The document discusses integrating mobile devices and apps into teaching. It begins by noting the need for educators to innovate and experiment with mobile learning rather than imposing traditional pedagogical models. The goals are to help educators ask the right questions about integrating mobile devices, apply best practices, and be inspired to lead conversations around learning environments and technologies. The document then covers observing students' existing mobile behaviors, intentionally designing mobile integration, evaluating resources, and considering cognitive limitations to ensure effective instructional design.

1. REBECCA K. MILLER
VIRGINIA TECH
NEFLIN WEBINAR
AUGUST 26, 2014
Integrating
mobile devices
and apps into
your teaching

2. SOME BACKGROUND…

3. tabletsinlibraries.tumblr.com

4. Rather than imposing legacy pedagogical guidelines on mobile learning, higher
education decision makers, instruction designers, and perhaps most importantly,
teachers need to innovate, experiment, and be prepared to fail. It’s not clear
where mobile learning technology and applications will go, but…it will be
disruptive, explosive, and game changing….
Rick Oller, ECAR, The Future of Mobile Learning
I feel that one of our obligations as educators is to consider how the mobile
Internet changes not only how we teach, but what it means to be knowledgeable
and educated in our culture. And just as important, the mobile web opens up a
host of pedagogical possibilities.
David Parry, EDUCAUSE Review

5. GOALS FOR YOU
1. You will walk away with the right questions to ask about
integrating mobile devices in your library’s instruction
program (and beyond)
2. You will be able to apply best practices in integrating
mobile devices into instruction (and beyond)
3. You will be inspired to be a leader on your campus and a
strong voice in all conversations revolving around
learning environments, technologies, and strategies

7. INNOVATION
“Applications of better solutions that
meet new requirements, unarticulated
needs, or existing market needs.”

9. DYNABOOK (1968)
Alan Kay

10. IPAD (2010)
Steve Jobs

11. MOBILE DEVICE ENABLERS
WORLDWIDE
Mobile networks accessible to > 90% of the world’s
population
By 2017, 1 billion people expected to access the Internet via
mobile devices
Improved speed (4G), power (1 GHz), and capabilities (GPS,
accelerometers, gyroscopes, compasses)
ECAR Research Bulletin: The Future of Mobile Learning
May 1, 2012

12. Pew Research Center

13. ECAR, September 2013

14. DISCUSSION:
YOUR ENVIRONMENT
The data we just looked at is national. Every learning
environment is unique—what have you observed in yours?
1. Are students using desktops, laptops, tablets,
smartphones, or e-readers? What do you see at your
institution?
2. Do your students need guidance in using the devices that
they own or borrow?
3. Is there a BYOD (bring your own device) culture at your
institution? Why or why not?
4. Are students using smartphones in class? If so, what are
they doing?

15. INTENTIONAL

16. INNOVATION
“Applications of better solutions that
meet new requirements, unarticulated
needs, or existing market needs.”

17. INTENTIONAL INNOVATION IS:
• Strategic
• Informed
• Purposeful
• Learner-centered
• Goal-directed
• Aligned
• Realistic
• Integrated and programmatic

18. INTENTIONAL INNOVATION IS NOT:
• Distracting
• Aimless
• Technology-centered
• Isolated

19. “…illustrates the necessity
of local user research,
which provides insight into
unique institutional cultures
and student learning
environments, and
suggests how libraries can
leverage collected data to
both evaluate and
prioritize a range of
initiatives.”
--Booth, 2009

20. INNOVATION IN LIBRARY
INSTRUCTION:
TEACHING & LEARNING

21. April 2014
Information Literacy Instruction listserv (ili-l@ala.org)

22. TEACHING
The mobile environment is evolving instruction in two major
ways:
What we teach (skills and content)
• Technology use
• Mobile information literacy skills
• Resources used and recommended
How we teach (strategies and pedagogy)
• Technology used in the classroom
• Communication and collaboration opportunities
• Connecting the classroom to the outside world

23. TEACHING MODELS
• Informational (LibGuides)
• Information literacy/library instruction sessions
• Train the trainers

24. TEACHING MODEL:
INFORMATIONAL
• LibGuides, webpages, handouts
• Curated information for your learners/users
• Often aimed at personal use
• Low investment of time and resources
• Can be a substitute for in-person teaching

25. http://libguides.mit.edu/apps

26. http://libguides.library.curtin.edu.au/mobile

27. http://guides.mclibrary.duke.edu/content.php?pid=11651&sid=1853931

28. TEACHING MODEL:
INFORMATION LITERACY SESSIONS
• One-shot instruction sessions or workshops
• Focus on teaching a particular objective related to mobile
information literacy AND/OR teaching a particular tool
• Aimed toward a group
• Integrated into a larger context or curriculum
• May include an opportunity cost
• May come with additional risks (e.g., distractions,
multitasking)

29. INSTRUCTIONAL DESIGN:
OBJECTIVES

30. “Don’t assume all students know how to use the technology they own
and use as academic tools….[technical] training is essential for their
success in a world where these skills are expected.”
ECAR Study of Undergraduate Students and Information
Technology, 2012
“Most students look to their instructors for technology training that
applies to their coursework.”
ECAR Study of Undergraduate Students and Information
Technology, 2013

31. MOBILE
INFORMATION LITERACY
Scranton Smartphone Survey (2010)
A few generalizations and recommendations:
• Information literacy instructors should become familiar with new search
methods (such as QR codes) to help students use them effectively and
efficiently
• Students should be encouraged to review a range of search results,
particularly when searching for academic information
• Information literacy instructors should help students understand how to
evaluate information, especially when it is presented in a nontraditional
form, such as an app.
• Students may need assistance from educators in applying information
literacy skills they have learned while searching on a laptop or desktop to
the mobile environment
Kristen Yarmey, Student Information Literacy in the Mobile Environment

32. MOBILE
INFORMATION LITERACY
Three key areas of information engagement on the move:
1. How people search for and evaluate information on the move
• Searching for information is quick and easy
• Information needs are contextual
• Searching can be social
2. How people use information and create new knowledge on the move
• Memory can be outsourced
• Mobile internet acting as a bridge between devices
3. How people cope with the “always on” nature of mobile information
• Information is constantly pushed at us
Andrew Walsh, Mobile Information Literacy: A Preliminary Outline of
Information Behaviour in a Mobile Environment

33. DISCUSSION:
AREAS OF MOBILE IL
Kristen Yarmey and Andrew Walsh both offer their insights
on how information literacy instructors can help students
gain the information and technology skills they need for a
mobile environment.
What have you observed as a mobile information literacy
need in your students?
It could be one that Yarmey or Walsh identified, or something
totally different.

34. INSTRUCTIONAL DESIGN:
STRATEGIES & CONTENT

35. INTEGRATING MOBILE:
EXAMPLE 1
Objective: Organizing and converting information found into
knowledge
Context: Science students in a lower level biology or
environmental studies class
Method of assessment: Collaborative Evernote notebook
Leafsnap Evernote Google Scholar Nature.com mobile

36. INTEGRATING MOBILE:
EXAMPLE 2
Objective: Critically evaluating information
Context: First year students in an introductory science or
engineering class class
Method of assessment: Informal; student discussion
Evernote Poll Everywhere YouTube

37. INTEGRATING MOBILE:
EXAMPLE 3
Objective: Searching for information effectively
Context: Online course (any discipline)
Method of assessment: Screen shot of database with search
strategy and result list; Popplet mind map
Popplet Google Drive PubMed Mobile

38. INTEGRATING MOBILE:
EXAMPLE 4
Objective: Organizing and converting information found into
knowledge
Context: First year students researching environmental changes
on campus
Method of assessment: Student responses and citations in
Evernote
Pinterest Evernote

39. INTEGRATING MOBILE:
EXAMPLE 5
Objective: Organizing and converting information found into
knowledge
Context: Upper-level undergraduate nursing students
Method of assessment: Collaborative Evernote notebook
PubMed Mobile Eponyms Evernote

40. EVALUATING MOBILE
RESOURCES FOR TEACHING
Consideration Questions to Ask
Cost Is the resource free? How much does
it cost? Is volume purchasing
available?
Device Which device(s) does the resource
work with? Work best with?
Function and Usability How relevant is the resource’s
function? What skill(s) does it
promote? Is there a learning curve?
Security and Privacy How secure is the resource? Does it
collect personal information?
Support and Reliability What is the history of the resource?
Is there support for it?
Access Does the resource allow sharing?
Provide feedback, if that’s important?

41. INSTRUCTIONAL DESIGN:
LEARNERS & ENVIRONMENT

42. YOUR BRAIN & LEARNING
?????

43. WORKING MEMORY
4 things
20 seconds

44. COGNITIVE LOAD THEORY
Your capacity for learning is limited. Learners are often
“overwhelmed by the number of information elements and
their interactions that need to be processed simultaneously
before meaningful learning can commence” (Paas, Renkl, &
Sweller 2004).
For example:

45. STRATEGIES
• “Chunk” content into discrete sections that learners can
handle more easily
• Offload some material and ideas onto guides or
instructions
• Recognize how these limitations restrict the scope of your
classes

46. MULTITASKING
Sana, Weston, & Cepeda (2012) found that laptop use in a
classroom led to student multitasking, which distracted both
the student on the laptop and students in view of the laptop.

47. STRATEGIES
• Make sure technologies are being actively used for
learning purposes
• Discuss issues openly with the students

48. TEACHING MODEL:
TRAIN THE TRAINERS
• Workshops and/or instructional design consulting for
faculty (or colleagues!)
• Need to cultivate buy-in
• Help faculty think beyond “the library”
• Will alleviate pressure to fit everything into 50 minutes
• Offers a more sustainable model of instruction
• May be initially time consuming

49. http://www.ala.org/aasl/standards-guidelines/best-apps/2013

50. http://www.schrockguide.net/bloomin-apps.html

51. Developed by Allan
Carrington
http://padagogy.net/

52. DEVELOPING A LESSON PLAN
As you work on lesson plans for information literacy or train-the-
trainer sessions, some things you may want to keep in
mind:
• Define the context and the learners
• 1-3 learning objectives
• Instructional strategy (including devices and/or apps
used)
• Method of assessment

53. BEST PRACTICES
• Align and Organize: Make sure technology selected aligns with
students, context, and objectives
• Accessibility: Make sure technology is accessible to all students
• Interaction: Provide students with the opportunity to interact with
each other, you, and the content
• Reinforcement: Technology should reinforce and supplement
your teaching
• Assessment: Assess for learning, impact, effectiveness
• Share and Collaborate: Let others know what you’re doing;
share your ideas and use others’ ideas!
• Keep it fresh: Be flexible, stay on top of technology and trends
http://www.cidde.pitt.edu/ta-handbook/teaching-technology-1
http://teach.ucf.edu/pedagogy/best-practices/

54. KEEPING IT FRESH:
PERSONAL LEARNING ENVIRONMENTS

55. WHAT'S IN A PLE OR PLN?
Twitter
Blogs
MOOCs
Facebook

56. IDENTIFY:
Leaders in the field
Resources that you already use or would like to use
• Listservs
• Twitter, Tumblr, Facebook
• Scholarship
• Blogs
• Webinars and online courses
• Conference presentations and workshops
• Internal opportunities
Strategies for working this into your normal day

57. LISTSERVS
ALA listservs: http://lists.ala.org/sympa
• ILI
• LITA
• RUSA
EDUCAUSE listservs: http://listserv.educause.edu/cgi-bin/
wa.exe?INDEX
• Mobile Tech
• Games and Learning

58. TWITTER
People
• @JasonGriffey
• @noshelfrequired
• @andywalsh999
• @nic221
Hashtags
• #EdApp
• #EdTech
• #libtablet
• #libgadget
• #ipaded
• #Mlearning
• #Elearning

59. PUBLICATIONS
• International Journal of Mobile & Blended Learning
• International Journal of Interactive Mobile Technologies
• Ubiquitous Learning: An International Journal
• ECAR: http://www.educause.edu/ecar
• EDUCAUSE
• Horizon Report
• College & Research Libraries

60. BLOGS
• ALA TechSource: http://www.alatechsource.org/blog
• No Shelf Required:
http://www.libraries.wright.edu/noshelfrequired/
• Mobile Technologies in Libraries:
http://mlibraries.jiscinvolve.org/wp/
• List of 20 mobile learning blogs:
http://www.edudemic.com/2012/09/20-blogs-mobile-learning-
worth/

61. WEBINARS/COURSES/
CONFERENCES
• ALA TechSource
• ACRL e-Learning Webcasts
• Library Juice Academy
• EDUCAUSE
• NEFLIN (!)
• Computers in Libraries
• M-Libraries
• LOEX
• WILU
• Handheld Librarian
• LITA Forum

62. DISCUSSION:
TAKING IT HOME
Principles from instructional design tell us that a “follow
through” activity helps learners retain more of what they
have learned.
How do you plan to use what we explored in this session?
What are your next steps? Consider:
• Questions you will now ask
• Partners you will seek out
• Research that you will now read
• What else?

63. GOT QUESTIONS?
Rebecca Miller, millerrk@vt.edu
http://www.rebeccakatemiller.com
@rebeccakmiller

64. FURTHER READING
1. Rethinking reference and instruction with tablets (Miller,
Meier, & Moorefield-Lang):
http://www.alatechsource.org/taxonomy/term/106/rethinking-reference-
and-instruction-with-tablets
2. Personal dynamic media (Kay &
Goldberg):http://www.newmediareader.com/book_samples/n
mr-26-kay.pdf
3. ECAR study of undergraduate students and information
technology:
http://www.educause.edu/library/resources/ecar-study-undergraduate-
students-and-information-technology-2013
4. Informing innovation (Booth): available
http://www.ala.org/acrl/publications/booksanddigitalresourc
es/digital

65. FURTHER READING
6. Mobile information literacy (Walsh):
http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V6-
I2-2012-4
7. Working memory TED talk (Doolittle):
http://www.ted.com/talks/peter_doolittle_how_your_worki
ng_memory_makes_sense_of_the_world
8. Cognitive load theory and library research guides (Little):
http://digitalcommons.brockport.edu/drakepubs/9/
9. Laptop multitasking (Sana, Weston, & Cepeda):
http://www.sciencedirect.com/science/article/pii/S036013
1512002254

66. IMAGE CREDITS
Slide 1: http://pixabay.com/en/mobile-pad-screen-160500/
Slide 2: Carolyn Meier
Slide 3: ALA store
Slide 6: http://www.ipadebookslibrary.com/
Slide 8: http://musictherapyservices.net/from-ipad-skeptic-to-ipad-enthusiast-how-i-came-to-realize-that-the-ipad-could-enhance-therapy-
sessions/
Slide 9: http://en.wikipedia.org/wiki/Dynabook
Slide 10: http://en.wikipedia.org/wiki/Steve_Jobs
Slide 12: http://www.pewinternet.org/2014/01/16/e-reading-rises-as-device-ownership-jumps/
Slide 13: http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2013
Slide 15: http://pixabay.com/en/plate-font-dynamic-innovation-223322/
Slide 17: http://en.wikipedia.org/wiki/Chess
Slide 18: https://www.flickr.com/photos/anoldent/576399939/
Slide 19: ALA store
Slide 20: http://en.wikipedia.org/wiki/History_of_libraries
Slide 23: http://en.wikipedia.org/wiki/Teacher
Slide 24: https://www.flickr.com/photos/heathbrandon/3187207970/
Slide 29: http://insightlopedia.wordpress.com/2008/10/13/the-dick-and-carey-systems-approach-model-of-instructional-design/
Slide 42: http://pixabay.com/en/brain-thinking-ideas-people-person-147026/