MALET Issues

"Mobile device use has been soaring in recent years in all user groups. Mobile learning is no longer an optional activity for academic institutions, but a necessary endeavor. Developing a curriculum around mobile learning is essential, particularly for distance-based, non-traditional students. Understanding how students use their mobile devices is important to supporting mobile learning initiatives. Student survey responses were examined to determine how students use mobile devices in education. Librarians must stay on the forefront of mobile technology by using their skills in curating and teaching to support this important educational initiative and to become leaders in this area." [Abstract from ERIC Database.] Gebb, B.A., & Young, Z. (2014). Mobile Resource Use in a Distance Learning Population: What Are They Really Doing on Those Devices? Journal of Library & Information Services In Distance Learning, 8(3-4), 288-300.

I wasn't able to read the article - even through the ESC library connection. However, I am curious about the use of mobile devices in distance education and why there is not a higher level of support for some of the apps that are available. For example, my employer fully supports the Blackboard app on iPhone and Android platforms. Whereas at ESC, the Moodle mobile app is still not functional. Many times I have been out without my laptop and would like to get some work done on the phone, but looking at the Moodle website is horrid - even with its responsive theme. It seems the more we expect students to be mobile, the more we should embrace and support its many facets.

You could usually put in an Inter-library loan request (ILL) to get the full-text of articles that only appear in abstract form or do not appear in the ESC database. I just went to chat with a library as ESC and they gave me this web site adress: http://www.esc.edu/library/interlibrary-loan/

This literature review (2015) by Dr Sarah Hayes, who is a lecturer in Technology Enhanced and Flexible Learning at Aston University, contributes to the MOOCs' debate. "The review demonstrates the breadth and quality of the discussions, and supporting evidence, that are continuing to occur. The review is provided on the basis of offering a wider range of resources, which offer different perspectives and different ways of thinking about the issue of quality that MOOCs generate. "

"While language learning and place-based learning linked to history, geography, sociology, and social studies are already available for such devices, the next developments are focused on using wearable devices linked to smartphones for self-assessment linked to a much wider range of learning. Imagine being a student four weeks away from final examinations in chemistry. What if your Apple Watch or smartphone asked you chemistry questions related to your course of study twice a day, every day for these four weeks? The daily feedback could help you focus review on topics you are weak in and reinforce your mastery of topics in which you are strong. These adaptive assessments are becoming more widely used and can be linked to open educational resources on the specific topics the student needs to master so as to aid their learning."

What are Open Educational Resources (OERs)? Why should I care about OERs? What are some examples of OER projects? How has UNESCO supported OERs? What is the 2012 World Open Educational Resources Congress and what are its aims? What is the Paris Declaration? How can I get involved?

A few areas where the rapid development of AI may outstrip our ability to deal with ethical implications

Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. Retrieved from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/integrating The intent of this report is to detail the concepts of using technology with master of skills in mind. Beginning on page 17, details of assessment, advantages of technology-based assessment, mastery learning approach. Further they discuss the concepts of tools like clickers for quick feedback on levels of understanding and the details necessary for successful online learning - both synchronous and asynchronous.

Bill, I was somewhat surprised that the article includes a introductory headline: "Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life" without including some qualification as to why it's not surprising. If this comment is related to digital immigrants, learners disadvantaged by socioeconomic constraints and/or learners residing in remote locations lacking access to technology hardware, software and/or reliable Internet connection, the statement seems less surprising. As I read the article, the rationale for including the headline became clear - the article focuses on specific technology constraints related to many types of learners. The article outlines a plethora of opportunities to change educational paradigms that focus on the integration and utilization of technology-rich learning methodologies.

Reference Gasevic, D., Kovanovic, V. Joksimovic, S., Siemens, G. (2014). Where is Research on Massive Open Online Courses Headed ? A Data Analysis of the MOOC Research Initiative. The International Review of Research in Open and Distance Learning, 15(5), 135 -176. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1954/3111

Marian, this is an involved research report on MOOC research initiative! Specifically, the issue of low course completion and high degree of student attrition was often pronounced as the key challenge of MOOCs & that understanding factors that affect student engagement, completion and success in MOOCs is a complicated psychological process. Theory of planned behavior (TPB) - used to study behavioral change - in the study's case, changing students intention to complete a MOOC and thus, increase their likelihood of course completion - it remains to be seen to what extent a student's intention can be changed if the student did not have an intention to complete a MOOC in the first place. What would be a reason that could motivate a student to change their intention in cases when she/he only enrolled in a MOOC to access information provided without intentions to take any formal assessments? Side note - are you aware of (or have you already taken) ESC's EDU-681111 Metacognitive Analysis: U Albany & Empire State College MOOC? Also, you may be interested in reading this article - Beyond MOOCs: Is IT Creating a New, Connected Age? EDUCAUSE Sprint 2013.

At Health IT Outcomes, we've made it our mission to provide the healthcare industry with expert guidance on technology system selection, integration, project management, and change management. To help achieve this goal, we speak with industry leaders on everything from EHRs to HIEs to HIM, and then share these conversations with you.

I am interested in reading this article to learn about how patient care is being "powered by technology", as I teach in allied health profession (radiologic science) that utilizes technology extensively, but cannot read entire article unless I sign up Health IT Outcomes.

For an industry that has tried to avoid technology, healthcare is embracing the iPad. Here's a look at how it's being used today and the promise it holds for tomorrow.

The iPad (and iPhone) have been approved by the FDA (http://appleinsider.com/articles/11/02/04/fda_approves_ipad_iphone_radiology_app_for_mobile_diagnoses/) & American College of Radiology (ACR) for use as a primary monitor for mobile interpretation and evaluation of all forms of medical images (diagnostic x-ray, CT, MR, etc.)! My educational program considered adopting iPads for clinical use, but ultimately decided against adopting them because, 1. they were too large for students to carry around and 2. we were concerned about potential for theft.

EDU681102 - Module 1, Week 2. Mark Ness, article #1

Again, annotated version was not preserved when URL link was created...

EDU-681102 - Module 1, Week 2. Mark Ness, 4th article

???, article title "Use of virtual simulations for improving knowledge transfer among baccalaureate nursing students" & annotations did not become part of URL link...

EDU-681102 - Module 1, Week 2. Mark Ness, 3rd article

Hi Mark, Really interesting area that you are studying. Simulation-based medical teaching seems to make sense but apparently the issue relates to cost. As someone who knows little about medical training outside what I watch on TV shows, I would be interested to know how integrated simulation already is in medical training vs practice on real patients? . It would appear that simulation if expensive would be an area where several institutions might wish to collaborate in order to maximize the use of the equipment and technology. Is that realistic?

EDU-681102 - Module 1, Week 2. Mark Ness, 2nd article

"Not every classroom can get a laptop every day, so [devices like smartphones], even if you have to pair up, become something useful for teachers," Halla says. "The number of kids with phones has just been blown out of the water the last couple of years," he adds. This is an interesting take on the use of smart devices in learning. Being at an institution where we still have 30+ computer classrooms and over 250 open access computers - 100 of which are 24/7/365 access - I wonder what the future of these sorts of labs hold for students and whether they will even be a part of their learning process.

Photo: Colleen Lanz Countryman/NCSU "Physics lab students use the smartphone gyroscope sensor to measure angular velocity at North Carolina State University. Cell phones have proliferated among high school and college students, and these pocket-size computers have become essential tools in physics classrooms. Sporting a range of sensors, smartphones offer educators and students a familiar device that can perform many of the same functions as expensive lab equipment." In understanding the learner aspect of technology this article speaks to the cost of technology in labs. Interestingly, the use of personal technology can help fill the gap when needed. This offers an opportunity for learners to look inside their own technology and understand the powerful tech they carry around with them.

Digital innovations have now made it possible for consumers to use portable devices to access their medical information, monitor their vital signs, take tests at home and carry out a wide range of tasks.

I haven't used any of these portable devices, but I am sure that using these devices is going to be a lot cheaper (and more convenient) than going to any doctor!!!

PRODUCED BY Rachel Dretzin CORRESPONDENTS Douglas Rushkoff Rachel Dretzin CO-PRODUCED BY Caitlin McNally R.A. Fedde WRITTEN BY Douglas Rushkoff & Rachel Dretzin DIRECTED BY Rachel Dretzin ANNOUNCER: In 2007, FRONTLINE broadcast a film called Growing Up on Line. GREG BUKATA: You need to have the Internet on to talk to your friends because everybody uses it.

Rushkoff and Dretzin produce such great videos. I could spend forever watching their productions. When I get some free time, I would like to watch more of their videos. Good choice!!!

Guo, P., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. Proceedings of the First ACM Conference on Learning @ scale conference. Retrieved from http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf

PRODUCED BY Rachel Dretzin CORRESPONDENTS Douglas Rushkoff Rachel Dretzin CO-PRODUCED BY Caitlin McNally R.A. Fedde WRITTEN BY Douglas Rushkoff & Rachel Dretzin DIRECTED BY Rachel Dretzin ANNOUNCER: In 2007, FRONTLINE broadcast a film called Growing Up on Line. GREG BUKATA: You need to have the Internet on to talk to your friends because everybody uses it.

food for thought video