1. Instructional Technology UNCW MIT Ray Pastore, Ph.D. University of North Carolina Wilmington 1

2. Introduction  The following presentation will address projects that I have been working on in the instructional technology dept. here at UNCW  Mobile Learning  Gaming  Time compressed instruction  Online learning  Multimedia  Virtual Classrooms 2

3. Mobile Learning 3

4. What is Mobile Learning?  Stevens and Kitchenham (2011) define mobile learning as “the use of a wireless handheld device; a cell phone, personal digital assistant (PDA), mini-computer, or iPod to engage in some form of meaningful learning (p.3)”. 4

5. What we are building in our courses Mobile Apps Need to be installed Can be on OS Device dependent May cost money Can use phone features (gps etc.) Do NOT require internet Mobile Websites Can be used on any phone with internet Not on OS free (for the most part) Need to open browser Difficulty accessing phone features (GPS etc). 5

6. Being used in education for to view or send content or email participate in discussion forums submit and view assignments send/receive feedback enrolling in courses (higher ed) communication texting emergency warning systems CMS/LMS 6

7. Being used in corporations/gov for  Everything on the previous slide plus…. Gaming Simulations Full courses Flash based content HTML5 based content *This is where education is headed and Education innovators are already doing this 7

8. Mobile Learning  Mobile learning is in it's infancy  Research on mobile use and design is just starting to emerge  Much of this research focuses on mobile use rather than mobile devices for learning  The purpose of our first research study on mobile learning was to examine students perceptions of developing and using instruction for the mobile web 8

9. Methods  Study took place at the University of North Carolina Wilmington  Instructional Technology graduate students  Design Interviews (6 Students interviewed - semi structured interviews) Observations (Graduate Class observed) Role of observer: Instructor Survey (Survey on mobile use, learning, and satisfaction) 9

10. Case  Computer Based Instruction course at UNCW Develop mobile based instruction via Dreamweaver Students were web development novice Students were presented lesson on web and mobile development using Dreamweaver (3 Class periods) They were asked to read several articles on mobile learning  Assignment 10 minute instructional tutorials to be developed for smartphones Published to UNCW webspace T ested sites on iPod touches 10

11. Example Screens 11 http://www.uncw.edu/ed/mit/studentprojects.html

12. Sample quotes from interviews  "I think the differences from going from that where you use a keyboard and a mouse to the touch is that you realize how big your fingers are and just a link is not going to be very effective anymore. You need big buttons. You need to direct the learner on where they need to touch to go to the next screen. There is really no pop ups, no imbedded flash type things, its like going from one screen to the next. It seems very linear. “  "I don’t know that you’re going to be able to do a lot other than just quick reference job aids. I’m not sure you’d want to have a whole instructional system through the, for the iPhone, though maybe,, a SmartPhone. You could do it for maybe tablets, but again you’ve got some Flash limitations. So I would think that job aids and things that you can learn quickly are the realm of smart phone development." 12

13. Time Compression 13

14. Time Compression 14

15. Time Compression 15  Recent research has revealed that audio can be compressed up to a certain point and still support high level learning (Pastore, 2009)  What is Time Compressed Speech? (Orr & Friedman, 1967)  The act of changing the tempo while preserving the pitch and retaining quality Invariant timing hypothesis (Honing, 2007). This hypothesis states that one cannot distinguish between the quality of audio when there is a tempo change (within normal wpm ranges and up to a certain point of compression).  Pastore (2009) revealed that spoken words could be digitally time- compressed up to 25% in a multimedia environment while preserving complex learning.  Thus, a one-hour multimedia session could take 45 minutes if time- compressed 25% and still maintain the same level of learner comprehension.

16. Time Compression 16  Design - 2x3 Experimental Design – Independent Variables - Redundant and Non-redundant Compressed Instruction - 0%, 25%, 50% Compression Percentage - Time TimeWords Per Minute 0%12:10164 25%9:08219 50%6:05328

17. Time Compression 17 – Compression (Tukey’s HSD for post hoc) 0% (11.82) = 25% (11.02) > 50% (8.63) - factual 0% (8.84) = 25% (8.25) > 50% (6.02) - Problem solving *numbers indicate means; out of 20 points.

18. Other projects… 18

19. Gaming  Gamemaker  Squeak  Scratch  Adobe Flash  Samples: http://uncw.edu/ed/mit/studentprojects.html 19

20. Online Learning: How to teach online  Developing courses via Moodle  Students learn how to manage their own LMS like Blackboard  They then learn best practices for implementing these course  Design and develop their own courses  Book: http://www.amazon.com/Online-Learning-Instructional-Technology- Exploration/dp/1477462295/ref=sr_1_1?ie=UTF8&qid=1337341318&sr=8-1 20

21. Virtual Classrooms  Teach all of our classes via webex  Students can choose to attend in the class or go online  Classes tend to be 50/50  Instructional strategies not sacrificed  Currently writing a paper as a dept on students preferences 21

22. We are working on many other things as well….  Multimedia development  Web development  Mobile app design  Interface design  Competencies in the field  Social media 22

23. Questions?  Presentation can be found at my blog@  http://raypastore.com 23