We have a romantic attachment to skills from the past. Longhand multiplication of numbers using paper and pencil is considered a worthy intellectual achievement

For example, the Maker Commons at Penn State houses the Invention Studio, which is equipped with littleBits, Arduinos, Raspberry Pis, and Phillips HUE lightbulbs to provide students with hands-on experience in using connected technologies to create custom solutions

alternative credentials to diplomas, and the use of federal financial aid to support these alternatives.

student advising platforms, data can be shared across an institution to illuminate student performance in order to inform improved instructional design and student advising

how applications of digital modes of teaching are impacting students.

educators see it as a viable alternative to some forms of face-to-face learning

its implementation in higher education settings is not as robust, pointing to the need for colleges and universities to make larger investments in quality teaching.

faculty, staff, and students must be able to make connections between the tools and the intended outcomes, leveraging technology in creative ways that allow them to more intuitively adapt from one context to another.

as they emerge

As student-led class discussions delve deeper into the material, faculty must balance the student-centered approach with subtle but effective facilitation.

access is still unequal. G

While an eLearning module can certainly teach someone about the importance of not accelerating or taking a corner too quickly, mLearning can actually help someone recognize when they are doing it!

What makes mobile learning different from other delivery channels for learning content is that it can happen at any time, anywhere, and in ways that are vastly different from what can be achieved in a classroom or traditional eLearning in which a single learner sits and interacts with a computer

The explosion of tablet devices and the miniaturization of laptop computers over the past three years have greatly blurred what we typically think of as “mobile technology.”

an expansion of the original four categories to add three more: performance support, unique affordances of mobile and user-generated content.

The topic arose as a response to many who primarily – and in our view, simplistically – considered mobile learning a new delivery method for eLearning,

a walking tour of Chicago that uses the GPS feature of your phone to point out and explain important landmarks based on your current location is much more engaging than learning about them at home sitting at your desk.

no one would want their cardiologist to need a refresher on the different valves of the heart prior to doing surgery. But you might feel a little bit more comfortable if your doctor pulled out his iPhone to confirm all the side effects of a new blood thinning medication that had just been developed while he is readying to prescribe a new course of treatments for you

The time span between when mobile learning actually occurs and the application of that learning is usually very short, often it is immediate. As a result, it is much easier to assess mLearning’s impact on both an individual’s behavior and the ensuing business results.

Once the context has been established, information on the actual safety check process can be presented

learning whether the Caesar salad or a bowl of black bean soup has more calories at a local fast food restaurant via a simplified interface tailored for the device is an ideal application for mobile learning

MLearning, on the other hand, is more about accessing information at the moment it is needed. This implies that successful mLearning is more about easy and convenient access to information and less about committing information to memory

two key learning objectives are comprehension and retention. Because the information being learned will be applied at a later time, it is critical that the material be understood and remembered until it is needed

This sort of just-in-time experience exhibits the value in making your learning content mobile.

An example of this type of training is a quick reference guide

Teacher education and training on the effective integration of mobile technologies into instruction may provide significant benefits for all.

It should facilitate the kind of collaboration that helps individuals compensate for their blindnesses, instead of cultivating them.

Each step involves a divergent thinking pattern to challenge ideas, and then convergent thinking to narrow down exploration

educational systems were the slowest adopters of innovation

consulting firms and by persons in companies who have been trained in creative problem solving methods

 David Hughes, founder of Decision Labs and professor at UNC Chapel Hill, argues that innovation is an essential skill for our global economy.

Creativity was considered to be an immeasurable, natural ability

we in highereducation do them a disservice if we ex-clude their creative digital tools fromtheir education

What’s newabout podcasting is the ease of publica-tion, ease of subscription, and ease of useacross multiple environments, typicallyover computer speakers, over a car stereo,and over headphones—all while the lis-tener is walking or exercising or drivingor traveling or otherwise moving about

to plant seeds of interest and todemonstrate the lively and engaging in-tellectual community created by its fac-ulty in each course

This pod-cast is a special favorite of Jenny’s; sheloves to hear the excitement in her pro-fessor’s voice

With player in hand and earbuds in place,Jenny walks out

Theinformal, good-natured podcasting com-petition in this class means that Jennyreads the assignments more carefully thanusual, hoping to find something that willmake her group’s podcast especiallymemorable—and enjoyable

in the past ten years content creators have been able to share their audio and video with the world

On the browser you might simply type “weather 94025” into the browser. On the smartphone you never do this.

One of the key reasons that mobile apps have a cleaner design is the absence of SEO

Consumers clearly dislike deeply nested features on mobile phones.

We are also seeing the emergence of mobile-only companies whose presence is singularly focused on mobile as opposed to the browser based Internet.

Mobile applications are instantly accessible as the smartphone is always with you

On the smartphone it is quick, responsive, and right up front

“If you choose not to decide, you still have made a choice.” — Freewill, Rush

This structure lets the designer control the order of learning experiences.

These tools enable workshop activities that draw on the wisdom of the group and keep everyone engaged

A virtual training session offers opportunity to increase the number of people who can participate. How many people in my webinar? How does group size affect or design? How do our objectives affect optimal group size?

Take the role of moderator and facilitator, rather than presenter/speake

As virtual instructors and facilitators we need to find new ways to establish a presence at the “front of the room” and express our personality and value to the group.

Set the expectationwell ahead of time that yours will be a different kind of webinar –one where you are expecting people to sit up and participate instead of sit back and listen

Pre-and post webinar activities free up limited webinar time for the learning content most effectively done through live interaction

Materials and Information that participants can read and review on their own

Don’t miss the opportunity to consider new objectives that may be possible in a virtual setting,for example:increasing the number of participants, engaging individuals across cultures

he promise of interactive webinars is for increased learning, shorter meetings with greater participation, less multi-tasking and on-goingcollaboration.

hey have become less interactive

as training programs and workshops have moved online they have become less interactive, limited by assumptions about technology choices and participant engagement.

the one-way nature of most webinars and web conferences misses an opportunity to engage an audience and draw on the wisdom of the group as well as the knowledge of the guest speaker, pitchman or trainer.

it’s possible to create even more of a sense of a commu-nity than you would have in a traditional lecture class.

“interactions” might refer to interactions between individual participants and the in-structor or the content, it might refer to participation in discussions, or it might refer to collabora-tion between participants.

Virtual classrooms only work wheninstructors employ frequent, relevant (job-based) interactions.

An electronically deliv-ered lecture, for example, would engender littlesense of presence, while an in-person one wouldat least allow you to actually sit next to otherpeople, even if there is little social interaction

Social presenceis the warm fuzzy feeling you getwhen actual people are around, especially whenyou can shake hands, talk, and stare at thoseawful shoes.

the students feel like someone onthe other side of the network cares whether theyare alive or dead.

Can your students self-regulate, manage their own time, and process information on their own? Ifnot, you may have better luck putting under-motivated or over-worked students in a virtual class-room

No one wants to make something that no one will look at, or finish looking at. And companiessurely don’t want to spend money on courses that students don’t complete.

Synch-ronous e-Learning falls between the two in terms of cost.

Even though for dispersed audiences the deliveryof electronic media is cheaper and faster than itis for traditional training, electronic media are typically more expensive to produce.

Compared to traditional classes, the virtual classroom demands technological andpsychological resources from both instructor and student.

plus the sense of alone-ness learners may get from staring at the illumi-nated rectangle where they already spend so much time

you can’t assume that youcan do the same things you used to do in either the physical classroom or traditional e-Learning

the virtual classroom offers some exciting opportunities for collab-oration, connection, access to information, cool graphics, and getting people quickly up to speed andproductive.

Now we have this “virtual classroom,” perhaps a contradiction in terms since the physical class-room space is exactly what we have eliminated.

repetition is more concerned with elements across a deck of slides, alignment is about obtaining unity among elements of a single slide.

If it is different, make it very different.

People remember visuals better than bullet points

Remove visual clutter

Design matters. But design is not about decoration or about ornamentation. Design is about making communication as easy and clear for the viewer as possible.

In absorb activities learners read, listen, and watch. These activities may sound passive, but they can be an active component of learning

Absorb activities inform and inspire

try very hard to break away from a centered alignment

a strong alignment (combined, of course, with the appropriate typeface) that creates a sophisticated look, or a formal look, a fun look, or a serious look.

To make all the elements on the page appear to be connected there needs to be some visual tie between the separate elements.

How your learners perceive the instructional content is more often than not dependent on the design element

designs are not accidental, they are based on intentions and choices.

communicateseffectively

Although content matters a lot, how your learners perceive the instructional content is more often than not dependent on the design element.

Bullet points and other rehashed text-based screens are not only boring and show a lack of creativity; they also take time to read

We also happen to learn better through images than with text.  The human brain processes visuals 60,000 times quicker  than text!

It takes atleast as much practice as it did to learn to drive a car or dial a cell phone. It’s possible to master it. Inthe meantime, here’s another suggestion.Try this:Employ an online session Producer to help set up and manage the session and let youfocus on what you need to say and do to teach the content.

Test participant connections in advance. Havingtrouble with application sharing? Create screenshots in a separate file. Show the file only if needed.Are some learners on a low bandwidth connection? Send assignments and presentation files ahead of time so they can still follow along with audio if the connection drops.

Outline the ground rules up front. Remember, some learners have never learned this waybefore. They only know classroom-style and cannot imagine how this will work. How will they knowwhat to do or not do unless you tell them?

Learners are typically willing to do whatever the trainer invites them to do as long asthey are properly prepared and treated respectfully. Learners prefer clear learning objectives; they likeeasy access to resources, and they can become frustrated if the process is slow or confusing. Theydon’t like to be humiliated.

The design of synchronous online software tools supports human-to-human interactions.

“Theonly factor becoming scarce in a world of abundance is human attention.” Learners have a tremen-dous capacity to stay interested in things that they find relevant or fun. Learners don’t want to staylogged in and listening to someone talk for eight hours. They lose momentum when they feel theirtime is wasted or when they are not involved in what’s going on.

Try not to set the expectation that it will be the same as the classroom. Look at the re-sources you have available to communicate better with your learners. Send a survey by e-mail or askparticipants to complete an online form declaring their learning needs for the course.

Objection #2 “I can’t connect with learnersand build rapport like I could in the class-room.

in order to get any feedback at all, I need to ask questions that elicit a specificfeedback response. This means asking more challenging, probing questions and asking for specificresponses.

relying on body languageand eye contact are very low-level feedback methods. They reveal basic information such as: thelearner is awake, or the learner appears to agree with something

Objection #1 “I’m not able to observe participants’ body language oreye contact to ensure that they are ‘with me’ and learning.”

all theseconcerns are warranted. But there is hope if you try the strategies that work.

Vendors offer flexible licensing plans and a broad range of pricing to suit small and uber-largegroups. Large corporations might license and install the online software so that it runs from insidethe company, supporting it with internal IT staff members.

In online sessions, it can be challenging to capture the level of “connectedness” that comes natu-rally in the classroom. We must measure results on a new scale.

Instructional designers identify learning objectives, develop materials, and plan activities to engagelearners and confirm learning.

a high “smile” rating is no guaran-tee that students will be able to apply what they have learned back on the job.

Learning relationships, like relationships with aremote teammate or distant family member, require special effort and different tools and resourcesthan the ones we use when in the same room. Distance does not prevent communication, althoughwe might sometimes feel it hinders it. Because we cannot rely on body language to indicate subtletiesin meaning,we must be more direct.

They reframed their job, from being a content provider to becoming acontext creator.

they felt they couldn’t connect with learners

The notion of doing this has long been a fantasy oftrainers, educators, learners, and managers. Few of us believed that we could ever recreate the “feel”of the face-to-face experience. We thought it was obvious that we’d never be able to walk around to astudent’s equipment to observe problems and offer solutions. We’d miss the subtle cues of body lan-guage, and we’d never be able to tell whether the learners were actually learning

I found that synchronous collaboration software products did not automatically creategood training, in much the same way that using Microsoft Word doesn’t automatically create gooddocuments.

distance learning hasappealed to me, but I didn’t think it was possible for this new technology to re-create the kind oflearning environments I could build in a classroom. I feared that the interface would seem sterile andcold, and that my students couldn’t or wouldn’t participate.

The subject areas reported most commonly covered were technical training, product knowledge,business skills, desktop applications, and company policies and procedures

The biggest disadvantages were listed as “technical problems with hardware,software,set-up,or connections,” “too little learner engagement or interactivity,” “facilitators are notusually skilled in synchronous remote delivery techniques,” and “bandwidth limitations.”

the greatest advantage of Web conferencing is the ability for instructors topresent content in a number of different ways

When people discuss “synchronous e-Learning,” they are typically referring to Web conferencing.

. Simulations permit participants to learn through practice,and to measure the consequences of actions in a safe context (rather than on the job).

In other words, fuller features and opportunities for interactivityhave been introduced into some Webcasting services, challenging its differentiation from Web con-ferencing.

What is it?Also known as conference calling, this is audio-only interaction via telephone

To avoid confusion, I recom-mend adopting the terms audioconferencing or videoconferencing instead.

New tools appearwith regularity, and existing tools are frequently upgraded orexpanded to improve performance and incorporate new fea-tures.

Synchronous e-Learning sessions can usually be recorded and played back, but that’s not their primary strength or purpose. Our focus is on the live and the collaborative.

virtual classroom, Webcasting, Web conferencing, videoconferencing, Webinars, live e-Learning, eConferencing,

summarizes the most important factors to consider when developing a business case for its deployment

Synchronous learning is live, real-time (and usually scheduled), facilitated instruction and learn-ing-oriented interaction.

It’s the traditional foundation of theschool and college experience, the familiar standard against which all other learning models are com-pared and measured

Although synchronous e-Learning has been around for almost fifty years in more primi-tive forms, it is only in the last five years that organizations and individuals have had the technology,the infrastructure, and the bandwidth to make it practical for widespread adoption

which kinds oftraining and educationare best suited to it,

Howtoplanyourweeklysocialmediamarketingschedulein60minutesorless

Youwanttoincludespecificresultsthatyourreaderislookingforwhilenotgivingawaytheanswer.

Themostimportantpartofdrawingattentionisthetitleofthewebinar

Ifyouhaveaseeminglyboringtopic,noonewillwanttoattendthewebinar

It’sagoodpracticetointroduceyourselfnearthestartofawebinar

Therearealwaysafewpeoplethatcometothewebinarearly.Thisisagreattimetostarttalkingwiththemaboutanythinginthechatbox

highconvertingwebinar

Justabouteveryleadingwebinarsoftware(e.g.,GoToWebinar)comeswithbuilt-insurveyandpollingtools.

I recommend taking questions throughout

Ken Molay also made the point that the long dramatic pauses you might use for effect in a face to face presentation don’t work so well in a webinar context. Attendees might be concerned that they’ve lost the sound!

Have a spotter Ellen had wisely organized a colleague to act as a spotter.

what I did in the webinar situation was introduce the slide by saying “I’ll let you read what Bill Clinton has to say about Kiva”

An extra rehearsal is required for webinars compared to face to face presentations. There are two layers of technology involved: your slideware and the webinar software. So once you’ve got your basic presentation well-rehearsed, then rehearse using the webinar software.

In a face to face presentation I never show an “Any questions” slide. But I realised that unless I had a special “questions” slide I would be stuck on the slide I was showing just before we paused for questions.

Have a photo of yourself near the beginning This allows people to visualise you talking to them during the webinar

don’t build a sequence of slides that is reliant on exact synchronization between the slides and what you say

you have the same visual for an extended length of time

if there’s no visual

the difference between a face to face presentation and a webinar

Use the webinar to network

Not only does this practice make employees more likely to attend and pay attention

Allow participants to grow their networks

concentrate on subjects that can be taught through short presentations, not subjects that require long explanations or substantial exchange

Follow-up interviews with survey respondents

worthwhile

webinars have advantages over other types of learning. Webinars don’t require the time or expense of travel. And participation in webinars doesn’t generally require an extensive network.

consumed under the right circumstances

The most valuable sources: those that allowed direct, informal contact with human beings — personal contacts, other city/county staffers in California, and community groups.

Content isn’t tailored to the viewer, the virtual experience offers few opportunities to engage with speakers, there are no consequence if you don’t attend, and no rewards if you do

webinars aren’t generally especially effective teachers.

occasionally checking your computer screen if a graph or image is referenced, perhaps catching up on email or articles while the webinar is running in the background

With technology, you never know!

Your last words will linger. Make sure they are your own. Don't quote anyone else-and make sure they are powerful.

emphasize what the audience should do once the webinar is over. Be clear what their next logical steps should be.

"Rehearsal is the work, performance is the relaxation."

always review your key ideas with the webinar audience before concluding

If you rush on at full speed to cram in as much information as possible, chances are you've left your listeners back at the station.

Help them "make the movie" in their heads by using memorable characters, exciting situations, dialogue, and humor.

People rarely remember your exact words. Instead, they remember the mental images that your words inspire. Support your key points with vivid, relevant stories.

"In the next 56 minutes, you will learn:

Do not introduce yourself first.

Keep them glued. Remember, they can't see you, so it's all too easy for them to answer their email or get a cup of coffee.

explain the agenda and timing of your session (when will you allow for Q&A?)

Outline your presentation on paper or a flip chart before you build the PowerPoint presentation

Using mostly visuals and little text

tell stories

You might also have quotes about the content they will be learning.

how do you make sure they are entertained and feel involved even before the talk starts?

What's different when the lecture is in the virtual world?

Advances in mobile learning theory and practice further challenge (teacher) educators to examine how it is not only possible, but perhaps also beneficial, to connect mathematics education within school settings to learners’ everyday, community-based, and cultural forms of knowledge and practice (e.g. Martin & Gourley-Delaney, 2014; Wijers et al., 2010).

whose everyday mathematics are investigated and interpreted during mobile learning.

As a contemporary synthesis of learning and design principles rooted in sociocultural theory, connected learning suggests that when (K-12) student participation is openly networked around a shared purpose, is peer-supported and production-centered, and is driven by interest, the possibility for more equitable academic, economic, and civic engagement arises across multiple settings (Garcia, 2014).

CAOCs revealed how PSTs connected traditional academic content domains with their observations of out-of-school mathematics practices and objects found in everyday interactions

With PSTs motivated to represent meaningful aspects of their mobile investigations – rather than mandated to produce a specific quantity of placemarks

descriptive text from field notes, embedded digital media like a photograph or video, and supplemental features like hyperlinks to online mathematics resources (i.e. CCSS).

supported PSTs as they learned to identify and “shape disciplinary relations across community, classroom and online environments”

There remains a need to provide PSTs with digital learning experiences they likely did not experience in their prior mathematics education (e.g. Carmona et al., 2011)

When mobile learning traverses space, time, and tradition, it has been perceived to threaten the current order of schooling (Squire, 2010)

coming to know

capturing and collecting; communicating and collaborating; viewing, consuming, and analyzing; and designing and creating

the ubiquity of mobile devices

Needs analysis is an important process to conduct prior to launching a training program.

Ensure project managers are appointed at suitably high level within the organizational hierarchy

(1) Motivation is crucial for an effective process. When designers do not see the advantages ofempathy in design, the results can be unsatisfying

The framework shows that empathy includes bothcognitive and affective efforts, and that empathy can be enhanced by a stepwise process

suggestthere is a difference.

Having an emotional response (affective) to another’semotional state and being able to reflect on that by perspective taking (cognitive) seems to be thecore mechanism of empathy.

Mead emphasised the role-playingactivity, and suggested this perspective-taking can facilitate one’s ability to understand anotherperson’s affective behaviour and understand how another person views the world.

empathy referring to an instrumentalunderstanding, sympathy to an absorbed feeling.

‘We have a natural tendency to feel ourselves into what we perceive or imagine. (...) Thistendency to feel oneself into a situation is called empathy, on the analogy of sympathy, which isfeeling together with another’.

It is related to adeepunderstandingof the user’s circumstances and experiences, which involvesrelating to, morethan justknowing aboutthe user.

Then the focus of understanding the user is on behavioural and experiential aspects instead ofuser characteristics