Using Learning communities to implement Mobile Learning

Using Learning communities to implement
Mobile Learning
Jim (James) Buckingham
Technologist / Instructor
Zayed University
Abu Dhabi, UAE
@buckinsand
http://www.linkedin.com/in/
jamesbuckingham
28 November 2015
M-Learning in Context: Localizing a Global Trend

Using Learning communities to implement
Mobile Learning
Outline
•  What is effective Professional Development?
•  What is a learning community?
•  Example of a learning community at Zayed University
•  Results of “our” learning community
•  “Your” learning community checklist
•  “Your challenge”

Using Learning communities to implement Mobile Learning
ACTIVITY
•  form small groups
• WhatiseffectivePD?
What is "effective PD"?
Think of the “best” professional development experience you have had
Pair with others to jot down your thoughts
Share your thoughts with others
What made it “effective”?

The Research on "effective PD”
research was scarce for years on what "effective PD" is
over the last decade this has changed
What made it “effective”?

The Research on "effective PD”
key characteristics identified?
be supportive (encourage educator exchanges, know the needs)
be job embedded (relevant, authentic .. immediately applicable)
be instructional in focus (subject matter / pedagogy focus.. not tech focus)
be collaborative (encourage sharing, exchange, multiple viewpoints)
be ongoing (not a "one off" .. but done over time)
The Institute for the Advancement of Research. (2004). Review of the Research: Nine Components of Effective Professional Development (p. 58).
Retrieved from
http://ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research%20Library/Attachments/119/9%20Components%20of
%20effective%20PD%20-%20T3PDLiteratureReview%20-%20AEL.pdf

What is a learning community?
• Whatisalearningcommunity?
Learning communities
a group of people who share common academic goals and
attitudes, who meet semi-regularly to collaborate on
classwork. Such communities have become the template for a
cohort-based, interdisciplinary approach to higher education.
This may be based on an advanced kind of educational or
'pedagogical' design
Goodyear, P., De Laat, M., and Lally, V. (2006) Using Pattern Languages to Mediate Theory-Praxis Conversations in Designs for
Networked Learning. ALT-J, Research in Learning Technology, 14,(3), pp211-223.

communities of practice
a group of people who share a concern or a passion for
something they do, and learn how to do it better as they
interact regularly. This definition reflects the fundamentally
social nature of human learning.
- Wenger Trayner
Wenger-Trayner, B., & Wenger-Trayner, E. (2011, December 28). What is a community of practice? Retrieved November 25, 2015,
from http://wenger-trayner.com/resources/what-is-a-community-of-practice/

other terms used
collaborative learning community,
social learning,
networked learning,
study groups

Learning communities & effective PD
key characteristics identified?
be supportive (encourage educator exchanges)
be job embedded (what works in practice here? authentic)
be instructional in focus (with one’s peers.. not tech focus)
be collaborative (encourage sharing, exchange multiple viewpoints)
be ongoing (not a "one off" .. take place over time)

Learning Community at Zayed University.
University College - English Writing Studies department
LearningcommunityatZayedU.
Center for Discovery in Learning. (n.d.). Boyer’s Paradigm. Retrieved October 11, 2015, from http://www.usask.ca/cdl/node/33
Carnegie Foundation. (n.d.). The Gallery of Teaching and Learning - KEEP Toolkit Case Studies. Retrieved November 8, 2015, from
http://gallery.carnegiefoundation.org/gallery_of_tl/keep_toolkit.html
Framework
Adapted from work of
•  Boyer (Scholarship of Teaching & Learning)
•  Carnegie Foundation for Teaching & Learning (KEEP)

Learning Community at Zayed University.
University College - English Writing Studies department
LearningcommunityatZayedU.
Center for Discovery in Learning. (n.d.). Boyer’s Paradigm. Retrieved October 11, 2015, from http://www.usask.ca/cdl/node/33
Carnegie Foundation. (n.d.). The Gallery of Teaching and Learning - KEEP Toolkit Case Studies. Retrieved November 8, 2015, from
Framework
•  Discovery
•  Integration
•  Implementation / Documentation
•  Reflection
•  Dissemination

EWS Mobile Learning Implementation Committee
2014 - 2015
•  Chrysavgi Papagianni
•  David Palfreyman (DXB)
•  Forrest Cole
•  Hulya Yagcioglu
•  James Buckingham
•  Marielle Patronis (DXB)
•  Moira Prentice
Community Members
ResultsofZULearningCommunity

2014 - 2015
•  Chrysavgi Papagianni
•  David Palfreyman (DXB)
•  Forrest Cole
•  Hulya Yagcioglu
•  James Buckingham
•  Marielle Patronis (DXB)
•  Moira Prentice
Community Members
volunteers
meeting
formally /informally
started Nov 2014

2014 - 2015
•  address KPI - mobile learning integration
•  present mobile learning strategies / choice
of apps for possible use in EWS
•  invite instructors / faculty follow up
Introduction - purpose

2014 - 2015
•  change from committee to "learning community”
•  use a “discovery framework” (KEEP) (Boyer)
•  invite scholarship into discovery / integration/
application / documentation / engagement
phases
Introduction - explain method used
http://www.carnegiefoundation.org/ Carnegie Foundation for Advancement in Teaching
http://www.facultyguidebook.com/test/2_5_1.htm Faculty Guide Book - 2.5.1 Boyer’s Model
of Scholarship (Nibert, Marta)

2014 - 2015
•  present mobile learning interventions
(4) slides per person
•  invite each member to discuss (optional)
(2 minutes maximum)
Introduction - share findings

2014 - 2015
•  Form “learning community” panel
•  Invite Q & A
Introduction - discuss

2014 - 2015
•  entertain possible formation of another
“learning community”
•  build upon what has been done
Introduction - invite “your” follow up
dissemination

2014 - 2015

2014 - 2015
•  expand on the work of the 2012-2013 ipad implementation committee
•  identify places in the current curriculum for meaningful integration of mobile
learning.
•  create/revise one specific assignment or module for each course which
makes use of mobile learning technologies (In discussions with the course
coordinators)
•  ensure that our faculty has ample opportunity for PD and training sessions.
•  coordinate professional development efforts with the UC EdTech Committee
as needed.
Purpose - mobile learning focus
discovery

2014 - 2015
•  Classify using SAMR
•  The SAMR model provides an example of how to consider different
stages of implementation and integration. (CEI)
•  A target of 90% means that 90% of all course sections across all
courses must be integrating ML into the course as indicated by one
or more of the SAMR dimensions (substitution, augmentation,
modification, redefinition)
Explain Method used
discovery

2014 - 2015
•  Define key terms
•  ZU’s definition of mobile-enhanced learning (Institutional Mobile Learning
Committee - IMLC) Dr Brad Johnson, Chair
•  Mobile learning involves the use of mobile technology, either alone
or in combination with other information and communication
technology (ICT), to enable learning anytime and anywhere.
•  Unesco - http://www.unesco.org/new/en/unesco/themes/icts/m4ed
Explain Method used
discovery

2014 - 2015
•  Form a Learning community (CoP)
•  “group of people who share a common interest
in something; .. sharing, supporting and learning
together”
•  Etienne Wenger
Explain Method used
http://wenger-trayner.com/introduction-to-communities-of-practice/
Introduction to Communities of Practice
discovery

2014 - 2015
•  Guide our choice of apps / strategies
•  “Device neutral”
Explain Method used
discovery

2014 - 2015
•  Discover what is going on elsewhere
•  Individually directed .. finding out what others
may be doing / using elsewhere, adapting it for
use in ZU / UC- EWS course
Explain Method used
discovery

2014 - 2015
•  Choose / design an intervention
•  process of learning what others have done,
possible applications, then adapting these
findings to one's teaching / learning context
Explain Method used
integration

2014 - 2015
•  Implement the intervention
Explain Method used
Implementation / documentation

2014 - 2015
•  Document the intervention
•  answer guided questions
•  reflect on what worked, what did not work, what
one might do differently, identifying pros / cons
(affordances)
•  prepare to share this with others
Explain Method used

2014 - 2015
Explain Method used

2014 - 2015
•  Sharing it
•  archive documentation on Blackboard
•  give this presentation
Explain Method used

2014 - 2015
•  Inviting others to follow
•  test our findings
•  build upon this work
Explain Method used
dissemination

2014 - 2015
•  present mobile learning interventions
(4) slides per person
•  invite each member to discuss (optional)
Share Findings
dissemination

Quizlet - New General
Service List (NGSL)
David Palfreyman
COL 145
2014 - 2015 A
dissemination

Quizlet - NGSL A
dissemination36

Pros Cons
Device-independent (laptop, IOS, Android) Students tended to stick to more traditional
activities (more initial introduction needed?)
Ready-made vocabulary lists (e.g. for NGSL) The lists include just word + definition, so all the
games test this, rather than how to use the word
(supplementation needed – e.g. Kahoot).
A range of activities based on the lists, from
standard test type to ‘space race’ games
Easy for students to use flexibly and
independently
Quizlet/ NGSL (Kahoot) A
dissemination37

Quizlet/ NGSL (Kahoot)
links to resources / related literature
name link
Quizlet https://quizlet.com
NGSL (New General Service List) https://quizlet.com/class/821915/
NAWL (New Academic Word List) https://quizlet.com/gmhigginbotham/folders/nawl
Kahoot! https://getkahoot.com/
kahoot.com
A
dissemination38

Social Media:
Self-Motivation
Forrest Cole
COL 240/COM 210
2014 - 2015
dissemination

Social Media/ Self-Motivation
Used a variety of social media & pages for different functions
dissemination40

Pros Cons
Students were already savvy with products. Difficult to get all students involved, even when it
was required.
Students enjoyed a different form of
communication.
Did not always write in English, even after they
were told.
As the instructor, I found it incredibly helpful with
answering questions and giving assignments.
The conversations were sometimes not about COL
240.
Allowed students a chance to work on their mobile
devices.
Required a bit of extra prep.
dissemination41

name link
Social Media For The Classroom Katz, D. Social Media For The Classroom.
Social Media And The Classroom? Riendeau, D. (2015). Social media and the classroom?. The
Physics Teacher, 53(2), 119-119.
Revitalize Your Teaching: revitalize
Your Teaching: Creative
Approaches to Applying Social
Media in the Classroom
Brunner, C., & Tally, W. (1999). The new media literacy
handbook: An educator's guide to bringing new media into the
classroom. Doubleday.
dissemination42

SimpleMind / Mindmeister
Mindmapping & Brainstorming &
Outlining
Dr. Hulya Yagcioglu
COL 145
2014 - 2015 A
dissemination

SimpleMind & Mindmeister / Outlining A
dissemination44

SimpleMind & Mindmeister / Outlining
screenshot of tool or products resulting from using the tool
A
dissemination45

Pros Cons
•  Aiming at creative-thinking, planning and problem-
solving abilities.
•  Thinking more divergently and in a visual way.
•  Depicting associations between key words & easier to
remember than linear notes.
•  Summarizing research efficiently and in a usable and
accessible way.
•  Device neutral.
•  A tendency to include more details compared to
traditional outlines.
•  Outlines are not a part of the course grade in COL145.
•  Some students may not be familiar with mind-mapping
applications while preparing their outlines.
•  Some students may not be willing to use these apps and
stick to the conventional outline format.
•  Some practical issues with regard to feedback and
grading.
SimpleMind & Mindmeister / Outlining A
dissemination46

SimpleMind & Mindmeister / Outlining
name link
Wittkower, D. E. (2011).
"Mind Mapping and Concept
Mapping."
http://digitalcommons.odu.edu/philosophy_fac_pubs/11/?
utm_source=digitalcommons.odu.edu%2Fphilosophy_fac_pubs
%2F11&utm_medium=PDF&utm_campaign=PDFCoverPages
Nesbit, John C. and Adesope,
Olusola O. (2006). “Learning
with concept and knowledge
maps.”
Nesbit, John C. and Adesope, Olusola O. (2006). Learning with
concept and knowledge maps:
A meta-analysis. Review of Educational Research, 76, 3,
413-448.
dissemination47

Socrative
Moira Prentice
Used in col 140 as a follow up to paraphrasing and summarising
2014 - 2015
dissemination

Socrative/ quick quiz maker
screenshot of tool or products resulting from using the tool
dissemination49

affordances listed
Pros Cons
Easy to use on all devices Student screen is different to teacher’s screen
Engaging for students- individual/pair/group work
options
Students need some help to get started- room
number needs to be provided
Feedback instant for students and in grade form
for teachers if needed
Some preparation time to write q/a- however
teachers can share quizzes easily with other
teachers
Other modes available like space race, quick
survey.
dissemination50

name link
Socrative www.socrative.com/
Making Tech Simple http://www.makingtechsimple.com/socrative
Landscape of learning http://www.thelandscapeoflearning.com/2012/02/11-ways-to-
use-socrative-as-formative.html
Yearwood,D
(u.North Dakota)
http://www.facultyfocus.com/articles/teaching-with-technology-
articles/app-review-socrative/
dissemination51

+ EWS Mobile Learning Implementation Committee 2014 - 2015
Chrysavgi Papagianni COL 145
BEFORE: A very ‘traditional,’ ‘hard-copy’ oriented teacher
Reluctant
A
dissemination52

To be able to engage students we have to “leverage tools and technology
they can relate to” (Probert 2012)
In “Top 100 Tools for Learning 2015” Kahoot ranked 17
(2014: 81 > UP 64 PLACES IN 2015 – The highest climber on the list in 2015)
A
dissemination

KAHOOT
Pros Concerns
Device neutral
Non traditional learning space--Students engagement
manifested physically
98% gave it a “thumbs up”
It cannot be done outside class (students can see
the answers but not the questions on their screen)
Formative assessment: provides instant feedback on
student’s performance Fast pace (is it conducive to learning?)
Students can easily create their own Kahoots to review
material and test their classmates –( SAMR model--
Redefiniition).
Does increased engagement translate into
increased achievement?
A
dissemination55

KAHOOT
name link
Top 100 Tools For Learning. 9th
Annual Survey
http://c4lpt.co.uk/top100tools/
Mobile learning.
Nicky Hockly
http://eltj.oxfordjournals.org/content/early/2012/11/17/
elt.ccs064.full.pdf+html
Kahoot! A digital game resource for
learning. Ryan Dellos
http://itdl.org/Journal/Apr_15/Apr15.pdf#page=57
ZU Mobile Learning Certificate
Series
A
dissemination56

Kahoot
James Buckingham
COL 140
2014 - 2015
M
A
dissemination

Kahoot – “quick” formative assessment
M
A
dissemination58

affordances listed
Pros Cons
Device neutral (works on smartphone, tablet, or
laptop)
requires network connectivity
“Gamification” - competitive nature of activity
promotes high levels of student engagement,
even collaboration
“drop out” (connectivity) issues which can frustrate
students
Easy to create; edit; duplicate; share ; access to
an online community of Kahtoot / EFL educators
Basic analytics - data on individual student
correctness & response times; downloadable
M
A
dissemination59

name link
Kahoot https://getkahoot.com
Kahoot – Community sharing over 4 million Kahoot
quizzes; multiple subjects (avail in English, Arabic)
https://community.kahoot.it/c/sharing-kahoots
Dellos, R. (2015). Kahoot! A digital game resource for
learning. International Journal of Instructional
Technology & Distance Education, 12(4), 49 – 52.
http://itdl.org/Journal/Apr_15/
Apr15.pdf#page=53
Inge Wang, A. (2015). The wear out effect of a game-
based student response system. Computers &
Education, 82(2015 March), 217–227.
http://www.idi.ntnu.no/~alfw/publications/
Wearout_effect_of_game_based_student_resp
onse_system_DRAFT.pdf
M
A
dissemination60

2014 - 2015
Discuss Conclusions
Members review
•  Discovery phase – finding / sharing scholarly
readings
dissemination

2014 - 2015
Discuss Conclusions
dissemination

2014 - 2015
Discuss
•  Form “learning community” panel
•  Invite Q & A
dissemination

2014 - 2015
•  entertain possible formation of another
“learning community”
•  build upon what has been done
Invite “your” follow up
dissemination

Checklist
• “Your”learningcommunitychecklist
Purposeful & focused
•  Instructional focus, yet open in structure
•  online .. exchanges, resource sharing
connect face to face .. AND .. online
•  promote formal exchanges .. schedule meetings
•  promote informal exchanges .. over lunch .. in the hallway
ground the work in scholarship
•  what is currently going on with "X"?
document the work so that it can be shared with peers

M-Learning in Context: Localizing a Global Trend• “Your”learningcommunitychecklist
PMI. (2009). Career benefits of community of practice participation. Retrieved
from https://www.youtube.com/watch?v=e6R0U7ruTEc

Challenge
Share it with your peers
•  Present at your institution
•  Present at Conferences
•  Publish in Perspectives
• “Your”Challenge

Select References
kk

Select References – Pt1
Carnegie Foundation. (n.d.). The Gallery of Teaching and Learning - KEEP Toolkit Case
Studies. Retrieved November 8, 2015, from
Center for Discovery in Learning. (n.d.). Boyer’s Paradigm. Retrieved October 11, 2015, from
http://www.usask.ca/cdl/node/33
Habhab, S. (2008, March). Volume 1, Chapter 11 - Workplace Learning in a Community of
Practice: How do Schoolteachers Learn? Retrieved November 25, 2015, from
http://www.chris-kimble.com/CLEE/Book_1/Chapters/Chapter_11.html
Hunzicker, J. (2010). Characteristics of Effective Professional Development (p. 13). Bradley
University. Retrieved from http://files.eric.ed.gov/fulltext/ED510366.pdf
Nibert, M. (n.d.). 2.5.1 Boyer’s Model of Scholarship. Retrieved October 11, 2015, from
http://www.facultyguidebook.com/test/2_5_1.htm

PMI. (2009). Career benefits of community of practice participation. Retrieved from
https://www.youtube.com/watch?v=e6R0U7ruTEc
The Institute for the Advancement of Research. (2004). Review of the Research: Nine
Components of Effective Professional Development (p. 58). Retrieved from
http://ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research
%20Library/Attachments/119/9%20Components%20of%20effective%20PD%20-
%20T3PDLiteratureReview%20-%20AEL.pdf
Wenger-Trayner, B., & Wenger-Trayner, E. (2011, December 28). What is a community of
practice? Retrieved November 25, 2015, from
http://wenger-trayner.com/resources/what-is-a-community-of-practice/
Select References – Pt2

Using Learning communities to implement Mobile Learning

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