ETEC 565M

Special Topics - Mobile & Open Education

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Final Grade: A+

Class Average: 85%

ETEC565M is the first prototype offering of a new MET course examining the impact of mobile technologies on knowledge systems. We’re looking for intrepid members of the MET community to be charter students and co-authors.

ETEC565M will be an experiential immersion in the proven and emerging potentials of mobile technologies and open learning. The majority of the course will be conducted on the mobile web, on mobile devices. Students will become proficient with the theory and strategy of mobile education through collective critical analysis of existing technologies, applications and trends in the global mobile culture specific to knowledge acquisition, generation and dissemination. Given the explosive pace of mobility, each ETEC565M cohort will flash-create its own thematic foci to ensure an authentically original scholarly perspective. ETEC565M students will apply what they learn by revitalizing the content and experience of ETEC565M itself, as well as by co-authoring a new open, public course (“M101” – an innovative UBC MOOC) on mobile digital literacies.

SOURCE: http://wiki.ubc.ca/Course:ETEC565M

In ETEC565M students will:

 

 

  • gain a broad critical and practical understanding of existing and emerging mobile potentials specific to teaching and learning;
  • acquire durable skills relevant to the analysis and design of mobile and open education environments and experiences;
  • apply their new skills and creative abilities to the curation of mobile learning systems in flexible and traditional contexts;
  • contribute individually and collectively to current scholarship and professional evaluation of mobile and open education.

SOURCE: http://wiki.ubc.ca/Course:ETEC565M

The proposed components of the ETEC565M experience are:

 

 

  • Getting Going: Course orientation & participant profile development;
  • Education Unplugged: Mobility in education as seen through the critical literature, industry trends, emerging technologies and active cultural phenomena.
  • The Movable Feast: Team-driven, cohort-engaged explorations of select, pedagogically-significant aspects of mobility and knowledge mobilization.
  • Moving Targets: Student authoring forum of proposed design frameworks and learning modules for the M101 MOOC.

SOURCE: http://wiki.ubc.ca/Course:ETEC565M

ETEC565M will provide weekly activities as well as four major assignments, each accounting for 25% of the total grade:

 

 

  • Participation: Each student contributing continuously and constructively to the ETEC565M experience
  • Group Project: Teams of students producing the week-long thematic engagements of “The Movable Feast”.
  • Analytical Project: Each student authoring an analysis of an existing mobile application, service, program, technology, or platform of specific relevance to their scholarly and/or professional objectives.
  • Authoring Project: Each student authoring a mobile learning module or service to refresh or extend the learning experience of the M101 course.

SOURCE: http://wiki.ubc.ca/Course:ETEC565M

 

David Vogt, Ph.D.

David Vogt is a scientist, innovator and innovation leader. David began his career as a professional astronomer and observatory director, then science museum director, dot.com CEO, media lab research leader, and university-based innovation champion. He currently focuses his energy on a portfolio of innovation projects and start-up ventures.

Dr. Vogt is the Director of Innovation Strategy for the UBC MAGIC Lab. He has maintained a career-long interest in harnessing the learning potentials within emerging technologies. His unusual trajectory as an academic, innovator and businessman provides a unique perspective on the future of learning.

He is author and instructor of ETEC 522 Ventures in Learning Technology.

SOURCE: http://met.ubc.ca/person/david-vogt/

Analytical Publishing Project

Course: ETEC 565M - Special Topics - Mobile & Open Education

Mobility in Blended Environments

This is an analysis that recounts my personal experience–and growth–with mobility in the classroom. During my ongoing and evolving initiative of redesigning courses from traditional face-to-face lectures to blended constructivist environments–mobile and wireless technologies have advanced enough to make them affordable for most Korean university students. These technologies also, as shown in the accompanying video, provide an excellent way to implement such affordances as collaboration, privacy, and a more democratic decision making process in higher education.

Why THIS Artifact is FIRST

An Audio Reflection (please tap/click to play)

Tap or click to read details about this assignment (straight from the course page).

A1. Analytical Publishing Project

Assignment #1 will be worth 25% of your final grade.
 
DESCRIPTION:  Individual students will author & publish an original media-based critical analysis of an emerging facet of mobility that is of special interest to the student. Think of this as a self-contained, first-person research product (videocast, podcast, blogpost, media essay, etc) whose value is founded on your credibility and presence as a professional educator & MET researcher. The subject may be a technology, application, cultural phenomenon, social trend, educational program or learning product. No direct connection to teaching or learning is required, but one focus of the analysis will concern education potential, or lack thereof. The primary objective is for the analysis to be published as as a highly relevant, usable & valued Knowledge Mill resource in (at least one of) the Mobile Technology, Mobile Culture, and Mobile Education streams of 565M.
 
FORMAT:  This is not an academic paper. Employ a presentation format consistent with effective viewing on mobile devices, optimizing relevancy, usability, and value for a prospective, global audience of education technology professionals. Make it just long enough to deliver true audience value (probably between 500 words / 90 seconds and 1,500 words / 6 minutes, as aiming to sustain attention for a longer period might be a dubious proposition). Consult your instructor if in doubt.
 
SUBMISSION:  The analysis may be posted directly in 565M or embedded from any reasonably permanent web host or platform, using the appropriate Knowledge Mill category or categories. Notify your instructor by email when your post submission is live.

Reference

Tap or click to read additional reflections

The Chosen Medium

I chose to produce a video podcast (vodcast) for this project because YouTube videos are always responsive and easy to play in mobile devices. Furthermore, as one who has no respect or time for platforms that force users to download and install a proprietary app just to have access to a bit of content, I chose YouTube because it does not require mobile users to do that.

Current Common Drawbacks

To shorten the vodcast, I edited out the footage in which I talk about two common drawbacks that currently exist with this technology: battery life and Wi-Fi reliability. If students’ devices are low on power, they may not be able to complete a mobile activity. This can be minimized by proactively advising students that coming to class with a sufficiently charged device is their responsibility and that they will be held accountable if they repeatedly fail to do so. Regarding the Wi-Fi connection, there is little that one can do, except to either use a different service (Google Forms instead of Socrative, for example) or have a non-WiFi “Plan B” (whatever that may be) readily available in the event of a connectivity issue. Of course, as the technology continues to evolve, these drawbacks will cease to be an issue and there will undoubtedly be new challenges to deal with.

Tap or click here to check out the references for the above artifact and reflection.

References

Open Educational Resource - a responsive site with social login

Course: ETEC 565M - Mobile & Open Education

Responsive OER Site on Mobile Collaboration

As part of my contribution to a major collaborative project (with partners located in Eastern Canada, Mexico, Angola, and South Korea), I developed a site to host our Open Educational Resource (OER) that focused on Mobile Collaboration. I was also responsible for integrating a “badge learning pathway” (Vogt, 2015) that motivated and informed students with a credit earning system. The URL for the fully responsive standalone site for the OER is http://www.mlearn.pw/.

Audio Reflection (1:38):

Tap or click here to see the references for the above artifact and reflection.

References

Meet the Team and How to Login to WordPress the Traditional Way

Course: ETEC 565M - Special Topics - Mobile & Open Education

Two Targeted Videos

In the following two videos, I targeted the visitors to our Open Educational Resource for ETEC565M, Mobile and Open Education. Knowing that most of them are very busy MET students, it was important to keep the videos short and to the point. I think I succeeded.

Video #1

 

Collaborative Effort

It is important to point out that, although I was the team member who first proposed the “Meet the Team” concept and edited it, this effort would never have succeeded if it had not been for the amazing teammates who worked on it with me: Pooneh Yazdani, Rhena Bowie, Adeel Farooq, and Peter Lawrentiw. Each one of these excellent collaborators recorded his/her own video clip and made sure that I received it so that I could get all editing completed before deadline. Another amazing aspect (which is actually listed under Key Competency 6) is the fact that we were all able to work effectively together even though we were from vastly divergent parts of the world: Tap or click to learn more about the team members and visit the OER.

Video #2

 

Audio Reflection: Resources Used for the Above Videos (54 seconds)

Applying the SECTIONS Framework to an Open Educational Resources

Course: ETEC 565M – Mobile and Open Education

Applying the SECTIONS Framework to a MET Course Assignment

One of the MET Programs newer courses, ETEC 565M: Mobile and Open Education, provided numerous opportunities to link and apply modern learning theories to the three major projects that were assigned during the term. For the Open Educational Resource (OER) project, our group chose to apply our knowledge of the SECTIONS Framework (Bates & Poole, 2003) to the assessment pages of our OER. The video (below left) is an overview of that application and the survey form (below right) is a sample survey that anyone who knows PowerPoint can complete.  Microsoft PowerPoint is one of the oldest and most commonly used technologies in the classroom. Most educators are familiar with it, so this would be an anonymous and fun place to share what you really think of it.

Overview Video of Our Application of the SECTIONS Framework

After viewing this video, please complete the SECTIONS-based survey on the right.

Your Feedback

Please use the SECTIONS-based survey form to assess PowerPoint.

Tap or click here to check the references for the above artifact and reflection.

References 

Google+ Hangout On Air Broadcast - 02-07-15

Course: ETEC 565M - Special Topics - Mobile & Open Education
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References

Video Tutorials about Mobile Learning, Social Login, Badges, and Augmented Reality

Course: ETEC 565M - Mobile and Open Education

Video #1

The purpose of the video below was to convey information about our group’s ETEC565M Open Educational Resource on Mobile Collaboration . As shown in the videos, I made use of an app that allows one to capture the screens of both mobile devices and personal computers simultaneously . This made it easy for the audience to gain a clear understanding of how the social login and badging system worked.  As a result of this tutorial’s logical sequencing, clear demonstration, and helpful voiceover narration, I did not receive any complaints or requests for additional assistance.

 

Video #2

In this next video, I tried to demonstrate the value of a popular Augmented Reality (AR) app. My interest in AR had been sparked by an excellent OER developed by another ETEC565M group , which is an excellent example of how the constructivist online courses UBC MET Program are so effective. Every course is designed to promote collaboration and learning communities so that students can learn from/with one another at distributed and deep levels of cognition that are unattainable through conventional lecture-based courses.

Frankly, as I reflect on this AR Flashcards video now, I find the background music and my opening chitchat to be just a bit too folksy for academia; however, the use of the Teamviewer app  that allows one to capture both mobile and computer screens simultaneously is truly a major asset.

Perhaps most significant of all, however, is the fact that the making of this rather lame video led, along with my increasing interest in AR technology to a very polished film for the final “forecasting” project in the Mobile and Open Education course .

References

 

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 References  

Mobile Learning: Forecasting Project

Course: ETEC 565M - Mobile and Open Education

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References 

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