Archive of ‘mobile learning’ category
3 Tips for Managing Phone Use in Class
Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor.
Liz Kolb September 11, 2017
Ask your students questions such as:
- What do you like to do on your cell phone and why? (If they don’t have one, what would they like to do?)
- What are the most popular apps and websites you use?
- What do you think are inappropriate ways that cell phones have been used?
- What is poor cell phone etiquette? Why?
- How can cell phones help you learn?
- How can cell phones distract from your learning?
- How do you feel about your cell phone and the activities you do on your phone?
- What should teachers know about your cell phone use that you worry we do not understand?
- Do you know how to use your cell phone to gather information, to collaborate on academic projects, to evaluate websites?
- How can we work together to create a positive mobile mental health?
Using a Stoplight Management Approach
Post a red button on the classroom door: the cell phone parking lot.
Post a yellow button on the classroom door: Students know their cell phones should be on silent (vibrate) and placed face down in the upper right-hand corner of their desk. They will be using them in class, but not the whole time.
Post a green button on the classroom door: Students know they should have their phones turned on (either silenced or set on vibrate) and placed face up in ready position to use throughout the class.
Establishing a Class Contract
Ask your students to help you develop social norms for what is and is not appropriate cell phone use during green and yellow button times. Should they be allowed to go on their social media networks during class? Why or why not?
Ask them to brainstorm consequences and write them into a class contract.
more on the use of smart phones in the classroom in this IMS blog
Designing and Developing Digital Credentials
Part 1: September 13, 2017 | 1:00–2:30 p.m. ET
Part 2: September 19, 2017 | 1:00–2:30 p.m. ET
Part 3: September 28, 2017 | 1:00–2:30 p.m. ET
Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As such, those not traditionally in the degree-granting realm—such as associations, online communities, and even employers—are now issuing “credit” for achievement they can uniquely recognize. At the same time, higher education institutions are rethinking the type and size of activities worthy of official recognition. From massive open online courses (MOOCs), service learning, faculty development, and campus events to new ways of structuring academic programs and courses or acknowledging granular or discrete skills and competencies these programs explore, there’s much for colleges and universities to consider in the wide open frontier called badging.
During this ELI course, participants will:
- Explore core concepts that define digital badges, as well as the benefits and use in learning-related contexts
- Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
- Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
- Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials
- Consider the benefit of each minted badge or system to the earner, issuer, and observer
- Develop a badge constellation or taxonomy for their own project
- Consider forms of assessment suitable for evaluating badge earning
- Learn about design considerations around the visual aspects of badges
- Create a badge-issuing plan
- Issue badges
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated above and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Jonathan Finkelstein, CEO, Credly
Jonathan Finkelstein is founder and CEO of Credly, creator of the Open Credit framework, and founder of the open source BadgeOS project. Together these platforms have enabled thousands of organizations to recognize, reward, and market skills and achievement. Previously, he was founder of LearningTimes and co-founder of HorizonLive (acquired by Blackboard), helping mission-driven organizations serve millions of learners through online programs and platforms. Finkelstein is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, co-author of a report for the U.S. Department of Education on the potential for digital badges, and a frequent speaker on digital credentials, open badges, and the future of learning and workforce development. Recent speaking engagements have included programs at The White House, U.S. Chamber of Commerce, Smithsonian, EDUCAUSE, IMS Global, Lumina Foundation, ASAE, and the Federal Reserve. Finkelstein is involved in several open standards initiatives, such as the IMS Global Learning Consortium, Badge Alliance, American Council on Education (ACE) Stackable Credentials Framework Advisory Group, and the Credential Registry. He graduated with honors from Harvard.
Susan Manning, University of Wisconsin-Stout
In addition to helping Credly clients design credential systems in formal and informal settings, Susan Manning comes from the teaching world. Presently she teaches for the University of Wisconsin at Stout, including courses in instructional design, universal design for learning, and the use of games for learning. Manning was recognized by the Sloan Consortium with the prestigious 2013 Excellence in Online Teaching Award. She has worked with a range of academic institutions to develop competency-based programs that integrate digital badges. Several of her publications specifically speak to digital badge systems; other work is centered on technology tools and online education.
EDUC-441 Mobile Learning Instructional Design
Repeatable for Credit: No
Mobile learning research, trends, instructional design strategies for curriculum integration and professional development.
EDUC-452 Universal Design for Learning
Repeatable for Credit: No
Instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.
more on badges in education in this IMS blog
Report: VR and AR to Double Each Year Through 2021
By Joshua Bolkan 08/07/17
a new forecast from International Data Corp. (IDC).
Canada will see the fastest growth, with a CAGR of 145.2 percent over the forecast period. Other leaders in terms of growth include Central and Eastern Europe at 133.5 percent, Western Europe at 121.2 percent and the U.S. at 120.5 percent.
Leslie Fisher Thinks Augmented Reality First, Then VR in the Classroom
An interview with the former Apple K–12 systems engineer, who will participate in multiple sessions during ISTE.
By Richard Chang 05/12/17
THE Journal: What do you think about virtual reality (VR) and augmented reality (AR) in the classroom? Is the cost point for VR prohibitive?
In virtual reality, one of my favorite apps is CoSpaces. It allows anyone to design a 3D space, and then interact with it in virtual reality.
Virtual reality can be quite affordable with Google Cardboard. We can get into basic interaction in VR with Cardboard. There are 40 or 50 VR apps where you can simply use Cardboard and explore. Google Street View allows you to do virtual viewing of many different locations. That technology augments what the teacher is doing.
Most kids can’t afford to buy their own Oculus
headset. That price point is quite a bit higher. But we don’t need to have 30 kids using Oculus all of the time. Two or three might work
more on VR and AR in this IMS blog
Speeding Up Your Podcasts Won’t Solve Your Problems
My note: sometimes around 2011, the Chronicle had a report on Berkeley students listening to coursecasts at 2X (can’t find the reference). Here some other sources about #speedlistening:
more on podcast in education in this IMS blog
Nobody’s Watching: Proctoring in Online Learning
There is no single best way to handle proctoring for digital courses, as this community college system pilot discovered.
By Dian Schaffhauser 07/26/17
The Higher Education Opportunity Act of 2008 lays out the rule: An institution offering “distance education” needs to have processes in place for verifying student identity to ensure that the student who registers for a class is the “same student who participates in and completes the program and receives the academic credit.”
OLC (Online Learning Consortium) Innovate conference and shared the solution: a combination of the use of an automated proctoring application and the creation of a network of colleges across the state that would provide no-cost proctoring on their campuses for students attending any of the member schools.
put together an online proctoring working group with “lots of faculty representation,” said Hadsell, which “paid off in the long run.” Other participants included people from testing centers and learning centers. Proctorio, the proctoring solution eventually recommended by the working group, is a web service that can be deployed through Canvas and installed by students with one click
more on proctoring in this IMS blog
A New World: VR and AR Tech Developments
Authors: by Emory Craig and Maya Georgieva Monday, July 17, 2017
We’re now seeing a move toward mid-range, standalone VR headsets with everything built into the device. Some include their own processors, while others, like the forthcoming Microsoft headset, will work with current desktops. Microsoft’s device claims to do both VR and a modified version of mixed reality
The low end of the VR spectrum has been dominated by Google Cardboard, with over 10 million distributed
AR burst into the public’s consciousness with the Pokemon Go craze in 2016. And Snap (formerly Snapchat) expanded the range of their social media platform with the release of Spectacles, their wearable glasses and World Lens filters that add digital objects to your environment. A second version of Spectacles may include far more extensive AR capabilities.
At Facebook’s spring F8 conference, Mark Zuckerberg made the case that our mobile cameras will be the first popular AR platform. Apple just announced ARKit for iOS at their June WWDC developers conference.
Meta Glasses has been developing its own mixed reality unit that offers a wider field of view than the 40° of HoloLens. And Intel’s Project Alloy promises a “Merged Reality” headset prototype combining both VR and AR by the end of this year.
Aryzon which is creating a Google Cardboard-like device for simple AR experiences. Another is the NOLO Project, which offers an HTC Vive-like experience with full freedom of movement using only a plastic headset and your phone.
Google Glass 2.0
Top 5 Vendors in Global AR Education Market
Market research firm Technavio has identified the top five vendors in the global augmented reality (AR) in education market. The companies are EON Reality, DAQRI, GAMOOZ, Magic Leap and QuiverVision, according to a newly published report.
more on VR in this IMS blog
Quickly Dictate Notes in Multiple Languages on Dictation.io
Dictation.io is a good tool to add to yesterday’s list of free tools for dictating notes.
Dictation.io doesn’t require students to register in order to use it. It also supports more than two dozen languages. Those two aspects of Dictation.io make it accessible to students who don’t have Google Docs accounts and to those who don’t speak English as their first language.
Mic Note is a free Chrome and Android app that allows you to create voice recordings, text notes, and image-based notes
Evernote users can make audio recordings on iOS and Android devices. Follow Evernote’s directions available here to learn how to dictate a note on an iOS device.
more on voice recognition in this IMS blog
Teaching Naked: How Moving Technology out of Your College Classroom Will Improve Student Learning
José Antonio Bowen, president, Goucher College
Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. Technology has fundamentally changed our relationship to knowledge and this increases the value of critical thinking, but we need to redesign our courses to deliver this value. The most important benefits to using technology occur outside of the classroom. New technology can increase student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content, but need better ways to interact with material before every class. By using online quizzes and games, rethinking our assignments and course design, we can create more class time for the activities and interactions that most spark the critical thinking and change of mental models we seek.
more on online teaching in this IMS blog
LinkedIn discussion from the group: Higher Education Teaching and Learning
more on e-learning in this IMS blog
20 essential apps to include in online courses
From attending class to talking with peers and professors, and from going to the local bookstore to having everything on a laptop in a dorm room, students on campus typically have a more “organic” learning experience than an online student who may not know how to best access these features of a higher education in an entirely mobile setting.
The essentials for getting started
Computer terms (Android) (Apple): Online learning means you’ll need to know basic computer technology terms. Both apps are free and break down terms ranging from words like “cache” to “hex code,” all in layman’s language.
Mint (Android) (Apple): Online learning students are usually financially savvy, looking for less expensive alternatives to traditional four-year tuition. This app allows students to keep careful track of personal finances and spending.
Study Tracker (Android) (Apple): These paid apps help track the time spent on courses, tasks and projects to help online students better manage their time and be able to visualize unique study patterns with the aim of ultimately improving efficiency.
Wi-Fi Finder (Android) (Apple): It’s a no-brainer: If you’re learning online and on-the-go, you’ll probably need to find a connection!
To access actual courses (LMS)
Blackboard Mobile (Android) (Apple): Access all courses that are integrated with Blackboard’s LMS.
Canvas (Android) (Apple). Access all courses integrated with Canvas by Instructure.
Moodle (Android) (Apple): Access all courses integrated with this open-source learning platform.
My note: No D2L in this list, folks; choose carefully in 2018, when MnSCU renews its D2L license
For access to files and remote annotation
Documents to Go (Android) (Apple): Students can access the full Microsoft Office suite, as well as edit and create new files without requiring a cloud app for syncing.
Dropbox (Android) (Apple): This app allows students to access any-size files from their computer anytime, anywhere. My Note: Google Drive, SCSU File space as alternatives.
iAnnotate (Android) (Apple): Read, edit and share PDFs, DOCs, PPTs, and image files.
Instapaper (Android) (Apple): Recall websites for research purposes; strip away clutter for an optimized view of content; and read anywhere, since no internet connection is needed.
Marvin (Apple): A completely customizable eBook reader that includes DRM-free books, customizable formats, layouts, and reading gestures, as well as highlighting and annotations tools. Considered one of the best replacements for the Stanza app, which is now discontinued.
Pocket (Android): An app that allows students to save websites, blog posts, videos, and other online resources to access at a later time. It also saves the information to the device, meaning no internet connection is needed.
Wolfram Alpha (Android) (Apple): Considered the scholar’s version of Google, this app is a search engine that reveals precise information for natural-language searches. For example, if you ask “What is the graduation rate for Harvard?” the engine will bring up exact numbers with citations and suggestions for similar queries.
For online communication with peers and profs
Dragon Dictation (Android) (Apple): Create text messages, social media posts, blog posts and more by using your voice (speech-to-text). According to the company, Dragon Dictation is up to five times faster than typing on the keyboard.
Evernote (Android) (Apple): Whenever you look at a list of education apps, Evernote is usually listed. This app allows students to scribble notes, capture text, send notes to computers and other users, and much more for ultimate multi-media communication.
Hangouts (Android) (Apple): Google’s social network shines for its own online video chat solution, which lets teachers, students and third-party experts easily videoconference in groups—it’s even been used to broadcast presenters live to packed auditoriums. My note: desktopsharing is THE most important part. Alternatives: SCSU subscription for Adobe Connect. Skype also has desktopsharing capabilities
Quora (Android) (Apple): Ask questions to experts including astronauts, police officers, lawyers, and much more to receive industry-insider responses.
Smartsheet (Android) (Apple): An app that allows students to create task lists and assign deadlines to share with remote group/team members.
Tom’s planner (Web): A Gantt chart-based, online planning tool that uses color-coded charts to reveal work completed and many more features for project management.
more on online learning in this IMS blog