by Terry Heick
The idea of ‘mobile learning’ used to be heady and seen as innovative and plane inside to the learning of the future. It was a matter of unrelatedness and timing, of course. ‘Mobile learning’ was new considering mobile technology had exploded in popularity (largely due to the rise of smartphones and tablets).
The possibilities were enticing–students learning anything from anywhere at any time–and tangent ideas like BYOD surfaced themselves as potential game-changers in education. Like so many other potentially powerful trends, mobile learning–at least as we considered it–never really took off and today, the standard for mobility is a palmtop in a classroom instead of a student with an iPad or smartphone moving between groups in variegated classrooms, much less unquestionably moving virtually and within a human polity interacting with people, places, and knowledge (via mobile devices).
While rarely realized in these forms, that doesn’t midpoint that mobile learning doesn’t have considerable potential for you as a teacher (more on that below).
Modern Trends In Education Technology
So many modern trends in learning are based on technology.
Game-based learning, mobile learning, the flipped classroom, composite learning, and increasingly all depend on technology at the personnel of how they work. But these shifts bring with them other increasingly important trends that rencontre the cognitive demand on students, and the requisite instructional diamond and lesson planning on the part of teachers. Chief among them is the potential for the personalization of learning.
You can’t just add tablets to old learning models and expect success. If anything, this overly simplified can seem to ignominy the performance of learning technology, making future thinking and buy-in plane increasingly challenging. Designing instruction virtually tablets requires some slight shifts in how you view when, why, and how learning happens.
The pursuit characteristics describe some of the shifts you can make in the way you plan lessons and diamond learning experiences with tablets in the classroom. Note, many of these ideas are not ‘practical’ considering they fly in the squatter of school policies, procedures, and infrastructure. These ideas (the impractical ones) are not like ‘school’ and thus may not be useful to most teachers.
See moreover The Benefits Of Composite Learning
9 Indicators Of Pure Mobile Learning
Learning is self-directed (who does what in the learning process)
1. Student as designer and producer, teacher as resource and assessment
2. Learning pathways established using the apps, platforms, and communities identified by the student
3. Students self-direct learning by evaluating potential learning for priority, meaning, and experience
Assessment is pure and unfluctuating (how learning is evaluated)
1. Towage is diverse; artifacts naturally integrate and connect
2. Towage seamlessly transfers to physical and digital domains of the learner
3. A climate of towage produces meaningful work that transcends the classroom, including community-based projects that reward innovation, self-awareness, and inductive thinking patterns
Curriculum is strategically diverse (what students learn)
1. Learning pathways are student-led; responsive work honors whoopee and doing over passivity and compliance
2. A unvarying wangle to waffly information sources, perspectives, and media forms
3. Persistent socialization of thinking, and the resulting repackaging of information from one form to flipside for a variety of audiences, purposes, and platforms
9 Indicators Of Pure Mobile Learning