Summary of Learning: EPS590 Mobile Learning (Univ. of Illinois – Champaign)

       I truly cannot put into words how much I learned this semester in just a few short weeks. I still remember looking over the syllabus the first week of class and thinking “there’s no way I’m going to be able to pull off half of this – maybe I should register for a different elective –  I don’t even have a Twitter account!” Yet, somehow, after the first class meeting I became enthralled in the subject of mobile learning. As someone who works on the policy side of education, and has no experience teaching, I thought it would be more difficult for me to understand how mobile learning tools could work in the classroom. However, being surrounded with such a diverse group of experienced educators in class each week, it became much easier for me to understand the multiple uses of mobile tools in the classroom (both for teachers and students). Reading other classmates’ blogs and browsing through their case studies, listening to their mobile app design presentations, and reviewing their advocacy documents for mobile education, all enriched my knowledge and perspective on mobile learning.

       I also learned to frame issues of mobile learning not only as classroom-specific, but as something that I could use in the policy-realm to help promote programs and initiatives that build upon creating mobile education frameworks . In my own workplace, the Miami-Dade County public school district in Florida, I have seen first-hand some of the challenges of implementing mobile learning in already cash-strapped school districts. But I have also seen the countless opportunities it presents for students and the promise of a better public education.  By putting theory and practice together through the various course assignments, I realized that the goal of expanding (and in some cases introducing) mobile learning into traditional educational models (in and outside the classroom) is indeed an attainable goal. But I learned it takes thinking outside the box, creativity, fearless optimism, and an innovative spirit. Interestingly enough, just last week, I saw such an innovative spirit in action in my own school district, where the Superintendent announced that ours would be “the boldest new product launch for any school district in the country.” [For details, click here]. Yet, not surprisingly, a few weeks ago, while I was meeting with our Asst. Superintendent for Schools of Choice, I noticed our course textbook, Disrupting Class, on her desk. It was great to see that we were on the same page, literally.

       I would be remiss if I did not thank Dr. Pianfetti for an EXCELLENT course, great insight, and true dedication to making this class the best it could possibly be on its first run. I also have to thank all my classmates for their contributions to class each week and for helping to elevate the discourse on the subject with each blog post, tweet, and shared content through Facebook and Diigo. Couldn't have asked for a better group!

One Laptop Per Child (OLPC): Helping to Close the Digital Divide

      

      One Laptop Per Child (OLPC) is one of the most revolutionary mobile learning programs in recent history for the advancement of education in the developing world. Based on the premise that a laptop is at its core an educational resource, OLPC sees its mission of bringing XO laptops to some of the world's most impoverished countries as a movement to advance education and opportunity - not just technology.

      The power of OLPC lies in its XO laptop’s design, which makes it more compatible than the average laptop for its intended users in the developing world. It is rugged (like many of the locations where it’s used), water-proof, solar-powered, and has a special screen that allows users to read from it in direct sunlight. With its embedded wireless technology and peer-to-peer connectivity features, it helps address the digital divide across some of the world’s most remote areas. In terms of software, it combines a wide range of educational features that serve as learning tools for students who would traditionally lack access to things like a camera, calculator, or a web browser. Because of this, the main beneficiaries of the OLPC program are children in the developing world (living in remote/ impoverished/ disconnected areas) and the communities in which the laptops are distributed.

      Yet, despite its functionality, the OLPC program is not without its challenges, most of which center on lack of technical support for the XO machines (once delivered). Ultimately, the sustainability of the OLPC program will be dependent on whether its main set-backs are effectively addressed; otherwise, OLPC will not be sustainable in the long term. Specifically, some of its main barriers to sustainability include: cost of the XO machines (which presently is still greater than the intended $100), and the lack of effective customer/user support services (software and hardware) necessary to keep the laptops working. These challenges can be overcome with increased support from the private sector, minor modifications to the design of the XO, and increased technical training for individuals in the communities where the laptops are being delivered.

Mobile Education in the Developing World

      In exploring how mobile technologies are being used in developing regions, it is evident that their use is being channeled in a number of areas ranging from business and commerce to healthcare. And although each of these areas plays a significant role in a country's development, none has the potential to impact national development like education. It is the one area that, if invested in properly and given adequate tools and resources to serve the population, can single-handedly help transform all the others. It is through education that individuals and communities are empowered and find a way out of cycles of poverty. It is because of this that education is so crucial in developing regions.

      At the same time, there is a serious deficit of technological resources available for education in developing countries, largely as a result of lack of funds and infrastructure.  This makes access to quality education a challenge in major urban areas, and essentially a non-existent option in rural communities. It is because of this that mobile learning is such a powerful concept and mobile devices a gateway into the future for countless children across the world. As we have seen with the One Laptop Per Child Project, in areas in the developing world where they may not be a quality school or children may not be able to reach school due to war and violence, if there is a mobile device (a cellphone, a laptop), there is the possibility of accessing education. In the words of Queen Rania (of Jordan)...

"Education through mobile devices can be a transformative force for good. In the face of disease, it can mean a clean bill of health; in an economic downturn, it can mean a skilled workforce ready to earn again; in a warzone, it can be the language of diplomacy and dialogue." - Queen Rania Al Abdullah (GSMA Development Fund Report, Nov. 2010)

Exploring App Design: FLVS meStudying

      Mobile design is crucial in the development of an effective mobile app. Before a concept or idea for an app can be effectively realized on a mobile device, it must first pass through a series of reviews for compliance with minimum operational standards to ensure optimal functionality. Some of these standards include: clarity, presentation, ease of navigation, interface effectiveness, etc. Ultimately, the goal should be to “develop multimedia learning content for mobile phones which is interactive, highly visual, engaging, and effective for the learner” (p. 159).

       An example of such mobile learning apps are Florida Virtual School’s meStudying apps (for Android), in its various subjects. The two images below are screen shots of two of the current versions out in the market, the apps for Algebra I and College Reading. Each app is designed to reinforce learning and studying habits outside the classroom (particularly given the web-based nature of Florida Virtual School). I believe the developer designed the app in a way that is generally simple, easy to navigate, and straight-forward in order to encourage students to access the content more often, without being overburdened with complex interface features or a very busy design structure.
       I think the meStudying apps have worked well because they rely less on visual information overload and more on their actual function which is to reinforce content and help prepare students for tests. The apps help accomplish this by making available a wide range of questions on each topic of a given subject. The app further allows the student to select the length of the quizzes he/she wishes to take, allowing them practice in whatever time they have available, whether it be 10minutes or an hour.
       Although highly functional as is, the meStudying apps could be improved by periodically increasing the number of content questions available on all subjects, and adequately updating the questions on the apps for Advanced Placement courses given the evolving nature of AP exams.

QR Codes: Unimpressive

      To be completely honest, I am quite unimpressed by QR codes and their so called "functionality", or lack thereof (in my opinion). I understand they're considered a “technological advancement” and all, but really, I think abbreviated URL links accomplish virtually the same thing as a QR code.

      So, what is a QR Code? QR codes are essentially barcode-like images which link to online web-content; basically, a visual shortcut for URL links. Or the more sophisticated description, according to EDUCAUSE:

“QR codes are two-dimensional bar codes that can contain any alphanumeric text and that often feature URLs that direct users to sites where they can learn about an object or place (a practice known as “mobile tagging”). Decoding software on tools such as camera phones interprets the codes.”

      After much reading about QR Codes, I can’t think of a way in which these could revolutionize teaching, or learning for that matter. And although I came across a number of websites linking QR Codes to education, I failed to find something that could truly be considered revolutionary. Many of the ideas suggested for their use revolved around increased instant access to specific online content related to classroom activities, but this is already possible through the use of social media and countless mobile apps.

      In terms of impact on how learning may occur, I guess the simplest way to think of it is that students could pick up a QR code posted virtually anywhere and it could take them to online educational content. Again, my opinion here is that this is already possible with the use of abbreviated URL links. Nonetheless, here is another perspective from EDUCASE on QR Codes' usefulness:

“QR codes link the physical world with the virtual by providing on-the-spot access to descriptive language and online resources for objects and locations. In this way, the codes support experiential learning, bringing scholarship out of the classroom and into physical experience. The greatest importance of QR codes could lie not in their specific use but in the opportunities they offer for moving away from keyboards as input devices in learning environments.” [EDUCASE]

      In closing, I would agree with the above statement about "bringing scholarship out of the classroom and into physical experience," if QR Codes were spread out across the world outside the classroom; if a student walking home could find a QR Code on a unique tree or animal, scan it, and instantly get information on the subject, expanding upon what he might have learned in science class. Last time I checked, QR Codes were nowhere near that ubiquitous.

Formative Feedback Tools = Virtual

      When analyzing the issue of formative feedback tools in education, it is essential to consider current trends toward mobile education and the increased digitization of educational materials, assessments, and instruction. In researching formative feedback tools, I repeatedly came across a common denominator among these tools. Nearly all, at least all of the ones that appeared to be most efficient, were based online. Despite the fact that I considered formative feedback tools in regular brick-and-mortar classroom settings and in virtual classes, the online component of the feedback tools remained constant.

      In the video below, Dr. Marilyn Rice, Associate Professor in the Department of Curriculum and Instruction at Sam Houston State University in Huntsville, TX, discusses the importance of instructor feedback to online students and some of the forms said feedback can take. She also discusses how these tools can help inform decision-making for instructors.

       In terms of brick-and-mortar classes, there are a myriad of web-based programs which help teachers assess students’ knowledge and record data on their progress over time. One such program is Explore Learning Gizmos, an interactive program based on online simulations that drive students’ conceptual understanding in Math and Science. However, one of Gizmo’s key features is its formative assessments component with instant feedback for students in real-time. These formative feedback tools can also help to enhance the curriculum by providing teachers with relevant student data and materials to supplement classroom instruction and content delivery strategies.

      Unfortunately, this type of advantage isn’t being realized, or happening as often as it should, in enough learning environments. Part of the reason for this may be lack of funding or technical infrastructure in schools, hindering their ability to purchase needed software/ hardware and implement the programs/formative feedback models. Another major reason may be the time factor. Formative feedback activities/tools can be significantly time-consuming for educators and can place a strain on their ability to effectively juggle all their other duties including: delivering content, recording grades, and preparing lesson plans and exams.

Technology in Miami's Public School District

This video provides a great overview of the Miami public school district's use of technology both in and outside the classroom. Miami-Dade County Public Schools is the fourth largest school district in the U.S., with over 345,000 students and more than 22,000 teachers.