Patricia Kahn, Ph.D., Director, Information Technology Edward Chapel, Ph.D. Vice President,...
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Patricia Kahn, Ph.D., Director, Information Technology Edward Chapel, Ph.D. Vice President, Information Technology Campus Technology
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Transcript of Patricia Kahn, Ph.D., Director, Information Technology Edward Chapel, Ph.D. Vice President,...
Patricia Kahn, Ph.D., Director, Information Technology
Edward Chapel, Ph.D.Vice President, Information Technology
Campus Technology 08
A simple observation◦ Every student has a cell phone…
it’s what they use for everything!A simple idea
◦ Let’s get rid of land lines in residence halls.
Became a much bigger project◦ Inventing the Virtual Campus
Experience
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If every student had a mobile phone, how do we use them to enrich their living and learning experience at MSU?
Upgrade traditional
landline services
Engage Students through
improved communication
& community
reinforcement
Improve academic use
of latest technologies
Enhance public safety
Leverage mobility and
location based services
for efficiency
Standardization
Proprietary
Networks
Marketing to Value
Administrative Overhead
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Newly designed courses promoting student
learning through active engagement
Higher education needs to employ strategies of
using emerging educational technologies to
facilitate the learning process by providing a
learning environment that matches the student’s
new style of learning (Dede, 2005)
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An instructional technology that support the 21st century learner
but does not require a high level of technical proficiency
Enhance the learning process by making learning
more interactive and enjoyable
Afford curriculum customization to match learners'
developmental needs as well as personal interests
Promote a constructivist approach to teaching and learning
Bridge the gap on how students live and learn realizing that
they will spend their adult lives in a technology-driven
multitasked fast-paced world
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Campus Connect ProgramCampus Connect Program
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Podcasts of instructor’s course lectures Bb Announcements and Grades Entourage group messaging feature
Rave
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Access
videos
Access Groups
Home Page
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12
0
10
20
30
40
50
English 23 41 36
Business 59 17 24
Agree Neutral Disagree
Analysis
• English: In class writing activities (journals, portfolios, etc.)
• Business: Redundancy of class lectures
• Subject matter did not lend itself to using cell phones
• No direct experience from learners
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0
10
20
30
40
50
English 19 31 50
Business 46 17 37
Agree Neutral Disagree
Analysis
• English: In class writing activities (journals, portfolios, etc.)
• Business: Redundancy of class lectures
• Subject matter did not lend itself to using cell phones
• No direct experience from learners
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0
10
20
30
40
50
English 68 22 10
Business 73 9 18
Agree Neutral Disagree
• 21st century learner looked for technology in the learning process
As long as it served a purpose!
Analysis
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Liked Cell Phones
Able to obtain reminders from the instructor without having to logon to Blackboard.
Enjoyed listening to the lectures while on the train or driving to and from school
Viewing the podcasts were helpful; reinforced material in class for tests
Disliked Cell Phones
No need to access lecture podcast from cell phone
Required assignments were in-class written exercises
Material for assignments was obtained from in-class lectures
Same material covered in class; therefore, no motivation to view lectures on the phone
21st century learner looks for technology in the learning
process as long as it serves a purpose.
The subject matter and discipline needs to lend itself to using
the technology.
Students will not be motivated to use the technology if
pedagogy doesn’t support its use.
Given the appropriate venue and material, cell phones could
help the education process
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Changed the focus based on feedback from Stage I Activities…
◦ Interactive and engaging
◦ Did not repeat classroom experience
◦ Required feedback from peers
◦ Supplemented course lectures
◦ Promoted classroom discussion
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Interactive Activities and Group projects
◦ Announcements and Grades
◦ Group Activities
◦ Polling (cell phones as clickers)
◦ Blogging Fieldwork Exercises
Text messaging to blogs
Pictures from phones to blogs
◦ Video
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The instructor can ask a question in class that the students can answer anonymously and within minutes
The answer can be displayed to the class via a computer projector or smart board
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Disruptive Innovation is a term used to describe a new technology that unexpectedly displaces an established or sustaining technology (Harvard Business School).
Which of the following represents a disruptive technology?
Ball point pen
Wikis
All of the above
None of the above
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By Sending a text message to 67283 with one of the answer codes listed below.712021: Pen 712022: Wiki 712023: Google 712024: All three 712025: None of them
Which of the following represents a disruptive technology?
Polls were related to text readings
Students were polled during the class
Students were polled outside of the class
Results were viewed by all
The results sparked conversation inside and outside of
class via text messages, e-mail and blackboard
(accessible through the students’ phones)
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Offered choices:
1. To get an education
2. To lead to a job or career
3. Family obligations
4. Other
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Offered choices:
1. Hang out with friends
2. Study
3. Get involved in campus affairs
4. Work
5. Party
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Offered choices:
1. Five hours
2. Ten hours
3. Twenty hours
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Students liked using the technology
Class became more fluid and student oriented
Students used the technology outside of class
Learning was initiated through the students, not
through the instructor
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Free-time Activities Scavenger Hunt
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“As a vocabulary building exercise in the chapter on how we
spend our free time, I gave the students a list of about 25
verbs. In teams of 4-5 students, they had 15 minutes to
walk around campus and find people engaging in activities
from the list.
Using their cell phones……
“I put together a list of trivia questions (in German)
about famous Germans, such as "What did Goethe
write?" or "Who is Joseph Ratzinger?"
Each question was set up as a poll with multiple
choice answers accessed from the cell phone....
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Free-time Activities Scavenger Hunt
Constructed, through blog postings, students had to
provide a description of him/herself and daily life (or
that of someone you know, or a fictional person, if you
wish).
The posts will be grounded by a photograph (or
photographs) taken from your cell phone. You will then
describe the picture in a few short sentences in German
Introduction to German: Autobiography
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Linguistic Assignment: Gender Differences in Speech
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“Linguistic research has shown that males and females
use formal and informal speech under different
circumstances and at different rates. Using your cell
phone post your observations on your blog”
• Count how many turns the females take.
• Count how many turns the males take….
Urban History
Students learning about urban history are studying
fires as a historical event. Students are required to
visit a local fire house and interview a
fireman/firewoman and post the highlights of the
discussion on their blog page by using their
phones.
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Double sign on
Phone Activation
Group Invites
Comfort level with the phone
Did not want to give up their own personal phone
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n = 45; Total surveyed 200
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n = 45; Total surveyed 200
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n = 45; Total surveyed 200
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n = 45; Total surveyed 200
17 14
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n = 45; Total surveyed 200
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18
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n = 45; Total surveyed 200
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• Instructional design consultation
• Provide activities that are interactive and engaging and serve a purpose
• New Student Seminar Course
o standardized cell phone activities integrated across all sections
• Applications available on all phones
• Support, support, support – don’t assume comfort
level of 21st Century Learner
• Students use own phone
The jury is still out whether using cell phones enhances the learning experience
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Questions?
