LEARNING ON THE GO! "You know, it's funny - I read so much about teachers trying to find ways to get students' attention, and when they find a device - a communication device - that captures students' attention, they want to ban it.“ Stephen Downes

Outline  Some Statistics  Concept of Mobile Learning  Type of Mobile Learning  Case Studies  Hands On  Group Work

Access to cellular networks Currently, ~90% of the world’s population 7.5 Billions by end of Billions by end of 2016

Current Status Exploring Students' Mobile Learning Practices in Higher Education (Educause, 2013)

With this rapid growth and its increasing penetration have strengthened the use of mobile phones as learning tools.

Spontaneous Personal Portable Lightweight Universal Informal

Types of Mobile Learning

Individual Mobile Learning  Original course work: usually in some combination of text, audio, and visual components.  Skill practice: writing drafts of papers, recording oral practicing of everything from vocabulary practices to speeches.  Research: using Internet access to find source content.  Content capture: taking notes, recording audio/visual content.

Peer-to-Peer or Peer-to-Instructor  Posting questions or work products on shared websites, sending files to peers or instructors.  Sending s, texts to peers or instructors to get fast answers to questions, checking on assignments, setting up meetings.

Group Sharing Mobile Learning  Using social networking sites/shared websites to collaborate with others anywhere in the world.

Mobile Myths  Mobile devices have screens too small to allow for learning  There are no consistent standards for mobile learning  Mobile devices are unsuitable for learning as they are a distraction  Mobile learning is just ‘learning on the move’  Students with disabilities cannot use mobile devices for learning

Mobile Myths (2)  Mobile learning means content delivered in bite-sized chunks  Young people already know how to use mobile devices for learning  Mobile devices cannot be relied upon for learning as they are likely to be lost, broken or stolen  Content on mobile devices cannot be as secure as on desktop computers  Mobile learning is an expensive option

Concept of APPS

Nearpod View Demo

Socrative

 Easy way to :  increase engagement and interaction with your students  Leverage the power of student responses  Use the live, real time data to inform instruction. Teachers: t.socrative.com Students: m.socrative.com

Educreation

Case Studies

Case Study Class Level: Freshmen / Sophomores Course: Academic Writing Objectives:  Create videos showing main elements that are important for the Lebanese Identity Description:  Groups of 5  Act out the differences and pay attention to the props they use (clothing, settings, language, body language…)  Videotape  Share on Moodle Challenges:  Time to train on logistics  Time to prepare videos  Internet Connections and Video size

Final Recommendatins  Provide clear explanations of technologies learners are expected to use (support available and educational benefits)  Ensure essential course information and learning resources are available via the VLE (expected by learners as a minimum)  Offer ‘tasters’ of potentially innovative learning activities that learners can try online  Explore what colleagues are doing to ensure a level of consistency for learners in their experience of technology  Treat new technologies as an opportunity to share skills (some learners may be highly proficient while others are unsure)  Recognise that how the use of technology is explained to learners is of critical importance

Thank you! Rayane Fayed