565M | meteportfolio

The Navigation and Sailing Report #6

Port Name: ETEC 565M

Port Section: 64B

Port Website: http://met.ubc.ca/etec-565m

Port Time Frame: (Sep-Dec 2013)

Port Specialty: Special Topics – Mobile Education (elective course)

Port Director: Dr. David Vogt

Port Administrator: David Roy

Description

Looking for a once-in-a-lifetime adventure in digital learning?

ETEC565M is the first prototype offering of a new MET course examining the impact of mobile technologies on knowledge systems. We're looking for intrepid members of the MET community to be charter students and co-authors.

ETEC565M will be an experiential immersion in the proven and emerging potentials of mobile technologies and open learning. The majority of the course will be conducted on the mobile web, on mobile devices. Students will become proficient with the theory and strategy of mobile education through collective critical analysis of existing technologies, applications and trends in the global mobile culture specific to knowledge acquisition, generation and dissemination. Given the explosive pace of mobility, each ETEC565M cohort will flash-create its own thematic foci to ensure an authentically original scholarly perspective. ETEC565M students will apply what they learn by revitalizing the content and experience of ETEC565M itself, as well as by co-authoring a new open, public course ("M101" - an innovative UBC MOOC) on mobile digital literacies.

Objectives

In ETEC565M students will:

gain a broad critical and practical understanding of existing and emerging mobile potentials specific to teaching and learning;
acquire durable skills relevant to the analysis and design of mobile and open education environments and experiences;
apply their new skills and creative abilities to the curation of mobile learning systems in flexible and traditional contexts;
contribute individually and collectively to current scholarship and professional evaluation of mobile and open education.

Components

The proposed components of the ETEC565M experience are:

Getting Going: Course orientation & participant profile development;
Education Unplugged: Mobility in education as seen through the critical literature, industry trends, emerging technologies and active cultural phenomena.
The Movable Feast: Team-driven, cohort-engaged explorations of select, pedagogically-significant aspects of mobility and knowledge mobilization.
Moving Targets: Student authoring forum of proposed design frameworks and learning modules for the M101 MOOC.

Artifact #1: The Effects of Planned and Perceived Obsolescence on Mobile Ecosystem (Website)

For this Analytical Publishing Project assignment I authored and published an original text on critical analysis of an emerging facet of mobility culture that was of special interest to me as the student. The subject I chose was a cultural phenomenon, and even though the direct connection to teaching or learning was not required, my focus of the critical analysis was on the effects of planned and perceived obsolescence on mobile ecosystem, indirectly addressing the impact on mobile learning ecosystem, emerging as a quite important lever in contemporary education. The critical analysis was published as as a highly relevant, usable and valued Knowledge Mill resource in the Mobile Technology, Mobile Culture, and Mobile Education streams of 565M.

This was not intended to be an academic paper. I designed a PDF/web presentation consistent with effective viewing on mobile devices, optimizing relevancy, usability, and value for a prospective, global audience of educational technology professionals.

Below is my perspective on the causal realtionships between Mobile Technology, Mobile Culture and Mobile Education in the society..

Artifact #2: Group Project: A Moveable Feast (Video Primary Website)

As a small team of students we collectively researched, designed, built, demonstrated and published an original ‘mobile first’ Open Education Resource (OER) specific to a (Video Primary) mobility topic identified in the Frontiers Poll during the Week 1.

I completely authored the Background page and provided decent background and history of video use and general impact of video in education, as well as the review of the most popular mobile video sites and use of its decent affordances in education.

This Open Education Resource about video is designed to serve the self-guided professional development interests of a prospective global audience of educational technology professionals, as well as others who are looking forward to learn more about the video in general, and especially mobile video, and its features, affordances, constraints and usage in education.

Artifact #3: Google Drive/Docs: Features, Affordances, Constrains and Usage Website (PDF)

I individually authored and published an original ‘mobile first’ learning object into the M101 course platform, pursuing my topic of special interest about the Google Drive and Google Docs. I am proud that I researched well and authored a complete learning unit, about the Google Drive/Docs Features, Affordances, Constrains and Usage. By authoring this individual project I demonstrated and applied professional-level mobile education competencies, researched well and professionally materialized in this interesting and appealing learning project.

I am proud of this unique project, and highly recommend this excellent Google Drive/Docs learning resource to other prospective users of M101, educational technology enthusiasts and general audience for the sake of upgrading their digital literacy on Google Drive and Docs.

Artifact #4: MZ Participation Portfolio (the course participation portfolio)

This was the first cohort of ETEC 565M, so the interaction with my fellow students and instructor was essential to my 565M experience. This is a self-assessed portfolio that demonstrates the consistency and the quality of my participation in the course weblog. There were four assessment criteria in the rubric for my Participation Portfolio and here is my reflection on the participation assessment process:

Presence - I established and maintained a consistent and highly valuable presence in the conversational flow of the materials covered in the course.

Original Voice - I consistently raised the discussion to new levels with creative and original interventions, and used every opportunity for starting new discussions that further carried the discourse, for the sake of the topic enrichments.

Constructive Response - I actively followed discussion threads to provide constructive responses that celebrated, elaborated, and encouraged the contributions of my peers.

Demonstrated Knowledge - Thanks to my backgrounds in ICT and microelectronics, I was always on topic, well-researched & well-reflected concerning immediate questions under consideration and the broader objectives of the course.

I regularly used the PulsePress tools to like/dislike other students’ suggestions, and often commented on them to add value.

To me, the 565M blog was like a live conversation: my participation was timely and definitely added the value to the fellow colleagues and the course in general. I also kept track of the most important postings I made during the course and listed them above to evidence my insightful participation during every stage of the course, and objectively rated my overall contribution relative to the cohort.

Captain's Log:

Thanks to nice autumn weather, soft currents, friendly waves and allure and charm of the warm MET sea and the ETEC 565M port, this mobile education navigation and sailing course was long awaited opportunity to dive deep, research, swim and sail into quite popular and sometimes overcrowded docks of mobile technologies for education. I was a pleasure to learn mobile navigation and sailing with highly motivated navigators.

I work hard and pushed myself to research and dig out the most important topics of the highest relevance to mobile education and mobile ecosystem in general. These 4 artifacts, as my extraordinary assignment projects tell 4 very interesting stories about my mobile sailing and navigation journey throughout the course. It was a pleasure to work with highly dedicated mobile minded navigators, including the excellent port director who was passionately directing and facilitating the best navigation for ultimate sailing into the mobile education world.

I liked this course so much for providing me an very conducive and dynamic research and learning environment and an unique opportunity to actively research, learn, analyze, criticize, share, discourse, review, question and recommend and ultimately stay current on the latest developments of mobile technologies in general, and especially its applicability for 21st century complex educational needs. I worked hard, learned a lot, so my exemplary artifacts tell the story. Enjoy learning from my research and artifacts!

Artifact References:

Greeno, James G. Gibson's affordances. Psychological Review, Vol 101(2), Apr 1994, 336-342. DOI: 10.1037/0033-295X.101.2.336

Wells, Andrew J. (2002) Gibson's affordances and Turing's theory of computation. Ecological psychology, 14 (3). pp. 140-180. ISSN 1040-7413 http://eprints.lse.ac.uk/2606/

https://chrome.google.com/webstore/detail/google-drive/apdfllckaahabafndbhieahigkjlhalf?hl=en

https://support.google.com/a/topic/2490075?hl=en&ref_topic=9197

https://support.google.com/a/answer/2490104?hl=en&ref_topic=2498056

http://en.wikipedia.org/wiki/History_of_Google_Docs

http://chronicle.com/blogs/profhacker/host-a-website-on-google-drive/46737 http://www.google.com/policies/privacy/

http://elearning.uaf.edu/wp-content/uploads/2013/01/TT-GoogleDriveVideos.pdf

http://learn.googleapps.com/drive

http://www.google.com/intl/en/policies/terms/

http://en.wikipedia.org/wiki/Planned_obsolescence

http://www.nowsell.com/marketing-guide/planned-obsolescence.html

http://www.wordiq.com/definition/Planned_obsolescence_%28business%29

http://www.uselessgoods.com/Planned_obsolescence/encyclopedia.htm