Programme

It has recently become possible for students to create a short stop-motion animation in a teaching session in an hour or so using Plasticine, either a Smartphone or a tablet with an on-board camera and freely downloadable software. Making such 'claymation' animations as a means of teaching in school science can be very engaging, both prompting peer discussion about the science and showing up students' misconceptions for the teacher to act upon. Indeed I found students reported this discussion as they worked to be most help to their understanding the science being taught. In another study [http://www.bristol.ac.uk/education/research/sites/animating-science/] I found that creating stop-motion animations can also support science teacher trainees by enabling them both to consider and reflect on their own science understanding in depth and also by encouraging them into thinking through the process of communicating the underpinning science to others (Wishart, 2017).

All conference delegates, whatever their experience with making animations, are welcome to this workshop where they will be briefly introduced to the theory behind the success of animation creation in initial teacher education. Then they will work in small groups to make a stop-motion animation for themselves to learn more about the benefits of and challenges to teaching in this way. Each group will need a Smartphone or iPad and we will be using iMotionHD (iOS) or Stop Motion Studio (Android, Windows) if you want to practice with the app ahead of the workshop.

References: Wishart, J. (2017). Exploring How Creating Stop-Motion Animations Supports Student Teachers in Learning to Teach Science. Journal of Research on Technology in Education, 49(1-2), 88-101.

Jocelyn Wishart was Senior Lecturer in Science Education at the University of Bristol until very recently. She became involved in mobile learning through her interest in using handheld devices to support teacher trainees on placement in schools. However, in the current school culture in England, where there is debate over using mobile phones in school, trainees tended not to feel comfortable about using a handheld device in a classroom context. This led Dr Wishart to research further into social and ethical issues associated with using personal devices like mobile phones to support learning and to develop support for new researchers and teachers in addressing the new ethical concerns. Her book 'Mobile learning in Schools' is being published by Routledge this Autumn. She is Membership Secretary of the International Association of Mobile Learning.

Students need to be empowered to become self-directed learners—which includes setting goals for their learning, reflecting on their progress, and building habits and mindsets to help them succeed in college, career and life with mentorship from their teachers. With this challenge in mind, we look at the use of Mobile Apps to improve the self-directed learning experience of the students. However, the challenge of making an informed decision about which Apps to select for learning is becoming more complex. Based on best practices models and theories, specifically the SAMR model, the workshop entices the participants to engage in the decision making process and develop a learning experience for an academic environment by making use of Mobile Apps.

The workshop consists of three parts which include:

1. An overview of the impact of mobile learning technologies in the global academic environment.
   1. Presentation of how mobile Apps are currently being used in various academic environments
   2. Discussion of the need for mobile technologies and strategies especially in self-directed learning.
2. Decision making towards best practices and models in which Mobile Apps can be applied for the academic environment.
   1. Discussion of how the SAMR model may be used when selecting Apps for instruction
   2. Selecting apps based on design principles
      1. Broad definition of Mobile
      2. Design for short bursts of activity
      3. Minimal functionality
      4. Efficiency is the goal
      5. Designed for touch
      6. Simple gestural interface
      7. Consider one handed users
      8. Visual clarity
      9. Low error rate
3. Practical hands development of a learning experience with Mobile Apps.
   1. Review of Mobile Learning Apps by the audience using the SAMR model focusing on learning strategies.
   2. Discussion of how specific mobile apps utilize or do not utilize specific design principles.

Objectives/Outcomes:

The audience will:

1. Gain an understanding of the growth of mobile technology
2. Understand the role that mobile learning has in the 21st century academic environment
3. Experience the latest mobile technologies and apps used in higher education
4. Understand the decision making process for choosing effective mobile apps for learning
5. Gain an appreciation of the value mobile technologies have in the current and future academic community
6. Apply the gained knowledge in a community of participants

References:

• Amalfitano, D., Fasolino, A. R., Tramontana, P., Ta, B. D., & Memon, A. M. (2015). MobiGUITAR: Automated model-based testing of mobile apps.IEEE Software, 32(5), 53-59.
• Baran, E. (2014). A review of research on mobile learning in teacher education.Journal of Educational Technology & Society, 17(4), 17.
• Conroy, D. E., Yang, C. H., & Maher, J. P. (2014). Behavior change techniques in top-ranked mobile apps for physical activity. American journal of preventive medicine,46(6), 649-652.
• Dute, D. J., Bemelmans, W. J. E., & Breda, J. (2016). Using mobile apps to promote a healthy lifestyle among adolescents and students: A review of the theoretical basis and lessons learned. JMIR mHealth and uHealth,4(2).
• Godwin-Jones, R. (2011). Mobile apps for language learning.
• Heik, T. (2016) 12 Principles of Mobile learning Retrieved on the 18th of July 2017 from http://www.teachthought.com/technology/12-principles-of-mobile-learning
• Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview.Theory into practice, 41(4), 212-218.
• Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Online Learning, 18(2).
• Zichermann, G., & Cunningham, C. (2011).Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc.
• Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1-17.
• Malamed, C., 10 tips for designing mLearning and support apps. The eLearning Coach, http://theelearningcoach.com/mobile/mobile-learning-and-support-app-design/

Dr. Helga Hambrock

Senior Instructional Designer

Assistant Professor

College of Graduate and Innovative Programs
Helga Hambrock is an assistant professor in the department of Instructional Design and Technology. She teaches several courses in the program, including Integrated Technology across Curriculum, Technology for Effective Decision Making, Virtual Literacy in the Classroom, and Needs Assessment and Task Analysis. Her research interest is in teaching and learning with technology, with specific interest in mobile learning. In addition to her teaching duties, Ms. Hambrock is an instructional designer for university projects. Ms. Hambrock joined the Concordia University Chicago faculty in 2016.

Degrees

• PhD, Educational Technology - University of Pretoria; Pretoria, South Africa
• MS, Eduacational Technology - University of Pretoria; Pretoria, South Africa
• Higher Diploma in Education - University of KwaZulu Natal; Durban, South Africa
• BA - University of Pretoria; Pretoria, South Africa

Academic and Professional Highlights

Publications

• "Mobile learning in a journalism course," Proceedings of the Mlearn International Conference, 2015.

Presentations

• Hambrock, H.B, Lilly.C, Richter, R.G, Wozniak, K. "An investigation in best practices for adaptive learning." E-learning Conference, Washington DC, November 2016.
• "GATE Mobile a platform for student and teacher support in Southern Africa." UNICEF Conference Washington DC October 2016.
• "Education and global support" LEA Conference Grand Rapids, MI, October 2016.
• "Developing a framework for a work integrated mobile learning strategy." IAMlearn conference Venice, October 2015.
• "Using Mobile Apps in Education." Global Innovation Conference, June 2014.
• "Investigating a Mobile strategy for an academic institution." Envision Mobile Technology in Education Conference May 2014.
• "Learning beyond the classroom," SATN Conference; City, South Africa, 2014. 
• "Learning on the go," Innovation in Education Conference; City, South Africa, 2013.
• "Building educational communities in the cloud." LEA Conference Milwaukee, WI, October 2013.
• "Networking educators in Southern Africa by using web 2.0 tools." LEA-SA Conference, August 2013.
• "The role of social media in education". LEA-SA Conference, August 2012.
• UP2U Instructional Design Association
  • Hambrock, H.B. "Gamification and Mobile learning?, Tshwane University of Technology, 2015.
  • "Blended learning a recipe for teaching and learning." University of Witwatersrand, Johannesburg, 2014.
  • "The future of MOOCs in South Africa." University of Witwatersrand, Johannesburg, 2013.

Awards

• Executive committee member - International Association for Mobile Learning (IAMLearn) (2016-Present)
• Chairperson of LEA-SA (2012-2015)
• Higher Education Development and Support Practitioner of the Year (2013)
• Master's dissertation with distinction
• Windows 98 and Microsoft Office, passed with distinction - Werludu Computer College
• Honors in German - University of KwaZulu Natal; Durban, South Africa
• BA (Hons), passed with distinction

Prior Positions

• Instructional Designer - Tshwane University of Technology; Pretoria, South Africa. 

Dr. Richard Richter

Current Position:
Director of Instructional Design, College of Graduate Studies and Innovative Programs, Assistant Professor Instructional Design and Technology.

Educational Background:
BA Education, Concordia Teachers College, MAEd. Education, Concordia College, River Forest, IL, Post graduate work in Instructional Technology, EdD. (ABD) Northern Illinois University

Professional Experience:

• Director of Media Production, Concordia Teachers College, River Forest, IL
• Assistant Professor, Communications/Theatre, Concordia University, River Forest, IL
• Instructional Designer, Executive Producer, Concordia University Education Network, Bend, OR
• Manager of Instructional Technology, Concordia University Chicago

Publications:

• Hambrock, H.B, Lilly.C, Richter, R.G, Wozniak, K. "An investigation in best practices for adaptive learning." E-learning Conference, Washington DC, November 2016.
• Tawfik, A. A., Reiseck, C., & Richter, R. (2013). Project Management Methods for the Implementation of an Online Faculty Development Course. In A. D. Benson, J. L. Moore, & S. Williams van Rooij (Eds.), Cases on Educational Technology Planning, Design and Implementation: A Project Management Perspective. IGI Global.
• Cressman, J., Richter, R. Sims, P., Schuth, S., & Sukowski, M. (2011). Come and get fed: A café experience of professional development for faculty and Concordia University Chicago. NCPEA, Education Leadership Review: Portland Conference Special Edition, 12(3), 1-7.
• Richter, R. G. (2010). Why is the question, "What is the role of technology in faith formation?" important? Issues in Christian Education, 44(1), 8-13.

Scholarly interests and contributions:

• International Visual Literacy Association
• EDUCAUSE
• AECT (Association of Educational Communication and Technology)
• ISTE (International Society of Technology Education)
• Online Learning consortium (The Sloan Consortium)
• SLATE, Midwest Blackboard Users Group

Mobile Learning in Schools explores the potential for using mobile devices in diverse school and college settings around the globe. It evaluates the exciting opportunities mobile initiatives bring and shares experience of where things can go wrong, in order to ensure that those embarking on new projects are fully informed.

Drawing on a wide range of international perspectives, it unpicks knotty sociocultural issues, including lack of sustainability, behavioural and ethical concerns, and explores successful student learning. Key issues considered include:

• mobile learning in primary schools
• teaching and learning with mobile devices in secondary schools
• opportunities inside and outside school
• pedagogical principles and sustainability
• mobile learning for initial teacher training and CPD
• ethical considerations
• behaviour matters – disruption, plagiarism, cheating, cyberbullying
• assessing mobile learning

With annotated further reading and questions to trigger reflection and further discussion amongst readers, this thought-provoking text provides a detailed survey of this often controversial topic. It is essential reading for all those engaged in understanding the potential for using mobile devices to support students' learning.

Teachers are more likely to experiment with and integrate mobile learning strategies if they feel confident in their ability to do so. Professional development resources and activities that focus on making instructional design decisions can help to increase teachers' confidence with mobile learning. Teachers have indicated that a community of practice would also help them to increase their confidence with mLearning. To that end, mobile learning experts and practitioners from the International Association for Mobile Learning (IAmLearn) have prepared this open access eBook to help create such a community of practice.

Mobile learning experts and practitioners from the International Association for Mobile Learning (IAmLearn) have prepared this eBook to help create an educators community of practice. All chapters include a traditional text component. Also included are many digital extras to help teachers adopt and adapt mobile learning strategies for their own practice. This eBook has been published in an open access format, under a Creative Commons Attribution, by the International Association for Mobile Learning.