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​ **VCU CTE Mobile Learning Workshop ** Sarah P. Southall

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 * **Session Description: **
 * Mobile learning has been around for a long time with the book being among the first mobile technologies. However, our concept of mobile learning has changed dramatically with the introduction of mobile smart phone devices and the Internet. University students and professors are redefining how they use mobile technologies to communicate, collaborate, and learn. This session will explore how mobile learning is currently being defined and applied within higher education, and will offer an opportunity to discuss how these emergent technologies are impacting teaching and learning.
 * **Learning Outcomes: **
 * Begin to define mobile learning. How do we conceptualize it?
 * Identify some emergent trends regarding mobile learning inside and outside the classroom.
 * Brain storm how these emergent technologies impact teaching and learning:
 * How does access to mobile devices and mobile content impact student interaction, motivation and learning?
 * What are the implications of always being "connected"? Being able to create, communicate, interact, and collaborate as a teaching process and learning experiences? In practical terms, what should this look like?

**Workshop Overview:** > > >
 * 1) Consider:
 * Mobile technologies and mobile learning have been around for a long time.
 * What's SO different today? Mediated by the web, the Internet, as well as wireless devices, these tools provide 24/7 connectivity.
 * Mobile learning, including communicating, collaborating, and creating, is always going on inside and outside the classroom.
 * <span style="font-family: Verdana,Geneva,sans-serif;">[[file:trends & implicationsnet.ppt]]
 * 1) <span style="font-family: Verdana,Geneva,sans-serif;">Students Technology trends - [|ECAR Study, 2009]
 * 2) <span style="font-family: Verdana,Geneva,sans-serif;">Student Learning trends - <span style="font-family: Tahoma,Geneva,sans-serif;">NetGen Students
 * 3) <span style="font-family: Verdana,Geneva,sans-serif;">Snapshot of today's learners - A vision of students today/Wesch:<span style="font-family: Tahoma,Geneva,sans-serif;">[| http://www.youtube.com/watch?v=dGCJ46vyR9o]
 * 4) **<span style="font-family: Tahoma,Geneva,sans-serif;">Learning Styles **
 * 5) <span style="font-family: Verdana,Geneva,sans-serif;">**Mobile Learning Paradigm Chart **
 * 6) <span style="font-family: Verdana,Geneva,sans-serif;">Examples of inside/outside the classroom <span style="font-family: Tahoma,Geneva,sans-serif;">.
 * <span style="font-family: Verdana,Geneva,sans-serif;">"Inside" example of Time, Context, and Interaction: A custom tool developed at Purdue University [|(http://purdue.edu/hotseat)] allows students to use their mobile devices to contribute to discussions, ask and answer questions, and respond to teacher prompts through several channels, including Facebook, Twitter, the Hotseat mobile application or a web application. Also, students in a history course at the University of Texas-Dallas used Titter to discuss course topics during class; the tweets were displayed on a large screen to encourage cross-group communication.
 * <span style="font-family: Verdana,Geneva,sans-serif;">"Outside" example of Content: At [|Abilene Christian University], all incoming freshman issued iPhone or iPod touch in 2009, providing a platform to explore use of mobiles for instruction. One section of a chemistry course received laboratory preparation and safety lectures via podcasts for mobile devices rather than in the classroom. Performance scores for these students indicated that the mobile lectures were equally effective.
 * <span style="font-family: Verdana,Geneva,sans-serif;">"Outside" example of Devices: The [|Medical College of Georgia] is the first university to offer a set of customized health sciences iPhone applications through Apple's App Store. Offering applications specific to the health sciences curricula, it gives Apple's iPhone or iPod Touch users access to such cutting-edge tools as a gestational calculator, a lipid cholesterol algorithm and a medical calculator with over 135 individual calculations and scoring tools.
 * 1) ======<span style="font-family: Verdana,Geneva,sans-serif; font-weight: normal;"><span style="font-family: Tahoma,Geneva,sans-serif; font-weight: normal;">Implications for te **<span style="font-family: Tahoma,Geneva,sans-serif; font-weight: normal;">aching & learning: ** ======
 * <span style="font-family: Verdana,Geneva,sans-serif; font-weight: normal;"><span style="font-family: Tahoma,Geneva,sans-serif;">The devices we carry are becoming ever more capable, and the boundaries between them and us are becoming more and more blurred. Learning then becomes defined by devices, content, interaction, time, and context. **Mobile Learning Paradigm Chart**
 * <span style="font-family: Verdana,Geneva,sans-serif; font-weight: normal;">Always "connected", always ON. Able to create, communicate, interact, and collaborate continually. Methods and means are therefore interactive, fluid, and constantly changing and expanding. Does this change the teaching process and the learning experience?
 * <span style="font-family: Verdana,Geneva,sans-serif; font-weight: normal;">In what ways?
 * <span style="font-family: Verdana,Geneva,sans-serif; font-weight: normal;">Brainstorm possible benefits/drawbacks to teaching & learning.


 * 9.**<span style="font-family: Verdana,Geneva,sans-serif; font-weight: normal;"> **Wrap-Up**

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