Showing posts with label mobimooc. Show all posts
Showing posts with label mobimooc. Show all posts

Thursday, 4 April 2019

The impact of working to your heart's content #learningDesign #MobiMOOC #inclusivity

Last week was inspiring thanks to the company I was in and the ideas that were exchanged Thank you John Traxler for organizing this wonderful workshop! My presentation was part of a multiplier event for the European MOONLITE project, looking MOOC design for refugees and migrants. A couple of days ago I realized what an impact this event had and how it affected my well-being. So why did it feel meaningful? It was the mixture of being on the road, meeting up with like-minded peers (the importance of exploring the concept of inclusivity), and suddenly realizing I was in a workshop where all presenters were female… something one rarely finds oneself in outside of the gender-circuit or designated ‘all female sessions’.
All of these factors finally got me to break out of my social media silence and see how I want to move forward.

Realizing the impact of projects that evolve out of ‘just some idea’
MobiMOOC was the eight MOOC out there and focused on mobile learning, which was also a new topic for MOOCs in April 2011. The idea of organizing MobiMOOC just came out of a wild idea, having worked on mobile learning for Sub-Saharan countries, and because I loved the experience of CCK08 the first MOOC ever.
While I was rearranging my slides for this presentation, I realized that organizing MobiMOOC resulted in quite a lot of meaningful actions and connections. To give you some idea of what was said during the talk, I am adding my slide deck here.



Being on the road
I like being on the road (though - when happens too frequently - it takes a toll on family life, creating some imbalance at home). But being on the road somehow gives me ideas, and it puts me in a mindset that feels exhilarating. Although not as exciting as Jack Kerouac’s On The Road, I do feel it has something. To me, being on the road provides ideas, and it gives a feeling of being alive. I guess my ancestors have been populated with a lot of nomads, for instance, my great grandfather who sailed the seven seas as a cook on international boats since the age of 14, and there must have been more ancestors doing the same thing. Wanderers.

Being inspired by like-minded peers
It felt so good to be in the company of inspiring peers, and to feel my heart and soul being content.
It was wonderful to meet-up with Nell Bridges (great mind, wonderful home), to finally meet up with Gabi Witthaus (I still laugh out loud with the divorce anecdote you told me), meeting Marwa Belghazi, to share ideas with Agnes Kukulska-Hulme on what I would love to be paid for (simply sharing ideas, thinking, writing them down), to meet with the always warm-hearted Daniyar Sapargaliyev who is now living in the UK with his family, trying to provide ideal surroundings for his two young sons, and of course to listen and question John Traxler who always has a different and in-depth view on academia, on life, on creating a meaningful life.

Each day I was learning and I learned from all of them, as each person I met was truly inspiring. They walk the talk of inspiring people and they work to somehow make the world a better place. How wonderful is that!

It is fascinating how you can feel what makes you tick by being surrounded by people you connect with. But most of all, each person there told me about the importance of doing something you really like. Of putting yourself out there, in whatever capacity you can (all efforts are worthwhile), and of simply being yourself.

Thursday, 6 February 2014

Preparing for #emooc14 & reflecting on #OER

As the MOOC stakeholder summit in Lausanne, Switzerland draws near. I am hoping to get the most out of the conference. This means: getting ideas for my ongoing PhD research and paving pathways for the next MobiMOOC roll-out (which is now in my head set for October/November 2014.

The first is easy: getting into the research track and other sessions and hearing what other MOOC research colleagues have found. The second one is tougher, as it is a work in construction: planning a cMOOC with a twist tackling some MOOC challenges and options. For this reason I am hoping to catch up with Rory McGreal of Athabasca, Canada, a university that is part of the OERuniversities group. Athabasca is paving the way for sustainable and durable Open Educational Resources (OER) and ... I feel there is something in it for MOOCs with a twist. So I want to see if Rory would be interested in harbouring OER coming from MobiMOOC (still gathering a group of people to plan the next MobiMOOC).  The challenge is of course to ensure quality of the shared OER objects coming out of the course, as Rory often emphasizes in his blog. For what I have in mind is a course on mobile learning, which combines mobile learning statistics linked to learner produced MOOC content (coming from less visible groups: indigenous learners, non-native English speakers...) gathered in a renewable OER database (renewable to enable the content to stay fresh and for these learning objects to be optimized as new insights emerge). Stephen Downes got me into some critical OER database needs to make sure the OER objects become sustainable through one of his blogposts on OER mapping. Stephen recommends 3 necessities:
  • a mechanism that allows the OER data owner to update or edit records already submitted, to they can stay current
  • an export mechanism, or a stand-alone record-creator, so an OER data owner can create the structured representation and store it on his or her own website (I like that one very much as well, as it allows learners and trainers to become owners of the OER)
  • a mechanism whereby databases of OER data repository information can publish and harvest each other’s data, thus essentially enabling them to sync records, so all databases will contain all OER information, no matter which database the record was originally added to (VERY much needed indeed, scrolling the web is just too time consuming)
Now the only thing I have to do is ... getting the courage to speak to Rory McGreal (I hope he still looks like his photograph, otherwise I will have to talk to each person individually - I have a hard time recognizing faces). If there is anyone out there willing to introduce me to him, I would be very grateful! 

Monday, 11 March 2013

20 strategies for learner interactions in mobile #MOOC

Let's be honest, we all LOVE research *grin*, or facts, or lists, or useful practices ... or practical strategies for that matter. Well, here is a new set of useful strategies for mobile MOOCs, I hope you like it!

In my latest research I focused on the impact of mobile access on learner interactions in a MOOC (Massive Open Online Course). The research was done to get my Master in Education at Athabasca University. As always all of the Athabasca faculty was supportive to get the research up to their standards (ethical approval, relevant literature...).

The readable and hopefully useful list of 20 mobile strategies to increase learner interaction in a MOOC that came out of my research can be found below in this post, but feel free to read the full thesis here, it has links to ethical procedures (e.g. informed consent form), some web analytics, community of inquiry use to screen learner interactions.... If you want to reference to the strategies, or parts of the thesis, this is the APA reference for it:

de Waard, I. (2013). Impact of mobile access on learner interactions in a MOOC. Retrieved from Athabasca DThesis database http://hdl.handle.net/10791/23 

Abstract of the research 
As mobile access and massive open online courses (MOOCs) become a global reality, the realm of potential distance learners is expanding rapidly. Mobile learning (mLearning) as well as MOOCs are based on similar characteristics as shown in the literature review of this study. They both enhance a community feeling, increasing networking and collaboration; they strengthen lifelong and informal learning, they use social media to a large extend and they are ideal for setting up communicative dialogues. The focus on learner interactions is of interest, as research has shown that dialogue is an important element for learning and knowledge enhancement, and mobile access increases the opportunities to enter into such interactions. This thesis study used a sequential explanatory mixed methods approach to investigate the impact of mobile accessibility on learner interaction in a MOOC. The study showed that opening up a MOOC for mobile access has immediate impact on learner interactions, as participants with mobile devices tend to interact more with their fellow learners in comparison to their non-mobile colleagues. This was deduced from the mixed methods approach looking at web-based statistics, an online survey, an analysis using the Community of Inquiry framework and one-on-one interviews with volunteers. The study formulated a set of 20 strategies and possible consequences deriving from the analysis of the impact of mobile accessibility in a MOOC and more specifically how this affects learner interactions. These strategies might optimize the impact of mobile access on learner interactions in an informal, open, online course. Future research needs to support the findings, embracing a larger learner population from a more varied background. Overall, this research hopes to add to the body of knowledge strengthening the field of distance education.

List of 20 mobile related strategies to increase learner interactions in MOOCs:

Design
1. Offer a ubiquitous learning environment based on BYOD design and content, making use of existing ubiquitous tools (social media, e-mail…) so people can switch between devices at their own preference.
2. Create a user-friendly, one button centralized access learning environment. This easy access must be linked to a clear course overview to increase transparency, user-friendliness and provide the learner with a structure that s/he can organize for self-regulating learning purposes.
Self-directed learning 
3. Provide self-directed learning strategies to the learners.
4. Enabling immediate access to content material as well as discussion areas adds to time management options and it enables self-regulated learning.
5. Offer synchronous and asynchronous learner activities within a clearly timed course. This provides the necessary freedom for the learner to access, reflect and possibly react on the subject touched at specific moments during the course.
6. Provide a clear timetable of the course, while embedding time for reflection into the course timeline. This suggested flexible, yet cohort move through the course provides an opportunity to nurture reflection time, which is in direct relation to learner interactions.
7. Embed informality in the course to allow increased, autonomous learner interactions to emerge. This room for emergence is induced by the course being both formal and informal, or informal overall and being mobile. The informal character of a course results in participants feeling more at ease with sharing and producing content and engaging in interactions across all their devices.
Digital skills
8. Increase the necessary digital skills of the learner, providing basic training before the course starts via meaningful content-related actions. If a course is accessible for a multitude of devices, it affects (the need for) digital skills, because multiple devices have multiple characteristics and affordances.
Content 
9. Offer an array of course materials, varying from bite size snacks to big, time consuming content. The mobility of the user results in the ability to access materials in a variety of locations and times. As such a wide array of course materials is needed to cater to the time availability of the learner. Offering the learner a choice to tailor the content to their current possibilities.
10. Provide a sense of ownership about the content and the learning: BYOD, contextualized options, this adds to the overall learner motivation.
Human learning environment
11. Ensure a safe learning environment. This essential to increase learner interactions in general. Tolerance, trust, daring to write in a non-native language and knowing that one can pose every content related question and not being judged for either its simplicity or format must be set early in the course.
12. Provide interaction/communication guidelines stipulating balanced communication allowing a safe discussion area to be ensured. By creating a safe learning environment, a broader perspective of personalities are tempted to engage and interact in the course.
13. Profile a central course person(s) (e.g. central coordinator, course support person) who watches over the interactions and links to each participant personally, ensuring a trusting learning environment with room for cultural and language diversity.
14. Watch over the group-size. Community feeling is increased by an intermediate group-size and learner-centered activities, which in turn affects learner interactions.
15. Allow networks to emerge. A community feeling based upon easy (mobile) access increases the formation of a more durable professional network for those connecting to each other in a way that surpasses the course duration.
Course activities
16. Embed icebreaker activities and/or discussions at the beginning of the course to allow learner interactions to take off. These activities should also be linked to intellectual topics.
17. Ensure discussions or conversation starters. The act of conversation and exchanging ideas leads to more interactions as participants become more familiar with each other on professional grounds.
18. Create meaningful, contextualized, generic, topic related interactions, as they are pivotal to create a course community spirit, because the exchange of professional interests adds to the knowledge need of the learners.
19. Add activities involving non-verbal communication to offer additional understanding, which increases the community feeling, for it might offer an additional insight into dialogue and discussion.
20. Ensure topic relevant learner diversity in examples or actions. Learners can more easily join in those conversations where they detect knowledge niches to which they can provide an answer, strengthening each other.

Friday, 22 February 2013

#MOOCs change education, but jobs decline in a knowledge era

Jay Cross got me onto the Ted video where Daphne Koller (co-founder of Coursera) speaks about the benefits of MOOCs. And yes, great MOOCs follow the best practices of great online learning: active learning, authentic learning, peer-to-peer interactions, peer grading... and Daphne puts everything out there very clear and with research based evidence + MOOC stat examples. I love MOOCs, I organized two on mobile learning in 2011 and 2012 - the so called MobiMOOC, because I am a firm believer in both education and online, lifelong learning, as well as technology. So inevitably MOOCs have been and are to me a benefit (and please all the discussions on pro and cons only remind me of similar discussions when school television came out, or the internet even... at the beginning it is always the utopians versus the sceptics, but in the end ... the technology is simply adopted because it allows new things to happen).

BUT ... there are a few inconsistencies resulting from MOOCs on the promises they seem to provide and were I get stuck. Feel free to give me any possible answer.

To provide jobs from MOOC graduates, society has to change
There are simply things, like access to technology. Yes, MOOCs can reach everyone ... if they are literate in the language of the MOOC and if they have the infrastructure and instruments (= technology, electricity) and time needed. As such people in dire straights will still be in a tough position to even follow a MOOC. But even ignoring this group (for this discussion), there is a potential hick-up that can affect all of us, if society is not changed towards another working model.

Most of us in the Web sphere are convinced of the fact that the industrial revolution is behind us, and the knowledge revolution is here. And there are discussions taking place in different fields on how the internet changes everything due to all of the indirect and direct impact it has on all of our lives. So lifelong learning is put into place as a goal (personal responsibility for learning, and linking learning to the promise of success), and knowledge deepening is a goal set forth for all of us. But with knowledge comes the capacity to automate or - with similar effect but in the other option - the realization of increasing profit margins by getting cheaper labor. This means less jobs are needed due to knowledge aiming at the societal model of today.

The university graduate and MOOC dilemma 
So in a way, the focus of education of today is actually something we (the world) needs less of ... in quantity. Even if all of us MOOC'rs finish the courses, get accredited (if the course offers it) ... even then, there is not enough work for all of us.
Success stories emerge from MOOCs, with witnesses indicating how following MOOCs has changed their professional and personal lives (which is true and it makes me enthusiastic)... but this is only a temporary Utopia if we do not change the world towards where we want it to be. And I hope we want the world to head where Daphne was pointing at: getting education to all, and a better life for all of us in all regions.

The simple truth is that not all of us get jobs even when graduating from universities, and if MOOCs add to that particular degree market (universities), we are stuck, for indeed if even the one's that graduate now are not always finding jobs, with the declining job market in mind, most of the new wave of graduates will get stuck as well. A knowledge era is a fine thing, it sounds great ... for a minority of people. So how do we (re)find a balance between jobs and people having them?

Any ideas are welcomed, and if you want to hear more about MOOCs, feel free to join Jay's hangout on February 27, 9:30 am Pacific time on MOOCs with many of the MOOC actors. 

Or watch the wonderful video talk of Daphne Koller below (20 minutes):


Wednesday, 13 February 2013

UNESCO presentation why a MOOC should be mobile #mooc #mlw2013

MOOCs are getting everyone excited. While most of the discussions focus on the impact of MOOCs on Higher Education, the focus of the presentation below will be on the effect of mobile accessibility on learner interactions, as well as overall description of the MobiMOOC case (a MOOC course on mobile learning).

The presentation will be shown and discussed during the upcoming UNESCO mobile learning week in Paris, France and a short description of the presentation can be found here. The mLearning week will get a lot of good people together to analyse mobile learning across the globe and see where we can be heading to ensure education for all (or at least increase educational access). If you want to follow what is happening during the mLearning week, you can also follow the  hashtag.

There will also be some online webinars that are open to all, so if you cannot make it to Paris, make sure you log on to the webinars (look at the right menubar once the link of the webinar opens for more information).


Thursday, 8 November 2012

Sharing last nights presentation on #mobile #MOOC and learner interactions

Below you can find the slides I used for the CIDER session that was organized by the Canadian Institute for Distance Education yesterday. If you want to hear the whole story with more information on each slide and the somewhat coherent story behind the slides, you can have a look at this 57 minute recording session. The recorded session starts with an introduction delivered by the wonderful Dan Wilton, and takes off at 7 minutes into the recording.

The slides cover MOOCs and gradually focus towards the research I am currently rolling out to see whether mobile access has an impact on learner interactions in an open, online course.





Tuesday, 6 November 2012

Free CIDER session on #Ubiquitous #MOOCs and learner interactions


Tomorrow, Wednesday 7th November, I will be presenting one of the free CIDER sessions organized by the Canadian Institute of Distance Education Research. The title of this 40 minute presentation (with interactions during or after) will be: Looking at Ubiquitous MOOC Learner Interactions. During this session, I will take a look at what MOOCs are and how ubiquity affects learner interactions. 

Starting from the history of MOOCs and their general design, the session will gradually focus on the different learner interactions, mapping preliminary results of a research I am conducting into the effect of mobile access on MOOC learner interactions. 

MOOCs are a contemporary course format that allows students from all parts of the world to connect and interact on specific topics. Traditionally MOOCs use a lot of social media to promote networking and collaboration between learners. These social media in combination with learner created content exchange leads to a specific learner dynamic. In order to analyze the learner interactions I am using the Community of Inquiry framework. This enables research to look at social or personal interactions vis-a-vis academic or intellectual interactions. The reason for looking into these categories of learner interactions is to look at ubiquity or mobile accessibility on open, online courses and whether this ubiquity has an impact on learner interactions of any kind. The research will bring mobile learning and MOOCs together, both of which are contemporary educational formats that have opened up new pedagogical and educational opportunities to increase the effectiveness of learning online.

Details to connect:

When: Wednesday, November 7, 2012 - 11am to 12noon Mountain Time (Canada)
*Local times for CIDER sessions are provided here.

Where to log in for the session: Online through Adobe Connect at:
https://connect.athabascau.ca/cidersession/

Pre-configuration:
Please note that it is extremely important to get your system set up prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 15 minutes prior to the scheduled presentation.

Registration is not required; so all of you are welcome!

Wednesday, 17 October 2012

#mlearn12 impact of #learner interactions on mobile enabled open courses

Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.


Thursday, 4 October 2012

Tryout this #Android #mLearning game and alter it for your setting

David Parsons from the Massey University in Auckland, New Zealand has developed a mobile business consulting game. The game is not yet fully finished, but he and his team offer us the means to go and install the game on our Android mobile phones and give it a try.
The nice thing is, if you are a bit familiar with XML, you can adapt the code to fit your Google map based location and play in your setting. The game also has augmented features, so it is nice for a variety of reasons.

How to download the game to your Android and tweek it to fit your setting, can be seen in this recorded webinar (26 min). The zip-file of the game and the configuration documentation can be found at this wikipage:
https://mobimooc.wikispaces.com/Serious+mLearning+games

The webinar is part of MobiMOOC2012 a free, open, online course on mobile learning that ran in September 2012. 



Monday, 1 October 2012

#mHealth projects and examples from David Metcalf

David Metcalf has a longstanding expertise in mobile projects. In the last years he has been involved in mobile health projects varying from nutrition to full-blown medical simulations. In this recorded seminar he shares some of his expertise on mHealth.

He also lists some key ideas of mhealth:
Develop once, deliver many
    Messaging versus applications versus Web: an integrated approach
mLearning is bigger than any single country or region
    'project M' - 1 billion people served on changing attitudes on HIV
    micro-financing options connected to mhealth initiatives (connecting mobiles to pico-projectors)
mLearning integrated
    bluetooth connections for glucose monitors (ability to build a social connectivist peer group support, what happens if knowledge comes together like siri, or other semantic knowledge )
    digital pens to scribe medical reports (captures audio and written notes)
    mobile 3D-scanner to get an idea of someone's medical condition
     Watson voice-based AI expert mentor (look up YouTube)
Location-based GPS everywhere (also indoor): as you walk through the clinic, you get the appropriate content related to that room, e.g. operating room, with surgery checklist application...
    4G and 3D
    giving improved learner outcomes for future doctors, and in other fields.
Mobile augmented reality for health
    launch 3D visual content so you can follow or learn a medical procedure

And he launches a call to develop our common mobile talent pool
    we need more people entering the mLearning talent pool: developers, UCF mobile makers club, need for partnerships...   


With examples from the health sector and some emergency mlearning examples and some challenges.This webinar is part of MobiMOOC, the free, open, online course on mLearning (http://mobimooc.wikispaces.com)

#Augmented Reality #AR overview and examples provided by Victór Alvarez

Augmented reality is moving us slowly moving towards the future of embedded intelligent technology. In this webinar recording from Victór Alvarez he gives a comprehensible overview of what augmented reality is and can be.
In addition he shows Ariane, a really wonderful and promising AR-tool for teachers or trainers. The video of Ariane shows the application that will be available on iPhone, iPad and Android soon and which gives teachers and/or trainers immediate, intuitive and simple access to embedding the outer world into a meaningful learning experience. You can watch the Ariane video here (but do know that in this video you only see the application in action, while in the embedded video below Victór also explains how it works and why it is build as it is):
http://www.youtube.com/watch?v=Ds-t3TUidOo

Or you can look and listen to Victórs wonderful overview on AR and Ariane below.


This webinar is part of MobiMOOC2012, a free and open, online course on mobile learning that took place in September 2012.

The slideshare of this presentation can be found here:
http://www.slideshare.net/victoroviedo3/introducing-augmented-mlearning-mobimooc 

How #mobiles helped save Los Angeles Adult #education with Sean Abajian

With education being at the crossroads it says to be and with the crisis cutting educational initiatives around the world, this video can give us some strategies to see positive change happening thanks to grassroot action.

In this 25 minute video Sean Abajian shares the journey of some educational activists that were able to ralley using mobile phone calls and community action to safeguard adult education in Los Angeles.
Adult education has been thriving in the Los Angeles area from 1870's and last December 2011 it was said to be cut completely by the local government. This would have had a disasterous effect on both adults (many of which are parents) as well as on their children.
Thanks to strong grassroots action and the joining of hands with community leaders, they were successful in saving adult education.
In a marginal note, I learned that the use of "Si se puede" - Yes, we can - the oneliner for which Obama became famous in his last campaign is actually taken from the Latin American activist population!

This is a remarkable story of just a few activist, gathering a community to change the future of education and save the creation of knowledge for hundred thousands of families.


Friday, 28 September 2012

#m4D webinar with #mobile #health projects from Malawi provided by Limbanazo Kapindula

In this short (15 min + 5 Q/A) and very illuminating webinar given by Limbanazo Kapindula who spoke straight from Malawi, Africa, we all get an idea of the impact of simple sms solutions on the health of the whole family: parents and children.
In the webinar he shows how African community health workers work around some connectivity challenges, how they solve stock problems in their rural clinics... Another interesting addition is Limbanazo's analysis of the sms's exchanged and for what purposes: health related, technical, emergencies... The simple fact that sms is used for such a variety of purposes gives an indication of its impact.
Limbanazo also looked at the impact on costs and time saved thanks to setting up the frontline sms based solution. If you want to join hands for your own project, feel free to email him at lkapindula
(at) gmail.com

Thursday, 27 September 2012

A look at 5 #mLearning theories and examples with Geoff Stead

During this week of MobiMOOC (the free, open online course on mobile learing), Geoff Stead from the Tribal lab in Cambridge, UK managed to link 5 mobile learning theories with practical mLearning examples in a 60 minute webinar.

The webinar can be viewed here. For me it gave new ideas, new inspirations to gather my own personal thoughts on pasting mLearning factors together and connecting existing projects to one or several of the frameworks mentioned.




Amit Garg lists the factors for engaging in corporate #mLearning

This week Amit Garg from Upside Learning gave a couple of webinars on corporate mLearning. In the webinar here, he gives an overview of the factors to take into account when developing corporate mLearning: security, just-in-time, ...
This webinar is part of MobiMOOC, which is now running in its third and final week and has participants from all around the world engaging in discussions and debates on the subject of mLearning.



And here is the powerpoint that accompanied the webinar. Enjoy!


Wednesday, 26 September 2012

Webinar recording on #train-the-trainer from Jacqueline Batchelor #mobimooc

During the third week of MobiMOOC, Jacqueline Batchelor focused on the challenges and benefits of creating a train-the-trainer set up for teachers/tutors/trainers to use a mobile phone at the center of their training and teaching.

The powerpoint of the presentation can be found here, and the youtube or audio presentation is also embedded more below.



It is a great seminar, combining theory with practical implementations from her South-African context.

Thursday, 20 September 2012

John Traxler with questions on the global impact of #mobile devices #mobimooc

Yesterday was again an enlightening day at MobiMOOC. 
The webinar on the global impact of mobile devices was given by John Traxler, focusing on some of the ethical and philosopical issues surrounding the global impact of using mobile devices that are manufactured in the North and bring the Northern pedagogy to all regions of the world.

This webinar is part of the MobiMOOC 2012 free, open, online course on mobile learning (http://mobimooc.wikispaces.com)
You can see the recording of the webinar, with questions and answers from participants here
http://youtu.be/6GP56KF2pX0
For those on mobile
http://m.youtube.com/6GP56KF2pX0

Some of you have requested some additional information.
John has listed the main ideas in the course wikipage:
https://mobimooc.wikispaces.com/Global+impact+of+mobile+devices

And here are two blogposts with some comments:
http://mobileesl.blogspot.co.uk/2010/04/john-traxler-mobile-learning-and.html
http://ignatiawebs.blogspot.be/2012/08/join-mobimooc-for-ethical-debate-on.html

Tuesday, 18 September 2012

Illuminating webinar by Adele Botha on #mobile learning with examples, pointers and theory #mobimooc





This webinar shows a live presentation that was given by Adele Botha. In this live webinar recording, Adele shares multiple mobile projects from South Africa. She also gives us a potential framework to view mobile projects with, varying from low mobility in a low context, to a high mobility in a high context. In addition she also talks about a wonderful informal way of giving accredition: the earn-as-you-learn principle. And to finalize the webinar she offers an overview of the Mobile Learning Curriculum Framework, to which she launches an appeal for people to join into the discussion.

Join the discussion in the free discussion group:
https://groups.google.com/forum/?fromgroups#!forum/mobimooc-curriculum
Or look at the content of the Mobile Learning Curriculum Framework here:
http://mobimooc.wikispaces.com/Mobile+Learning+Curriculum+Framework 

This recorded webinar is part of the MobiMOOC 2012 course. A free, open, online course on mobile learning. We are now in the second week of MobiMOOC and you are free to join any specialized topic that you might be interested in. How? Simply choose the topic and become member of that specific group. An overview of the topics and their consecutive discussion groups can be found here.

Wednesday, 12 September 2012

Factors for setting up a #mobile learning project

The free, open, online course MobiMOOC is well on the way (but feel free to join, we are only in the first introduction week, so simply come in and choose your prefered topic).

This week two presentations were shared and a multitude of discussions on various mLearning topics were started. I gladly share the two presentations below: one giving an introduction to mLearning, the other zooming in on the factors to take into account when wanting to draw up an mLearning project.

For those interested in starting their own mLearning project, feel free to have a look at this presentation. There is also a YouTube movie with audio on the slides that can be found at this url:
http://youtu.be/OobbQOcRpME 



For those interested in an overview of mobile learning or mLearning, the following presentation might be of interest. The presentation below is also available as a YouTube movie, with audio going through the slides, which might make more sense at times (not taking into account my Flemish accent). The youtube movie can be seen at this URL: http://youtu.be/9TbM-jHRJu0



Tuesday, 11 September 2012

What I expect from #MobiMOOC as organizer and guide on the side

A couple of MobiMOOC participants have started blogging on their expectations of MobiMOOC (see a list of the blogposts below this post). And reading all of their thoughts, plans and views, I thought it would be nice to share my hopes for MobiMOOC, as the one initiating the course and partly facilitating it.

What are my expectations of MobiMOOC:
  • To learn in a comfortable setting, with peers that have mutual interests (mLearning)
  • To get a better understanding of all the factors making up 21st century, open learning
  • To have fun within a learner community
  • To create an efficient, informal yet fun learning environment that adapts to the learner demands (within my own capacities and technological options)
  • Getting in touch with wonderful friends and colleagues talking about a common topic
  • Becoming more understanding as I meet diverse people
  • And … chaos, lots of chaos especially me trying to keep up with all the discussions, all the good ideas, keeping all locations up and running...

Blogposts of MobiMOOC participants pondering on the first days of MobiMOOC:
By Michael Sean Gallagher (@mseangallagher)
By Rebecca Hogue (@rjhogue )
From David Lewis (@DrPlumEU)
From Apostolos Koutropoulos (@koutropoulos)
Jim Vanides (@jgvanides )
The techie Professor Jeremy