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Mobile Learning in Higher Education
Multiple connections in customized learning spaces
4/23/2008
This has actually never been the case and while educators have worked hard to find ways to accommodate this level of diversity, mobile technology is now presenting g a level of customization that addresses those needs. Therefore, the assessment method should reflect that diversity and not again try to contain the "evidence" into pre-set forms.
MMC learning environments, then, maximize the customization made possible through the multifaceted and flexible connections as well as the accommodations for learning preferences like never before. This challenges the role of the instructor again. We are just getting used to the idea of facilitator and coach, and I would suggest that now we should think about ourselves as a "connection" used in the process. That, however, must remain an expert connection and one that is able to adjust approach and method to suit multiple learning spaces within one class of students. Rather than trying to learn all sorts of new technology, the faculty teacher is now challenged to become obsessed with the process of learning and the authentic evidence or production of the learning that has taken place. Additionally, learning spaces can be fully functioning social spaces where students are directly connected to various inputs and with the possibility of various outputs. Social learning theory can now be integrated in a new and effective way. Finally, MMCs promote the student as integral in every aspect of the process. Rather than thinking about student-centered only, I would suggest that the entire process is dependent upon immediate and ongoing student engagement, participation, and production. That sounds like student-managed to me.
References
Alexander, B. (2004) Going Nomadic: Mobile Learning in Higher Education. Educause Review, vol. 39, no.5 (September/October 2004): 28--35.
Krashen, S. (1985) The Input Hypothesis: Issues and Implications. London: Longman.
Vygotsky, L. (1962) Thought and Language. Cambridge, MA: MIT Press
Ruth Reynard is the director of faculty for Career Education Corp. She can be reached at rreynard@careered.com.
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