9 indicators of authentic mobile learning

9 indicators of authentic mobile learning

By Terry Heck

The concept of ‘mobile learning’ was seen as exciting and innovative and even the focus of future education. It was certainly a matter of contrast and time. ‘Mobile learning’ was new because mobile technology exploded in popularity (mainly due to the rise of smartphones and tablets).

The possibilities were tempting ছাত্র students were learning anything from anywhere at any time এবং and touching concepts like BYOD revealed themselves as potential game-changers in learning. Like many other potentially powerful trends, mobile learning অন্ত at least as we have considered — never actually launched, and today, the standard of mobility is to move between groups in different classrooms with a laptop, instead of an iPad or smartphone, in fact much less mobile and Communicates with people, space and knowledge within a human community (via mobile devices).

While these forms are rarely realized, this does not mean that there is not enough potential for you as a mobile learning teacher (more on that below).

Modern trends in education technology

Many modern trends in learning are based on technology.

Game-based learning, mobile learning, flipped classrooms, mixed learning and much more all depend on technology at the core of how they work. But these changes bring with them more important trends that challenge the cognitive needs of students and the necessary instructional design and lesson planning on the part of teachers. Chief among them is the possibility of personalization of learning.

You can’t just add tablets to older learning models and expect success. If anything, this overly simplified technology may seem to make learning more effective, future thinking, and buy-in even more challenging. Designing instructions around tablets requires some slight changes in how you view when, why, and how you learn.

The following features describe some of the ways you can change the way you plan lessons and design learning experiences with tablets in the classroom. Note that many of these ideas are not ‘practical’ because they fly in the face of school policies, procedures and infrastructure. These ideas (impractical) are not like ‘school’ and thus may not work for most teachers.

See also the benefits of blended learning

9 indicators of authentic mobile learning

Learning is self-directed (Who does what in the learning process)

1. Students as designers and producers, teachers as resources and evaluators

2. Learning paths are established using apps, platforms and communities identified by the student

3. Students receive self-learning by evaluating potential learning for priorities, money, and experience

Assessment is authentic and connected (How learning is evaluated)

1. Evaluation is varied; Patterns combine and connect naturally

2. Assessment is seamlessly transferred to the student’s physical and digital domain

3. The assessment climate creates meaningful work that transcends the classroom, including community-based projects that reward innovation, self-awareness, and innovative thinking patterns.

The curriculum is strategically diverse (What students learn)

1. Student-led learning path; Responsive work is action and respect over inactivity and consent

2. A constant access to changing data sources, perspectives and media forms

3. Endless socialization of thought, and continuous repackaging of information from one form to another for different audiences, purposes and platforms.

9 indicators of authentic mobile learning