1. Patricia Kahn, Ph.D., Director, Information Technology Edward Chapel, Ph.D. Vice President, Information Technology Campus Technology 08

2. A simple observation ◦ Every student has a cell phone… it’s what they use for everything! A simple idea ◦ Let’s get rid of land lines in residence halls. Became a much bigger project ◦ Inventing the Virtual Campus Experience 2

3. 3 If every student had a mobile phone, how do we use them to enrich their living and learning experience at MSU?  Upgrade traditional landline services  Engage Students through improved communication & community reinforcement  Improve academic use of latest technologies  Enhance public safety  Leverage mobility and location based services for efficiency

4.  Standardization  Proprietary  Networks  Marketing to Value  Administrative Overhead 4

5. Newly designed courses promoting student learning through active engagement Higher education needs to employ strategies of using emerging educational technologies to facilitate the learning process by providing a learning environment that matches the student’s new style of learning (Dede, 2005) 5

6. An instructional technology that support the 21st century learner but does not require a high level of technical proficiency  Enhance the learning process by making learning more interactive and enjoyable  Afford curriculum customization to match learners' developmental needs as well as personal interests  Promote a constructivist approach to teaching and learning  Bridge the gap on how students live and learn realizing that they will spend their adult lives in a technology-driven multitasked fast-paced world 6

7. 7 Campus Connect Program

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10.  Podcasts of instructor’s course lectures  Bb Announcements and Grades  Entourage group messaging feature Rave 10

11. Access videos Access Groups Home Page 11

12. 12 Analysis English: In class writing activities (journals, portfolios, etc.) Business: Redundancy of class lectures Subject matter did not lend itself to using cell phones No direct experience from learners

13. 13 Analysis English: In class writing activities (journals, portfolios, etc.) Business: Redundancy of class lectures Subject matter did not lend itself to using cell phones No direct experience from learners

14. 14 21st century learner looked for technology in the learning process As long as it served a purpose! Analysis

15. 15 Liked Cell Phones  Able to obtain reminders from the instructor without having to logon to Blackboard.  Enjoyed listening to the lectures while on the train or driving to and from school  Viewing the podcasts were helpful; reinforced material in class for tests Disliked Cell Phones  No need to access lecture podcast from cell phone  Required assignments were in-class written exercises  Material for assignments was obtained from in- class lectures  Same material covered in class; therefore, no motivation to view lectures on the phone

16.  21 st century learner looks for technology in the learning process as long as it serves a purpose.  The subject matter and discipline needs to lend itself to using the technology.  Students will not be motivated to use the technology if pedagogy doesn’t support its use.  Given the appropriate venue and material, cell phones could help the education process 16

17.  Changed the focus based on feedback from Stage I Activities… ◦ Interactive and engaging ◦ Did not repeat classroom experience ◦ Required feedback from peers ◦ Supplemented course lectures ◦ Promoted classroom discussion 17

18.  Interactive Activities and Group projects ◦ Announcements and Grades ◦ Group Activities ◦ Polling (cell phones as clickers) ◦ Blogging Fieldwork Exercises  Text messaging to blogs  Pictures from phones to blogs ◦ Video 18

19.  The instructor can ask a question in class that the students can answer anonymously and within minutes  The answer can be displayed to the class via a computer projector or smart board 19

20. Disruptive Innovation is a term used to describe a new technology that unexpectedly displaces an established or sustaining technology (Harvard Business School). Which of the following represents a disruptive technology?  Ball point pen  Wikis  Google  All of the above  None of the above 20

21. 21 By Sending a text message to 67283 with one of the answer codes listed below. 712021: Pen 712022: Wiki 712023: Google 712024: All three 712025: None of them Which of the following represents a disruptive technology?

22.  Polls were related to text readings  Students were polled during the class  Students were polled outside of the class  Results were viewed by all  The results sparked conversation inside and outside of class via text messages, e-mail and blackboard (accessible through the students’ phones) 22

23. Offered choices: 1. To get an education 2. To lead to a job or career 3. Family obligations 4. Other 23

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25. Offered choices: 1. Hang out with friends 2. Study 3. Get involved in campus affairs 4. Work 5. Party 25

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27. Offered choices: 1. Five hours 2. Ten hours 3. Twenty hours 27

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29.  Students liked using the technology  Class became more fluid and student oriented  Students used the technology outside of class  Learning was initiated through the students, not through the instructor 29

30. Free-time Activities Scavenger Hunt 30 “As a vocabulary building exercise in the chapter on how we spend our free time, I gave the students a list of about 25 verbs. In teams of 4-5 students, they had 15 minutes to walk around campus and find people engaging in activities from the list. Using their cell phones……

31. “I put together a list of trivia questions (in German) about famous Germans, such as "What did Goethe write?" or "Who is Joseph Ratzinger?" Each question was set up as a poll with multiple choice answers accessed from the cell phone.... 31 Free-time Activities Scavenger Hunt

32. Constructed, through blog postings, students had to provide a description of him/herself and daily life (or that of someone you know, or a fictional person, if you wish). The posts will be grounded by a photograph (or photographs) taken from your cell phone. You will then describe the picture in a few short sentences in German Introduction to German: Autobiography 32

33. Linguistic Assignment: Gender Differences in Speech 33 “Linguistic research has shown that males and females use formal and informal speech under different circumstances and at different rates. Using your cell phone post your observations on your blog” Count how many turns the females take. Count how many turns the males take….

34. Urban History Students learning about urban history are studying fires as a historical event. Students are required to visit a local fire house and interview a fireman/firewoman and post the highlights of the discussion on their blog page by using their phones. 34

35.  Double sign on  Phone Activation  Group Invites  Comfort level with the phone  Did not want to give up their own personal phone 35

36. n = 45; Total surveyed 200 36

37. n = 45; Total surveyed 200 37

38. n = 45; Total surveyed 200 38

39. n = 45; Total surveyed 200 1714 39

40. n = 45; Total surveyed 200 27 18 40

41. n = 45; Total surveyed 200 25 20 41

42. Instructional design consultation Provide activities that are interactive and engaging and serve a purpose New Student Seminar Course o standardized cell phone activities integrated across all sections Applications available on all phones Support, support, support – don’t assume comfort level of 21st Century Learner Students use own phone The jury is still out whether using cell phones enhances the learning experience 42

43. 43 Questions?