) Specific demographic groups such as First Nations and single parent households are not on par with regard to technological access in Canada (Ozturkeri, et al., 2014). Information-technology departments around the country are being tested by an explosion in the use of personal, Internet-capable wireless devices on campuses. O’Neil, M. Explosion of Wireless Devices Strains Campus Networks The Chronicle Herald of Higher Education, Oct. 14, 2013
- As educators, we need for student to see the educational value of their mobile device. The problem may be the emerging new digital divide: The digital divide is changing: researchers are exploring digital divide in relation to access to good Wi-Fi.
- Hertz (2011) claims, “The divide has shifted from an access issue to a kind of access divide.” A large majority of students who own one mobile device own a phone. You can’t fill out a job application or complete essays with ease using a phone. Phones provide us access to the Internet and entertainment. The digital divide is an “entertainment vs. empowerment divide”. A New Understanding of Digital Divide, Oct. 24, 2011, Edutopia
- Over-simplistic categorization- depends upon the user how they see the use. For instance, Luminosity a web based app or application may be for learning or entertainment. Using twitter likewise can be used for learning, communication or social. It was the researcher who interpreted the use based on the student’s printed responses.
- So, I have changed my mind… we need to have mobile devices; students just need to learn to use them effectively for instructional means. They have to learn not to use their mobile devices so it is distracting to others.
- Go to Moodle Faculty Showcase Page to Show (and use) web based tools.