tag:blogger.com,1999:blog-78805246265321778992024-03-05T10:45:21.377-08:00Mobile learning: Becoming a thought-leaderWelcome!
This blog is dedicated my doctoral studies in instructional design applied to mobile learning, e-learning, and education.Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.comBlogger73125tag:blogger.com,1999:blog-7880524626532177899.post-57021014570778902012012-01-07T06:23:00.000-08:002012-01-07T06:31:01.166-08:00Situated Learning theory applied to mobile learning research<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://edtechweb.files.wordpress.com/2010/11/mobile-graphic.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="145" src="http://edtechweb.files.wordpress.com/2010/11/mobile-graphic.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">From
<a href="http://edtechweb.wordpress.com/2010/11/23/week-12-mobile-wireless-and-ubiquitous-learning/">http://edtechweb.wordpress.com<br />/2010/11/23/week-12-mobile-wireless-and-ubiquitous-learning/ </a></span> </td></tr>
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I have recently come across the latest issue of <i>Research in Learning Technology </i>that reviews the literature related to mobile learning research and theory. Before deciding to end my studies and work full-time, I had spent several months doing a similar investigation. What struck me at the time was that: 1) the field was still rather new, 2) the technology has radically changed since the concept of "mobile" first emerged, and 3) there was both heavy theoretical writings, or just writings on an application of a technology in a particular class. One thing is for certain, a lot of thinking has been dedicated to mobile learning technologies and a lot more is taking place.<br />
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Then, more as happenstance than purposeful, I came across Wright and Parchoma (2011), who helped bring a lot of my past thinking into perspective.<br />
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If you are in the process of doing mobile learning research, it would be worth your time to glace over this article. They clearly articulate the various "discourses" found in mobile learning research in their literature review of the topic. Their conclusion, which parallels much of what I have considered, has to do with the notion that researchers in this vain should be focusing on the "authentic and informal contexts" (p. 247) where learning is taking place on mobile devices voluntarily ("by choice") instead of "by design" (p. 256). They mention looking more towards situated learning principles a la Lava and Wenger.<br />
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Within the context of education technology in general, I am happy to read such a piece. Namely, I enjoy it when writers refer to research and theory that I have read and thought about, but only understood the theory from the abstract or surface level.<br />
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BTW - this article was read and annotated on an iPad using the iAnnotate app.<br />
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Wright, S. & Parchoma, G. (2011). Technologies for learning? An actor-network theory critique of<br />
‘affordances’ in research on mobile learning. <i>Research in Learning Technology, </i>19(3), 247-258. Retrieved from <a href="http://www.researchinlearningtechnology.net/index.php/rlt/article/view/17113">http://www.researchinlearningtechnology.net/index.php/rlt/article/view/17113</a>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com19tag:blogger.com,1999:blog-7880524626532177899.post-29222237280918351312011-11-17T10:06:00.001-08:002011-11-21T11:31:34.113-08:00iPad as a 1:1 Device or Shared?<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">iPad Workshop Template</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Before I get into things here, I want to note this page: <a href="http://balancedtech.wikispaces.com/iPad+Exploration">http://balancedtech.wikispaces.com/iPad+Exploration</a></span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">LeftFoot/RightFoot - BalancEdTech has a collection of great ed tech articles, links, and workshop templates for educators. Keep up the good work!</span><span class="Apple-style-span" style="background-color: white; font-family: arial, helvetica, sans-serif;"><br /></span><br />
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<span class="Apple-style-span" style="background-color: white; font-family: arial, helvetica, sans-serif;"><span class="Apple-style-span" style="font-size: large;">To Borrow or Keep</span></span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">Part of my work over at BCC involves managing a set of iPads (1 and 2) for faculty to "check-out" and investigate. The goal is to generate materials that strengthen the program that supports the technology. The program is basically about putting tools into faculty hands to help them sustain a culture of teaching and learning that enables students to be better engaged with their courses and the college. The assumption is that through course redesign with an injection of technology, student retention will improve. </span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">This is no easy feat though! For instance, how a STEM instructor or a humanities instructor approaches and defines teaching and learning varies somewhat. More than that, many instructors at times don't want to embrace technology (in hardware like an iPad, or in a conceptual form like an outcomes model). This can be a challenge when emerging mobile devices are popping up in the classroom, or education system-level directives initiate outcomes assessment guidelines. </span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">Theory and argument aside, what I am currently working with is an outcomes-based model that has ipads tied into it (rather loosely). The binding between technology and instruction is what I am expecting faculty to create, as opposed to my "instructional expertise" declaring, iPads will be used in this way for courses XYZ. </span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">So far, the process is more about figuring out the technology through partnering with faculty. A model we have been trying is lending iPads to faculty so they may learn the technology and begin to experiment it in the classroom. So far, one issue I am observing has to do with the fact that Pads are not designed to be "borrow-able" devices. As Apple sales folks tell me, iPads are meant to be a 1:1 device. The technology just doesn't allow for lending in order for the device to work as intended. For instance, iCloud cannot be used when borrowers use the device since it is tied to the device's account. If they reset the account, signing in with their Apple ID, then we loose services such as 'Find My iPad'. </span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">Nevertheless, if an institution wants to establish a mobile device culture, they need to get people to use a device without having to buy it. Here at BCC we are starting a mobile computing committee to in a way set standards for what we will support and strategize for. The Apple TV/iPad/iOS 5 remote model seems to work well, but to test it requires an investment of both money and time. </span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">Here are a few things to think about during a mobile testing phase:</span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">1. Institutions experimenting with iPads (or another mobile device) MUST loan them out first asr trial runs to establish surface level use. This gives users a chance to learn how to turn the device on and off, browse the internet, and explore some basic features.</span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">2. Once a mobile device has become more common, then ask users to purchase their own (or set up a purchase program taking advantage of Apple's education discounts with 10-pack purchases.</span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">3. Pilot both lesson-level and semester-long mobile pilot tests. This can help establish the mobile device as a teaching and learning tool through intentionally designed lesson plans. For instance, using an iPad class-set for just one lesson, or loaning them out to students for semester-long studies as eReaders. </span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">Its not so simple as "here's your iPad...go to it." It reminds me of when desktops were thrusted upon educators and asked to figure out how to use it. The computers inevitablly ended up as dust collectors. </span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: arial, helvetica, sans-serif;">For now, its implementing the plans and seeing what data will reveal. </span>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com1tag:blogger.com,1999:blog-7880524626532177899.post-23095788704411659872011-10-24T12:57:00.000-07:002011-10-24T12:57:55.967-07:00<div class="separator" style="clear: both; text-align: center;">
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Whew! Time for an update.<br />
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A little update at least.<br />
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After about 6 months at my new job at Bristol Community College, I am able to start to think about how my knowledge on mobile learning may be applied to a real-life setting.<br />
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We are currently involved in a Title III grant that focuses on developing course redesign toolkits. These Toolkits provide faculty with a set of course outcomes and objectives for gateway courses and also provides instructional activity and assessment examples that align with the outcomes. Within the grant's budget we were able purchase a large number of iPads for faculty use including a class set with a sync cart.<br />
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This so far has been a challenge in that we need to figure out exactly how the iPads will be used in the classroom.<br />
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For now, here are a few links on what other colleges have been doing:<br />
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<a href="http://www.diigo.com/user/kevforg" id="linkroll_title" target="_blank">My Diigo</a><script src="http://www.diigo.com/roll2/linkrolls?v=3&username=kevforg&l_type=0&count=10&desc=1&style=standard&title=My%20Diigo&tags=iPad" type="text/javascript">
</script></div>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-45009852512953542432011-04-20T06:38:00.000-07:002011-04-20T06:38:18.346-07:00Ubiquitous Learning - Book edited by Bill Cope & Mary KalantizisA book that has had the biggest impact on my career and thought process is <i>Ubiquitous Learning</i> edited by Cope and Kalantizis. <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.press.uillinois.edu/books/images/9780252076800.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="300" width="200" src="http://www.press.uillinois.edu/books/images/9780252076800.jpg" /></a></div><br />
This book captures the essence behind the mobile learning movement, helping redefine how learning can be approached when bringing mobile and other technologies into the education process. Unfortunately, I have to return the book to the library, but here are some of my notes:<br />
uLearning describes the pervasiveness of computers in our lives, which is causing a paradigm shift where "educatators assume a leading role in technological innovation" (p.9). <br />
Move 1 - Anytime/anywhere, lifelong learning, specific coming together, intuitive interfaces<br />
Move 2 - We are the "players' (Gee). How we access information and mash it up affects how we learn<br />
Move 3 - Shift in "balance of agency" (p.11) as learners become more cosmopolitan equally contributing to the knowledge base. <br />
Developing u-learning devices means developing a new understanding of how know is transferred. The power relationship of teacher over learner changes. <br />
Move 4 - Multi-media is easily manipulated by learners to generate meaning<br />
Move 5 - Learning how to interpret mass amounts of information and its "meta-language"<br />
Move 6 - knowledge is more a thing of "distributed cognition" resting among devices, which changes the previous keepers of knowledge. "In the era of u-computing, you are not what you know but what you can know, the knowledge that is at hand because you have a device in hand" (p. 12). <br />
Move 7 - think how community is created through technology <br />
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The 6 Aspects of Ubiquity<br />
1. Anywhere (space) information and people with no constraint on location<br />
2. Portable<br />
3. An "interconnectedness" through GPS, networked intelligence where knowledge is not just in our heads (p. 16)<br />
4. Blur of activities, merging work and play and redefining where and when learning takes place through a action, reflection, inquiry dynamic<br />
5. Anytime (asynchronous) learning to fit the learner who pops in when they are ready to learn. Relates to notion of lifelong learning where learning can be a perpetual opportunity<br />
6. Information flow to learn about global struggles and interconnectedness <br />
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Think how the nature of knowledge has changed, created from "personal and meaningful" experience with the world. <br />
How does the game change when teaching and learning connect?<br />
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That's all for now. I think I'll be purchasing this book soon...Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-54774947936440988112011-03-30T08:24:00.000-07:002011-03-30T08:24:46.863-07:00Educause Mobile Learning IssueThe latest issue of Educause Quarterly (EDUCAUSE Quarterly Magazine, Volume 34, Number 1, 2011) features mobile-based learning system.<br />
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It can be found here: <a href="http://www.educause.edu/EDUCAUSE%2BQuarterly/EDUCAUSEQuarterlyMagazineVolum/225844">http://www.educause.edu/EDUCAUSE%2BQuarterly/EDUCAUSEQuarterlyMagazineVolum/225844</a><br />
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What I find interesting from these articles is how mobile learning is being defined not so much by a mobile phone, but by any technology that improves communications between content, teacher, and student. Some of this relates to the notion of ubiquitous learning namely:<br />
- More social networked type communications <br />
- Learning occurring in highly contextual environments<br />
- Collaborative-based learning<br />
- Information access anytime/anywhere<br />
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Of note, is the article by Higdon et al(2011), where they discuss a research project that involved the development of the student response system called ChimeIn. ChineIn functions beyond the typical 'Clicker' system allowing for collection of student data beyond the multiple choice question structure. It also works with any mobile device (laptop, smartphone, or any SMS phone). Its a clean interface and provides instance data via word clouds or pie charts. <br />
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Mobile systems are evolving towards something more than just a phone. These articles provide some insight into this evolution.Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com2tag:blogger.com,1999:blog-7880524626532177899.post-26612227383707334482011-03-18T04:44:00.000-07:002011-03-18T04:44:25.155-07:00Can a mobile learning design be better than this?I came across this app to help teach the Periodic Table of Elements and was a little disappointed:<br />
<a href="http://www.knowproapps.com/periodic-table-elements/">http://www.knowproapps.com/periodic-table-elements/</a><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.knowproapps.com/wp-content/uploads/2010/07/KnowPro_PeriodicTable_Screen1.png" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="480" width="320" src="http://www.knowproapps.com/wp-content/uploads/2010/07/KnowPro_PeriodicTable_Screen1.png" /></a></div><br />
I ran into this problem with iPhone/iPad interface design with another project. It seems that due to programming constraints, it is difficult to break out of the iPhone interface template, so what ends up happening are apps like this one. <br />
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On the other side of the argument, it is simple and sleek. However, such an app is nothing more than an electronic flash card and quiz machine. <br />
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How can this app be made more graphic, more engaging, and simply more fun?<br />
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As an instructional designer interested in creating mobile learning apps, I know there are better ways to create apps. However, I am not a programmer/developer, so I'm not sure of the programming constraints.Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-69861304333935390932011-02-24T05:20:00.000-08:002011-02-24T05:20:10.906-08:00Army training using a mobile appI just found this article on geek.com written by Matthew Humphries, which presents readers with the concept behind several mobile training app designed by the company C2 Technologies. From what I can tell, the objective of these apps is to teach soldiers who work on Patriot Mission how to do their jobs. From the screen shot, it looks like they are using a 3D simulation of the equipment. <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.geek.com/wp-content/uploads/2011/02/patriot_missile_app.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="292" width="530" src="http://www.geek.com/wp-content/uploads/2011/02/patriot_missile_app.jpg" /></a></div><br />
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Here is the <a href="http://www.geek.com/articles/mobile/patriot-missile-crews-to-train-using-7-iphone-apps-20110223/">article</a>...<br />
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The writer concludes the article by saying, "Although we can see the benefit of training away from the actual missile launching system, we do hope trainees get some extended time with the actual equipment as well before having to use it for real." <br />
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I can acknowledge that Matthew Humphries is probably being humorous, but his comments brings up a good point on simulations and capabilities of mobile-based learning. One would expect that the mobile training is an extension of the hands-on training, perhaps as a way to introduce newbies to the system by teaching them some of the basics. Its akin to studying lab work through a virtual lab, then doing a similar experiment in an actual lab.<br />
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I am interested in what sort of instructional design process is taking place at C2 Technologies. Are they mostly developers there and do they employee an instructional designer?<br />
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Sounds like a fun job!Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com1tag:blogger.com,1999:blog-7880524626532177899.post-60294094992936027812011-02-13T07:17:00.000-08:002011-02-13T07:17:37.560-08:00New directions...<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilIVRbqMrcianYn9LWZBI_AEWz97_YADuWaQF0bN-_j9g5SlAfSdI5rtSYlbcDw3FhtoVeoqgPPTnoYE9ebz_8KqeZQmllh1eDSqA0fBb_0xW0uAd4WEZBDO2IF1WT5gmkIO3EpHzkKYs/s1600/Chalk-drawing1196.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="213" width="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilIVRbqMrcianYn9LWZBI_AEWz97_YADuWaQF0bN-_j9g5SlAfSdI5rtSYlbcDw3FhtoVeoqgPPTnoYE9ebz_8KqeZQmllh1eDSqA0fBb_0xW0uAd4WEZBDO2IF1WT5gmkIO3EpHzkKYs/s320/Chalk-drawing1196.jpg" /></a></div><a href="http://www.4freephotos.com/Chalk_drawing-image-1134dfe33ba252dbe73f8a467963d53e.html">Chalk drawing from 4freephotos.com</a> <br />
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This is a copy of a post I made on a discussion board in my Adult Education/Learning course. I think it speaks well in the direction I'd like to pursue regarding mobile learning.<br />
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Since this semester began, I have started investigating into how the definition of knowledge has changed over the years. This vein relates to literature I have read on mobile learning, where it is argued that as people have become more mobile, their demand for information has become more modular, just-in-time, on-demand, and anytime/anywhere. Additionally, the literature sees mobile learning within broader terms such as ubiquitous learning, informal learning, and situated/contextual learning. What’s interesting is that these other terms have been argued and defined before the inception of mobile learning, and as I am trying to piece together, derive from literature redefining knowledge from more of a situated perspective and questioning how to teach tacit knowledge. <br />
This literature is from the organizational learning and organizational development perspective. There is a philosophical base, which I’d like to explore, but that will be later for my paper. <br />
I do think, however, that in the conversation on adult learning/adult education that it is important to also examine how our understanding of knowledge is changing due to technologies perhaps making it more situated. Therefore, the intersection of knowledge with learning needs to be made to move forward the discussion. <br />
Of course, the points the adult education scholars make are relevant, but it is also worth considering what the adults are learning. <br />
Here’s my reading list, which may or may not yield something significant:<br />
Cope, B. & Kalantzis (2009). Ubiquitous Learning. Urbana, IL: University of Illinois Press.<br />
Argyris, C. (1999). On Organizational Learning (2nd Edition). Malden, MA: Blackwell Business.<br />
A classic!<br />
Tsoukas, H. (2005). Complex Knowledge: Studies in Organizational Epistemology. New York: Oxford University Press.<br />
Osman, M. (2010). Controlling Uncertainty: Decision Making and Learning in Complex Worlds. Madlen: MA: Wiley-Blackwell. <br />
Iandoli, L. & Zollo, G. (2008). Organizational Cognition and Learning: Building Systems for the Learning Organization. Hersey, PA: Information Science Publishing.Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-75918028356237194752011-01-20T03:42:00.000-08:002011-01-20T03:42:26.051-08:00CNY ASTD PresentationToday 1/20/11 I will be presenting at a local ASTD meeting (CNY ASTD).<br />
Here is a copy of my presentation for those who are interested:<br />
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<a title="View HandOut on Scribd" href="http://www.scribd.com/doc/47243191/HandOut" style="margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block; text-decoration: underline;">HandOut</a> <object id="doc_633229132729353" name="doc_633229132729353" height="600" width="100%" type="application/x-shockwave-flash" data="http://d1.scribdassets.com/ScribdViewer.swf" style="outline:none;" > <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"><param name="wmode" value="opaque"><param name="bgcolor" value="#ffffff"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><param name="FlashVars" value="document_id=47243191&access_key=key-90l95idisg7muftqmo0&page=1&viewMode=list"><embed id="doc_633229132729353" name="doc_633229132729353" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=47243191&access_key=key-90l95idisg7muftqmo0&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="600" width="100%" wmode="opaque" bgcolor="#ffffff"></embed> </object>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-293252762599921482011-01-12T04:58:00.000-08:002011-01-12T04:58:00.049-08:00Mobile training ideasThis new year has sprouted some excellent beginnings. Quite appropriate I must say for being the new year and all. In one such prospect, our team is tasked with doing a needs analysis of a corporate level training system. One of the organization's leaders is interested in seeing how new technologies, such as mobile-based learning, might be a viable option as part of a new learning/content management system (LMS/CMS).<br />
Being freshly educated in needs analysis research techniques, I looked in some recent writings by Rossett, who reminds readers to think about how front-end analysis data can help define what sorts of data is needed to track later evaluations. This is one of the keys to my current project, where stakeholders are interested in knowing what sorts of training learners are accessing and how this effects their productivity (Rossett, 2010).<br />
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The good news here is that such a mobile-based system is already in place in of all places Amway (Bunzel, 2010). The Amway system allows users to access product information, potential client concerns, and track their sales progress. As far as I can tell, their system is one of the first M-LMS.<br />
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Bunzel (2010). <a href="http://whitepapers.bx.businessweek.com/content9992">Live Online Training that Works: Strategies for High Impact Learning and Development.</a><br />
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Rossett (2010). Metrics Matters: Technology changes the face of learning and development. How does it change analysis and evaluation. Found on her <a href="http://edweb.sdsu.edu/people/arossett/ARbiblio.html">website</a>.Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-35108817644733274522010-12-06T07:31:00.000-08:002010-12-06T07:31:05.116-08:00Why I study education technology (Part II)Don Tapscott recently wrote a follow up essay in response to the New York Times article by Richtel, "<a href="http://www.nytimes.com/2010/11/21/technology/21brain.html?_r=2">Growing up Digital: Wired for Distraction</a>", where he criticizes the assumptions made by Richtel that are not based on strong evidence. Tapscott then goes on to write on empirical evidence that shows how this generation is not so much distracted, but are instead not in sync with the traditional education delivery methods.<br />
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Unfortunately, Tapscott removed the article from his <a href="http://dontapscott.com/blog/">blog</a> (I had it saved in my Google reader). Out of respect, I will not post it on my blog or scribd it, but if anyone would like a copy, please leave a comment with an email address. You can find a similar train of thought from a series of articles he wrote for Business Week. The links are on his website.<br />
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What strikes me about his comments are how this debate is expanding from the Prensky non-evidence based Digital Natives/Digital Immigrants distinction, to one of where neuroscience is proving changes in cognition. The debate is not so much an either/or one, but one that screams that educators should rethink how information is delivered.<br />
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In my course writings on mobile learning, I have been trying capture what mobile learning means, and so find this debate and its outputs as verification to what I have been pondering. What this debate says to me is that we need to reconsider how we define learning from the perspective of the learner - someone who is mobile - and how knowledge is not always best packaged in a linear script, but can be attached to context and situations. Think geo-tagging or other AR technologies. Then think of how a clever student can mash this information together to form a knowledge base needed to solve a highly contextual problem.<br />
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There is a lot to learn from this research and the debate. Anyone who is involved in education technology should be thinking about it. <br />
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<span style="font-size: xx-small;">http://www.briansolis.com/2009/08/goodbye-virtual-reality-hello-augmented-reality/</span>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-76150583465503925772010-12-03T11:07:00.000-08:002010-12-03T11:07:35.642-08:00Check this out...the future of books. For me, this means mobile based instruction that involves users interacting with some form of a mobile reading device to interact with and contribute to a pool of knowledge or some narrative. How does instructional design change in such a world, or is it more like instructional design contributing to make this world engaging and productive. <br />
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<iframe src="http://player.vimeo.com/video/15142335" width="400" height="225" frameborder="0"></iframe><p><a href="http://vimeo.com/15142335">The Future of the Book.</a> from <a href="http://vimeo.com/ideo">IDEO</a> on <a href="http://vimeo.com">Vimeo</a>.</p>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com1tag:blogger.com,1999:blog-7880524626532177899.post-13675864176061992662010-11-21T06:33:00.000-08:002010-11-21T06:34:38.407-08:00Why I study educational technology - its already happeningHave a look at this New York Time feature article and the accompanying videos on how technology is being integrated into classrooms.The videos are rather inspiring in what is and can be done when technologies are harnessed - all to promote learning unlike many would imagine.<br />
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<a href="http://www.nytimes.com/2010/11/21/technology/21brain.html?_r=1">http://www.nytimes.com/2010/11/21/technology/21brain.html?_r=1</a>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-29214360672844027622010-11-19T07:12:00.000-08:002010-11-19T07:12:17.877-08:00Reflections on developing scholarly mobile learning outcomes<div class="separator" style="clear: both; text-align: center;"><a href="http://www.flickr.com/photos/somemixedstuff/2403249501/" style="margin-left: 1em; margin-right: 1em;" title="I'm thinking of... by Davide Restivo, on Flickr"><img alt="I'm thinking of..." height="271" src="http://farm3.static.flickr.com/2360/2403249501_a57876dcb8.jpg" width="400" /> <style>
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<div class="MsoNormal"><span style="font-family: Arial;">I am currently in the final stage of this semester, meaning that like most graduate students, papers are being outlined, drafted, and finalized. So the past couple of weeks have been rather busy. However, as I’m beginning to craft the final drafts of my papers, this is good time to reflect on emerging themes among my learning process. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Arial;">Just for the record, my Fall 2010 courses are:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Dissertation Seminar – required for all doctoral students in my program</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Design Based Research – my advisor teaches this course and also it is focused on the mobile learning project iAdvocate I have helped design</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Planned Change – a change management course that uses Everett Roger’s <i>Diffusion of Innovations</i> text</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Arial;">Since mobile learning is my topic of focus, I have spent several months identifying and analyzing mobile learning literature and trying to figure out how to present my understanding of the topic in a cohesive form. For now, my thoughts on the topic have begun to gel into a ‘definition of mobile learning’ based on the literature, but its still a work in program. The most promising definition (based on peer feedback) is formed from the writings of Traxler. I write:</span></div><div class="MsoNormal"><br />
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<blockquote><div class="MsoNormal" style="margin-left: 0.5in;"><span style="font-family: Arial;">Traxler (2009) sees the potential of the technology in how it can support learning within a “mobile education” that is personalized (user-centered), authentic (relevant), and situated (p. 17). Of course, each of these aspects have also been examined independently of mobile learning, but when applied to the conception of mobility, they reveal a unique potential for matching teaching styles and learning styles with particular disciplines within a mobile education.</span></div></blockquote><br />
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</div><div class="MsoNormal"><span style="font-family: Arial;">Getting to this point has been a challenge and so has writing my papers. What has struck me however are comments related to:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">How my topic and problem presentation is ideologically biased since I am assuming that mobile learning is indeed the new wave of learning technologies</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">How my approach is overly broad and so I should focus research questions on specific pieces of mobile education</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">The challenge that the technology will change, so it might be futile to try to generalize from current mobile technological affordances </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Arial;">These are all valid concerns and definitely have influenced my analysis and writing. Below are the working titles of my papers</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Planned Change course – <i>Leveraging education change within a mobile learning context</i></span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Dissertation Seminar - <i>Mobile Learning: Development of an instructional design model</i></span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Design Based Research – <i>Applying Instructional Message Design Principles to a Mobile-based Learning Environment</i></span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.1in;"><br />
<span style="font-family: Arial;">Depending on which paper seems the best to me, I will post a copy in a later blog.<i> </i></span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.1in;"><br />
</div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.1in;"><span style="font-family: Arial;">Photo courtesy of Davide Restivo via Flickr: <a href="http://www.flickr.com/photos/somemixedstuff/2403249501/">http://www.flickr.com/photos/somemixedstuff/2403249501/</a></span><span class="name" id="yui_3_1_0_1_12901787430841627"><b class="username" id="yui_3_1_0_1_12901787430841626"></b></span><span style="font-family: Arial;"><i> </i></span></div> Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-21743859671769180922010-11-04T05:00:00.000-07:002010-11-04T05:00:45.915-07:00Education Week Article on Mobile LearningThis week is rather busy for me (aren't they all) in that I am having to prepare drafts of two papers for my courses. One is for a course called Planned Change, where we discuss Roger's Diffusion Theory. In this course my paper is focused on ways to leverage mobile learning in a learning system. The idea I am contemplating involves ways to implement change from a systematic level. Mobile learning should not so much be about injecting an intervention into classroom, lesson, unit, or subject, but instead should be about broader.<br />
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This means designing mobile learning devices that work to guide learners in both formal and informal learning, or among and between classes in the K-12 context.<br />
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<a href="http://www.edweek.org/dd/articles/2010/10/20/01mobile.h04.html?r=1377885326">This article</a> from Education Week's Digital Directions reports on some examples of systemic level change: thinking about infrastructure, policy, and the stakeholders.<br />
<blockquote>But superintendents and technology directors must consider what students are learning about technology use when they reshape mobile-device policies, ed-tech experts say. They must reach out to teachers and parents to explain how those policies forward students’ learning. And, most importantly, they must revise their thinking about resources to conceive of school-owned hardware and student-owned hardware as one fleet.</blockquote> In response to the article I wrote:<br />
<blockquote>We are living in the age of mobility, with these mobile technologies becoming more and more common. However, what has occurred in school policy is restriction of a the devices, justified by perceiving a lack of control.<br />
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One solution, of creating mobile based instruction, works to a certain extent, but what can work better is adapting our ideas of teaching and learning towards this concept of mobile learning. This means focusing on systemic change among all the stakeholders and having conversation that can address issues such as classroom control and misuse. <br />
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Its nice to read how schools are exploring mobile learning from this level. </blockquote>Thanks to <a href="http://www.edweek.org/ew/contributors/ian.quillen.html">Ian Quillen</a> for the article.Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-88796476257431367842010-11-01T10:29:00.000-07:002010-11-01T10:29:26.160-07:00A career aligned with e-learning trends<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDwNN9xezmd4rZR3ZI2m1QiWTmRYInQbbxRJJ981QU3XLkY8CYmdLMbo2nGQwt77vuipCt0RA7t-EKFNpXVqWZMOIDUl2nA3vcZ6lL0ifBPOqd1R6g1AkFnCjgBlxhifYnzqXUHWpT5-M/s1600/report.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDwNN9xezmd4rZR3ZI2m1QiWTmRYInQbbxRJJ981QU3XLkY8CYmdLMbo2nGQwt77vuipCt0RA7t-EKFNpXVqWZMOIDUl2nA3vcZ6lL0ifBPOqd1R6g1AkFnCjgBlxhifYnzqXUHWpT5-M/s1600/report.png" /></a></div>Thanks to the blog posting by Anne Lucas: http://mastersofmedia.hum.uva.nl/ for posting this earlier:<br />
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<a href="http://mastersofmedia.hum.uva.nl/2010/11/01/what-are-the-trends-in-e-learning/">What are the trends in e-learning? </a><br />
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Over the past 2 years now, since I began my instructional design studies, I have had the opportunity to work with or at least study somewhat most of these trends. Most notable are:<br />
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<ul><li>Mobile technologies - for instance my work with the iAdvocate 'App'</li>
<li> Simulations in e-learning - work with my main client SRC here in Syracuse in developing training that simulates new employees learning the culture of working with secure information</li>
<li>Serious Gaming & Augmented Reality - I designed a prototype mobile AR app that teaches students campus safety</li>
</ul>The other trends which I have been watching closely include:<br />
<ul><li>Open source e-learning tools - more Moodle type programs</li>
<li>Blended learning - its not so much of an either/or debate, but both. Mobile learning defiantly has potential as a blended learning tool </li>
<li>The changes to LMS - these technologies are one really just an iteration in e-learning and will hopefully change to fit into better learning design</li>
</ul>One last prediction that Anne Lucus doesnt mention which I would like to add is the notion of e-portfolios or personal learning environments. These kind of depositories of coursework, thoughts, and collaborative reflections are, in my opinion, emerging as viable e-learning tools.Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-31252549553856541632010-10-27T08:08:00.000-07:002010-10-27T08:14:02.478-07:00A helpful video from one of the instructional design ‘greats’: Dr. David Merrill.<style>
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<div class="MsoNormal">In this video Dr. Merrill reminds us that no matter what technology we use, we should always be asking the question: Is the instruction effective?</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">As he mentions, so much of web-based instruction has been designed into more of an information dump than actually instruction. He reiterates parts of his First Principles of Instruction to remind us that no matter what technological delivery method is used, the bottom line is about designing instruction. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Basically put the formula looks like this: </div><div class="MsoNormal" style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br />
</span></div><div class="MsoNormal" style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: large;">Demonstration + Application in a real context = motivated learners</span></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal">I think that as I immerse myself in the mobile learning world, this video a relevant reminder in that when I design or am finding ways to influence the design of mobile learning interventions, I must remember that in the end it really is about instructional effectiveness. Determining effectiveness is more of an evaluative question than a design one, but the answer to that question should clearly feedback into the design.</div><div class="MsoNormal"><ul><li>How then can a mobile learning design – blended or independently used – be designed using these principles?<span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"> </span></span></li>
<li><span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"> </span></span>And how do we evaluate the effectiveness?</li>
</ul></div><div class="MsoNormal"><i>Mobile learning is about designing for learning and not just for the sake of technology. </i></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><br />
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Thanks to http://collablogatorium.blogspot.com/<br />
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</div>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-67518678726234906122010-10-19T05:57:00.000-07:002010-10-19T05:57:42.309-07:00Thanks to John Traxler and Mark van't Hooft<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJdwD4eEjeTbxXm3UZNLeRwUwsbXTufOpcxneFbwRSLJcXnFZWpeYWYCK3CrPXSGH-lZsMewTp0rhyphenhyphenN3MEFw2-egT9gmiD7up7u2FRTKs5os9PzIq-eaf6res4OCJTK9Ku7yjdCBBkaYI/s1600/Vector-Handshake-Prev1-by-DragonArt.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="157" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJdwD4eEjeTbxXm3UZNLeRwUwsbXTufOpcxneFbwRSLJcXnFZWpeYWYCK3CrPXSGH-lZsMewTp0rhyphenhyphenN3MEFw2-egT9gmiD7up7u2FRTKs5os9PzIq-eaf6res4OCJTK9Ku7yjdCBBkaYI/s200/Vector-Handshake-Prev1-by-DragonArt.jpg" width="200" /></a>These last couple of weeks have been rather busy and hectic for me. Its all a part of learning to be a doctoral student (constantly buzzing around to catch up yet eager to discover new).<br />
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During the course of my readings on mobile learning I have found two particular research scholars who are articulating the phenomenon with (in my opinion) the proper insight needed for the research field at this point.<br />
I was able to contact them, which opened up some new insights into their thinking for me.<br />
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<a href="http://profjohntraxler.blogspot.com/">John Traxler</a> - director of <a href="http://www.learninglab.org.uk/">Learning Lab</a> in the UK who as I write is jetting around the world to various conferences to present his insight into mobile learning research. He is examining practice from a cultural impact perspective and asking researchers to see the deeper implications of the field. See his abstract from the UNESCO conference <a href="http://unescochair-elearning.uoc.edu/event/VIIseminar/traxler.html">here</a>. <br />
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<a href="http://ubiquitousthoughts.wordpress.com/about/">Mark van't Hooft</a> - with Kent State's Research Center for Education Technology. He has been working with m-learning since 2001. Like John, he is trying to see the mobile learning phenomenon from a broader base. As he said an email:<br />
<blockquote><span style="font-size: x-small;">"I think our work goes beyond the issue of "how to integrate them into the education system", and should focus more on how to integrate mobile devices in life in general so that we can take maximum advantage of the affordances such devices provide for learning."</span></blockquote>I feel very fortunate to have contacted these gentlemen, and look forward to contributing to their ideas on how to better understand mobile learning.Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-32558743036371019222010-10-07T11:58:00.000-07:002010-10-07T11:58:39.163-07:00Alan Kay, Dynabook and mobile learning<div class="separator" style="clear: both; text-align: center;"><a href="http://upload.wikimedia.org/wikipedia/commons/thumb/c/c1/Alan_Kay2.jpg/220px-Alan_Kay2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" height="200" src="http://upload.wikimedia.org/wikipedia/commons/thumb/c/c1/Alan_Kay2.jpg/220px-Alan_Kay2.jpg" width="156" /></a><a href="http://upload.wikimedia.org/wikipedia/en/thumb/1/12/Dynabook.png/220px-Dynabook.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" class="thumbimage" height="159" src="http://upload.wikimedia.org/wikipedia/en/thumb/1/12/Dynabook.png/220px-Dynabook.png" width="200" /></a></div><a href="http://upload.wikimedia.org/wikipedia/en/d/d6/The_Diamond_Age.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="The Diamond Age.jpg" border="0" height="298" src="http://upload.wikimedia.org/wikipedia/en/d/d6/The_Diamond_Age.jpg" width="204" /></a> An idea that has been driving my interest in mobile learning comes from the computer scientist, Alan Kay. Being credited for inventing such things as object-oriented program and the GUI, he is also know for conceptualizing a mobile laptop computer called the Dynabook. (See <a href="http://en.wikipedia.org/wiki/Alan_Kay">wikipedia</a>). I was first introduced to this device in the book by Neil Stephenson called <i><b>The Diamond Age: Or, A Young Lady's Illustrated Primer. </b></i>See <a href="http://en.wikipedia.org/wiki/The_Diamond_Age">wiki here.</a> <br />
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In the Encyclopedia of Information Technology Curriculum Integration, Mark van't Hooft and others (2008) evoke Kay as the first person to envision a handheld device to support learning. What is interesting is the concept of supporting learning, not teaching. Such a device would be quite different. <br />
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As I'm trying to wrap my head around the variety of literature on mobile learning, I need to remind myself of what I am studying - ways to improve learning through the use of technology. In such a world, people don't stare at machines to teach them something. Instead they interact with them, in turn learning how to solve problems. Better yet, the mobile device acts as a scaffold to assist a learner, whether through a game, narrative, or presentation of a novel problem.<br />
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I need to now ask, how does conceptualization of learning influence the design of mobile learning materials?Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-33340932113385247502010-10-06T06:16:00.000-07:002010-10-06T06:17:45.272-07:00A blogger asks what m-learning is all about.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPndV9HC7jm8G0rrCgcqZP-xDEemZTFwUs5QO2YlNra7A-uB7SSlz87u0XlVM8qZuqOPU5ScWGIzVg4ymV2Dg99i9M2KFaK-qNPV3CBU-BJp5Ry6pA-eBiaOIZE7ayGXabkE-m_fh2bHI/s1600/smashing.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPndV9HC7jm8G0rrCgcqZP-xDEemZTFwUs5QO2YlNra7A-uB7SSlz87u0XlVM8qZuqOPU5ScWGIzVg4ymV2Dg99i9M2KFaK-qNPV3CBU-BJp5Ry6pA-eBiaOIZE7ayGXabkE-m_fh2bHI/s1600/smashing.png" /></a>Thanks to Michael M Grant for thinking critically about m-learning. <br />
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He makes a comparison to e-learning in how it became an umbrella term involving too many dimensions. M-learning is running into the same situation.<br />
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http://www.viral-notebook.com/wordpress/2010/10/05/mlearning-minstruction-or-just-whateva/comment-page-1/#comment-1656<br />
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<div class="separator" style="clear: both; text-align: center;"></div>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com1tag:blogger.com,1999:blog-7880524626532177899.post-655094720071903412010-10-04T08:31:00.000-07:002010-10-04T08:31:17.443-07:00Extended Description<style>
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<div class="MsoNormal"><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">As I was typing up the header, I realized that my description was a little too long. However, I think that it is important to post my rationale. Here is the extended description:</span> </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Welcome!</div><div class="MsoNormal">This blog is dedicated my doctoral studies in instructional design applied to mobile learning and e-learning design. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">However, I am biased! </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">As with so many other educational based technological interventions, mobile learning is a solution seeking a problem and therefore needs close examination and empirical research. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">As more and more learning ‘apps’ are being developed, it is important to ask if mobile learning just a fad, or the beginning of a movement?</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">My motivation to study mobile learning is based on the fact that:</div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span>I think the technology is sexy, cutting-edge, and a wide-open niche ripe for research.</div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span>I assume that people want to learn with mobile technologies and will do so more and more in the future.</div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span>More learning will be mobile in the future so it is best to establish myself as an early adopter and pioneer.</div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span>As with e-learning design, instructional design principles will play a role in mobile learning design, but they will also need to adapt.</div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span><span>5.<span style="font: 7pt "Times New Roman";"> </span></span></span>I believe that mobile learning is a catalyst for a learning paradigm shift towards a more 21<sup>st</sup> century educational philosophy.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">In essence, this blog is intended as a place for me to reflect on ideas and intellectual challenges related to my studies in mobile learning design.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Please feel free to comment on my thoughts, biases, and beliefs. The challenge of a doctoral level education is about both focusing studies and also learning to be an objective researcher. No practitioner in the educational community benefits when ideas are purported without a proper critique and through analysis. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">In other words: Less cheer-leaders and more research-leaders.</div>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-13747763334994561612010-03-23T08:12:00.000-07:002010-03-23T08:12:37.964-07:00Tapscott & Williams prevoke global education debateIn the EDUCAUSE review article: [http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume45/Innovatingthe21stCenturyUniver/195370<br />
<em>EDUCAUSE Review,</em> vol. 45, no. 1 (January/February 2010): 16-29]<br />
Tapscott and Williams propose the idea of making education more as an open source mechanism. They bring some fresh articulate ideas to the table.<br />
Tony Bates, an educator from BC, responds to the practicalities and realities of creating such a university system.<br />
Further, on his <a href="http://www.tonybates.ca/2010/03/20/an-african-perspective-on-the-tapscott-and-williams-article-on-university-reform/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+tonybates+%28Tony+Bates%29&utm_content=Google+Reader">blog </a>Mr. Bates posts a response from a South African educator, Mandi Maodzwa-Taruvinga, who goes further into saying how web-accessibility within the collaborative university model is almost impossible in South Africa due to needed fundamental infrastructures. <br />
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As Mr. Bates concludes:<br />
<blockquote>"I would be very interested to see if anyone is willing to take up Mandi Maodzwa-Taruvinga’s challenge of how best to strike ‘a balance between widening access and participation, acknowledging the potentialities and possibilities of ICTs and engaging in meaningful learning, knowledge production and dissemination outside the terms of the dominance of the networked higher education society.’<br />
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What kind or organizational model and pedagogy would that require?<br />
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Are there examples already in place that address this challenge?"</blockquote>Part of Maodzwa-Taruvinga' argument is that the notion of a pedagogy of collaboration is another form of Northern oppression, meaning as much as Tapscott and Williams may argue for the universalization of higher ed learning, it is really only applicable and influenced by richer Northern society (Australia an NZ aside).<br />
Its noble to talk of widening access, but how can this be done within a local context?<br />
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It makes me think of how poorer areas of upstate New York are facing similar challenges as South African. For one, they are not well 'wired' for broadband, which can pretty much cut them off from the networked higher education society. Sure, local community colleges or libraries can provide access, but if we are going to be serious about a global network, then investment should be made in areas that really need it to tap into the local and interface with the global. Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-14929415307133382022010-02-26T08:52:00.000-08:002010-02-26T10:00:16.285-08:00Needs assessmentProject Title: <br />
Assessing the needs of an international English language e-learning program<br />
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Assessing the instructional needs of a proprietary international English language e-learning program<br />
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Needs assessment design plan for an international English language e-learning program<br />
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Conducting a front end analysis of an international English language e-learning program: Assessing needs and analyzing the task <br />
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Background:<br />
Students participate in a learning module and are assessed by a remotely located live teacher via VoIPKevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-75991046694281607102010-02-25T06:28:00.000-08:002010-02-26T08:53:06.739-08:00Response to Oliver - thanks for the inspiration<div class="separator" style="clear: both; text-align: center;"><a href="http://farm4.static.flickr.com/3505/3783923342_8bbf9d2706.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="213" src="http://farm4.static.flickr.com/3505/3783923342_8bbf9d2706.jpg" width="320" /></a></div><br />
These are my loose notes on how ID theory can be applied to a distance based ESL program. Its a private company that offers English lessons via the web with online instructors located in their native English speaking countries. They use VoiP to speak with students on particular lessons.<br />
The company has two ID needs - one is the ESL curriculum, the other is the teacher training. <br />
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<span style="font-size: large;">ID Model Applied </span><br />
Some things that I am interested in involve the sort of instructional design model this company uses. What's their design process, and how well does it work?<br />
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So much of ESL training schools that I have experienced (especially in China) have been about 'just teaching' or making money. This means that there is little instructional planning with the expectation that the class instructor has to both design and teach. Other times, they may be given a book and told to just figure something out. I would assume that this company being e-learning based, has a more focused set curriculum and provide their teachers with lots of direction, which may or may not work all the time. <br />
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My belief is that instruction should be designed with flexibility in mind because during the actual learning, different students master learning materials differently. What sort of planning occurs at this company?<br />
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<span style="font-size: large;">Front-end Analysis </span><br />
A way to plan is to do a front-end analysis, determining what level the students are at, their motivation, learning styles, and since this is a distance program, student's access to the appropriate technology and whether it can handle the school's software.<br />
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There is also a matter of looking at the curriculum itself. Since they are working with a linguistics professor and the expertise of people in the company, the curriculum is probably well thought out. ESL, fortunately, is a field that is always open to change and willing to try new things to help students meet the overall objective of being able 'to speak the language'. There has also been a push in ESL for standardization through tests such as IELTS and TOEFL. These tests have forced a lot of curriculum into a test prep direction, which can be detrimental to actually learning how to use the language. <br />
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I guess what I am getting at is to think about the curriculum objectives - what factors influence them? <br />
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Front-end analysis is about determining objectives based on the learner's knowledge, skills, attitude, or motivation. The process analyzes the knowledge against the student's ability to determine where the gap is between the two. So if curriculum is just thrown at students to 'pass a test', but doesn't focus on the learner (their motivation, skill level, and attitude), it will never really stick because it might not necessarily be filling the gap. So, the best designed lessons will be useless if they don't meet the needs of the learners.<br />
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Front-end analysis is about matching what's found in needs analysis (the learner's need) with what's determined in task analysis (the objective knowledge). The output of this process can create strong objectives that best help the learner.<br />
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Now, one may argue that there is no such thing as objective knowledge, only relative, but that's more of a postmodern philosophical debate. However, within the global multi-cultural learning experience, it is worth considering. <br />
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So, in the process of designing this company's instruction, is there a component that considers the learner's perspective? I think of how when I taught at a ESL Language School in Chicago, all the Korean students were just there for a year long language holiday. They really didnt want to learn English, only pass a test, or sit in a seat for a year to get credit and say they can 'speak English'. Many could care less about the curriculum and usually shut down or acted obnoxious. This means that the instruction was poorly designed. It did not meet the needs of students, because it never addressed how to motivate them to actually want to learn. The mission of the company was to make money first, and educate second, which is really demotivating for the teachers too.<br />
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Enough for now!<br />
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To be continued...Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0tag:blogger.com,1999:blog-7880524626532177899.post-66742397183507801692009-12-23T08:58:00.000-08:002009-12-23T08:58:54.432-08:00A new model for higher education e-learning<div class="separator" style="clear: both; text-align: center;"><a href="http://ta.twi.tudelft.nl/users/vuik/numanal/wijngaarden1.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://ta.twi.tudelft.nl/users/vuik/numanal/wijngaarden1.jpeg" /></a><br />
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In this post, from the Higher Education Management Group blog, the writer justifies the need for higher education to change its course development model to one based more on collaboration between individuals in a university, as opposed to individually based course development.<br />
<a href="http://www.blogger.com/goog_1261587098876"><br />
</a><br />
<a href="http://highereducationmanagement.wordpress.com/2009/05/25/part-2-management-innovation-and-online-higher-education/">http://highereducationmanagement.wordpress.com/2009/05/25/part-2-management-innovation-and-online-higher-education/</a><br />
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As the article explains, when applying the old classroom based model to e-learning design, there will be conflict.<br />
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E-learning course design really takes a team of experts to assist a professor (subject matter expert) in delivering a high quality e-learning course.<br />
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<span style="font-size: xx-small;">Image from http://ta.twi.tudelft.nl/users/vuik/numanal/wijngaarden1.jpeg</span>Kevin Forgardhttp://www.blogger.com/profile/09794297969605103427noreply@blogger.com0