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The Pedagogy
and Practice of
Mobile Learning
SLN SOLsummit
February 27, 2014
Thursday, February 27, 14
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
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
Thursday, February 27, 14
Quiz
Thursday, February 27, 14
tablet
Thursday, February 27, 14

versus

scroll
tablet
Thursday, February 27, 14

versus

scroll
scroll
Thursday, February 27, 14

versus

codex
scroll
Thursday, February 27, 14

versus

codex
codex
Thursday, February 27, 14

versus

tablet
?
codex
Thursday, February 27, 14

versus

tablet
Thursday, February 27, 14
6.8 billion cell-phone subscribers
-International Telecommunications Union

Thursday, February 27, 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
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
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
What is the greatest challenge
of the oral information age?

Thursday, February 27, 14
What is the greatest challenge
of the oral information age?

accessing information

Thursday, February 27, 14
Johannes Gutenberg
c1398 – 1468

Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
what is the greatest challenge
of the print information age?

Thursday, February 27, 14
what is the greatest challenge
of the print information age?

finding information

Thursday, February 27, 14
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
what is the greatest challenge
of the digital information age?

Thursday, February 27, 14
what is the greatest challenge
of the digital information age?

assessing information

Thursday, February 27, 14
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
the purpose for teaching?

Thursday, February 27, 14
the purpose for teaching?

Thursday, February 27, 14
in the digital age…

Thursday, February 27, 14
in the digital age…

information is a

commodity
Thursday, February 27, 14
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
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
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
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
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
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
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
co-development: campus-wide media literacy

http://blogs.acu.edu/learningstudio/
Thursday, February 27, 14
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
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
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
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
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
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
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
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
flipping Blooms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Thursday, February 27, 14
flipping Blooms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Thursday, February 27, 14
flipping Blooms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Thursday, February 27, 14
flipping Blooms
Evaluation

Relevancy

Synthesis

Thinking Skills

Analysis

Making Connections

Application
Comprehension
Knowledge
Thursday, February 27, 14

Pure Memorization
flipping Blooms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Thursday, February 27, 14
flipping Blooms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Thursday, February 27, 14
flipping Blooms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Thursday, February 27, 14
flipping Blooms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Thursday, February 27, 14
flipping Blooms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Thursday, February 27, 14
flipping Blooms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Thursday, February 27, 14
real world projects to drive engagement

Bell Labs

Cambridge University Press

Thursday, February 27, 14
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
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
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
John Medina
c1943–

Thursday, February 27, 14
John Medina
c1943–

you’re doing
it wrong!

Thursday, February 27, 14
John Medina
c1943–

Thursday, February 27, 14
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
remote teaching examples

Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
remote teaching examples

Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
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
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
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
what’s holding us back?

Thursday, February 27, 14
what’s holding us back?

Thursday, February 27, 14
Thursday, February 27, 14
Search for:
Vision of ACU City Square

Thursday, February 27, 14
the purpose for learning?

Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
the
trash
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thursday, February 27, 14
Thank
You
George Saltsman saltsman@acu.edu
Thursday, February 27, 14

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