learning on the go!
TRANSCRIPT
![Page 1: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/1.jpg)
LEARNING ON THE GO!
"You know, it's funny - I read so much about teachers trying to find ways to get students' attention, and when they find a device - a communication device - that captures students' attention, they want to ban it.“ Stephen Downes
![Page 2: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/2.jpg)
Outline Some Statistics
Concept of Mobile Learning
Type of Mobile Learning
Case Studies
Hands On
Group Work
![Page 3: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/3.jpg)
Access to cellular networks
Currently, ~90% of the world’s population
7.5 Billions by end of 2014
8.5 Billions by end of 2016
![Page 4: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/4.jpg)
Current Status
Exploring Students' Mobile Learning Practices in Higher Education (Educause, 2013)
http://www.educause.edu/ero/article/exploring-students-mobile-learning-practices-higher-education
![Page 5: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/5.jpg)
With this rapid growth and its increasing penetration have strengthened the use of mobile phones as learning tools.
![Page 6: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/6.jpg)
Spontaneous
Personal
Portable
LightweightUniversa
l Informal
![Page 7: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/7.jpg)
Types of Mobile Learning
![Page 8: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/8.jpg)
Individual Mobile Learning Original course work: usually in some
combination of text, audio, and visual components.
Skill practice: writing drafts of papers, recording oral practicing of everything from vocabulary practices to speeches.
Research: using Internet access to find source content.
Content capture: taking notes, recording audio/visual content.
![Page 9: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/9.jpg)
Peer-to-Peer or Peer-to-Instructor Posting questions or work products on
shared websites, sending files to peers or instructors.
Sending emails, texts to peers or instructors to get fast answers to questions, checking on assignments, setting up meetings.
![Page 10: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/10.jpg)
Group Sharing Mobile Learning Using social networking sites/shared
websites to collaborate with others anywhere in the world.
![Page 11: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/11.jpg)
Mobile Myths Mobile devices have screens too small to
allow for learning
There are no consistent standards for mobile learning
Mobile devices are unsuitable for learning as they are a distraction
Mobile learning is just ‘learning on the move’
Students with disabilities cannot use mobile devices for learning
![Page 12: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/12.jpg)
Mobile Myths (2) Mobile learning means content delivered
in bite-sized chunks
Young people already know how to use mobile devices for learning
Mobile devices cannot be relied upon for learning as they are likely to be lost, broken or stolen
Content on mobile devices cannot be as secure as on desktop computers
Mobile learning is an expensive option
![Page 13: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/13.jpg)
Concept of APPS
![Page 15: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/15.jpg)
Socrative
![Page 16: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/16.jpg)
Socrative
Easy way to : increase engagement and interaction
with your studentsLeverage the power of student
responsesUse the live, real time data to inform
instruction.
Teachers:t.socrative.com
Students: m.socrative.com
![Page 17: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/17.jpg)
Educreation
![Page 18: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/18.jpg)
Case Studies
![Page 19: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/19.jpg)
Case Study Class Level: Freshmen / SophomoresCourse: Academic WritingObjectives: Create videos showing main elements that are
important for the Lebanese IdentityDescription: Groups of 5 Act out the differences and pay attention to the
props they use (clothing, settings, language, body language…)
Videotape Share on MoodleChallenges: Time to train on logistics Time to prepare videos Internet Connections and Video size
![Page 20: Learning on the go!](https://reader036.vdocument.in/reader036/viewer/2022062905/5549571db4c905f24e8b5031/html5/thumbnails/20.jpg)
Final Recommendatins Provide clear explanations of technologies learners
are expected to use (support available and educational benefits)
Ensure essential course information and learning resources are available via the VLE (expected by learners as a minimum)
Offer ‘tasters’ of potentially innovative learning activities that learners can try online
Explore what colleagues are doing to ensure a level of consistency for learners in their experience of technology
Treat new technologies as an opportunity to share skills (some learners may be highly proficient while others are unsure)
Recognise that how the use of technology is explained to learners is of critical importance