scholarly journals Riding the wave of BYOD: developing a framework for creative pedagogies

2014 ◽  
Vol 22 ◽  
Author(s):  
Thomas Cochrane ◽  
Laurent Antonczak ◽  
Helen Keegan ◽  
Vickel Narayan
Keyword(s):  
Communities Of Practice ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Educational Technology Research ◽  
Bring Your Own Device ◽  
Learning Technology ◽  
Infrastructure Development ◽  
Learning Collaborative ◽  
Theoretical Frameworks ◽  
Significant Difference

Moving innovation in teaching and learning beyond isolated short-term projects is one of the holy grails of educational technology research, which is littered with the debris of a constant stream of comparative studies demonstrating no significant difference between innovative technologies and traditional pedagogical approaches. Meanwhile, the approaching giant wave of the bring your own device (BYOD) movement threatens to overwhelm education practitioners and researchers preoccupied with replicating current practice on mobile devices. A review of the literature indicates that there are yet few well-developed theoretical frameworks for supporting creative pedagogies via BYOD. In this paper, we overview the development of a framework for creative pedagogies that harness the unique affordances of BYOD. This framework has been used across multiple educational contexts and scale from short workshops through to full courses and international collaborative projects. Our key design principles for supporting creative pedagogies via BYOD include modelling collaborative practice via establishing teacher communities of practice to learn about the affordances of mobile devices in relation to new modes of student learning, collaborative curriculum redesign in response to shifts in conceptions of teaching and learning, and collaborating with ICT Services for infrastructure development across the campus.Keywords: Mobile Learning; augmented reality; creative pedagogies; communities of practice; social media(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 24637 - http://dx.doi.org/10.3402/rlt.v22.24637

Mobile Devices in Higher Education Classrooms

2015 ◽  
pp. 37-54 ◽  
Author(s):  
Ieda M. Santos
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Cultural Change ◽  
Teaching And Learning ◽  
Bring Your Own Device ◽  
Program Outcomes ◽  
University Campuses ◽  
Working Together ◽  
Personal Mobile Devices ◽  
Joint Enterprise

More and more students are bringing personal mobile devices such as smart phones and iPads to university campuses. Widespread mobile device ownership among students offers Higher Education (HE) institutions with opportunities to explore those devices to support teaching and learning practices. The idea of using students' personal devices is referred to as “Bring Your Own Device,” or BYOD. This chapter examines opportunities and key challenges often discussed in the literature and associated with a BYOD program. Outcomes suggest that a cultural change is necessary to effectively accommodate BYOD in the classroom. The chapter proposes a BYOD joint enterprise consisting of main stakeholders—administrators, faculty, students, and information technology personnel—working together to help minimize the impact of key challenges while maximizing the opportunities afforded by students' everyday mobile devices.

Podcasting as a Mobile Learning Technology

2015 ◽  
pp. 1064-1083
Author(s):  
Fernando Rosell-Aguilar
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Learning Tool ◽  
Major Study ◽  
Mobile Learning Technology

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

scholarly journals A South African university’s readiness assessment for bringing your own device for teaching and learning

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Nkqubela Ruxwana ◽  
Mncedisi Msibi
Keyword(s):  
South African ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Single Case ◽  
Developed Countries ◽  
Ease Of Use ◽  
Mobile Technologies ◽  
Bring Your Own Device ◽  
Relative Advantage ◽  
Enabling Factors

Background: The use of mobile devices for education is rapidly growing, and it is a global phenomenon. The trend of bringing personal mobile devices for learning using the institution’s network to access data and other academic material is referred to as bring your own device (BYOD). Most universities in developed countries have implemented this phenomenon to enhance education. However, the rate of BYOD adoption in developing countries is lagging even though the majority of students and staff already own one or more mobile devices and are using them for personal and educational purposes. Objectives: The study determines the readiness of a South African university to adopt BYOD for teaching and learning. Moreover, the article presents the enabling factors and barriers of BYOD adoption within the university. Method: The study followed an interpretivist philosophical stance. A qualitative single-case study was used. Data were collected through questionnaires and thematic analysis was applied. Results: The BYOD readiness levels are low and are hampered both by organisational and technological factors. Key barriers include lack of comprehensive policies to govern the use of these devices, lack of infrastructure, limited top management support for innovations and security complexities, while the key enabling factors included accessibility to mobile technologies, ease of use, relative advantage and convenience. Conclusion: Bring your own device offers a suitable platform for mobile-learning (m-learning) in universities. Consideration of the readiness factors, such as adoption strategy, implementation plans, security and device management, skills development, and measures of discipline, is essential.

scholarly journals Comparison Between Conventional and Digital Essay Writing Assessment System: Consumer Concept and User Friendly

2019 ◽  
Vol 10 (2) ◽  
pp. 96
Author(s):  
Adenan Ayob
Keyword(s):  
Teaching And Learning ◽  
Assessment System ◽  
Survey Method ◽  
Learning Technology ◽  
Ministry Of Education ◽  
Essay Writing ◽  
New Era ◽  
Digital Assessment ◽  
Significant Difference ◽  
User Friendly

Significant changes occurred in education system; teaching and learning technology in this new era. The changes can be revised through the existence of digital assessment system for essay writing. In utilizing and interpreting these changes, this study was conducted to examine the use of digital and conventional assessment system for Form Three among Malay teachers. The survey method was used in this study. The samples of the study are 60 teachers of the national secondary school which taught Malay Language for form three in Selangor and Federal Territory of Kuala Lumpur. The data are described descriptively and inferentially. Descriptive data are mean and standard deviation. Inferential data was analyzed using ANCOVA statistics. The findings show that there is a significant difference in teachers' opinion on the use of digital assessment system and the use of conventional assessment materials that based on consumer concept and user friendly. From that perspective, digital scoring system make teachers more dynamic in scoring the essay writing for form three. Therefore, it is recommended to the Ministry of Education to implement and revise the use of digital assessment system to improve the process for primary and secondary schools.

scholarly journals The Influence of BYOD Concept on Development of Learning Process in Universities

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Antonina Pavlovna Sokolova ◽  
Liliya Yur'evna Gromova ◽  
Irina Victorovna Tekucheva ◽  
Ludmila Borisovna Kocherevskaya ◽  
Elena Grigorievna Dmitrieva
Keyword(s):  
Competitive Advantage ◽  
Mobile Devices ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bring Your Own Device ◽  
Dominant Model ◽  
New Methods ◽  
Advanced Students ◽  
Personal Mobile Devices ◽  
Personal Devices

Education is one of the largest markets promoting implementation of Bring Your Own Device BYOD. The BYOD model was originated in colleges and universities, being stimulated by technologically advanced students, who demanded it, and administrators of educational entities, who agreed that allowance to get access to the network using personal devices was a competitive advantage. Nowadays this concept attracts great attention. People depend on their personal devices and want to have the opportunity to use them anywhere in order to make their life simpler and more efficient. While BYOD implementation increases, teachers determine new methods of integration of mobile devices into learning. The use of personal mobile devices of students for learning seems to be attractive for universities, since these devices would help to reduce expenses and to support teaching and learning. The research objective: to detect the level of influence of BYOD concept on learning process. In the conclsuoins authors confirm that BYOD is the dominant model in universities.

scholarly journals Estabelecimento de critérios de qualidade para aplicativos educacionais no contexto dos dispositivos móveis (M-Learning)

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Carlos Fernando Araújo Jr. ◽  
Ismar Frango Silveira
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Quality Criteria ◽  
Open Education ◽  
Learning Collaborative ◽  
Application Mode ◽  
Learning Capabilities ◽  
Educational Applications

Este artigo aborda os principais conceitos e abordagens aplicados no contexto da aprendizagem móvel:M-Learning. Descreve as necessidades para o estabelecimento de critérios de qualidade específicos para esta modalidade de aplicativos. Demonstra, com base em revisão de literatura, os principais atributos de qualidade que podem compor uma metodologia específica para avaliação da qualidade dos aplicativos educacionais. Propõe uma categorização dos critérios de qualidade de um aplicativo bem como estabelece um instrumento para avaliação de aplicativos para dispositivos móveis. Os critérios identificados e mapeados podem auxiliar docentes e outros profissionais na seleção de aplicativos para aprendizagem móvel de forma mais eficaz. Enfatiza as potencialidades do M-Learning para os processos de ensino e aprendizagem.Palavras-chave: Aprendizagem móvel, Aplicativos educacionais, Critérios de qualidade, M-Learning, Educação aberta.Quality criteria for educational applications in the context of mobile devices (M- Learning)Abstract This paper presents the main concepts and approaches applied in the context of mobile learning. It describes the need to establish specific quality criteria for this application mode. Shows from literature review key quality attributes that can make a specific methodology for assessing the quality of educational applications. It proposes a categorization of quality criteria for an application and establishes a tool for the evaluation of applications for mobile devices. Identified and mapped criteria can help teachers and other professionals to select applications for mobile learning moreeffectively. Emphasizes the M-Learning capabilities for teaching and learning processes.Keywords: Mobile learning, Collaborative learning, Educational Apps, Quality criteria, Open Education.

scholarly journals Redesigning professional development: reconceptualising teaching using social learning technologies

2013 ◽  
Vol 21 ◽  
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Technology ◽  
Practice Model ◽  
Mobile Web ◽  
The Impact ◽  
Development Course

This article evaluates the use of a community of practice model for redesigning a lecturer professional development course investigating the impact of mobile web 2.0 technologies in higher education. The results show a significant change in lecturer conceptions of pedagogy were achieved by this approach. Drawing on our experience of two iterations of implementing the new course model we propose a mobile social media framework for enabling pedagogical transformation as part of lecturer professional development.Keywords: communities of practice; Web 2.0; pedagogy; heutagogy; teaching and learning(Published: 20 June 2013)Citation: Research in Learning Technology 2013, 21: 19226 - http://dx.doi.org/10.3402/rlt.v21i0.19226

Mobile Devices in Higher Education Classrooms

2015 ◽  
pp. 1932-1949
Author(s):  
Ieda M. Santos
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Cultural Change ◽  
Teaching And Learning ◽  
Bring Your Own Device ◽  
Program Outcomes ◽  
University Campuses ◽  
Working Together ◽  
Personal Mobile Devices ◽  
Joint Enterprise

More and more students are bringing personal mobile devices such as smart phones and iPads to university campuses. Widespread mobile device ownership among students offers Higher Education (HE) institutions with opportunities to explore those devices to support teaching and learning practices. The idea of using students' personal devices is referred to as “Bring Your Own Device,” or BYOD. This chapter examines opportunities and key challenges often discussed in the literature and associated with a BYOD program. Outcomes suggest that a cultural change is necessary to effectively accommodate BYOD in the classroom. The chapter proposes a BYOD joint enterprise consisting of main stakeholders—administrators, faculty, students, and information technology personnel—working together to help minimize the impact of key challenges while maximizing the opportunities afforded by students' everyday mobile devices.

scholarly journals Podcasting as a Mobile Learning Technology

2015 ◽  
Vol 7 (1) ◽  
pp. 41-60 ◽  
Author(s):  
Fernando Rosell-Aguilar
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Learning Tool ◽  
Major Study ◽  
Mobile Learning Technology

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

scholarly journals ‘‘I don’t think I would be where I am right now’’. Pupil perspectives on using mobile devices for learning

2013 ◽  
Vol 21 ◽  
Author(s):  
Ros Walker
Keyword(s):  
Mobile Devices ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
School Bullying ◽  
Learning Technology ◽  
The United Kingdom ◽  
Wide Range ◽  
The Common ◽  
Common Barriers ◽  
Pupil Voice

Are pupils in the United Kingdom using mobile devices to help their learning? If so, what are they using and why? This article is based on research carried out by questionnaire, observation and pupil interviews at two English academies. One of the academies provides mobile devices for the pupils, and the other bans the use of mobile devices. The extent to which pupils are using their mobile devices to help their learning and which features they find useful for their schoolwork were examined. Pupils were also asked about some of the common barriers to using a mobile device in school: bullying, cheating and disruption. Results show that pupils at both schools do use their mobile devices for learning, with significantly more use at the school which allows mobile devices. However, usage is also significant in the school which currently bans devices. Pupils use their mobile devices for a wide range of activities, and the way in which pupils use their devices raises important questions for schools considering the adoption of mobile technology for teaching and learning. This article argues that schools should be actively encouraging pupils to make use of mobile devices.Keywords: mobile learning; pupil voice; mobile phones; e-safety; pupil engagement(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 22116 - http://dx.doi.org/10.3402/rlt.v21i0.22116

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