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BYOD , mobile technologies, and social media for learning

BYOD , mobile technologies, and social media for learning. Christopher Wiley c.m.wiley@city.ac.uk 24 April 2013 . BYOD , mobile technologies, and social media for learning.

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BYOD , mobile technologies, and social media for learning

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  1. BYOD, mobile technologies, and social media for learning Christopher Wiley c.m.wiley@city.ac.uk 24 April 2013

  2. BYOD, mobile technologies, and social media for learning This webinar discusses the merits and shortcomings of the use of students’ mobile devices in the University classroom to facilitate learning: extending access to online resources during interactive lectures; making possible the collating of opinions and the assessment of students’ baseline knowledge via polling; and, most importantly, facilitating innovative use of social media such as Twitter as a means of engaging students in class and enabling them to contribute virtually.  Drawing on the speaker’s own academic practice as well as evidence received from both students and staff in recent years, the webinar compares BYOD with other solutions such as institutionally owned mobile devices and the use of bespoke electronic voting system handsets.  Christopher Wiley City University London

  3. BYOD, mobile technologies, and social media for learning • Social media: Facebook and Twitter • BYOD and institutionally owned devices • Disadvantages and advantages

  4. 1: Social media SOCIAL MEDIA

  5. 1: Social media SOCIAL MEDIA: FACEBOOK

  6. 1: Social media SOCIAL MEDIA: FACEBOOK • Implementation of new institutional VLE • Desire to keep professional and personal lives separate • Caution over dissemination of information

  7. SOCIAL MEDIA IN THE CLASSROOM WEBINAR POLL: Should teachers make use of social media such as Facebook and/or Twitter in class?

  8. 1: Social media SOCIAL MEDIA: TWITTER

  9. SOCIAL MEDIA: TWITTER

  10. 1: Social media SOCIAL MEDIA: TWITTER TICKER

  11. LET’S TAKE A LOOK AT THE CHAT

  12. 2: BYOD BYOD • Podcasting • Laptops • Institutionally owned devices

  13. 2: BYOD PODCASTING (AUDIO)

  14. 2: BYOD PODCASTING (AUDIO) I have also managed […] to put it on iPod! So can listen when I am on the train now too![…] I had bit of a giggle, I think the people at the bus stop thought I was a little strange chuckling away to myself!

  15. 2: BYOD PODCASTING (VIDEO)

  16. 2: BYOD PODCASTING – FEEDBACK FROM STUDENTS • Podcasting

  17. 2: BYOD STUDENTS’ USE OF LAPTOPS IN CLASS

  18. STUDENTS’ USE OF MOBILE DEVICES WEBINAR POLL: Should teachers ban the use of mobile devices in class?

  19. 2: BYOD LAPTOPS IN CLASS – DISADVANTAGES • Offputting • Students might not be focussing on the lecture • Connects the student to a knowledge base to which the lecturer doesn’t have immediate access

  20. 2: BYOD LAPTOPS IN CLASS – DISADVANTAGES (?) • Offputting • Students might be “multitasking” • Connects the student to a knowledge base to which the lecturer doesn’t have immediate access

  21. 2: BYOD LAPTOPS IN THE CLASSROOM

  22. 2: BYOD INSTITUTIONALLY OWNED DEVICES e.g. iPads, EVS • Removes the digital divide • Everybody using the same technology

  23. 2: BYOD ELECTRONIC VOTING SYSTEMS – WHAT THE STUDENTS SAY ‘it evens out the voices within the group so that those who can be at times slightly overpowering are not able to dominate the group and everyone is able to feel that they can contribute.’ ‘Adds variety to the normal lecture routine, allowing us to interact and be a bigger part in our own learning.’ ‘The choice to participate interactively via technology was good – would like to see more of that.’

  24. 2: BYOD DIFFERENT METHODS USED IN TANDEM He constantly tries new and innovative ways to engage with the class. In a recent lecture he used vodcasts (video podcasts) for refresher and revision purposes, had interactive voting during lectures and a Twitter feed to follow up discussion. He tries to captivate his audience further by staying on top of technology and utilising social media such as Twitter, for the discussion of his modules.

  25. LET’S TAKE A LOOK AT THE CHAT

  26. 3: Advantages & Disadvantages BYOD, MOBILE TECHNOLOGIES, SOCIAL MEDIA:DISADVANTAGES • Student-led, putting tutors in a less privileged position

  27. 3: Advantages & Disadvantages BYOD, MOBILE TECHNOLOGIES, SOCIAL MEDIA:DISADVANTAGES • Student-led, putting tutors in a less privileged position • Necessitates all students engaging with a given technology

  28. 3: Advantages & Disadvantages BYOD, MOBILE TECHNOLOGIES, SOCIAL MEDIA:DISADVANTAGES • Student-led, putting tutors in a less privileged position • Necessitates all students engaging with a given technology • Does engagement with social media and personal technologies change the relationship between student and staff?

  29. STAFF, STUDENTS, AND SOCIAL MEDIA WEBINAR POLL: Should staff and students be Facebook friends with one another at University level?

  30. 3: Advantages & Disadvantages BYOD, MOBILE TECHNOLOGIES, SOCIAL MEDIA:ADVANTAGES • Different students are engaged/active via different means

  31. 3: Advantages & Disadvantages BYOD, MOBILE TECHNOLOGIES, SOCIAL MEDIA:ADVANTAGES • Different students are engaged/active via different means • Sustains the learning process between classes

  32. 3: Advantages & Disadvantages BYOD, MOBILE TECHNOLOGIES, SOCIAL MEDIA:ADVANTAGES

  33. 3: Advantages & Disadvantages BYOD, MOBILE TECHNOLOGIES, SOCIAL MEDIA:ADVANTAGES • Different students are engaged/active via different means • Sustains the learning process between classes • Teaches students employability skills

  34. 3: Advantages & Disadvantages BYOD, MOBILE TECHNOLOGIES, SOCIAL MEDIA:ADVANTAGES • Different students are engaged/active via different means • Sustains the learning process between classes • Teaches students employability skills • Teaches students about ‘media literacy’ and managing their online identities

  35. 3: Advantages & Disadvantages MEDIA LITERACY ‘It’s been a kind of a media literacy seminar – people are learning to be less stupid. You don’t want to be the person who names a suspect who turns out not to be right.’ – Charlie Beckett, Director of POLIS, Department of Media and Communications, London School of Economics and Political Science

  36. IN CONCLUSION…

  37. CREDITS I have benefitted from conversations with a number of Learning Development staff and Learning Technologists at City University London, including Neal Sumner, AjmalSultany, Kate Reader, SiânLindsay, Pam Parker, and Rae Bowdler. Thanks also to Helen Whitehead and Rhona Sharpe at ELESIG. Educational Vignettes website: http://blogs.city.ac.uk/educationalvignettes/

  38. DISCUSSION

  39. BYOD, mobile technologies, and social media for learning Christopher Wiley c.m.wiley@city.ac.uk 24 April 2013

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