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Creating Learning Communities Using Social and Mobile Tools

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Creating Learning Communities Using Social and Mobile Tools

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Creating a Learning Community Using Social & Mobile Tools Janet Aiello-Cerio, Sue Epstein, Betty Hurley-Dasgupta, Craig Lamb, Lori Luse, Thalia MacMillan, Audeliz Matias , Amanda Mickel, Liz Prybylowski , Matt Quinn, Frank VanderValk, David Wolf Social Learning Tools Task Force - Overview LinkedIn as a Course Activity “MyCDL” Mobile App Course Information Investigator: Sue Epstein Investigators: Janet Aiello-Cerio, Craig Lamb, Matt Quinn, David Wolf Investigators: Betty Hurley-Dasgupta, Liz Prybylowski, Amanda Mickel The ongoing and rapid expanse of emerging technologies Overview The majority of higher education institutions have created mobile Investigators are working on an interactive page in Mahara and social media provides us with many new tools and Students created and shared LinkedIn pages during the first apps and mobile accessible web sites to better serve their student (accessible from the iPad and other tablets) about available CDL approaches for teaching and learning. CDL and the few weeks of the course. Using the information on the population. Initial data gathered by the center for distance learning math courses. The site include videos and downloadable files, as College continue to explore open learning and we are indicates that a large number of students engaged in CDL studies well as places for comments/questions. LinkedIn pages, students submitted to the instructor preparing for a conversion to Moodle, which offers much own or have access to smartphones, tablet computers, and other preferences for team members. Students could submit up to Below is a section from that page. potential for a more dynamic learning environment than mobile devices. To better support the learners engaged in CDL three classmates to work with and up to three classmates they studies, we created a CDL-specific mobile “service” app. This app Angel (including mobile courses). In addition, the Mobile would not like to work with on the group assignment. At least provides student-specific and center-specific information that Learning Task Force has paved the way for mobile one preference for inclusion and exclusion of classmates was learners can access through mobile channels, thus providing a learning at CDL and the college with several successful honored for each student. The rationale for the preferences new modality for student/center connections. models for innovative mobile studies. Given all of these had to be based on information from the classmates’ LinkedIn • Compatible with iOS and changes and the emergence of social learning as a pages. Students will receive feedback from the instructor on Android significant trend in higher education, how do we make the classmates’ perceptions of their own LinkedIn pages. best choices for our learners based on a careful • HTML5 site allows for easy assessment of tools and resources? This working group Rationale editing and no need for updates will build on the good work of the Mobile Learning Task •LinkedIn is increasingly used for professional networking and • Compatible on PC or Mac with Force, generating ideas for projects involving emerging thus, job possibilities. Chrome or Safari Browsers tools and sponsoring projects, with a particular emphasis •Teams, while an important element of coursework, can be a on collaborative social learning. The work of the stressful element. This will empower students and enable committee will culminate in presentations at the CDL them to play a more active, informed role. conference and offer specific recommendations to the Center for moving forward with social and mobile learning. Project for Open Online Learning (POOL) Learning Green Business the Mobile Way Facebook & Blended Learning Investigator: Frank VanderValk Investigators: Audeliz Matias, Patrice Torcivia, David Wolf Investigator: Thalia MacMillanIn traditional thinking about courses there is an “iron triangle” As part of a blended learning initiative, a course is being created that This project utilizes available mobile and social tools in the combines together elements of online and face-to-face learning alongformed by prescribed calendar, content, and credit allotments. course Green Business to engage international students with social media. The goal is to create a hybrid community ofCourses and learners are maintained in separate spaces so with the materials and assignments. Currently, Green learning that blends together the best of both modes of learning. Mythat intellectual and disciplinary cross-fertilization is difficult. Business is designed with an emphasis on team work and ultimate goal as an instructor is to create a dynamic, rich, and uses an online textbook and articles. A survey revealed rewarding experience for my students. that a high percentage of the international students access •The course Disabled in America course will be blended for Fall 2012 their courses through their mobile devices. In fact, a large •The blended course seeks to educate and empower students about number of students own an Apple iPad or similar device. the lived experience of individuals with disabilities, their family members, and advocates that exist in the clinical and policy arena. •Facebook will allow for students to create a rich learning experience that allows them to document the learned experience through a The course activities are PhotoVoice project that utilizes pictures. been revised to •The PhotoVoice project will allow students to post their view of incorporate: mobile- disabilities throughout the course – in the beginning, middle, and end – friendly content and through pictures.In the POOL format, we break open the iron triangle, and schedule; web 2.0 andremove the barriers to collaborative, organic, and student- social media tools for team work and to interact with thecentered learning. instructor; YouTube videos; mobile apps to help students with the assignments as appropriate; apps that will allow the instructor to interact with the students during the face-to-face time; and, field-based case studies where students can gather data using their mobile devices. Ultimately, the goal is to develop guidelines to help faculty interested in using mobile and social tools in their studies/courses.