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Building the Architecture of Classroom

Teaching: Lessons from an Untethered

Teaching Pilot Project 

Ian Porter

Sara FrizelleAndreas Brockhaus

University of Washington Bothell

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Learning Outcomes

• Explore ways to navigate institutional policies andprocedures to implement a mobile learning pilotsuch as an untethered classroom pilot

• Envision how this project fits within the nationalBYOE and mobile devices dialogue in highereducation

• Identify potential use cases for “untethered

teaching”• Take notes at http://bit.ly/PDX2014 or use

barcode on the back of the worksheet

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College Student Devices

Pearson: Student Mobile Device Survey 2013

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Pearson: Student Mobile Device Survey 2013

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Mobile Enablement Trends

1

2

3

4

5

1 2 3 4 5 6

    P   r    i   o   r    i    t   y

Enablement

Highest

High

Moderate

Low

Lowest

No

discussion

Considered;

not pursuedUnder

consideration

In planning/

under

development

Some are

enabled

Most are

enabled

Primary web presence

Learning/course management servicesStudent recruitment and admissions

 Administrative services for student information

IT services

and

support

Library catalog

and other library

services

 Advancement/development/alumni services

Faculty biographies

and CVs Facilities and space servicesPayroll and benefits services

Financial servicesProcurement servicesGrants

management

services

Health

services

ECAR Mobile IT in Higher Ed, 2011

Mobile services focused on faculty and staff are not common

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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 teachingpractices across content areas.

Exploring Students' Mobile Learning Practices in

Higher Education, Educause Review, 2013

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Pilot Process

• Phase I: Technical Experimentation

 – Work within IT to identify technical configurationsfor “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) 

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Lesson Learned:

More acute awareness of

institutional structures,stakeholders, and

agenda setting agents

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Activity: Map Your Institution

① 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 wouldparticipate 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 yourmap

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Let’s look at your examples 

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Technical

ConfigurationsConfiguration for iPad:

• Doceri Desktop

application onclassroom 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

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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 Labs

microscope camera