So many of us are connected and/or using our connected devices regularly. Some might say we / you are addicted to them and suffer withdrawal symptoms when we forget them or leave home home without them.
Here’s the question … has anyone designed a Blackboard course purely from the perspective of working from the Mobile Learn App?
In my very unscientific approach I have seen differences between content I have loaded to a Blackboard (Bb) course and how it is displayed in the browser and in the App, but I’ve not seen what a Bb course looks like if it’s been designed purely for access and interactions through the App. Here’s why i’m asking:
I suspect that no one has built one yet.
I suspect that the course, designed for mobile, would not work well for anyone else.
I suspect that elements like tables and other “customization” approaches (as Bb refers to them) will not work pedagogically when we follow the Bb guide and the “suggest adding these content types as a PDF file”.
Can you create a good ‘design’ that allows for good pedagogy in the restrictions imposed by the App (images, files, layout, screen real-estate, etc.)?
I see plenty of resources that mimic the Bb help pages and resources, but none that actually explain and/or showcase good ‘design’. If you have examples, or links, or screenshots, or reports, or journal articles you can share with the rest of us then please leave them in comments below.
As part of my 2013 review I’ve been looking over some blogs and reports I read this year, and this one by Anthony Chivetta, whilst originally posted in 2008, still has so much impact today, some 5 years on – “21st Century Education: Thinking Creatively”
“Today’s world is no longer content with students who can simply apply the knowledge they learned in school: our generation will be asked to think and operate in ways that traditional education has not, and can not, prepare us for.” (Chivetta, 2008)
Just so you know, at the time of writing (Jan 2008) Anthony was 18 years old. We must also remember that in 2008 we didn’t have tablets like the iPad, we were still using desktops and laptops and netbooks, and we had only just received the first iPhone (June 2007). Yet this observant millennial had already seen the power and advantage a device like this could give a student, and that his teachers were lagging further and further behind their students. Continue reading →
Another infographic, this time looking into how we can tap into mobile learning. Some figures from the infographic for you:
Only 17% of surveyed schools state that children are required to use mobile or portable devices in the classroom, and only 16% allow BYOD (Bring Your Own Device). Whether this is 16% of the previous 17% who allow the use of mobile devices or 16% of everyone surveyed is not clear.
Parents view the use of the use of mobile devices are used more effectively in early years classrooms to promote curiosity than in later years, but it is still significantly higher than for other uses, e.g. to foster creativity, to teach languages or reading.
Parents of children who are being encouraged to use mobile devices are more positive about the learning and educational potential of mobile learning. Notable differences in how parents view their child’s performance between those classrooms where mobile learning is required, to those where it is not, shows the biggest divide.
2/3 or parents think schools should help students use devices safely.
2/3 also agree that the very same mobile devices can distract children from learning.
Every so often I’ll have a discussion with an academic around “this facebook thing” or “what’s the point of Twitter”. Each time it’s for a different reason or coming from a different perspective or background. But each time it also comes down to two main areas of interest: time and effort. How long will it take or how much effort will they need to put into it for it to become a worthwhile enterprise.
I always say it will come down to what they want to get from the experience. Do they want to get hits or recognition, do they want to build a social profile and/or ‘digital footprint’? Do they want to manage or improve an existing profile or footprint, or eradicate a negative one? Is it to be able to connect with colleagues and peers through LinkedIn or Google+, or to increase conference speaking requests? Is the reason for signing up to Facebook or Twitter for student engagement or because you can only really understand how the students use it if you use it yourself? Is their need to be ‘there’ one of inclusion or monitoring? Often the reason is just one where they see someone else using it, probably successfully, and therefore “want some of that”.
In most cases it is nearly always ‘some of the above’, and in very few cases ‘all of the above’ (even if it’s not acknowledged to be this). I can’t say “you should start here … ” as each person should start where it is more appropriate: LinkedIn for professional reputation, SlideShare for conference and/or learning resources, Google+ or Twitter for networks and Personal Learning Networks (PLN), etc. Continue reading →
Thanks to Jay Cross for this short and sweet 2 minute video on ‘Network Fluency’. With the Internet and the connections we make through it we have enabled ourselves and our learning to take a new level.
“Connections begat connections. Soon everything was connected to everything else. A parallel universe sprang up alongside society, the Internet became an integral part of business and leisure: those who weren’t fluent and using the ‘net were marginalised. Not only that but everything happened faster and faster and you were required to proclaim your ‘network identity’ and figure out what you were going to do. And what you’re going to do is become fluent in the way networks work.”
Jay goes on to highlight three main areas where we need to be to become ‘fluent’: making sense of stuff, giving back, collaboration, and connection.
Online discussion boards, and associated activities that use them, can get a bit of a bad name sometimes either through inacitivty or lack of quality posts to abusive or bullying. I admit these are extremes of activity, but none the less still valid concerns for academics who want to try something new or different.
I’ve always tried to advocate the approach of ‘design an activity and then see which tools fits’ rather than ‘an activity written around a discussion board’. The latter implies it’s the tool driving the activity, the former implies the activity or learning outcome is matched to the most appropriate tool.
When setting discussion boards up I’ve always favoured posts being attributed to and identifiable to the person posting it – this helps to build personal relationships based on content and opinions, it also helps to encourage ownership and a responsible online etiquette (netiquette). But what about the option of allowing posts to be anonymous? Does this stop the discussion taking shape or progressing?
The paper, by Roberts and Rajah-Kanagasabai (2013) looks at the anonymity of posts and the ‘comfort’ of students to participate in anonymous discussions over those where they are identified. Continue reading →
ALT has produced a series of short films to give you an inside view of who we are (learning Technologists), who they are (ALT), what we do, and why members enjoy being part of our community. Announced on the ALT website earlier this week the videos are of, from, and about the ALT membership who are “making innovative use of learning technology in education about what it means to be part of the community.”
The three videos, embedded below, are:
Using Augmented Reality to Enhance Learning and Teaching
The Open Course in Technology Enhanced Learning (ocTEL)
Seeing the Connections: Twitter Community Exploration with TAGSExplorer Continue reading →
This is the twelfth part in my series of ‘What is a Learning Technologist?’ I have collected the series to date in a downloadable eBook – an update will be submitted to the online stores very shortly.
CMALT – The beginning
I joined Bournemouth University (BU) in 2007, fresh into the role of a Learning Technologist (LT) from 10 years as a commercial web designer. In all honesty I didn’t really know much of what I’d be expected to do but I knew my experience with online communities and techniques in developing and fostering them was key to my appointment. It just goes to show the faith and vision my interviewers had to see me for my potential and offer me the job! I joined ALT shortly after starting, which is where I first heard about CMALT. Continue reading →