Casey McArdleMichigan State University

cmcardle@msu.eduCCCC 2014

Mobile Learning Just Keeps on Running: Renegotiating Online Writing Spaces for Students Away from Big Brother

A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (CCCC EC: March 13, 2013).

OWI Principle 1: Online writing instruction should be universally inclusive and accessible.

OWI Principle 3: Appropriate composition teaching/learning strategies should be developed for the unique features of the online instructional environment.

OWI Principle 7: Writing Program Administrators (WPAs) for OWI programs and their online writing teachers should receive appropriate OWI-focused training, professional development, and assessment for evaluation and promotion purposes.

OWI Principle 1: Online writing instruction should be universally inclusive and accessible.

“mobile technologies allow greater accessibility to information networks and provide students with context-aware information at the most appropriate teachable moment” (Ting 1).

(Chen, Kao, & Sheu 2003; Kozma & Anderson 2002; Price & Rogers 2004; Stuart, Brown, & Draper 2004; Patten, Arnedillo Sanchez, & Tangney 2006; Roschelle 2003)́

OWI Principle 3: Appropriate composition teaching/learning strategies should be developed for the unique features of the online instructional environment.

Mobile Learning “can be particularly beneficial in informal and semiformal contexts where learners have more control over their learning goals and where motivation is often high” (Jones, Scanlon, & Clough 21).

(Livingtson 2006; Eshach 2007; Vavoula 2004; Scanlon, Jones, & Waycott 2005; Pachler 2007; Chen et al. 2004; Rogers and Price 2008)

OWI Principle 7: Writing Program Administrators (WPAs) for OWI programs and their online writing teachers should receive appropriate OWI-focused training, professional development, and assessment for evaluation and promotion purposes.

Virtual environments change: “the incorporation of mobile learning devices compels program directors, faculty, and instructional designers to think differently; to visualize the contents, the materials, and the strategies differently when students are to interact in different spaces and scenarios with these resources within independent learning situations different from what is considered a ‘static’ experience” (Montoya 22).

(Jonassen 2000; Laouris and Eteokleous 2005; Taleb and Sohrabi 2012; Quinn 2007; Basabe 2007; Lopez 2007)

Online Writing Instruction

Online Reading Instruction

Online Thinking Instruction

Online Research Instruction

Online Revising Instruction

this was us

this is us

we are part of Big Brotherwe are Big Brother

how do we get back?

guide :: how?

technology :: how?

tell a story:

Eli ReviewGoogle Docs

they become modelsthey make connections

they build communities

US

one to many

US

many to many

successful mobile learning:

inclusive and accessible

unique features

appropriate OWI-focused training

Works Cited

Jones, Ann C., Eileen Scanlon and Gill Clough. “Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings.” Computers & Education 61 (2013): 21-32. Print.

Montoya, Maria Soledad Ramirez. “Integrating Mobile Learning Resources and its Repercussions on Instructional Design and Teaching Processes in the Virtual Environments.” Global Journal of Human Social Science Linguistics & Education 13.7 (2013): 19-24. Print.

Ting, Yu-Lang. “Using mobile technologies to create interwoven learning interactions: An intuitive design and its evaluation.” Computers & Education 60 (2013): 1-13. Print.

Images

1.Mobile2.Apple 13.Apple 2