Ambient Insight | Worldwide Mobile Learning Research By Sam S. Adkins, Chief Research Officer Seattle, WA - August 23, 2011 -The GSMA released two new reports on the academic Mobile Learning market that include research findings contributed by Ambient Insight. Ambient Insight has been working with GSMA for over a year and provided the organization with data from several syndicated reports. The two reports can be downloaded at: GSMA's Mobile Education Landscape Report GSMA's Mobile Education in the United States According to the GSMA Development Fund, "We believe that providing tangible, accessible mobile services to people in developing countries is invaluable to society and can help improve people's lives." "We support the GSMA's efforts to improve people's lives with Mobile Learning," comments Ambient Insight's CEO, Tyson Greer.
How People Really Use Mobile Magazine Article Preview To read the full article, sign-in or register. HBR subscribers, click here to register for FREE access » To marketers, the prospect of reaching shoppers through their smartphones is tantalizing. But mobile doesn't always mean on the go. New data show that 68% of consumers' smartphone use happens at home. Seven primary motivations The reasons consumers use smartphones can be broken down into the goals listed at right, along with the average monthly minutes and percentage of interactions devoted to each. SOURCES "Seven Shades of Mobile" study, conducted by InsightsNow for AOL and BBDO, 2012. Making Bad Assumptions About App Use Apps can have more than one purpose. SOURCES eMarketer, 2011; IAB, 2011 Failing to Connect with Users During "Me Time" Mobile ads that consumers see during "me time" generally do poorly on effectiveness (as measured by the percentage of viewers who click on the ad, search for the product, recall the product, or make a purchase).
Everything you know about curriculum may be wrong. Really. UPDATE: Cool. This post was nominated and made the shortlist for Most Influential Post of 2012 by edublog. I’m really honored! What if the earth moves and the sun is at rest? The educational thought experiment I wish to undertake concerns curriculum. In our own era, this may seem to some as nutty as Copernicus’ idea must have seemed. Well, this works fine if the present is just like the past; if ideas turn into competent action automatically; and if theory, not effects, matters most. So, suppose knowledge is not the goal of education. As odd as that might sound for academics, it makes perfect sense in our everyday lives. In athletics this is very clear: the game is the curriculum; the game is the teacher. So, it would be very foolish to learn soccer (or child-rearing or music or how to cook) in lectures. The Copernican hypothesis eventually made sense because it did two things: made better sense of the data, and dealt with increasingly embarrassing anomalies in the Ptolemaic view.
Online Teaching: 15 Ways Online Educators Can Light Social Engagement Afire : InformED Sorting Students Into Learning Goals for improved student learning and achievement are widely shared among school districts in Canada. Within these goals, the idea of transforming learning environments for adolescent learners to address persistent gaps in student achievement and student disengagement in and from school is taking hold. At the same time, concerns about the ability of current models of schooling to equip all young people for success in contemporary society are also growing. As school systems work at issues inherent in a model of schooling designed for the past, the 21st century learning agenda also challenges them to advance new processes and outcomes for learning. In the context of the transition from an industrial to post-industrial world, educators have been called upon to consider ideas about teaching and learning that once tended to exist on the margins. Increased calls for secondary school redesign may signal a readiness for considering how schooling might be (radically) different. [1] M. [2] J.
"Flow" and Mihaly Csikszentmihalyi - Austega Information Services Pronounced "chicks send me high" according to the Professor! This item in based on a public lecture presented by Professor Mihaly Csikszentmihalyi in Sydney on 17 March 1999, organized by the School of Leisure & Tourism Studies at the University of Technology Sydney. I have heard of Csikszentmihalyi's theory of flow in other writings but have not as yet read any of his own works. It is certainly possible that the following does not adequately reflect his views! Csikszentmihalyi opened the lecture with an account of his name which included reference to its Hungarian/Transylvanian roots. He has looked at many different answers to this question in domains as separate as art, religion, and sport, and in the past as well as the present, and sees that there are many different forms of answer. "How to live life as a work of art, rather than as a chaotic response to external events..." He started with artists, or with those that were "creating meaning". How does it feel to be in "the flow"?
Flow – A Measure of Student Engagement When I first heard about Czikszentmihalyi’s “Flow” concept and research, I became quite intrigued with this research. Its face validity immediately resonated with me. I always cherished those times in my own life when I was so fully engaged that I had no other thoughts than the task at hand, with joy coming purely from the engagement. I never had a name for it but Czikszentmihalyi did and conducted research on it. The characteristics of “Flow” according to Czikszentmihalyi are: Completely involved, focused, concentrating – with this either due to innate curiosity or as the result of trainingSense of ecstasy – of being outside everyday realityGreat inner clarity – knowing what needs to be done and how well it is goingKnowing the activity is doable – that the skills are adequate, and neither anxious or boredSense of serenityTimeliness – thoroughly focused on present, don’t notice time passingIntrinsic motivation – whatever produces “flow” becomes its own reward Questions for Thought”
Online Learning: A User’s Guide to Forking Education | Online Learning At exactly this moment, online education is poised (and threatening) to replicate the conditions, courses, structures, and hierarchical relations of brick-and-mortar industrial-era education. Cathy N. Davidson argued exactly this at her presentation, “Access Demands a Paradigm Shift,” at the 2013 Modern Language Association conference. The mistake being made, I think, is a simple and even understandable one, but damning and destructive nonetheless. Those of us responsible for education (both its formation and care) are hugging too tightly to what we’ve helped build, its pillars, policies, economies, and institutions. The discussion forum, currently the holy grail of “engagement” inside most online courses, is particularly problematic. Rather than simply transplanting the Lego castle of education from one platform to another, we need to start dismantling it piece by piece, all the while examining the pieces and how they fit together. [Photo by wizgd]
MOOCs: Threat or Opportunity? [INFOGRAPHIC Massive Open Online Courses (MOOCs) continue to gain momentum and prominence among the mainstream. I think I even recently saw someone list a MOOC course under their educational experience on their LinkedIN profile! With the steady rise in MOOCs, they are being considered on a more serious level – and in some cases being seen as a threat as traditional universities are forced into budget cuts. My personal opinion on this matter is that MOOCs will elicit change, even if they are seen as a threat. Everyone knows that competition encourages innovations. Maybe these free elearning courses are what traditional universities need to further entice their offerings. What’s great about MOOCs, or distance learning for that matter, is that it makes continual education more accessible. As I have mentioned before, I think that the MOOC distance learning model is a great way to offer alternative pre-requisite education to early university students. What do you think?