Focus 2013: Mobile Learning

1. Focus 2013: Mobile Learning

2. Project Goal • Goal: Enable Educators to implement effective strategies for phone and tablet usage in anytime and anywhere learning • Teachers and educational leaders need to see practical pedagogically sound ways to use and manage teaching and learning with mobile devices • Teachers need to planning processes and tools to organize mobile learning • Schools beginning to allow BYOD/BYOT as they realize the purchasing power of the home coupled with the lack of resources at the school—need to express challenges

3. Product Description Audience: K-12 educators new/moderately familiar with mobile learning. Description: Two Intel Teach Elements e-learning courses for K-12 teachers focusing on instructional design for mobile learning. The courses will help teachers of all subjects and grade levels with pedagogical skills enabling them to design and facilitate classroom instruction using mobile devices (tablets, smartphones) with apps and digital content for greater personalized learning and creativity. • Course 1: Intel® Teach Elements Moving into Mobile Learning • Module 1: Introduction to Mobile Learning • Module 2: Instruction and Mobile Learning • Module 3: Introduction to Management in a Mobile Learning Environment • Course 2: Intel(R) Teach Elements Creativity in the Mobile Classroom • Module 1: Creativity and Personalization • Module 2: Apps and Tools to Support Personalized Learning • Module 3: Management in the Personalized Mobile Learning Environment

4. Course 1: Intel® Teach Elements Moving into Mobile Learning • Module 1: Introduction to Mobile LearningIn the first module of the Moving into Mobile Learning Elements course teachers are drawn into mobile learning through classroom examples and scenarios. They look at the relationship to other pedagogical approaches, such as project-based and one-to-one learning. Participants learn about the benefits and challenges of mobile learning based on research. They review its history and read about current trends, such as portable computing and personalized instruction that have caused educators to consider its implementation. To apply what they have learned, teachers consider their own situations to set goals and think about how to adapt their classroom and school environment to support mobile learning strategies. • Definition and description of Mobile Learning • Trends that support Mobile Learning • Theory and research on Mobile Learning • Implementation

5. Course 1: Intel® Teach Elements moving into Mobile Learning Module 2: Instruction and Mobile Learning In Module 2, Instruction and Mobile Learning, teachers learn concrete strategies for the implementation of mobile learning in their classrooms. They look at components of a mobile learning environment, the teacher and student skills that are required, and explore options related to their specific situation. They analyze the features of various mobile scenarios and consider how they might incorporate what they are learning into their classrooms. Teachers are exposed to a set of basic apps and tools that can support mobile learning and are given resources for evaluating, organizing, and using these tools with students. Finally, teachers create a plan for a mobile learning unit or the incorporation of mobile learning strategies into an existing unit. • Paths to Mobile Learning • Learning in a Personalized Mobile Environment • Basic Apps and Tools for Personalization

6. Course 1: Intel® Teach Elements moving into Mobile Learning Module 3: Introduction to Management in a Mobile Learning Environment In Module 3, Introduction to Management in a Mobile Learning Environment, teachers learn concrete ways to implement mobile learning effectively.. The module provides suggestions for managing different mobile devices and information about AUPs and other policies that have an impact on mobile learning. Teachers also explore potential challenges and solutions to issues that may arise and make a plan that ensures the success of mobile learning with their students • Managing devices • Classroom and school policies • Challenges and solutions

7. Course 2: Intel Teach Elements Creativity in the Mobile Classroom Module 1: Creativity and Personalization Module 1, Creativity and Personalization, of Creativity in the Mobile and Personalized Classroom presents teachers with information about how to teach and encourage creativity through mobile learning. Participants read definitions and learn about different frameworks for studying creativity and review the importance of creative thinking in life, in different subject areas, and in the workplace. By looking at the kinds of environments that foster creative thinking and instructional strategies that help students develop the skills they need to be more creative, teachers develop a plan to encourage and support their students’ creativity. • Overview of Creativity • Creativity Skills • Mobile Environments that Promote Creativity • Creativity instruction and assessment

8. Course 2: Intel Teach Elements Creativity in the Mobile Classroom Module 2: Apps and Tools to Support Personalized Learning In Module 2, Apps and Tools to Support Personalized Learning, teachers explore the resources available for their students in more depth. They take a closer look at how technology can support personalization by providing students with tools to manage their own learning, as well as how multimedia creation tools can encourage experimentation, innovation, and creativity. Teachers also explore trends on the horizon for mobile learning, such as augmented reality, gamification, and wearable technology. • Roll of apps and tools in Mobile Learning classroom • Student productivity and Self-management • Collaboration and communication • Multimedia creation • Assessment Apps • Subject-specific apps • Future Trends

9. Course 2: Intel Teach Elements Creativity in the Mobile Classroom Module 3: Management in the Personalized Mobile Learning Environment In Module 3, Management in the Personalized Mobile Learning Environment, teachers learn strategies for instruction, especially in the area of student self-management. They will continue to explore potential challenges and solutions to issues and make a plan that ensures the success of mobile learning with their students • Personalization of Instruction • Challenges and Solutions

10. Timeline • Course 1: Release end of September 2013 • Course 2: Release end of November 2013

11. Related Projects • Mobile Learning Web Resource and Engage Activities • Publish 30-15 web pages of content - LIVE • Proliferate the use of our existing Mobile Scenarios App • Expand the number of Mobile Scenarios through teacher contributions and networking in Teachers Engage Community • Run monthly competition for new scenarios to publish • Offer Mobile Learning webinars to provide more content back to web, engage, and the Elements course Tablet Learning F2F course (tomorrow’s agenda)

12. Intel® Education Programs Apps for K-12 Education

13. Intel® Education Mobile Scenarios for K-12Teachers find ideas for mobile devices in the classroomAndroid| iOS | Windows 7 New Apps for K-12 Education Intel® Education Visual Ranking app Students—directedby their teacher—show their thinking as they order and prioritize items in a list: Android | iOS | Windows 7 Find them at www.intel.com/teachers

14. Intel® EducationMobile Scenarios for K-12 App with 30+ scenarios that show teachers a range of use of mobile devices in the classroom. Scenarios cover all grade levels and the following subject areas: Language Arts, Mathematics, Social Studies, Science and the Arts.

15. Intel® EducationMobile Scenarios for K-12 Start with six different categories Choose the category, a selection of scenarios pop up

16. Intel® EducationMobile Scenarios for K-12 | Synopsis of Scenarios “In Mrs. V’s physics class, students visit the local amusement park, use their smartphones to take video and pictures, gather data based on the physics concepts they have been studying using the app Physics Gizmo. Students return to the classroom and use laptops to create visual papers that display their data and report their findings on what is the most “thrilling” ride at the amusement park. “ “Students in Mr R’s social studies classroom are getting ready for a debate on a local political issue. Using laptops, students create a website that includes coverage of both sides of the debate. The website includes photos and interviews that were recorded using phones and tablets, and poll results that display data from respondents that were sent in via phones and tablets.” “Mrs. P’s math class allows students to bring their own device (BYOD). This allows her to create more individualized instruction as students access instructional videos at their level and instant message the teacher when they have questions. Students download a graphing calculator app and work in groups to finish problem sets.”

17. Intel® EducationVisual Ranking App Visual Ranking is used in projects where teachers want students to organize ideas, debate differences, and reach consensus. A teacher uses the Web-based tool to create a project that asks students to rank concepts in order. Students show their thinking as they order and prioritize items in the list: higher-level skills of analysis and evaluation are put to use. The app promotes critical thinking by asking students to evaluate ideas, share perspectives, and come to consensus through argumentation and reasoning.

18. Intel® EducationVisual Ranking Online Tool • Teachers set up projects for student teams in their online work space: • Asynchronous communication • Student work is saved • Anywhere, anytime access • Teachers play a critical role, facilitating to take student thinking deeper • Teachers use their curricula (this tool supports any grade & subject) intel.com/visual ranking

19. Intel® EducationVisual Ranking App | Synopsis of Scenarios Evan is on a team with 4 other students. They are working on a social studies project and debating which inventions have had the greatest impact on people’s lives. They know the printing press was an important invention but can’t remember who invented it and what exactly it did. Evan volunteers to research it after school. On the bus Evan uses his smart phone to search for answers. He learns that with the printing press we can now keep records and have a written history which helps us better understand our past. He thinks it was important but may not be the most important invention. He logs into the project on his smart phone and creates a comment with the information he has gathered. After saving, he texts his other classmates letting them know he updated the project. The next day at school, the team discusses other inventions.

20. Intel® EducationK-12 Thinking Tools Intel’s thinking tools are based on research that demonstrates the value of visual representation in constructing and retaining new information. These tools use technology to allow students to convey and exchange ideas, actively construct knowledge, solve problems… Intel developed the thinking tools in collaboration with leading cognitive scientists and experienced classroom teachers. Visual Ranking Seeing Reason Showing Evidence Find them at www.intel.com/teachers