The 2013 Higher Education edition of the Horizon Report – Higher Education has been published by the New Media Consortium. Each year the NMC develops a list of 6 technologies to watch classified as near-term (within a year), mid-term (two...
The means in which students can acquire textbooks is undergoing a major paradigm shift. The options include purchase of paper or electronic versions and textbook rentals also. Amazon recently released an app, Amazon Student, that allows...
To be rolling out over the next few days … [youtube eAr5VoYdVBo] via Google Mobile blog
Launched in Fall 2011, Anderson University’s Mobile Learning Initiative (MLI) is an exploration and investigation of the use and impact of highly mobile technologies to support teaching and learning. First and foremost, the MLI at Anderson University is a teaching and learning initiative, not a technology initiative. The MLI’s primary goal is to enhance teaching and learning across all academic areas of the institution.
Anderson’s MLI program is a one-to-one program in which all incoming freshman receive an iPad. All full-time faculty were also offered the opportunity to receive a device as well, which resulted in an adoption rate over 90%. To date Anderson University is the only institution of higher education with such a program in our home state of South Carolina.
For faculty the MLI is a tiered program with varying levels of integration in the classroom, which is detailed in the table below. Please take a look at the MLI Projects to date using the drop-down menu.
|Tier||Goals and Expectations|
|Tier I – Mobile Learning Discoverers||Experiment with mobile hardware and software and explore how mobile technologies can positively impact teaching and learning within their own classes and disciplines|
|Tier II – Mobile Learning Explorers||Identify, evaluate, and disseminate strategies and techniques for integrating mobile devices to support teaching and learning.|
|Tier III – Mobile Learning Innovators||Redesign courses to explore new pedagogy, assess and evaluate implementation, and disseminate findings.|
Dr. Eyabi and his students will use the iPad to solve systems of linear equation using software that enables students to create 3D models of the equations. Additionally, Dr. Eyabi will use Camtasia to develop video podcasts to provide additional instruction and supplementary materials to support students’ understanding of course content
Dr. Norris’ project is an extension of his 2011-2012 Tier III project. For this academic year, Andy will create instructional videos that provide demonstrations for using lab equipment (e.g., microscopes, micropipettes, and spectrophotometers). Using barcodes affixed to the lab equipment, students will scan the barcodes and access to access the demonstration videos as needed.
In this project, Dr. Palacios will incorporate the iPad to support student learning through writing and collaboration using blogs, increased access to supplementary materials, and just-in-time information seeking and research.
Mrs. Taylor’s exploratory project will seek to incorporate applied accounting practices into the classroom using mobile devices through accounting data collection, analysis, and interpretation.
Dr. Abramovitch will be incorporating and investigating the use of mobile devices to capture and share student notes, student development of learner support materials (e.g., student-developed flashcards), incorporating video representations and visualizations of chemical reactions, and incorporating 3D models for examining molecules and their biochemical targets.
Mr. Cox is extending and expanding upon his 2011-2012 MLI Tier III Project. ART 105/106 is a unique, team-taught course that blends direct-instruction and specialized studio experiences. To further support student learning, Nathan and other Art faculty are developing a series of demonstration videos that visualize both concepts and techniques pertinent to the course. Additionally, the course will further integrate blogging by having students openly participate in ongoing discussions and posting their own work. Lastly, ART 105/106 will be integrating interactive through the use of web-based software that will enable the students to conduct reviews, complete polls, and submit questions and comments during class meetings through their iPads, cell phones, and/or computers.
Dr. Ivankovic expands upon and extends her 2011-2012 MLI Project that she conducted with Dr. Norris in 2011-2012. For this academic year, Diana is collaborating with a faculty at another institution to critically examine students’ learning of science content when using/being supported by mobile devices. In her courses, students will be taking notes on their mobile devices that will allow them to integrate multimedia directly into their notes that can be shared by Diana and other students. In her courses, students will also be developing stop-frame animations and other multimedia projects that demonstrate the understanding of key concepts. Lastly, Diana and her students will make use of microscopes that broadcast images to all student iPads and iPad based modeling software that will enable them to explore molecules, DNA, and cell structures.
This collaborative effort between Drs. Carrie Koenigstein and Margarit Gray looks to further expand their infusion of technology to support student learning. Carrie and Margarit will develop additional materials and resources that students will access through the institution’s LMS that will allow students to access those resources and complete assessments on their iPads. Additionally, students will use cognitive tools (e.g., concept maps) to develop and demonstrate their understanding of key concepts in the course (e.g. classification and examining characteristics of organisms). Students will also use their iPads to document lab activities (e.g., dissection). Lastly, students will share their concept maps and other lab activities through course blogs.
In this collaborative effort, Drs. Ryan Neal and Chuck Fuller will completely transform this General Education course. First, they plan to design a flipped-classroom experience in which students access course lectures outside of class through the creation of screencasts. Flipping the classroom will allow class meetings to adopt a “lab” or “studio” experience, in which students participate in discussions, project development, debates, and other learner-centered activities. Second, the course will adopt a blended learning model that will incorporate both online and traditional classroom experiences. To support that model, yet still provide a high level of instructor and faculty presence, Chuck and Ryan will make use of Skype and Adobe Connect to hold small and large group meetings and provide just-in-time support.
Ms. Charlotte Stephen’s Tier III project will has three distinct goals. First, she will develop screencasts that will allow her to flip the classroom by having students access course lectures outside of the classroom on their mobile devices, which will allow her to incorporate additional discussion and application-oriented activities in class meetings. Charlotte will also incorporate cognitive tools (i.e. concept maps) to have students develop “care” maps that will aid the learners in better understanding processes and best practices for patient care and support. Lastly, Charlotte and her students will make use of software on their iPads that will allow them to examine 3D models of human anatomy, systems, and structures.
In this project, Mrs. Jackie Walker is completely redesigning this General Education course and expanding it from a two to a three credit hour course. Her primary goal is to make the course more learner-centered and interactive. To support this change in model, Jackie will use a blended learning approach that incorporates both online and traditional course meetings. To support online learning, she will develop screencasts to deliver lectures. Jackie and her students will also incorporate eText and interactive response systems.
The goal of Dr. Meg Walworth’s project is to better prepare future science instructors to infuse technology into their teaching when they become K-12 professionals. In addition to learning and using reform-based methods for teaching science, students will explore methods, strategies, and software for integrating mobile learning into the science learning experience. Some of the software that will be incorporated will be note-taking software that allows for multimedia integration, cognitive tools for teaching and learning, blogging, wikis, and several other technological tools.
This collaborative project between Ms. Cara Wood and Mr. Robert Homer-Drummond aims to integrate mobile devices into both the production and performance of a theatrical production, Bertolt Brecht’s Mother Courage. The goal of this project is to support Brecht’s idea of “alienation” to remind audience members that they are in a theatre through means such as signs, projections, and interruptions. To support that idea, the production team will design and incorporate avenues for audience members to use mobile devices to text and tweet comments about the play’s message and themes. The production team will capture and broadcast that information on screens in the theatre during the performance. Additional screens will also display photography, video, and other text during the production to provide a complete multimedia experience in the theatre.
2012-2013 MLI Selection Committee
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