Instructional Design & Development #edtech #GAFE
Author Daniel Boorstin (The Discoverers) wrote of the rise of “a mobile community of transient spectators” called “tourists.” As an educator, researcher, and learner I can’t help but think of this through the lens of mLearning, that is, use of mobile devices by learners to gather, interpret, and engage in ever changing and growing content. Our community of learners leverage transient technology within transient content. 21st century learners are the new tourists…
The purpose of my qualitative case study research is to explore how an organization progresses through the process of adopting innovations (emergent technology). To understand the organizational adoption process, I seek to describe how a specific organization engages in the adoption of mobile learning (mLearning) through the design and development of their own mLearning demo-product within their technology solutions department. My ground-level study will report on the contextual factors within the organization and department that inform the product’s adoption process. I have gathered observational data over a one-year, participant observation experience within the technology solutions department. Serving as an instructional designer and gathering data as an academic researcher in the same setting allowed the rme to gain an intimate view of the adoption process. To collect meaningful data the I have used Activity Theory as a critical analysis lens and employed research on the stages of organizational adoption to understand the data in a longitudinal manner.
I just completed a very successful collaborative custom map project with 100 students which I then converted to be used in a sweet augmented reality app.
Here’s the details…
Liverpool Cemetery Mapping Project
Over 100 students at Liverpool Middle School collaborated on a Liverpool Cemetery Mapping project. The PBL scenario allowed students to work individually, collaboratively, and with their social studies and ELA teachers. Students researched, photographed, and digitally-labelled gravestones in the Liverpool Cemetery. The project was guided by the work of former, Liverpool CSD Social Studies teacher, Clarie Deloria’s “Liverpool Cemetery: A Walking Tour” book. Students visited the cemetery, photographed and transcribed their assigned gravestone. Students completed a custom Google Map complete with historical profiles for over 30 gravesites: https://www.google.com/maps/d/u/1/edit?authuser=1&mid=zlDDTMGv5bR8.kuUaPahKBzrE
The project was then converted with Wikitude, an augmented reality (AR) program, that used the student created Google Map content. AR is the integration of digital information with the live video or the userís environment in real time. See the video: https://www.youtube.com/watch?v=DySC4iQLtZM). Through the use of the~Wikitude App (free app) visitors to the cemetery can see where sites are, how far they have to walk to see them, and the historical profiles for each site.
The directions for creating your own Wikitude augmented reality map can be found at: http://www.wikitude.com/build-wikitude-world-google-collaborative-maps/
I recently completed several graduate courses where I noticed (more than usual) the prevalence of laptops in the instructional space. Half of my peers had open screens for most of the class. I found myself wondering, what are they typing? What are they looking at? Facebook? Twitter???? The eyes down, clickety-clack of the keyboard MUST have an effect on instructors and trainers. As a classroom teacher I often tell my students to “listen with their eyes” and when using laptops, to “lower their screens” during direct instruction (inevitably the machines, log out, go to sleep, and have to be reloaded). Read more of this post