Ian Porter Sara Frizelle Andreas Brockhaus University of Washington Bothell
description
Transcript of Ian Porter Sara Frizelle Andreas Brockhaus University of Washington Bothell
Building the Architecture of Classroom Teaching: Lessons from an "Untethered
Teaching" Pilot Project
Ian PorterSara Frizelle
Andreas BrockhausUniversity of Washington
Bothell
Learning Outcomes• Explore ways to navigate institutional policies and
procedures to implement a mobile learning pilot such as an untethered classroom pilot
• Envision how this project fits within the national BYOE and mobile devices dialogue in higher education
• Identify potential use cases for “untethered teaching”
• Take notes at http://bit.ly/PDX2014 or use barcode on the back of the worksheet
College Student Devices
Pearson: Student Mobile Device Survey 2013
Pearson: Student Mobile Device Survey 2013
Mobile Enablement Trends
1 2 3 4 5 61
2
3
4
5
Enablement
Prio
rity
Highest
High
Moderate
Low
Lowest
No dis-cussion
Considered; not pursued Under con-
siderationIn planning/under devel-
opment
Some are enabled
Most are enabled
Primary web presenceLearning/course management services
Student recruitment and admissions
Administrative services for student information
IT services and sup-port
Library catalog and other library
services
Advancement/development/alumni services
Faculty biographies
and CVs Facilities and space servicesPayroll and benefits services
Financial servicesProcurement servicesGrants man-
agement ser-vices
Healthservices
ECAR Mobile IT in Higher Ed, 2011
Mobile services focused on faculty and staff are not common
UCF survey: Key themes
• Mobile learning typically occurs outside the classroom, with only limited guidance from instructors.
• To improve mobile learning effectiveness, students and instructors need help adopting more effective learning and teaching practices across content areas.
Exploring Students' Mobile Learning Practices in Higher Education, Educause Review, 2013
Pilot Process
• Phase I: Technical Experimentation– Work within IT to identify technical configurations
for “untethering” faculty instructors• Phase II: Engage faculty and conduct pilot– Discuss possible use cases for their classrooms– Provide extra support and document use
• Phase III: Evaluate Pilot, Present Results– Conduct interviews with faculty and prepare a
“document” (probably a video)
Lesson Learned: More acute awareness of institutional structures,
stakeholders, and agenda setting agents
Activity: Map Your Institution① In the center of the chart, write the goal for your pilot
② On the opposite side of the worksheet, list the stakeholders & identify Agenda Setting Agents at your institution that would participate in the pilot.
Consider the following:• Funding sources and budget jurisdictions• People/groups with technical/computing expertise and jurisdiction• People/groups with pedagogical expertise and jurisdiction• People/groups with agenda setting power and jurisdiction
③ Map these individuals & groups on the chart based on perceived “distance” organizationally from the goal
④ Identify potential constraints in your organization based on your map
Let’s look at your examples
Technical ConfigurationsConfiguration for iPad:
• Doceri Desktop application on classroom podium computers ($30/license)
• Doceri app (free)
Configuration for Surface Pro:
• Full Windows OS• Join.Me application installed on device• Use WiFi to stream to podium
computer/projector*No satisfactory options for Android device
Use Cases
• Display whiteboarding (lecture capture friendly)• Use device camera to capture work and display it in
the classroom
• Hand device to student - display student work
• Use with Exo Labsmicroscope camera