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George Saltsman, director of the Adams Center for Teaching and Learning at Abilene Christian University Pedagogy and Practice of Mobile Learning What exactly is mobile learning? It’s not quite online education. It’s not quite face-to-face. Mobile is a medium all its own and it has the power to create learning experiences unlike any other medium. Building on six years of empirical research and large-scale experimentation, this session explores the intersection of learning theory and internet culture to help you put mobile learning to work for you. Presentation at the 15th annual SLN SOLsummit 2014 february 27, 2014
Citation preview
The Pedagogy and Practice of
Mobile Learning
SLN SOLsummitFebruary 27, 2014
Thursday, February 27, 14
“Abilene Christian University gave out iPhones or iPod Touches … to transform its campus into a 200-acre Petri dish for studying the
intersection of mobile technology and higher education.”
Steve Kolowich, “The Mobile Campus,” Inside HigherEd. 21 September 2009.
exploring mobility
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near saturation of faculty with devices (over 95%)
faculty experimentation, utilization and innovation
multiple national grants
42 formal research projects73 funded investigationsinnumerable explorations
research activities...
research studies at www.acu.edu/connected/research
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Quiz
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tablet versus scroll
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tablet versus scroll
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scroll versus codex
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scroll versus codex
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codex versus tablet
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codex versus tablet
?Thursday, February 27, 14
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6.8 billion cell-phone subscribers-International Telecommunications Union
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1.8 Billion iOS and Android Devices
1 Million iOS apps available with 60B downloads
875,000 Android apps available with 40B downloads
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emphases of learning in oral culturesteachers live and work in relationship with students
teachers serve as guides or mentors, emphasizing learning by practice and apprenticeship
emphasis on contextual learning, using knowledge in particular contexts
repetition and assessment lead to independent praxis
learning as embodied, subjective, dialectic, and broadly interconnected
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What is the greatest challengeof the oral information age?
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accessing information
What is the greatest challengeof the oral information age?
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Johannes Gutenberg c1398 – 1468
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what is the greatest challengeof the print information age?
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finding information
what is the greatest challengeof the print information age?
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emphases of learning in print cultureteachers serve as the primary conduit of information, with students as receivers
emphasis on differentiating, classifying, and cataloguing
focus on memorization of facts and data
repetition is primary, analysis is secondary
learning as hierarchical, “objective,” standardized, and narrowly-defined
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what is the greatest challengeof the digital information age?
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what is the greatest challengeof the digital information age?
assessing information
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the major pitfall of the 21st century teaching:
“the belief that most of what we know will remain relatively unchanged for a long enough period of time to be worth the effort of transferring it”
Thomas and Brown (2011)
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the purpose for teaching?
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the purpose for teaching?
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in the digital age…
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information is a commodity
in the digital age…
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“Never again is someone going to pay you to answer a question that they can look up on Wikipedia”
Seth Godinc1960–
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print information age digital information ageInformation is “scarce” and
publishing is limited. Quality
and assessment of informa-
tion are assured by the pro-
fessionalized processes of
publishing and cataloguing
Information is abundant and
publishing is pervasive and
easily accessible. Access to
information is assured, but
automated cataloguing and
easy publishing limit quality
and assessment
rethinking pedagogy
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If I imagine my primary job as a teacher is to serve information, am I helping solve the current
informational problem or make it worse?
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And given the vast complexity of the informational network, if I insist on my centrality, does that establish or harm my credibility as a teacher?
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If assessing information – and the wisdom & experience that requires – is the central challenge of the current
informational age, are teachers more or less necessary?
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print information age digital information ageCourse presentations and
materials are typically devel-
oped in advance outside of
class with teachers as primary
developers
Course presentations and
materials are developed
dynamically both inside and
outside of class with students
as co-developers or even
primary developers
rethinking pedagogy
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http://blogs.acu.edu/learningstudio/
co-development: campus-wide media literacy
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mobile blogging: community“We saw deep interest in being able to access... material on the fly, wherever [students] are, and being able to have a large-scale conversation with 1,000 freshmen. A professor can look at it and pull out special information for a discussion. What was only a virtual space becomes both a virtual and an interactive space in the classroom.”
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print information age digital information ageCourse activity typically
focuses on presentation of
information with students
contextualizing, practicing, or
using information at home.
Course activity typically
focuses on students con-
textualizing, practicing, or
using information with
delivery of information
occurring outside of class
through media.
rethinking pedagogy
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Source: Mayrath, Nihilani, & Perkins, 2011
course materials delivered on iPad...
majority of students positive about functionality:
ease of use, accessibility, and convenience
use of glossary, formulas, quizzes and flashcard features
increased motivation and study time
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print information age digital information ageThe classroom is the primary
site of access to course
content, and access is often
“linear”– students cannot
typically return to previous
class presentations
Access to course content is
often recursive or “on-
demand,” allowing students to
return to content when and as
often as they’d like
rethinking pedagogy
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written documents
MSDS/safety info
search tool
response tool
Podcasts in two categories: chemistry calculations and laboratory techniques
MEIBL: addressing student preparation
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“Highly motivated”Podcast treatment
n = 33Lecture treatment
n = 20
Lab Reports 95.99 ± 2.74 91.80 ± 4.45
Quizzes 86.95 ± 6.56 79.44 ± 11.00
Lab Final Exam 83.24 ± 6.91 79.45 ± 10.28
Lab Course Grade 93.64* ± 3.13 88.72* ± 5.93
* Welch’s t-test indicates these are statistically significantly different at α = .05 level
MEIBL: addressing student preparation
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Mean clarifying interactions by treatment blockMean clarifying interactions by treatment blockMean clarifying interactions by treatment blockMean clarifying interactions by treatment blockMean clarifying interactions by treatment block
Treatment group Contrasting treatmentContrasting treatment Equivalent treatmentEquivalent treatment Week 4
M SD M SD
Podcast treatment teams (n = 24)
2.942* .662 1.942 .485 3.950
Lecture treatment teams (n = 14)
4.478* .866 1.977 .605 4.210
* Welch’s t-test indicates these are statistically significantly different at α = .05 level
Cohen’s d = ( Mt – Mc ) / Spooled
for contrasting treatment block = 2.18
MEIBL: clarifying interactions
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print information age digital information ageCourse activity often focuses
on the students as audience
and the teacher as presenter
Course activity focuses on
students as participants and
agents and the teacher as
guide or mentor
rethinking pedagogy
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
Relevancy
Thinking Skills
Making Connections
Pure Memorization
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
Thursday, February 27, 14
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
Thursday, February 27, 14
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
Thursday, February 27, 14
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
flipping Blooms
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Cambridge University Press
Bell Labs
real world projects to drive engagement
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print information age digital information ageCourse activity emphasizes
exposition and analysis of
pre-screened information –
displaying, organizing,
summarizing, explaining and
critiquing are central
activities
Course activity emphasizes
discovery and application of
information “in the wild” –
and finding, assessing,
synthesizing, and applying
become more central
rethinking pedagogy
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John Medinac1943–
Professor of Bioengineering at the University of Washington School of Medicine
Director of the Brain Center for Applied Learning Research at Seattle Pacific University
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John Medinac1943–
Professor of Bioengineering at the University of Washington School of Medicine
Director of the Brain Center for Applied Learning Research at Seattle Pacific University
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John Medinac1943–
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John Medinac1943–
you’re doing
it wrong!
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John Medinac1943–
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John Medinac1943–
John Medinac1943–
“If you wanted to design a learning environment that was diametrically opposed to how the brain works, you’d design something like the modern classroom”
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remote teaching examples
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remote teaching examples
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print information age digital information ageStudents and teachers have
access to one another pri-
marily in the classroom
In addition to classroom
access, students and teachers
have access to one another
virtually – through online
discussions, email, chat,
social networking, etc.
rethinking pedagogy
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print information age digital information ageDiscrete disciplinary bound-
aries are established and
preserved for organizational
necessity
Interdisciplinary connec-
tions are encouraged and
disciplinary boundaries are
seen as porous or even
arbitrary
rethinking pedagogy
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what’s holding us back?
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what’s holding us back?
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Search for: Vision of ACU City Square
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the purpose for learning?
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thetrash
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ThankGeorge Saltsman [email protected]
YouThursday, February 27, 14