With mobile usage on the rise, your team should make developing a mobile app for university students a high priority.
[Editor’s Note: This article was originally run on Optimal Partners Blog–a source of news and information for today’s higher ed IT staff and leadership. To read more, visit the blog at http://blog.optimal-partners.com/]
Mobile apps are meant to give your students a solution to a specific problem, for example, an app for dining services. The type of mobile app your team creates may vary depending upon your users’ needs. Regardless of what problem you’re trying to solve, here are a few key points that you should consider before you begin development.
When Associate Professor Stephanie Cole walks into her U.S. History Survey class at the University of Texas at Arlington, she faces about 150 students, each of whom carries a smartphone, laptop or tablet. Cole, in turn, uses PowerPoint slides and a screen. For 80 minutes twice a week, Cole and her students engage with each other, discussing concepts, asking and answering questions, giving and taking notes.
Her class, however, is more than a one-way lecture. Cole and her students are using Echo360's active learning platform, a system that combines lecture capture with student engagement, learner analytics and content management. With Echo360, students can use their mobile devices to ask questions anonymously, which is a boon for those reluctant to speak up. "I don't know if they're responding by laptop or by phone," she noted. "My guess is that smartphones are dominating. Probably less than a quarter of the students have laptops open, and tablets are in the minority."
In addition, the system allows Cole to take attendance, lead the discussion and field questions, note points of confusion and immediately intercede, and refine her instruction in real time.
Teenagers today have never known a world without the internet, which may be why half of all adolescents say they’re addicted to their digital devices. In her new documentary “Screenagers,” Dr. Delaney Ruston explores why young people are so drawn to social media and video games and what effect it’s having on their brains. Ruston joins William Brangham to share what she’s learned.
Just when we were starting to get used to the tools, frameworks and methodologies needed to design good mobile apps, we find the device landscape is changing again: smartwatches and other connected wearables, sensors and everything under the “Internet of Things” umbrella are bringing new complexity to our field, and makes it very difficult to tell where “mobile” or an “app” really starts and ends.
And we designers are having a hard time getting used to it. Given that many of us first approached mobile design through responsive web design, it’s been much easier to approach mobile design as if it were some kind of “smaller web with touch support and camera access”.
But the upcoming products and services are meant to live fluidly across a range of devices, sensors and network connections. So I believe that mobility, rather than mobile, defines much better the kind of environment we will have to design for.
Rather than a focus on a specific device, designing for mobility is a broader approach to design; one that delivers value because it can be transmitted by any combination of devices. Mobility forces us to think broadly and zoom out from specific devices to look at the ecosystem in which we will be designing.
With the introduction of e-learning more than a decade ago, learners were mostly confined to a computer and accessing learning at a specific location through CBTs which were essentially page-turners. Recent developments in internet and wireless technologies have led to the emergence of devices that allow us to access information anywhere and anytime. Most of these devices are interconnected, giving us the context we need and creating a ‘smart’ universe for us.
Abstract. This research study investigated the prospective teachers purposes of using mobile phones and laptops, as well as the significant differences across genders and grades. Furthermore the frequency of connecting to Internet via both mobile devices was investigated comparatively. The study was designed based on cross-sectional survey and casual-comparative methodologies in order to first determine specific characteristics of the relevant population, and to determine the possible causes for differences in terms of variables investigated. A total of 650 prospective Turkish teachers participated in the study. The results point out that, compared to mobile phones, laptops were used more frequently for various purposes, particularly the educational ones. However, in-class use of both laptops and mobile phones for educational purposes was not very common. Mobile phones were used less for educational purposes, but more for communication and entertainment purposes. Though there were statistically significant differences in terms of some purposes, given the lack of practical significance, both male and female prospective teachers can be said to use mobile phones and laptops for various purposes with similar frequencies. The same was also true for the grade variable: all prospective teachers from 1st to 4th years used mobile phones and laptops for various purposes with similar frequencies in practice. The present study also revealed that, for prospective teachers, connecting to the Internet via mobile phones is not very common and even significantly less common than doing so via laptops. The findings in general suggested a need to raise awareness among prospective teachers about the mobile learning potential of mobile phones in general and in-class use of laptops in particular.
This case study examined student satisfaction with Apple iPad technology in the Biomedical Sciences Graduate Program at The Ohio State University College of Medicine. The iPad proved effective in student recruitment and engaging students in active learning. Although technical issues diminished its effectiveness as a teaching tool, these needs prompted important changes in network management at the institution. Overall, the adoption of iPads enhanced the students’ educational experience.
New data from over a thousand different institutions provides a detailed snapshot of 2016’s college and university social media use.
If 2015 was the year colleges and universities began using social media like any other media-savvy millennial, 2016 is the year of refinement and targeted purpose. From a surge in ‘Pay to Play’ and post curation to new measures of determining success, higher education is becoming a social media leader.
The findings are part of a yearly report (currently in its seventh year) conducted by CASE, Huron Education, and mStoner, Inc.—written by Jennifer Mack, senior researcher at Huron Education and Michael Stoner, co-founder and president of mStoner—on higher education’s social media habits.
According to the 2016 report (slideshow is currently available), which received responses from over 1,100 CASE members in the U.S. and abroad (45 percent of respondents work in college and university Communications, 35 percent in Alumni Relations and the rest in other areas like Marketing and Admissions), social media advancement become incredibly refined in higher education.
Here are 5 differences in trends revealed in the 2016 report from the 2015 report:
In this paper a brief review of the framework that addressed mobile learning implementation challenges (pedagogical, technological, policy and research) that was developed by Khaddage et al. (2015) is briefly discussed, followed by possible solutions that could be deployed to tackle those challenges. A unique approach is then applied to bridge the gap between formal and informal learning via MAT (Mobile Applications Technology). This approach is based on STEAM (Science, Technology, Engineering, Art and Mathematics) as subjects to be taught and the specific skills needed to achieve the RLOC (Required Learning Outcome) that can support student learning informally. This specific approach shows HOW to advance mobile learning in formal and informal settings.
In the world where information plays a key role, corporations are in constant research of the most effective means of team learning. No more need for tones of books, long lectures and big auditoriums; the strategy of m-learning has revolutionized the idea of team education. Accessible, flexible, interactive, cost-saving… and surely much more effective, m-learning applications meet the demands of both the employers and the employees.
The global mobility makes mobile devices the preferred tool to access and consume the content. At this stage, the number of mobile devices exceeds that of human beings for 600 millions! This figure is considered to grow in the years to come. This is the reason of the steady shift towards mobile learning solutions over the last few years. M-learning application is not just a mobile version of an existing e-learning course. It is an entirely new approach than traditional e-learning and it certainly has many advantages as compared to the traditional team learning.
forbidden ... or encouraged? When planning for new initiatives that will introduce and/or utilize information and communications technologies (ICTs) in some way, a simple general rule of thumb is worth considering: The best technology is often the one you already have, know how to (and do) use, and can afford. In many places around the world, this technology is the mobile phone. This is not to contend that 'new' technology devices should not be considered -- far from it! Rather, this general guidance is meant to serve as a reminder for planners and decisionmakers to consider how it might be possible to take advantage of and leverage *existing* technologies, and the activities and processes these technologies enable, before committing to introduce totally new (or foreign) technology tools into a given environment. Just because something is new doesn't mean that it is automatically better. Of course: It doesn't mean that it is worse, either. At a conceptual level, when considering what technology devices are to be utilized as part of a given project or activity, mobile phones may often be the 'best' technology. But: Does that make the mobile phone an appropriate or practical technology choice for use in schools, and/or by students and teachers? It depends. When it comes to mobile phones and the education sector, things aren't so simple, and answers vary considerably by place -- and are changing. In some countries and schools, mobile phones are not allowed at all for students (and in some cases for teachers as well) and/or their use is limited to certain circumstances inside (and in some instances even outside) of school. In other places, phones are allowed with few restrictions. In yet other places, long time bans on phones are being reversed. Even where bans are in place, phones are still to be found in schools, for better and for worse, and they are used for a variety of purposes (again, for better and for worse). What are some current perspectives and practices related to the use of mobile phones in schools and education systems around the world?
The mobile revolution is here. More and more schools are moving toward mobile learning in the classroom as a way to take advantage of a new wave of electronic devices that offer portability and ease of use on a budget. Netbooks, iPads, cell phones, iPods, e-readers and even PDAs are increasingly becoming the tools of choice for today's educators, and it is easy to see why.
Now, all 900 freshmen are required to use Fitbits, the wearable fitness monitors. It's part of a new college requirement that began last fall and will be rolled out with each incoming class until all students are using them.
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