1. 2011 Leadership Conference June 23, 2011 : Boston, MA Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative

3. Download me! http://www.slideshare.net/drvdiaz/gmac2011

4. Agenda The role of emerging technologies in the learning experience Student data Horizon Report Mobility eBooks Measurement Examples

5. Click on the poll to vote

7. Trends= “why?”

8. The abundance of resources and relationships made easily accessible via the Internetis increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.

9. People expect to be able to work, learn, and study whenever and wherever they want.

10. The world of work is increasingly collaborative, encouraging reflection about the way student projects are structured.

11. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.

12. ECAR Data = other “why?”

13. Technology Ownership Trends

14. Types of Computers Owned

15. Ownership of Internet-Capable Handheld Devices

16. 49% Total 34% Total Owners of Internet-capable handheld devices only. Accessing Internet from Handheld Device

17. Internet Activities from Handheld Owners of Internet-capable handheld devices only.

18. Core Technologies in Courses Tools being used in a course during the quarter or semester of the survey (February to April 2010)

19. Web-based Technologies in Courses 53% 31% 49% 23% 33% 17% 38% Tools being used in a course during the quarter or semester of the survey (February to April 2010)

20. Instructors and IT in Courses

21. Student Info Lit Self-Assess

22. Student Perceptions of IT in Courses

23. At graduation, the IT I have used in my courses will have adequately prepared me for the workplace Students who agree or strongly agree

24. What do you think?How are the trends manifesting themselves at your colleges?How does the ECAR data compare with what you’re seeing locally?

26. Mobility

27. Click on the poll to vote

28. ELI 2010 Online Spring Focus SessionMobile Learning 2.0: The Next Phase of Innovation in Mobility

29. Content Community Collaboration

30. Content Community Collaboration

31. Mobile technology is best suited for…

32. Tapping into the PLE

33. Content delivery is the low-hanging fruit

34. Rapid growth in mobile applications and their interoperability with other tools

35. The new tool in the toolkit

36. Challenge of ownership patterns

37. Click on the poll to vote

38. Mobility Examples

39. MOBILITY: AFFORDANCES Source: http://www.ascilite.org.au/ajet/ajet26/cochrane.pdf 39

40. Stanford Med + iPad 40

41. 41

42. University of Utah’s Anatomy App More Info: http://www.unews.utah.edu/p/?r=092409-2

43. UC IrvineMedSource: http://www.imedicalapps.com/2010/08/uc-irvine-school-of-medicine-ipad/ 43

44. Mobile Assessment: MOCA More Info: http://www.utexas.edu/academic/ctl/about/postcards/casestudy4_moca.pdf

45. Bucks’ Library AppSource: http://buckslib.wordpress.com/2010/05/24/bucks-unveils-first-mobile-app/ 45

46. http://horizon.wiki.nmc.org/2011+Mobileshttp://www.delicious.com/tag/hz11+mobiles

47. http://www.delicious.com/tag/hz11+mobiles

48. eBooks

49. Click on the poll to vote

52. The book works really well The book is the ultimate “reader” Inexpensive – You get free reader hardware with each physical book purchased No batteries needed Very durable So simple a 2-year old could use it No other user interacts with the physical content more than students Highlighting Note taking Bookmarking Flipping Multiple books a once

54. Reasons for Purchasing eBooks 14% of students have purchased a digital product as part of their studies Price is the primary factor Only way to obtain the textbook [out of stock, preference by the professor, custom PDF type eBook that the professor created for sale]. 18% of students who purchased an eBook did so because they enjoy the features 10% of students who purchased an eBook did so because they had never used one and were curious

55. Improved Performance or Efficiency Being able to search for a particular word or phrase in the textbook has improved my efficiency in studying. I use my laptop extensively and take notes on it, so having a copy of the book on my laptop at all times helped me work on my class work whenever I want without having to worry about whether or not I have the book with me. No 10-lb book to carry around = epic win. Top 5 Current Features, as rated by students: Reading Controls (paging, zoom…) Finding terms in a book Creating Highlights and Annotations Reviewing previously created Highlight and Annotations Managing your Digital Library

56. Features Students Want Search within and across content Annotation/highlight and sharing of notes Downloaded texts over online access - Flexibility of where and when they can access their books. Integrationwith other course content including lecture notes, professor guidance…

57. University of Notre Dame: COB Source: http://www.nd.edu/~cangst/NotreDame_iPad_Report_01-06-11.pdf

58. Students said… Like size, lighter than laptop Like speed, fast than laptop—instantly on More convenient than iPhone—read/write email Highly mobile Like having everything in one place Opens attachments well

59. S Reading on the go. Light studying Heavy duty studying Home/Library Sync through a common cloud (locker) Digital Content Ecosystem (cloud hosted digital locker)

61. Sharing

62. Messaging

63. AnnotationClass/Study Notes Internet/Other Content Common Interface, Format and Smart Extracts Content Management Instructor Supplied Study Ad-ins Trade Books Periodicals Study Aids/Other Books

64. Overall Research Conclusions Given the opportunity, students are willing to experiment with reading and studying digitally. When students do read and study digitally, results indicate that they find it as effective or more effective than studying with the physical book. When students do read and study digitally, their responses to usability of features shows that their expectations are high. Expect basic features to be as good as print experience (e.g., notes and annotations.) Also, expect that there are compelling features that go beyond what is feasible in the physical book experience (e.g., tags across notes, organizational capabilities.)

65. Conclusions E-Reading in higher education is more about e-studying than e-reading. Evaluate solutions on the entire ecosystem Hardware , e-Reading/Study Software Available Content Tablets and portable devices are currently satellites to a PC/Mac base; this will change over time. Constantly poll your students and faculty. Don’t over commit--this is going to be a longer transition than other digital media.

66. Future Trends As portable and tablet capabilities improve, so will their ability to support e-textbook content/platforms. Content trends Increase in smaller and specialized content Increase in multimedia content New distribution models including subscriptions, open source content, and institutionally-developed. There will be a blurring of lines between e-readers, LMS, and internet resources.

67. http://horizon.wiki.nmc.org/2011+Electronic+Books

68. http://www.delicious.com/tag/hz11+ebooks

70. Measuring the Impact http://www.educause.edu/ELI/SEI

71. Review mobile technologies and ask… What would be the ramifications and opportunities for learning if this technology were adopted? What kinds of teaching and learning engagements might this technology: make better or enable? If we decide to do a pilot, what kind of evaluation methodology can we overlay on the project to assess outcomes? What kind of additional research needs to be done concerning this technology?

72. question What are some items you’d like to measure in evaluating your mobile learning initiatives?

73. Mobile learning in a blended course: case study Source: http://www.docstoc.com/docs/38964563/Assessing-the-Effectiveness-of-Mobile-Learning-in-Large-HybridBlended

74. Focus Areas

76. Overall SatisfactionCourse Organization

77. Course ActivitiesStudent Interaction

78. Instructor InteractionRelationship to Content

79. Sustainability

80. Mobile learning in a medical school: case study Source: http://www.biomedcentral.com/1472-6920/10/57

81. Context 57 students in cohort 4-year Bachelor of Medicine Bachelor of Surgery 2 online tools Blackboard Interlearn Students had access to Internet Customized software Info repositories Sharing info within and between cohorts 2 Research Questions In what ways does ML support learning? What areas need development?

82. Content Access

83. Student Improvement Suggestions Better and more electronic learning resources more materials, especially audiovisual resources a more logically arranged VLE more flexibility in accessing materials Guidelines on managing the VLE Improvements to VLE Streamlining organization of information Reduced the number of clicks to access resources orientation for students

84. Thematic framework Source: http://www.irrodl.org/index.php/irrodl/article/download/346/882

85. Proportionate

86. Appropriate to the specific learning technologies, to the learners, and to the ethos of the learning – ideally built in, not bolted on

87. Consistent with the teaching and learning philosophy

88. Alignment between learning goals and technology

89. Consistent

90. Quality matters More info: http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf

91. Section 6: Course Technology The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. The tools and media support student engagement and guide the student to become an active learner. Navigationthroughout the online components of the course is logical, consistent, and efficient. Students have ready access to the technologies required in the course. The course components are compatible with current standards for delivery modes. Instructions on how to access resources at a distance are sufficient and easy to understand. The course design takes full advantage of available tools and media.

92. 5 recommendations Capture and analyze learning in context with consideration of learner privacy Assess the usability of the technology and how it affects the learning experience (PLE) Look beyond measurable cognitive gains into changes in the learning process and practice Consider organizational issues in the adoption of mobile learning practice and its integration with existing practices Span the lifecycle of the mobile learning innovation that is evaluated, from conception to full deployment and beyond

93. questions What are your challenges/opportunities in mobile learning? What research in this area might be useful to the community to further mobility?

94. Resources: http://tinyurl.com/tech11

95. Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative EDUCAUSE vdiaz@educause.edu http://www.educause.edu/eli