George Saltsman - Teaching and Learning at Abilene Christian University George Saltsman: Pedagogy and Practice of Mobile Learning What exactly is mobile learning?
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
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George Saltsman - Teaching and Learning at Abilene Christian University George Saltsman: Pedagogy and Practice of Mobile Learning What exactly is mobile learning?
1. The Pedagogy
and Practice of
Mobile Learning
SLN SOLsummit
February 27, 2014
Thursday, February 27, 14
2. exploring mobility
“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.
Thursday, February 27, 14
3. research activities...
near saturation of faculty with devices (over 95%)
faculty experimentation, utilization and innovation
42 formal research projects
73 funded investigations
innumerable explorations
multiple national grants
research studies at
www.acu.edu/connected/research
Thursday, February 27, 14
13. 6.8 billion cell-phone subscribers
-International Telecommunications Union
Thursday, February 27, 14
14. 1.8 Billion iOS and Android Devices
1 Million iOS apps available
with 60B downloads
875,000 Android apps available
with 40B downloads
Thursday, February 27, 14
22. emphases of learning in oral cultures
teachers 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
Thursday, February 27, 14
23. What is the greatest challenge
of the oral information age?
Thursday, February 27, 14
24. What is the greatest challenge
of the oral information age?
accessing information
Thursday, February 27, 14
33. what is the greatest challenge
of the print information age?
Thursday, February 27, 14
34. what is the greatest challenge
of the print information age?
finding information
Thursday, February 27, 14
35. emphases of learning in print culture
teachers 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
Thursday, February 27, 14
36. what is the greatest challenge
of the digital information age?
Thursday, February 27, 14
37. what is the greatest challenge
of the digital information age?
assessing information
Thursday, February 27, 14
38. 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)
Thursday, February 27, 14
42. in the digital age…
information is a
commodity
Thursday, February 27, 14
43. Seth Godin
c1960–
“Never again is someone going to
pay you to answer a question that
they can look up on Wikipedia”
Thursday, February 27, 14
44. rethinking pedagogy
print information age
digital information age
Information is “scarce” and
Information is abundant and
publishing is limited. Quality
publishing is pervasive and
and assessment of informa-
easily accessible. Access to
tion are assured by the pro-
information is assured, but
fessionalized processes of
automated cataloguing and
publishing and cataloguing
easy publishing limit quality
and assessment
Thursday, February 27, 14
49. 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?
Thursday, February 27, 14
50. 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?
Thursday, February 27, 14
51. If assessing information – and the wisdom & experience
that requires – is the central challenge of the current
informational age, are teachers more or less necessary?
Thursday, February 27, 14
52. rethinking pedagogy
print information age
digital information age
Course presentations and
Course presentations and
materials are typically devel-
materials are developed
oped in advance outside of
dynamically both inside and
class with teachers as primary
outside of class with students
developers
as co-developers or even
primary developers
Thursday, February 27, 14
54. 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.”
Thursday, February 27, 14
55. rethinking pedagogy
print information age
digital information age
Course activity typically
Course activity typically
focuses on presentation of
focuses on students con-
information with students
textualizing, practicing, or
contextualizing, practicing, or
using information with
using information at home.
delivery of information
occurring outside of class
through media.
Thursday, February 27, 14
56. 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
Source: Mayrath, Nihilani, & Perkins, 2011
Thursday, February 27, 14
57. rethinking pedagogy
print information age
digital information age
The classroom is the primary
Access to course content is
site of access to course
often recursive or “on-
content, and access is often
demand,” allowing students to
“linear”– students cannot
return to content when and as
typically return to previous
often as they’d like
class presentations
Thursday, February 27, 14
58. MEIBL: addressing student preparation
written documents
MSDS/safety info
search tool
response tool
Podcasts in two categories:
chemistry calculations and
laboratory techniques
Thursday, February 27, 14
59. MEIBL: addressing student preparation
Podcast treatment
n = 33
Lecture 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
“Highly motivated”
* Welch’s t-test indicates these are statistically significantly different at α = .05 level
Thursday, February 27, 14
60. MEIBL: clarifying interactions
Mean clarifying interactions by treatment block
Treatment group
Contrasting treatment
Equivalent 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
Thursday, February 27, 14
Cohen’s d = ( Mt – Mc ) / Spooled
for contrasting treatment block = 2.18
61. rethinking pedagogy
print information age
digital information age
Course activity often focuses
Course activity focuses on
on the students as audience
students as participants and
and the teacher as presenter
agents and the teacher as
guide or mentor
Thursday, February 27, 14
72. real world projects to drive engagement
Bell Labs
Cambridge University Press
Thursday, February 27, 14
73. rethinking pedagogy
print information age
digital information age
Course activity emphasizes
Course activity emphasizes
exposition and analysis of
discovery and application of
pre-screened information –
information “in the wild” –
displaying, organizing,
and finding, assessing,
summarizing, explaining and
synthesizing, and applying
critiquing are central
become more central
activities
Thursday, February 27, 14
74. John Medina
c1943–
Professor of Bioengineering at the University
of Washington School of Medicine
Director of the Brain Center for Applied
Learning Research at Seattle Pacific University
Thursday, February 27, 14
75. John Medina
c1943–
Professor of Bioengineering at the University
of Washington School of Medicine
Director of the Brain Center for Applied
Learning Research at Seattle Pacific University
Thursday, February 27, 14
79. John Medina
c1943–
“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”
Thursday, February 27, 14
87. rethinking pedagogy
print information age
digital information age
Students and teachers have
In addition to classroom
access to one another pri-
access, students and teachers
marily in the classroom
have access to one another
virtually – through online
discussions, email, chat,
social networking, etc.
Thursday, February 27, 14
91. rethinking pedagogy
print information age
digital information age
Discrete disciplinary bound-
Interdisciplinary connec-
aries are established and
tions are encouraged and
preserved for organizational
disciplinary boundaries are
necessity
seen as porous or even
arbitrary
Thursday, February 27, 14