Late last year (2013) I started reading the latest offering from Rob Hubbard, “The Really Useful eLearning Instruction Manual”. A collection of chapters from leading and respected authors and educators this book offers the reader a “broad base of knowledge and the tools you need to navigate the eLearning terrain.”
The book is structured with well-defined chapters written by respected educators who lead their field, covering aspects of eLearning for synchronous and asynchronous delivery, internal- and externally-provided learning opportunities, and the differing platform and approaches to online / eLearning, including:
- Jane Hart – informal and social learning
- Charles Jennings – learning management
- Ben Betts – games-based learning
- Clive Shepherd – what is eLearning?
- Julie Wedgewood – blended learning
- Colin Steed – facilitating live online learning
- Jane Bozarth – in-house, off-the-shelf, or outsourced eLearning?
- Clark Quinn – mobile learning Continue reading
Thanks to Inge Ignatia de Waard for pointing this out, this free ebook (well, PDF edition that looks like a book) on global mobile learning has some interesting research.
The highlights for me include subjects and research like:
- State of Mobile Learning Around the World
- Mobile Learning in International Development
- Planning for Mobile Learning Implementation
- Blended Mobile Learning: Expanding Learning Spaces with Mobile Technologies
- Mobile and Digital: Perspectives on Teaching and Learning in a Networked World
- Using mLearning and MOOCs to Understand Chaos, Emergence, and Complexity in Education
- Changing the Way of Learning: Mobile Learning in China
- Challenges for Successful Adoption of Mobile Learning
- Mobile Microblogging: Using Twitter and Mobile Devices in an Online Course to Promote Learning in Authentic Contexts
Read it online here: ‘Global Mobile Learning Implementations and Trends’
The advance of mobile devices into our everyday lives continues, and doesn’t look to falter any time soon (if at all).
As educators and facilitators we talk and plan and design and write about implementing and using these devices (phones, tablets, etc.) as either part of the learning process or as an ancillary device, something additional, to where we want the learning to take place. But are we taking the students’ needs and hopes and desires into account when we do this, or do we think we already know and plough ahead regardless?
As I said in the ‘Improving Learning with Mobile Technology’ eBook “If children are spending more and more time connected online, then it stands to reason that some of this time will be in class. In your class? What are you doing about it?”. This is why the article in Research in Learning Technology - ‘‘I don’t think I would be where I am right now’’. Pupil perspectives on using mobile devices for learning – is relevant and important … it highlights the students’ perspective in a comparison bet ween two academies where mobile devices are encouraged in one and banned in the other.
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.
- 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
Enjoy this video from Educause. I hope you can see where I am coming from and why I’ve added this video to the #LTHE project as I see the Learning Technologist as an enabler, facilitator, manager, specialist, and even student in these ‘connected age’ Education settings:
“Higher Education is a connected community, and connections can do transformative things. When education is connected it forms a pathway; formal and informal learning are no longer separated. Learners can connect to an ever-widening circle of mentors, peers, experience, knowledge, games, simulations, collaborations tools, and augmented reality can help learners connect the dots in ways never before possible.”
The Connected Age from Educause on Vimeo.
Every once in a while I read something that makes sense and I have to share. This morning it was from Sheila Macneill.
“Blended learning is all about encouraging more creative, and engaging learning and teaching experiences…”
Read Sheila’s full post here: Easier classroom interaction, but still a few niggles. Sheila is writing about a very specific approach to blended learning, the use of audience response systems (clickers, if you will) like TurningPoint, Nearpod, and the recently launched Blackbaord Polls (polls.bb), but the quote above is, in my mind, fundamental to a success mind-set to develop and deliver a blended approach to learning: encouraging, creative, and exciting.
[Reproduced from Edudemic website: "Become An EdTech Specialist: Do You Have What It Takes?"]
Personal Skills and Abilities Continue reading
I am pleased to be involved in a project with Geraldine Murphy and Rachel Challen from Loughborough College which looks to explore the identity of a Learning Technologist through the “analysis of language”.
According to the Association of Learning Technology the definition of Learning Technology is defined as this; “Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment.” Learning Technologists are then “the people who are actively involved in managing, researching, supporting or enabling learning with the use of learning technology.”(ALT 2010)
However, to those working in eLearning, on a daily or ad hoc basis, the explanation doesn’t seem to be as clear cut and there has to be a continual explanation of the job role and the skills, experience and knowledge the role of a Learning Technologist demands. Continue reading