Building the Architecture of Classroom Teaching: Lessons from an "Untethered

Teaching" Pilot Project

Ian PorterSara Frizelle

Andreas BrockhausUniversity of Washington

Bothell

Learning Outcomes• Explore ways to navigate institutional policies and

procedures to implement a mobile learning pilot such as an untethered classroom pilot

• Envision how this project fits within the national BYOE and mobile devices dialogue in higher education

• Identify potential use cases for “untethered teaching”

• Take notes at http://bit.ly/PDX2014 or use barcode on the back of the worksheet

College Student Devices

Pearson: Student Mobile Device Survey 2013

Pearson: Student Mobile Device Survey 2013

Mobile Enablement Trends

1 2 3 4 5 61

2

3

4

5

Enablement

Prio

rity

Highest

High

Moderate

Low

Lowest

No dis-cussion

Considered; not pursued Under con-

siderationIn planning/under devel-

opment

Some are enabled

Most are enabled

Primary web presenceLearning/course management services

Student recruitment and admissions

Administrative services for student information

IT services and sup-port

Library catalog and other library

services

Advancement/development/alumni services

Faculty biographies

and CVs Facilities and space servicesPayroll and benefits services

Financial servicesProcurement servicesGrants man-

agement ser-vices

Healthservices

ECAR Mobile IT in Higher Ed, 2011

Mobile services focused on faculty and staff are not common

UCF survey: Key themes

• Mobile learning typically occurs outside the classroom, with only limited guidance from instructors.

• To improve mobile learning effectiveness, students and instructors need help adopting more effective learning and teaching practices across content areas.

Exploring Students' Mobile Learning Practices in Higher Education, Educause Review, 2013

Pilot Process

• Phase I: Technical Experimentation– Work within IT to identify technical configurations

for “untethering” faculty instructors• Phase II: Engage faculty and conduct pilot– Discuss possible use cases for their classrooms– Provide extra support and document use

• Phase III: Evaluate Pilot, Present Results– Conduct interviews with faculty and prepare a

“document” (probably a video)

Lesson Learned: More acute awareness of institutional structures,

stakeholders, and agenda setting agents

Activity: Map Your Institution① In the center of the chart, write the goal for your pilot

② On the opposite side of the worksheet, list the stakeholders & identify Agenda Setting Agents at your institution that would participate in the pilot.

Consider the following:• Funding sources and budget jurisdictions• People/groups with technical/computing expertise and jurisdiction• People/groups with pedagogical expertise and jurisdiction• People/groups with agenda setting power and jurisdiction

③ Map these individuals & groups on the chart based on perceived “distance” organizationally from the goal

④ Identify potential constraints in your organization based on your map

Let’s look at your examples

Technical ConfigurationsConfiguration for iPad:

• Doceri Desktop application on classroom podium computers ($30/license)

• Doceri app (free)

Configuration for Surface Pro:

• Full Windows OS• Join.Me application installed on device• Use WiFi to stream to podium

computer/projector*No satisfactory options for Android device

Use Cases

• Display whiteboarding (lecture capture friendly)• Use device camera to capture work and display it in

the classroom

• Hand device to student - display student work

• Use with Exo Labsmicroscope camera