Here is a copy of the slidedeck used during the #ossemooc online presentation on Tuesday February 25th, 2014. A recording of the presentation can be found here.
Tags: mlearning, mobile learning
Here are some recent articles and posts I have read on digital realities of society and the classroom. While these articles may or may not deal specifically with mobile learning, they do deal with social conditions in today’s world and today’s classroom.
1) Canadian Children Can Play Computer Games Before They Can Write Their Names: Study – this article from the Vancouver Sun looks at screen time for pre-school children
2) Should We Let Our Student Multitask? – this post argues that in our day and age, more than ever, we need to be working to sharpen children’s ability to focus. Multitasking is seen as a distraction.
3) Parents unaware of dangers faced by children on smartphones – A news article of British families discusses how many children access inappropriate information on the internet due to insufficient monitoring from parents.
4) Use of iPads in Charleston County schools show mixed, mostly positive results – Key quote in this article:
“You have to give something more than a year before you say it does or doesn’t work…”
5) 10 Mind-Blowing Mobile Learning Statistics Infographic – While I’m not a fan of hyperbole, such as the term “mind-blowing”, this inforgraphic does have some good information on people’s opinions and perceptions regarding the learning potential of mobile devices.
In this very engaging talk, young Adora Svitak reminds us all, including educators, that we need to listen to students, provide them with a voice, and remember that learning is reciprocal. The most poignant part of the talk are the statements around adults adding layers of control to what we fear. While not speaking specifically to mobile learning, one can see the arguments around mobile learning and BYOD over the years following the same process of fear and control, and adults not listening to kids, that Ms. Svitak speaks about.
Tags: apps, mlearning, mobilelearning
Apps are the foundation of all mobile platforms. The explosion in the use of mobile devices, especially smart phones, is the direct result of two factors. The first factor is the design and manufacture of hand held devices that are small, yet powerful enough to act as mini computers. The second is the design and development of applications that run on these devices that allow users to access information and accomplish tasks on the go. With regards to learning, the discussion around the use of mobile devices has often been around app use and the use of mobile devices as a device of consumption. There are endless learning apps available in app stores that focus on information access or reinforcement of skill through consumption. While using apps specifically, and mobile devices in general, in this way has a place, when we focus the use of mobile devices to develop skills, we need to use mobile devices differently.
The discussion in education circles regarding inquiry based learning and knowledge construction applies when discussing mobile learning. It is only by using mobile devices to collaboratively interact with others, construct knowledge and publish learning that mobile use begins to move to a new and higher level. Using apps on mobile devices to reinforce learning at the end of the learning cycle is not a transformative use of the technology. Transformative use includes using apps to learn and develop new skills at the beginning and throughout the learning process.
It is difficult to provide examples using specific apps due to the various platforms available. However, if we use social networking sites and apps as an example, one can see how mobile devices can be used by students to discuss questions, formulate solutions to inquiries, and to collaborate. It could be discussions using Twitter, collaborating on presentations using Google docs and sharing presenting findings on a blog or wiki. The crucial part is the apps, like devices themselves, are tools to learning thus play a subservient role. We need to focus on expectations and learning skills first and then find apps that support the learning. We should not be getting apps because “it’s a great way to reinforce math skills” but because it “help students develop math skills”. Apps, like devices, need to provide students with the ability to engage in learning in ways that are impossible without them. Apps that replicate flash cards do not support higher level learning. Apps that allow students to communicate, collaborate, share ideas and construct knowledge with others across distances and time do support higher level learning.
What are your thoughts here? What specific examples do you have of apps that support higher level learning?
Tags: 1:1, mlearning, mobilelearning
Having one device per child in a learning environment is a luxury dreamed about for decades. With the growing ubiquity of handheld devices in the hands of school aged children and the prevalence of BYOD policies, 1:1 is now attainable. Now that 1:1 is really possible, the question arises, “Is 1:1 really necessary?”
In my current school, we are making slow but steady investments in mobile technology through the purchases of iPad minis. As with any expensive technology purchase, we are purchasing small quantities at a time and trying to maximize their use. The approach some teachers have taken is experimenting with engaging students with the devices is through a learning centre approach. Within their learning centres, one centre makes the iPad minis available for research, discovery or reinforcement of curricular concepts. This didn’t result from an application of a grand theoretical plan but out of necessary. When we only have 4 iPad minis to use, this seemed like the best way to start.
After observing this learning centre approach in action, I am seeing 1:1 in a new light. True, those students engaged in the centre with the iPads are in a 1:1 setting, but that is only one of several learning stations with each station focusing on a different skill. The approach seems to work so well that I have started questioning in my own mind whether it is really necessary for all students in a given class to have mobile technology in their hands at the same time.
To add a bit is context: the above observations are mainly from Kindergarten and early primary classrooms. However, I’ve also seen the technology being used successfully in this format in a junior level grade.
Here are some of the benefits that I have noticed thus far:
Less Distraction:: students are focused on the planned activity as the tool is being used in a really focused way;
Focus on Skill Development: the centre uses the iPad to develop a particular Skill;
Increase in Application: the various centres focus on different skills and the centre with the iPad is often used to reinforce and/or apply learning in the other centres;
Learning Centres Bring Increased Student Engagement: while this benefit mainly comes from using a learning centre approach, utilizing technology further reinforces the appeal to learning for students;
Fostering Inquiry: with an increased focus on the implementation of inquiry-based learning, learning centres naturally support inquiry and the use of mobile technology in one centre provide diversity in opportunity and access.
As a support tool, mobile devices seem to be a natural fit when the teacher uses a learning centre format to engage students in inquiry. Of all the benefits listed above, the one that really surprised me was the lack of distraction. This has always been one of the criticisms of incorporating any form of technology – the technology distracts students from the learning goal as they use the technology for activities not related to the learning. I can see this happening in a whole class 1:1 situation. However, when utilizing a smaller number, in our case 4 iPad minis, in a learning centre where students are rotating between centres, students tended to be more focused and teachers, who now naturally fall into the role of facilitator, are able to observe student activities more directly and provide that timely descriptive feedback that everyone is talking about these days.
To conclude, more observation and reflection is needed before any sort of definitive statement can be made about 1:1. For me, time and slow immersion of this learning format into more grade levels would allow a broader look at the strategy of using mobile devices in a learning centre format. In the meantime, necessity had created an environment that has challenged my thinking about 1:1 and the best way to utilize mobile devices to support learning in classrooms.
Tags: mlearning, mobilelearning
I’ve been quiet on the blog for a while. It’s not that I have nothing to write about. Educational and societal changes happen so rapidly these days that there is always something to reflect on. However, in a strange way, this is the same reason for my silence – with such a rapid pace to change in western society, it’s so easy to get caught in superficial discussion and surface level analysis. I haven’t written for a while because I am considering what mLearning looks like as we head into 2014.
Back in 2007, when I began this blog, the posts often focused on ways educators and students could utilize mobile devices for learning in an attempt to make it’s use ubiquitous. Now, a mere six years later, use of mobile devices is becoming ubiquitous and soon their use will be common place. Considering this new reality, I’ve been asking myself the following question: “What does mLearning look like when use if mobile devices is ubiquitous?”
It has come to the point now where neither the device nor the platform matters. All one needs is a mobile tool and access becomes instant. In this environment of multimodal devices and BYOD, what are next steps for mLearning?
The more I think about this, the clearer the answer becomes. Now more than ever, mLearning is about skill development. It’s not that skills didn’t matter six years ago, it’s that six years ago, I looked more at the viability of using mobile devices. The tool itself is now moving to the background and some would argue that is where a tool belongs – in the background supporting skill development.
So what skills can be supported by mLearning? Platforms, apps and tools exist on all mobile devices to support collaboration. They also exist to support knowledge construction, research skills and problem solving. In addition to all this, one skill that mobile learning devices really offer possibilities is with skill development in communication.
It’s not Twitter that matters but how using Twitter can be used to develop collaboration skills. It’s not blogs that matter but how using blogs can help develop communication skills. It’s not mobile access to the Internet that matters but how mobile access can help develop research skills which in turn helps to develop skills in knowledge construction.
This blog post is a turning point for me. While I have discussed skill development using mobile devices before, I am now looking to move away from superficial posts and to think deeper on this topic.
Tags: mlearning, mobilelearning
Before the dawn of the Internet, who would have ever dreamed that the supremacy of network television would ever be challenged? The impact of television on our society has been so pronounced that it changed our communication habits, social habits, and even house design and organization. Today, the Internet has, and continues to be, changing this prior revolution and changing it rapidly.
While the Internet has been mainstream for around 20 years, only recently have we had the infrastructure in place to support the type of communication needed to challenge the dominance of the network television framework. What changes have resulted? Internet and mobile use has skyrocketed. This Infographic is just one example of how the use of the internet is expanding quickly. Of note for this blog is the section in the Infographic on online video consumption. Another consequence: the once mighty Blockbuster video has gone the way of the dodo thanks to online streaming services such as iTunes and Netflix. These same services are also putting massive pressure on cable service providers as many people begin to cut their cable and rely solely on steaming media.
While I myself have not yet cut the cord on cable, I have been investigating alternative sources and starting to reorganize the way I consume media for an eventual cord cut on cable. I have found that while solutions are available, cutting the cord on cable is not a seamless feat yet for one major reason: limited access to live feeds or live video events.
Allow me to elaborate. In terms of watching movies or TV shows, there are services such as YouTube, Hulu, Netflix and iTunes – much of what one needs is there and no cable service can match the selection nor the convenience provided by those services. When it comes to news feeds, I have noticed that some TV networks have begun to stream their live news feeds or morning shows online. Once can access these streams on a television using available tools such as a simple iPhone and Apple TV connection. We can stream those shows on our TV as if the feed were coming from a cable line. What is currently problematic is live sports or other live events broadcast on TV. I have yet to find a legal solution to this problem and is what has kept me from cutting cable. However, even as I write this, this scenario is starting to change as some sporting leagues, such as the NFL and NHL, are providing access to games by purchasing online streaming packages.
While not yet as elegant and smooth as simply ordering a TV package from a cable provider, online solutions are catching up. This will benefit consumers as cable packages are not cheap. With shows broadcast at inconvenient times (PVRs have helped with this point but are not cheap) and with so many channels that we pay for that go unwatched, paying for cable service is no longer an efficient model of content delivery. The Internet is changing media consumption because it allows us to watch video on demand, either without cost or very cheaply, and the quality of bandwidth and streaming video is improving quickly.
Implications for our education systems: With the increase of cheap or free videos on the web, access to video materials to support learning needs is becoming an important resources – mainly because of the on-demand nature of the videos. Of course, educators need to ensure that copyright and licensing agreements are adhered to – this will be dependent on local laws and school district policies. Nevertheless, the need to spend valuable school monetary resources purchasing video content that quickly becomes obsolete (if not the content, then the format it’s viewed on) is no longer necessary.
Due to the fact that it still takes some effort to access online video, especially as a cable replacement, cord cutting is not happening as quickly as it could be. However, in time, even network TV will realize that effectiveness and efficiency of online streaming for the consumer. When that day arrives, cable companies who have not yet diversifies into other businesses will also go the way of the dodo.