Cell Phone Program to Boost Pedagogy at Montclair

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Cell Phone Program to Boost Pedagogy at Montclair State University Patricia Kahn, Ph. D.

Cell Phone Program to Boost Pedagogy at Montclair State University Patricia Kahn, Ph. D. , Director, Information Technology Edward Chapel, Ph. D. Vice President, Information Technology Campus Technology 08

MSU Campus Connect Program A simple observation ◦ Every student has a cell phone…

MSU Campus Connect Program A simple observation ◦ Every student has a cell phone… it’s what they use for everything! A simple idea ◦ Let’s get rid of land lines in residence halls. Became a much bigger project ◦ Inventing the Virtual Campus Experience 2

Leverage Mobile Technology If every student had a mobile phone, how do we use

Leverage Mobile Technology If every student had a mobile phone, how do we use them to enrich their living and learning experience at MSU? Upgrade traditional landline latest technologies services Engage Students through Enhance public safety improved communication & Leverage mobility and community reinforcement 3 Improve academic use of location based services for efficiency

Some Challenges to Consider 4 Standardization Proprietary Networks Marketing to Value Administrative Overhead

Some Challenges to Consider 4 Standardization Proprietary Networks Marketing to Value Administrative Overhead

The Challenge for Educators Newly designed courses promoting student learning through active engagement Higher

The Challenge for Educators Newly designed courses promoting student learning through active engagement Higher education needs to employ strategies of using emerging educational technologies to facilitate the learning process by providing a learning environment that matches the student’s new style of learning (Dede, 2005) 5

Mobile Technology Can Help An instructional technology that support the 21 st century learner

Mobile Technology Can Help An instructional technology that support the 21 st century learner but does not require a high level of technical proficiency Enhance the learning process by making learning more interactive and enjoyable Afford curriculum customization to match learners' developmental needs as well as personal interests Promote a constructivist approach to teaching and learning Bridge the gap on how students live and learn realizing that they will spend their adult lives in a technology-driven multitasked fast-paced world 6

Campus Connect Program 7

Campus Connect Program 7

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Cell Phone Pilot Stage I: Learning Activities Podcasts of instructor’s course lectures Bb Announcements

Cell Phone Pilot Stage I: Learning Activities Podcasts of instructor’s course lectures Bb Announcements and Grades Entourage group messaging feature Bb 10 Rave

Home Page os e d i ss v e c c A 11 Access

Home Page os e d i ss v e c c A 11 Access G roups

Do you like using cell phones in class? Analysis • English: In class writing

Do you like using cell phones in class? Analysis • English: In class writing activities (journals, portfolios, etc. ) • Business: Redundancy of class lectures • Subject matter did not lend itself to using cell phones • No direct experience from learners 12

Did cell phones help me learn in class? Analysis • English: In class writing

Did cell phones help me learn in class? Analysis • English: In class writing activities (journals, portfolios, etc. ) • Business: Redundancy of class lectures • Subject matter did not lend itself to using cell phones • No direct experience from learners 13

Did you believe cell phones could help you in education? Analysis • 21 st

Did you believe cell phones could help you in education? Analysis • 21 st century learner looked for technology in the learning process As long as it served a purpose! 14

Student comments Liked Cell Phones 15 Able to obtain reminders from the instructor without

Student comments Liked Cell Phones 15 Able to obtain reminders from the instructor without having to logon to Blackboard. Enjoyed listening to the lectures while on the train or driving to and from school Viewing the podcasts were helpful; reinforced material in class for tests Disliked Cell Phones No need to access lecture podcast from cell phone Required assignments were in-class written exercises Material for assignments was obtained from inclass lectures Same material covered in class; therefore, no motivation to view lectures on the phone

General Conclusions – Stage I 21 st century learner looks for technology in the

General Conclusions – Stage I 21 st century learner looks for technology in the learning process as long as it serves a purpose. The subject matter and discipline needs to lend itself to using the technology. Students will not be motivated to use the technology if pedagogy doesn’t support its use. Given the appropriate venue and material, cell phones could help the education process 16

Cell Phone Pilot - Stage II Expand Original Purpose of Academic Use Changed the

Cell Phone Pilot - Stage II Expand Original Purpose of Academic Use Changed the focus based on feedback from Stage I Activities… ◦ Interactive and engaging ◦ Did not repeat classroom experience ◦ Required feedback from peers ◦ Supplemented course lectures ◦ Promoted classroom discussion 17

Supplement Learning Interactive Activities and Group projects ◦ Announcements and Grades ◦ Group Activities

Supplement Learning Interactive Activities and Group projects ◦ Announcements and Grades ◦ Group Activities ◦ Polling (cell phones as clickers) ◦ Blogging Fieldwork Exercises Text messaging to blogs Pictures from phones to blogs ◦ Video 18

Polling 19 The instructor can ask a question in class that the students can

Polling 19 The instructor can ask a question in class that the students can answer anonymously and within minutes The answer can be displayed to the class via a computer projector or smart board

Test Your Knowledge: Open Polling Activity Disruptive Innovation is a term used to describe

Test Your Knowledge: Open Polling Activity Disruptive Innovation is a term used to describe a new technology that unexpectedly displaces an established or sustaining technology (Harvard Business School). Which of the following represents a disruptive technology? 20 Ball point pen Wikis Google All of the above None of the above

Test Your Knowledge: Open Polling Activity Which of the following represents a disruptive technology?

Test Your Knowledge: Open Polling Activity Which of the following represents a disruptive technology? By Sending a text message to 67283 with one of the answer codes listed below. 712021: Pen 712022: Wiki 712023: Google 712024: All three 712025: None of them 21

New Student Seminar Polling Examples Polls were related to text readings Students were polled

New Student Seminar Polling Examples Polls were related to text readings Students were polled during the class Students were polled outside of the class Results were viewed by all The results sparked conversation inside and outside of class via text messages, e-mail and blackboard (accessible through the students’ phones) 22

Question # 1 Why did you come to college? Offered choices: 23 1. To

Question # 1 Why did you come to college? Offered choices: 23 1. To get an education 2. To lead to a job or career 3. Family obligations 4. Other

Why did you come to college? 24

Why did you come to college? 24

Question # 2 What are you going to do with your free time? Offered

Question # 2 What are you going to do with your free time? Offered choices: 25 1. Hang out with friends 2. Study 3. Get involved in campus affairs 4. Work 5. Party

What will you do with your free time? 26

What will you do with your free time? 26

Question # 3 How many hours a week do you expect to study? Offered

Question # 3 How many hours a week do you expect to study? Offered choices: 27 1. Five hours 2. Ten hours 3. Twenty hours

How many hours do you plan to study each week? 28

How many hours do you plan to study each week? 28

Conclusions Students liked using the technology Class became more fluid and student oriented Students

Conclusions Students liked using the technology Class became more fluid and student oriented Students used the technology outside of class Learning was initiated through the students, not through the instructor 29

Polls and Fieldwork: German Free-time Activities Scavenger Hunt “As a vocabulary building exercise in

Polls and Fieldwork: German Free-time Activities Scavenger Hunt “As a vocabulary building exercise in the chapter on how we spend our free time, I gave the students a list of about 25 verbs. In teams of 4 -5 students, they had 15 minutes to walk around campus and find people engaging in activities from the list. Using their cell phones…… 30

Polls and Fieldwork (Germ. cont. ) Free-time Activities Scavenger Hunt “I put together a

Polls and Fieldwork (Germ. cont. ) Free-time Activities Scavenger Hunt “I put together a list of trivia questions (in German) about famous Germans, such as "What did Goethe write? " or "Who is Joseph Ratzinger? " Each question was set up as a poll with multiple choice answers accessed from the cell phone. . 31

Blogs Fieldwork Activities Introduction to German: Autobiography Constructed, through blog postings, students had to

Blogs Fieldwork Activities Introduction to German: Autobiography Constructed, through blog postings, students had to provide a description of him/herself and daily life (or that of someone you know, or a fictional person, if you wish). The posts will be grounded by a photograph (or photographs) taken from your cell phone. You will then describe the picture in a few short sentences in German 32

Blogs Fieldwork Activities (cont. ) Linguistic Assignment: Gender Differences in Speech “Linguistic research has

Blogs Fieldwork Activities (cont. ) Linguistic Assignment: Gender Differences in Speech “Linguistic research has shown that males and females use formal and informal speech under different circumstances and at different rates. Using your cell phone post your observations on your blog” • Count how many turns the females take. • Count how many turns the males take…. 33

Blogs Fieldwork Activities (cont. ) Urban History Students learning about urban history are studying

Blogs Fieldwork Activities (cont. ) Urban History Students learning about urban history are studying fires as a historical event. Students are required to visit a local fire house and interview a fireman/firewoman and post the highlights of the discussion on their blog page by using their phones. 34

Challenges – Stage II 35 Double sign on Phone Activation Group Invites Comfort level

Challenges – Stage II 35 Double sign on Phone Activation Group Invites Comfort level with the phone Did not want to give up their own personal phone

25 My experience using cell phones with Blackboard 22 announcements 20 15 10 8

25 My experience using cell phones with Blackboard 22 announcements 20 15 10 8 6 6 5 3 0 Exceeded Expectations Met Expectations Below Expectations n = 45; Total surveyed 200 36 Did Not Meet Expectations Did Not Experience

16 14 My experience using cell phones with Blackboard grades 14 15 12 10

16 14 My experience using cell phones with Blackboard grades 14 15 12 10 8 8 6 4 5 3 2 0 Exceeded Expectations Met Expectations Below Expectations n = 45; Total surveyed 200 37 Did Not Meet Expectations Did Not Experience

20 18 19 My experience using cell phones with Montclair Email 16 14 12

20 18 19 My experience using cell phones with Montclair Email 16 14 12 10 10 9 8 6 5 4 2 2 0 Exceeded Expectations Met Expectations Below Expectations n = 45; Total surveyed 200 38 Did Not Meet Expectations Did Not Experience

16 My experience using cell phones with Groups 14 14 13 12 11 10

16 My experience using cell phones with Groups 14 14 13 12 11 10 8 6 4 17 14 4 3 2 0 Exceeded Expectations Met Expectations Below Expectations n = 45; Total surveyed 200 39 Did Not Meet Expectations Did Not Experience

20 18 19 The cell phone activities were relevant to the topics presented. 16

20 18 19 The cell phone activities were relevant to the topics presented. 16 14 12 10 10 8 27 8 8 18 6 4 2 0 Exceeded Expectations Met Expectations Below Expectations n = 45; Total surveyed 200 40 Did Not Meet Expectations

18 I am satisfied with cell phones as a teaching tool. 16 16 14

18 I am satisfied with cell phones as a teaching tool. 16 16 14 12 10 11 9 9 20 8 25 6 4 2 0 Exceeded expectations Met expectations Below expectations n = 45; Total surveyed 200 41 Did not meet expectations

Conclusions/Recommendations The jury is still out whether using cell phones enhances the learning experience

Conclusions/Recommendations The jury is still out whether using cell phones enhances the learning experience • Instructional design consultation • Provide activities that are interactive and engaging and serve a purpose • New Student Seminar Course o standardized cell phone activities integrated across all sections • Applications available on all phones • Support, support – don’t assume comfort level of 21 st Century Learner • 42 Students use own phone

Questions? 43

Questions? 43