Mobile Learning - best practices
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Ideas and case studies for supporting mobile learning using Blackboard Mobile Learn.
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Mobile Learning - best practices
- 1. Mobile for teaching and learning
- 2. + =
- 3. Life outside the classroom Life inside the classroom 2 Priorities
- 5. Demand
- 6. Engagement
- 7. New Learning New Technology Personalised Personal Learner centred User centred Situated Mobile Collaborative Networked Ubiquitous Ubiquitous Lifelong Durable What can mobile do for learning?
- 9. Beyond the classroom - contextual learning
- 10. Accessing resources in context
- 11. Recording and reflecting in context
- 14. How do you get there?
- 15. Mobile strategy
- 16. Engage and support staff
- 18. The result?
Hinweis der Redaktion
- - Bb has always had ambitions in the Mobile space - but Bb ’ s experience and expertise was in the broader educational industry, not in Mobile. - TC. TC was recognized as something that could help make Bb ’ s mobile visions a reality. Blackboard Mobile combines the educational experience of Blackboard and the Mobile expertise and student understanding of Terribly Clever.
- “ Today ’ s students are always on their phones... ” Right. And they expect to be able to find what they need there. Image: The Guardian http://www.guardian.co.uk/money/2012/aug/10/student-finance-debt-drugs-isas-mobile-phones
- Video clip. Mobile adoption is often student driven. If students are actually asking you to provide a new way for them to engage with teaching materials, why would you turn that down?!
- The convenience factor alone means students are keeping in touch more with the VLE, checking it more often (stats are from the Edge Hill case study, at http://www.blackboard.com/Platforms/Mobile/Client-Stories/Case-Studies.aspx). Engagement is key to improving performance.
- Source: Sharples, M., J. Taylor, & G. Vavoula (2007). “ A Theory of Learning for the Mobile Age ” . In K. Littleton & P. Light (Eds.), The Sage Handbook of E-Learning Research (pp. 221-247). London: Sage, p224
- Which of these students are more engaged?? Banning the use of mobile phones just increases disengagement for students for whom ‘ content delivery ’ doesn ’ t work as a learning strategy. Capitalise on the ubiquity of student-owned devices by enabling more interactive learning practices: - ‘ mobilising ’ the classroom spaces for groupwork etc (see Abilene case study on Bb mobile site) - making lectures more learner-focused by allowing students to access and control the pace of slides, and to ask (anonymous) questions (cf Aber ’ s ‘ muddiest moment ’ : http://nexus.aber.ac.uk/xwiki/bin/view/Main/Greer+Podcast ) Images - ‘ cheating ’ student: http://www.universitiesnews.com/2012/05/01/new-zealand-ch eating-attempts-by-students-drop/ Interactive classroom: http://citl.indiana.edu/news/news Stories/spotlight_042011.php
- What do we need in order to learn? Cognitive resources (previous knowledge and skills), physical resources (could be anything depending on the subject - books, patients, rocks...), social resources (tutors, peers, Vygotsky ’ s ‘ more knowledgable other ’ ), and the web. Learning increasingly needs to be situated and contextual, to meet the changing needs of both learners and industry. Mobile allows the student to learn ‘ any time, any where ’ , by connecting her to the resources needed. If any of these resources are fixed in time and place, the others can can come to it.
- Mobile has obvious advantages for students working in environments with limited access to IT. For healthcare students, this could mean an NHS ward with a single PC running IE6, or a care home or patient home. For students in industry, this could mean manufacturing plants, oil sigs, constructions sites and more. Trainee teachers rarely have access to their own computer on site, and rely on mobile to check information between classes. Images: Wind farm: http://www.jameswatt.ac.uk/news/news_detail.aspx?newsid=2248 Teacher training from The Guardian: http://careers.guardian.co.uk/top-tips-for-trainee-teachers- use-your-body-language-to-control-the-classroom
- Foundation Art and Design. Students work in non-traditional learning spaces - studios, out in the city, wherever they find their inspiration - rather than classrooms or PC labs. Documenting and reflecting on the development of a piece of work is vital for assessment (evidencing the choices and changes made). The app allows students to take quick snaps and upload them to their private journal with brief notes that they can expand on later. They can also get personalised feedback from their tutor at a distance. See the full case study here: http://blogs.northampton.ac.uk/learntech/2012/09/07/learner-generated-contexts-mobile-for-anytime-anywhere-learning/ Watch the video here: http://bit.ly/uonmobileart
- Environmental Science students gathering data on a field trip upload it to a group blog, giving them a shared set of raw data for their group project. The convenience of mobile (photography, dictation) means much more data is collected than with traditional sketchbooks. This can later be shared with the wider community. See the case study at: http://blogs.northampton.ac.uk/learntech/2012/09/07/learning-across-contexts-mobile-for-fieldwork/
- Speaks for itself.
- Supporting mobile effectively needs buy-in from a number of stakeholders at the institution, Mobile Learn is only a part of the picture. At a basic level, think about how you will support on-campus connectivity, students bringing their own devices, inclusion and accessibility. Beyond that, consider bringing together a project team to ensure that the mobile ambitions of your networks team, marketing team, web team, library, academic staff and students are all on the same track.
- Show them the evidence of student demand Get them excited about the possibilities - demos, case studies Help them design for mobile - same principles as designing for blended learning. Keep your file sizes down and your formats simple. http://www.blackboard.com/Platforms/Mobile/Resources/Blackboard-Mobile-Learn-Adoption-Kit.aspx Image: Training photo courtesy of Paul Scott at HYMS.
- Many mobile projects are student driven - how are you getting feedback from your users? Surveys, focus groups, email, social networks
- Students love it