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Successes and Barriers to Access

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by Sharla Snider on 6 September 2013

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Transcript of Successes and Barriers to Access

Successes and Barriers to Access
Presenters
Study Details
Objective of Presentation
Considering a Mobile Learning Community Approach:
Dr. Sharla Snider, Professor
Nicole Masek, Doctoral Student
Family Sciences
Share the framework of a study designed to explore the use of mobile learning applications used on iPads; types of applications as well as barriers to access and successful implementation of these tools
1. Determine the
level of use
by faculty of mobile learning applications (MLA); types of apps needed to support various teaching styles;
2. develop a
support community
for effective use of both the mobile learning applications and devices;
3.
gauge receptivity of faculty attitudes and beliefs
toward the use of MLAs and devices for both learning and teaching.
28 Faculty Members in COPE
A. 17 Family Sciences Faculty
B. 11 Reading and Teacher Ed Faculty
1. Theoretical Frame
2. Concern Based Adoption Measures
3. Mobile Learning App - Form Wiz
4. Mobile Learning Community Gatherings
5. Analysis


Population
Methods
Purpose
Time Frame
Gathering Topics
Learning/Teaching Styles
Reflective
Sensory
Intuitive
Visual
Verbal
Sequential
Global
Barriers
Learning Curve
Time
Boundaries -
Fluency in "e-Literacy"
Student Access
Privacy
Management Issues - Purchase of Apps
Faculty Perspectives
Dr. Karen Dunlap
Dr. Ludovic Sourdot
Department of Teacher Education

Dr. Linda Ladd
Department of Family Sciences
IT Perspectives
Dennise Hoebee
Director of Client Services
Office of Technology Services

CBAM
The Concerns-Based Adoption Model (CBAM), developed at the University of Texas, Austin (Hall & Hord, 1987; 2006).
Stages of Concern
Questionnaire

Online questionnaire measuring people’s attitudes, reactions or feelings about changes in practice; addresses cares and concerns about new programs and practices and helps determine what people are thinking during the adoption process - pre and post administration
Theoretical Framework: Change
Focus on Change for the Individual
necessary process to satisfy ever increasing and evolving educational demands in the digital era
Situated within a Community
democratic change generated by a community sharing the same vision to improve practices, and given opportunity to voice their concerns of tech innovations = positive outcomes toward the change resulting in gradual, systematic adoption of innovations


Apps by Style
Productivity
Resource
Successes
Development of VPAT
Sense of Community
Collaboration Across Departments
Development in Digital Fluency
Inspiration
What's Next?
ANALYSIS

Mobile Pedagogy and Perspectives on Teaching and Learning: MOBILE LEARNING APPLICATION AND DIFFERENTIATED INSTRUCTION


Questions?
Level of Use Interviews
In conjunction with SOCQ is an interview protocol used to determine the levels of use (LoU) to measure the extent to which participants are using the new tools or practices from non-use to renewal; measurement looks at behaviors rather than feelings or concerns and helps identify problems participants might have in adopting the innovation.
Development of Mobile Learning Application

This app is used by Instructors to answer a wide variety of questions regarding the use of specific applications; focus on the type of application and how used, usability of application; connection to differentiated learning and teaching styles
App Selection and Gatherings

Mobile Learning Applications Questionnaire - Needs Assessment Data; Learning Styles Inventory
Looking at the Data
Mixed Methods
-Quantitative analysis -changes over time related to use of the innovation (specific tech; change in concern)
-Profiles created SOCQ and LOU illustrate portraits of faculty attitudes and beliefs
-Qualitative analysis/transcriptions of meetings and interview data - Constant comparative to develop
"Gatherings" as well as to produce a final in-depth narrative to illustrate how faculty use innovation for teaching and learning.
Greetings!
I debated about whether to send this to you all, but it was just really funny and I thought you might need a laugh today...

I downloaded the free Dragon dictation app for my iPad. I decided to test it out by reciting The Three Little Pigs story - or at least to the point where the wolf blows down the straw house. Below is what the app THOUGHT I said. I'm not sure how "big bad wolf" translated to the devil, but there it is. I think my favorite part is that final sentence...

"What's my time there were three little pigs. These little pigs all lived enough for. One little pig her house made of straw... what little pig had a healthy and avoid the other little pig had a house made of bricks. One day the devil comes along and he said little pig little pig let me in! Lindebleu earlier have been a little pig said to your work... and I am gonna and I am gonna put in a minute blue rrific Internet poop... little straw house is gone."

Happy Thursday!
Interactivity
The downside to the mobile is that not all students have access sometimes to the apps, and the ones that also have the student component. There’s one that I’m using called Socrative and it has a teacher component and a student component and it allows them to turn it into clickers, so if they don’t have a smart phone or if the bandwidth will not allow them at that moment to let them download it, then that’s a problem.
Interactive applications using multiple ipads is useful but frustrating, like the loss of the ability to be spontaneous. I need more patience identifying applications I want to try
-I know that Blackboard has an app that students can use, but as an instructor, I
can't go in there and do anything


Well I think if I had two or three that really helped me I think my productivity would be better because again, my ipad is more mobile. I can take it different places for me, but and so I think its going to make me more productive
We are becoming aware of how these apps can be used collaboratively with a class of students and also that will make us as faculty know how to learn how to use these in a collaborative way.
Its nice if someone narrows that down to give me choices of what are really worthwhile apps, at least in theory, um, to use so that, you know, I think that’s part of that whole discernment thing, technology throws a bunch of stuff at us so what’s good? What works for our purposes?
-[I see myself] continuing to explore and discover, um, those things that come down the pipe technologically, will you know, make their job easier, but at the same time ummm... make sure that it is easier in a way that is good and engages the students, and is pedagogically sound.
Regarding Privacy “I even worried about backing up my photos to ICloud. Cause I just don’t know that I want the whole world.” “Umm, I’m just paranoid I know. I crack myself up. And stuff that goes in ICloud is only for work, I don’t do personal stuff in there at all.”
conducted pre and post
Individual
Community
CHANGE
INNOVATION
Examine and support how people acclimate to change so that when changes occur, a smoother transition will foster the success of the innovation

type of application and how used, usability of application, and goodness of fit
Monthly Meetings - collaborative; focused on
differentiated learning and teaching styles and application types

(Garrison, Anderson, Archer, 2000). This model encompasses a group of participants who regularly gather under certain circumstances to discuss how a proposed change will affect the educational experience.
March - May 2012 - Initial Interviews/Surveys
June - July 2012 - Support Development/App Purchase
August - May 2013 - Gatherings
June - July 2013 - Online Support/App Input
August 2013 - Final Interviews/Surveys
September 2013 - Begin Data Analysis
Application Types
Productivity
Resource
Interactivity
BARRIERS
SUCCESSES
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