mLearning doesn't have to be ad hoc learning

mLearning doesn't have to be ad hoc learning

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  mLearning doesn’t haveto be ad hoc learning Rod Gammon Cambridge University Press (NYC) rgammon@cambridge.org
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  Context • Balancing responseto disruption with maintenance of core value of materials quality • Want to support learning, not provide one-off gimmicks
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  What works?
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  Adapt instruction toindividual and small group needs. • Use formal and informal assessment data to inform academic instruction • Use one-on-one tutoring if possible; otherwise, break students into small groups • Provide professional development and ongoing instructional support to all instructors http://ies.ed.gov/ncee/wwc/pdf/practice_guides/ost_pg_072109.pdf
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  SmartFun • Nielsen: 66%of homes with Nintendo or Sony handhelds have iOS March 2012, http://www.electronista.com/articles/12/03/09/ nielsen.shows.apple.infiltrating.gaming/ • In 70% of tablet households with kids, kids use it http://blog.nielsen.com/nielsenwire/online_mobile/ american-families-see-tablets-as-playmate-teacher-and-babysitter/
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  All edu developersshould consider Learner: When, where will they engage? Knowledge: What is the focus and purpose? Assessment: How will performance be observed? Community: How will it impact the class context? (Adapted from US DOE papers)
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  Learner What are theopportunities? • Pre-class prep • In-class activities • Dedicated study and assignments • Self-directed study • Unexpected free time What is the student’s day like?
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  Knowledge Where is thelearner in the study lifecycle? • Pre-enrollment • Enrolled • Certification • Performance support Curriculum + the student’s relationship to it
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  Assessment What is thelearner’s progress towards their learning purpose? • Time on task • Type of content • Engagement • Performance Assessment as a prompt for engagement
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  Community: Educational contexts Student: Person: Example technologies Teacher Technology Classroom *:1 *:1 Interactive whiteboard, projected PC screen Media lab *:1 1:1 Desktop PCs, audio recordings, netbooks/tablets Personal study 1:0 1:1 Mobile phone, netbook Group study, in- *:0 1:2…n Paper and pencil to latest person consumer tech Group 2.0 *:* 1:1 Social network spaces, tablets, local device networks, clickers
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  mLearning naturally fitswith good teaching strategies And these strategies are more important, because attention can be easily diverted
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  Levels of coordinationwith course • Branding matches (meh) • Content is coordinated (good) • Pedagogy is adapted to device/context (better) • Persistent student identity across contexts (best) All four together are ideal.
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  Coming things • http://dictionary.cambridge.org/api.html (July 2012) • Interactive tablet eBooks • Olympics app • Analytics everywhere
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  Thank you @rodgammon rodgammon Personal blog: lh-llc.com Located in New York