Following up on my work with mobile learning and mobile computing devices, I’m proud to announce that I will have a new book chapter coming out soon. Here’s the title and abstract info.

Using Mobile Devices to Support Formal, Informal & Semi-formal Learning
Uses and Implications for Teaching & Learning

Abstract

Mobile devices are ubiquitous. They are often invisible to accomplish our everyday tasks and learning goals. This chapter explains how individuals learn using mobile devices during their daily lives—within K-12 schools, higher education, and outside of educational institutions altogether—with specific attention to STEAM disciplines. First, brief definitions of mobile devices and mobile learning are presented, then types of learning, i.e. formal, informal, and semi-formal, are discussed. Next, seven categories describe how mobile devices have been used for teaching and learning with examples as appropriate from STEAM disciplines: (a) increasing access to student information and campus resources, (b) increasing interaction with learning contents, (c) creating representations of knowledge, (d) augmenting face-to-face instruction, (e) supporting performance and decision-making, (f) enabling personalized learning, and (g) deploying instruction. Finally, five implications for employing mobile devices for teaching and learning are discussed.

Our chapter is part of a book titled, Full steam ahead: Emerging technologies for STEAM edited by Xun Ge, Mike Spector & Dirk Ifenthaler. If you would like to have a preprint copy of the chapter, just let me know.  It’s still in production right now.

Together with Michael Barbour, we have a new book chapter that is coming out soon on mobile teaching and learning.  It was just accepted as final, so I’m glad to have this one complete.  This is part of a handbook on mobile learning edited by Zane Berge and Lin Muilenburg to be published by Routledge.  Our chapter is titled “Mobile Teaching and Learning in the Classroom and Online: Case Studies in K-12,” and I’ve included the abstract below.

In this chapter, we describe two projects to integrate mobile teaching and learning into K-12 schooling. First, we consider the rationale for increased use of mobile devices with today’s students, and we describe a professional development program to deploy iPads to classroom teachers. Next, we discuss the growth of K-12 online learning, and we describe a project for students enrolled in an online Advanced Placement course was delivered through a mobile learning content management system. Lastly, we discuss some of the lessons learned from these pilot projects and some of the promise and challenges of mobile teaching and learning.

This is connected to my on-going research, consulting, and teacher professional development on using mobile devices for teaching and learning.  Originally, we had included K-12 and higher education examples in this chapter, but the editors felt we should focus on one.  So, we pared this down to just K-12 and the work Michael has done with K-12 teachers and students, both in the classroom and online.  I hope to do a revision to this chapter in the near future as my mMIND project begins to collect data we hope to see some changes in math pedagogy and technology integration.

I hope you find this interesting and maybe a little helpful.  This chapter is much more practical and less research-y in nature.  Please let me know if you use it and if you find it helpful.

I thought I would quickly share a presentation/webinar I gave last week to teachers in my mMIND teacher professional development grant.  This was an introduction to QR codes, how they work, and what you can do with them.  In sharing this slidedeck on Twitter and on Facebook, I had a few people inquire about it, as well as recommend it to their students.  So, I thought I would share it here, too.

I also have a page in the website for mMIND teachers for QR codes with links that are discussed in the slidedeck, as well as a couple of videos that demonstrate how they work.

[slideshare id=14113868&doc=qr-codes-are-qrazy-for-ss-120829224143-phpapp01]

Let me know if you like this slidedeck or if you use it. 🙂

I am coming off of two full days of Google Apps training, so I’m a little tired.  But I am so excited that the University of Memphis Conference on Mobile Teaching and Learning is finally here!

I am really looking forward to speaking with folks from K-12 public and private schools, as well as higher education faculty members from other universities and institutions.  It’s going to be a great day of sharing, teaching, and learning.  Woohoo!  I am pumped.  I’m also really look forward to hearing from some of my other colleagues at other institutions and in other departments speak about how they are considering mobile teaching and learning.

To get these resources out, below is the slidedeck that I am using tomorrow.  Also, here is the link to the resources that I’ll be talking about.  The focus of this presentation is on bringing the device you have, so the tools I’m going to discuss are a little all over the board.  However, I’m also adding some info in about creating ePubs as ebooks, which is new for me.  I’ve been testing this out, and I believe I’m going to use this in one of my graduate courses that starts this week.

[slideshare id=9740221&doc=bring-your-own-device-111017231041-phpapp01]

AECT 2011 logoMy good friend Michael Barbour put together a list of the mobile teaching and learning sessions that will be coming up at the Association for Educational Communications and Technology (AECT) conference in November.  So, I highly recommend you pop over to his blog at Virtual School Meanderings to see his list.

I am pleased to say with my current and former students from University of Memphis will be presenting a number of sessions on mobile teaching and learning at AECT, including a workshop on “Strategies for Mobile Teaching and Learning.”

  1. Definite and Indefinite: A Critical Perspective on Defining Mobile Learning and Mobile Learning Environments
  2. An Investigation of Mobile Learning Readiness and Design Considerations for Higher Education
  3. Implementing Mobile Devices in Higher Education Teaching and Learning
  4. Strategies for Mobile Teaching and Learning

via Mobile Learning And AECT 2011 « Virtual School Meanderings.

Registration is now available for the 1-day conference on “Mobile Technology for Teaching & Learning” at the University of Memphis. As you register, you can also see the conference program as it stands now.  But it’s still evolving a little as we’re waiting to hear back from a few folks.

Remember, this is for both practitioners and developers. So whether you’re a teacher/faculty member or an instructional design/developer/programmers, then this is for you.

  • Tuesday, October 18, 2011 7:45 AM – 4:15 PM (Central Time)
  • Attendance is free for all, but lunch will be provided to the first 120 registrants.

Again, I will be pushing for some sessions to be hosted through Adobe Connect so that those of you who are off location can still participate.

Get your registration in at Mobile Technology for Teaching & Learning.

Posterous logoI love Posterous. It’s dead simple sharing. I used to say dead simple blogging, but it’s more about sharing than it is about blogging.

But Posterous is designed to only work with only one cellphone number, which just doesn’t work in a classroom that you’re trying to take advantage of students’ mobile devices like cellphones, smartphones, iPhones, etc. I wanted to offer a method to capture student responses or student artifacts through Posterous.

Particularly with younger students (i.e., elementary & middle schools), I’m beginning to be convinced that students are more likely to have a cellphone than have an email address. So, I started trying to figure out a way to overcome Posterous limit on a single mobile number. In fact, I want students to be able to contribute to a Posterous site without having to collect their email addresses.  So with some testing this is what I (and a number of my graduate students in IDT came up with).

The Process

With some testing, I was able to connect Google Voice up to Posterous.  The process for posting is this:

  1. Google Voice is forwarded to
  2. Gmail is forwarded to
  3. Posterous

This, however, is not the order in which it should be set up.  Instead, follow this order.

  1. Gmail is first. I created a Gmail account specifically for Posterous.
  2. In Posterous, use your gmail address as the primary address for log in.
  3. In Posterous, I set the Settings to “Anyone can Post”.
  4. Then in back Gmail, set up mail forwarding to your Posterous email address, for example post@yourposteroussite.posterous.com (replace yourposteroussite with your Posterous site, for example post@viralnotebook.posterous.com.  Gmail will send a confirmation code in an email to Posterous.
  5. In Posterous, check to see if the post was received. You only want the confirmation code right now.
  6. Enter the confirmation code into Gmail. This should set up the forwarding to Posterous.
  7. Now, you can set up Google Voice by picking your number and doing the phone call verification.
  8. In the Google Voice Settings, under “Voicemail & Text,” choose to forward text messages to my email (which should be your gmail address).
  9. That should do it.  You can try sending a text or an email.  The emails should be posted directly into Posterous.  Texts will have to be approved inside Posterous.  Note, gmail does not support MMS.

This set up should allow your students to post to your Posterous site in one of three ways:

  1. SMS with text only to your Google Voice number.
  2. MMS any media with email to post@yourposteroussite.posterous.com.
  3. Email any files (e.g., .docx, .png, .mp3, etc.) to post@yourposteroussite.posterous.com.

A couple of recommendations …

  1. I do not recommend leaving Posterous’ setting to “Anyone can post. I will moderate.” Posterous’ strongest filtering for spam and authentication is through “Only contributors can post.” where Posterous authenticates the email addresses.
  2. I recommend setting Posterous to “Anyone can post. I will moderate.” for a short period time, such as during class or overnight while students are doing a project or activity.
  3. Don’t freely share the Google Voice number. It could set you up for a spam attack.