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Leveraging mobile to increase student engagement - HighEdWeb - Arkansas

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Leveraging mobile to increase student engagement - HighEdWeb - Arkansas

  1. 1. Leveraging mobile to increase student engagement Andrew Smyk HighWeb Ed – Arkansas July 27, 2012
  2. 2. Andrew Smyk • program coordinator, interactive multimedia • Sheridan College • master of education • user interface & user experience • grew up in Clinton, NY • live in Toronto, Canada twitter: @andrewsmyk
  3. 3. Leveraging mobile to increase student engagement
  4. 4. Agenda Leveraging mobile to increase student engagement
  5. 5. Agenda #hewebAR Leveraging mobile to increase student engagement
  6. 6. Agenda #hewebAR • ad-hoc research Leveraging mobile to increase student engagement
  7. 7. Agenda #hewebAR • ad-hoc research • technology Leveraging mobile to increase student engagement
  8. 8. Agenda #hewebAR • ad-hoc research • technology • the classroom Leveraging mobile to increase student engagement
  9. 9. Agenda #hewebAR • ad-hoc research • technology • the classroom • content access Leveraging mobile to increase student engagement
  10. 10. Agenda #hewebAR • ad-hoc research • technology • the classroom • content access • social media Leveraging mobile to increase student engagement
  11. 11. student engagement #hewebar #mobile
  12. 12. Responsive Web Design Book Give-a-Way student engagement #hewebar #mobile
  13. 13. Comfy? 7
  14. 14. Comfy? Let’s begin 7
  15. 15. Content Knowledge
  16. 16. Content Knowledge 1.1
  17. 17. Content Knowledge 1.1 WHAT?!?
  18. 18. beinchargeofyou.com
  19. 19. #icantbelievehejustusedaninvertedgutwrenchpowerbomb beinchargeofyou.com
  20. 20. beinchargeofyou.com
  21. 21. Professors With Personal Tweets Get High Credibility Marks http://chronicle.com/blogs/wiredcampus/professors-with-personal-tweets-get-high-credibility-marks/30635
  22. 22. Content Knowledge No Twitter With Twitter
  23. 23. Content Knowledge No Twitter 1.8 With Twitter
  24. 24. Content Knowledge No Twitter 1.8 With Twitter 4.3
  25. 25. What do the slate tablet, pencil, calculator, laptop and cell phones all have in common?
  26. 26. What do the slate tablet, pencil, calculator, laptop and cell phones all have in common?
  27. 27. http://flic.kr/p/7AuyhU
  28. 28. http://flic.kr/p/9xvPGy
  29. 29. http://flic.kr/p/crBfJf
  30. 30. http://flic.kr/p/65x98K
  31. 31. http://flic.kr/p/75gYXb
  32. 32. .5% of students will sign up for general SMS notifications about class
  33. 33. 98%
  34. 34. 98% of students will sign up for SMS notifications if it about cancelling class
  35. 35. Broadcasting and communicating needs to be focused and strategic http://flic.kr/p/9e847c
  36. 36. •Folding Chalk Board + •Face Time http://flic.kr/p/4w5mN9
  37. 37. •Folding Chalk Board + Face Time •Building relationships with technology
  38. 38. Black Box
  39. 39. your LMS is a Black Box
  40. 40. build a experience
  41. 41. build a Clear Box experience
  42. 42. • What about my mobile LMS app?
  43. 43. But it’s a BYOD world
  44. 44. 55% can’t participate
  45. 45. http://bit.ly/QoB8Qw
  46. 46. #ffly #rwd
  47. 47. • responsive Wordpress themes
  48. 48. • responsive Wordpress themes • responsive boiler plates
  49. 49. • responsive Wordpress themes • responsive boiler plates • responsive frameworks
  50. 50. What to learners/students want? July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
  51. 51. What to learners/students want? Content Access July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
  52. 52. What to learners/students want? Content Access Communicative Enablement July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
  53. 53. What to learners/students want? Content Access Communicative Enablement Technical Functionality July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
  54. 54. What to learners/students want? Content Access Communicative Enablement Technical Functionality Learner Support July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
  55. 55. What to learners/students want? Content Access Presentation/ Communicative Attractiveness Enablement Technical Functionality Learner Support July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
  56. 56. It’s all about the Content
  57. 57. Create opportunities for full (contact) interaction with your course content
  58. 58. Multi-sensory experiences enhance interaction and the relationship with content
  59. 59. The higher the number of devices you can reach, the higher the engagement with your course content.
  60. 60. access = engagement
  61. 61. access = engagement (that’s pedagogy, baby!)
  62. 62. Free-roaming learners
  63. 63. Free-roaming learners Anywhere, Anytime
  64. 64. Mobile has become the student’s first choice for internet access- NMC Horizons Technologies Report 2011 http://flic.kr/p/cfkZhN
  65. 65. 48% of 18 to 29-year-olds, a mobile phone is the primary way of getting online - Cell Internet Use 2012 – Pew Internet
  66. 66. 90 percent of young people sleep next to their cell phones – Pew Research Center The Databank http://flic.kr/p/PpWrC
  67. 67. 90 percent of young people sleep next to their cell phones – Pew Research Center The Databank
  68. 68. Pivot, Snack, Burst
  69. 69. students “snack” in bed and more often during times of boredom http://flic.kr/p/7K57kr
  70. 70. 4 in 10 students do last second prep on a phone before a test - Hack College Survey http://flic.kr/p/6bLceY
  71. 71. Quality of Content Strictly LMS Mobile Friendly
  72. 72. Quality of Content Strictly 1.2 LMS Mobile Friendly
  73. 73. Quality of Content Strictly 1.2 LMS Mobile 4.6 Friendly
  74. 74. Quality of Content Strictly 1.2 LMS Mobile 4.6 Friendly Built in Bias?
  75. 75. Forge ahead
  76. 76. Make mistakes
  77. 77. Stay calm
  78. 78. There is no road map
  79. 79. • encourage tweeting
  80. 80. • encourage tweeting • provide a hashtag
  81. 81. • encourage tweeting • provide a hashtag • post tweets relevant to content
  82. 82. • encourage tweeting • provide a hashtag • post tweets relevant to content • acknowledge student work*
  83. 83. http://flic.kr/p/au18GP
  84. 84. 44% of its active user base access FB using mobile
  85. 85. • posting class notices
  86. 86. • posting class notices • responding to student questions
  87. 87. • posting class notices • responding to student questions • general topic conversations
  88. 88. • posting class notices • responding to student questions • general topic conversations • providing resources
  89. 89. Ethnography
  90. 90. Ethnography • text • email • camera
  91. 91. Examples of evolving user interfaces (photo journal)
  92. 92. OK It’s to make mistakes, this is not brain surgery
  93. 93. It’s OK to make mistakes, this is not brain surgery (Unless you are actually doing brain surgery)
  94. 94. Students will forgive mistakes, when trying to implement something new.
  95. 95. Students will forgive mistakes, when trying to implement something new. (You will get lots of feedback how to make it better)
  96. 96. Students willforgive mistakes, when trying to implement something new. (You will get lots of feedback how to make it better) (Unless you’ve performed brain surgery on said students)
  97. 97. Additional Web Content
  98. 98. Additional Web Content http://www.andrewsmyk.com/hewebar2012
  99. 99. Additional Web Content http://www.andrewsmyk.com/hewebar2012 (it’s responsive!)
  100. 100. Questions: andrew@andrewsmyk.com twitter: @andrewsmyk http://gplus.to/andrewsmyk #hewebAR
  101. 101. http://flic.kr/p/4uVQ7
  102. 102. student engagement #hewebar #mobile
  103. 103. Responsive Web Design Book Give-a-Way student engagement #hewebar #mobile
  104. 104. RWD Book Give-a-Way
  105. 105. Questions: andrew@andrewsmyk.com twitter: @andrewsmyk http://gplus.to/andrewsmyk #hewebAR
  106. 106. Resources & Credits • Blackboard Mobile Learning - http://www.blackboard.com/Platforms/Mobile/Products/Mobile-Learn.aspx • Professors With Personal Tweets Get High Credibility Marks • Essential Elements of Digital Literacies • Cell Internet Use • NMC Horizons Technologies Report 2011 • Educating for innovation • Architecting Usability Properties in the E-Learning Instructional Design Process

Notas del editor

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  • ...and I speak Canadian.\n
  • Scene from my kitchen the other day.\n
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  • Tweet: student engagement #hewebar #mobile\n\n
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  • Wanted to give an inverted gutwrench powerbomb for getting the low score.\n
  • Wanted to give an inverted gutwrench powerbomb for getting the low score.\n
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  • One section followed my Twitter feed, the other did not. Got a low score in the non-Twitter section, and more than doubled with Twitter section.\n
  • One section followed my Twitter feed, the other did not. Got a low score in the non-Twitter section, and more than doubled with Twitter section.\n
  • One section followed my Twitter feed, the other did not. Got a low score in the non-Twitter section, and more than doubled with Twitter section.\n
  • One section followed my Twitter feed, the other did not. Got a low score in the non-Twitter section, and more than doubled with Twitter section.\n
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  • Don’t be a technology Luddite in the classroom.\n
  • Technology is a disruption and is often difficult to deal with…much like trying to get rid of a bomb\n
  • What is the biggest obstacle to tech in school? Students not allowed to use tech in school.\n
  • The pile of cell phones tells one story, but the body language of the in the first row tells an even bigger story.\n
  • Students will use devices, to access information, tweet, comment your lecture, get over it.\n
  • Bring tech into the classroom, but not old tech.\n
  • The introduction of the iPhone 2007 basically changed classroom technology.\n
  • We often think of this as the zombie apocalypse.\n
  • As educators, we often think of this as the zombie apocalypse.\n
  • As educators, we often think of this as the zombie apocalypse.\n
  • Children are growing up mobile and we need to adapt to the wave of change coming towards us in HigherEd.\n
  • Getting students to tune in is difficult and requires some nuance.\n
  • ½ of 1% of students will sign up for general SMS notifications about class\n
  • SMS can be an important tool in communicating with students.\n
  • SMS notifications can be a “Get Out of Jail Free” card for you later in the term.\n
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  • 98% of students will sign up for SMS notifications if it about cancelling class\n
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  • Old technology plus new technology transforms the older technology into something new. \nMy 10 year old daughter works on her math homework in the treehouse with a blackboard,\nApple FaceTime and email. \n
  • Old technology plus new technology transforms the older technology into something new. \n10 year old daughter works on her math homework in the treehouse with a blackboard,\nApple FaceTime and email. \n
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  • LMS apps support iPhone, Android and Blackberry. But what are your students bring to class?\n
  • Most likely a feature phone or other Os not supported by the app. Cellphones in a Pile - Courtesy Geitan Lee, flickr.com\n\n
  • BYOD\n
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  • An LMS effectively padlocks the access to your course content\n
  • Solution – go responsive\n
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  • Get your course content on to a variety of devices.\n
  • Be future-friendly.\n
  • Students do not care about content presentation, they just want content access.\n
  • Students do not care about content presentation, they just want content access.\n
  • Students do not care about content presentation, they just want content access.\n
  • Students do not care about content presentation, they just want content access.\n
  • Students do not care about content presentation, they just want content access.\n
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  • Think about mobile devices, you interact with the content through direct interaction by hold device, touch gestures and proximity to yourself. This is much\ndifferent than the desktop experience.\n
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  • My server logs show spikes in access after 11pm to about midnight the night before class.\n
  • Also, if I give a quiz, my server logs show a spike one hour prior to the quiz. Students will be accessing your\ncontent anywhere, waiting in line at the coffee shop, in the cafeteria, on the bus, etc. \n
  • One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
  • One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
  • One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
  • One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
  • One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
  • Pioneering is difficult, filled with tangents, stumbles and getting lost.\n
  • Pioneering is difficult, filled with tangents, stumbles and getting lost.\n
  • Pioneering is difficult, filled with tangents, stumbles and getting lost.\n
  • Pioneering is difficult, filled with tangents, stumbles and getting lost.\n
  • Tools\n
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  • We all to often see Twitter, Gmail and Facebook as distractions in the classroom.\n
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  • Retweets during an average class.\n
  • Retweets during student presentations, during which I tweet out student finds or compliment projects and presentations.\n
  • Sometimes you will get colorful results.\n
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  • There is nothing wrong with being an educational luchador.\n
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  • Ethnography is a simple way to get students to interact with each other and discover course content\noutside of the classroom.\n
  • Tumblr is an excellent tool for field research, students being able to post text, photos, video\n
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  • Self-service milk dispenser.\n
  • Another version of the same self-service milk dispenser\n
  • What do you do here? What is the interface telling you to do first?\n
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  • If you’ve done brain surgery with this, you are not getting any feedback.\n
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