mLearning Standards–

Where are they?

 In many reads, e.g., edtech for higher ed type magazines and journal, there is little mention about designing courses or developing strategies that use the power of mobile technologies.  Specifically, it is rare to read anything about using mobile phones for more than sending group or individual messages regarding the online or on ground course. There is a need to look at pedagogical use of mobile devices, not just as devices for social interaction or messaging (although these are also important for learning.)  Some specifics to be examined here:

  1. The pedagogical use should include the cognitive, physical, psychological, personal and cultural factors and the of all to learning principles.
  2. ISTE standards
  3. UNESCO recommendations
  4. Adoption in other countries
  5. Rubrics and other evaluation methods
  6. Learning Objects for mobile learning
  7. Peer learning with mobile devices
  8. Combining apps with learning, camera, measurement, audio,
  9. Active engagement of learners using the apps

Also, where should higher education be headed?

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No More Bullet Points

Found this so interesting that I need to post it. For better learning during your lectures use thoughtful, debatable questions or visuals that are thought provoking and invite alternative explanations. Engage the “audience”. Let students construct their learning. Guide when needed. You will also benefit from the ideas and explanations that are generated.

Specifically, researchers have found that comprehension often suffers when learners get lost in a barrage of distilled facts and generalizations. Bullet-point lectures rarely engage audiences in critical active learning strategies such as discussion, debate, introspection, social interaction and problem-solving. Additionally, bullet lectures often combine displayed text, spoken words and images in ways that may actually hinder comprehension and make learning more difficult (Jordan & Papp, 2013).

AuthorsMitch Ricketts (Northeastern State University, Broken Arrow) Document IDASSE-18-09-34PublisherAmerican Society of Safety Engineers

Multimedia In support of Universal Design for Learning

Transforming media from one form to another (transmedia, transduction) supports Universal Design principles and allows multiple means of expression and representation. Student engagement is greater and socialization encourages the use of multiple talents. The role of the teacher becomes that of a mentor/learner and as a resource.

Leach, A. M. (2017). Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities. Journal of Media Literacy Education, 9(2), 30-44.

Jumping into online learning in Yemen

The Levels of Availability of Electronic Learning Efficiencies of Yemeni Female Teachers Fahad Sallam Al-Azazi* , Fang Min, American Journal of Educational Research, 2017, Vol. 5, No. 6, 660-676,

Perhaps like the cell phone’s capacity to extend economies in 3rd world countries, elearning may be the key to the education of those who cannot afford the time or resources for a standard classroom.  In Yemen teachers are little by little becoming adept at using and providing elearning.

https://www.researchgate.net/profile/Fahad_Alazazi2/publication/318327207_The_Levels_of_Availability_of_Electronic_Learning_Efficiencies_of_Yemeni_Female_Teachers/links/596423daaca2728c112745e1/The-Levels-of-Availability-of-Electronic-Learning-Efficiencies-of-Yemeni-Female-Teachers.pdf

Make your Move, applied research

This is part of ongoing doctoral research from the UK.   The research is more of a case study in applying principles of metacognition, design thinking and constructivism.  Quotes from learners are outstanding in their richness and candor.  Good example of a “doing” approach to instructional design.

“Make Your Move supports the idea that young people’s learning, thinking and actions, both now and in their adult lives, are fundamental to the achievement of a more just and secure global future. The researcher sets out to develop and test a methodology which demonstrates how creative teamwork can be used as a vehicle for enhancing agency and social responsibility.”  http://researchonline.rca.ac.uk/2868/1/Make%20your%20Move%202017.pdf

Another look at methods that improve use of visualization and data

What do you do with thousands and tens of thousands data points and an audience that might need help in making sense of it?  Plus how do you then appreciate the thought of that audience?   These are some of the questions that the researchers had.  They investigated the use of analogy and cognitive load theory when looking at the use of data from the CERN Accessible to the General Public project.   After all science is for the public and scientists have a duty to inform and to assess their effects.

Making ATLAS Data from CERN Accessible to the General Public: The Development and Evaluation of a Learning Resource in Experimental Particle Physics, Ekelin, S., & Hagesjö, L. (2017). Making ATLAS Data from CERN Accessible to the General Public: The Development and Evaluation of a Learning Resource in Experimental Particle Physics.

http://www.diva-portal.org/smash/get/diva2:1128346/FULLTEXT01.pdf

 

Visuohaptic modes in multimedia learning

Visuohaptic is explained as providing forcefeedback to the learner while interacting with the multimedia instruction.  People familiar with gaming devices such as the joystick will make the connection to this concept.   In this article the researchers used a visuohaptic device along with multimedia learning principles and the reduction of cognitive load through scaffolding.   In the results there was a promise of better learning in the visuohaptic condition.

visualhaptic

I am posting the link to the article, http://hpcg.purdue.edu/bbenes/papers/Magana17CEJ.pdf because it is well worth a full reading as this type of research represents new ways of learning abstract concepts.

The study implemented different multimedia principles for incorporating visuohaptic simulations for learning guided by Multimedia Learning Theory. This study compared the use of visuohaptic simulations to a visual-only simulation and to instructional multimedia-only materials. The results indicated that students in the visuohaptic simulation group out-performed students in the visual-only simulation group and the instructional multimedia-only group; although not significantly. This paper discusses implications for teaching and learning with touch technologies.

Magana, A. J., Sanchez, K. L., Shaikh, U. A., Jones, M. G., Tan, H. Z., Guayaquil, A., & Benes, B. (2017). Exploring multimedia principles for supporting conceptual learning of electricity and magnetism with visuohaptic simulations. Comput Educ J.