M4P - Mobile Methodology for Modeling Mobile Pedagogy

Concurrent Session 1

Session Materials

Brief Abstract

Title: M4P - Mobile Methodology for Modeling Mobile Pedagogy

This presentation focuses on the effects of an experimental tiered-model approach to teacher education implemented by an educational technology instructor in partnership with an instructional designer. Learning goals include: triggering motivation, coaching self-help skills for implementing mobile learning, collaborating to nurture Heutagogy learning culture, and modeling instructional techniques.

Presenters

Zoe Falls is a doctoral student at the University of Nebraska - Lincoln. She focuses on integrating meaningful technology into classrooms, and how to adequately train future teachers to navigate technologies easily. Before beginning her studies at UNL, Zoe studied curriculum design with a focus on technology integration. For 10 years, Zoe has worked in informal learning environments focusing on creating meaningful learning experiences for students through effective technology integration, and hands-on, student-centered learning. Her current research interests include the use of technology in informal learning environments, and ways technology can help create low stakes moments in classrooms to enhance learning.

Extended Abstract

Title: M4P - Mobile Methodology for Modeling Mobile Pedagogy

 

This presentation focuses on the effects of an experimental tiered-model approach to teacher education implemented by an educational technology instructor in partnership with an instructional designer. Learning goals include: triggering motivation, coaching self-help skills for implementing mobile learning, collaborating to nurture Heutagogy learning culture, and modeling instructional techniques.

 

Effective integration of technology into teaching practices is an important skill for today’s K -12 pre-service teachers. Teacher preparation programs are tasked with adequately preparing pre-service teachers to navigate the technologically-influenced classroom landscape they will be entering. It is almost impossible for instructors/faculty to set aside time for personal/professional development. Our partnership methodology, which models mobile-24/7-learning, is a viable solution, which not only gives us a just-in-time solution, but also nurtures a Heutagogical self-sustaining culture of lifelong-learning. Our goal is to "teach" mobile pedagogy to future teachers, through modeling best practices by having faculty/instructors themselves be mobile learners, for their own professional development.

 

The rapid development of internet access and mobile technologies, plus the plethora of political, socio-economic and cultural changes that resulted, have revealed huge gaps in competencies and literacies needed for efficient work performance in both academia and real-life industry. Current curricula for pre-service teachers needs to incorporate 21st century Web Literacies (Belshaw, et. al., 2013), as these future educators need to be relevant to the students of tomorrow. One solution for teacher educators is to leverage the power of Professional Learning Networks and Open Online Resources. Crowdsourcing content from colleagues, peers, and the online community, not only allows faculty to save time and energy, but it also enriches the course content, as expertise from a variety of resources can be solicited. As advocated by Cormier (2008), the "community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning." The instructor is no longer the "content expert", but instead, becomes one of many "collective sources", and the course expands beyond the scope of the existing 3 credit hours. Expanding beyond the limits of a “credit hour” gives everyone increased access through mobile technology; class  and learning continues beyond the physical meeting through 24-7 course access.

 

We will showcase how the partnership between an instructor and an instructional designer has benefited not only an instructional education course, but also a variety of other courses - such as athletics, linguistics, social studies, retirement planning, plant pathology, geography, and graduate level inquiry learning.  

We plan to engage our live face-to-face conference-audience with a broader online professional network of collaborators, by conducting our presentation as as an interactive, dual-mode presentation - broadcast live on Hangouts On Air while presenting in-person at the conference. We have extensive experience in conducting dual-mode and blended-F2F-online conference presentations and workshops, both for local and global audiences, including live broadcast presentations at nationally established conferences, such as the DTL - Distance Teaching and Learning, and OLC - Online Learning Consortium.