m-Learning in Mental Health Research and Annotated Bibliography Below is an annotated bibliography of research related to the m-Learning in Mental Health Inititive.
The importance of assessing student learning in college has yet to capture the attention of policy makers or the public. Indeed, few outside the academy know what the phrase, student learning outcomes assessment, means. And yet the information outcomes assessment produces—when done well— is foundational to addressing some of the greatest challenges the country currently faces. TEACHING AND TECHNOLOGY Horrigan, J.B. (2016, March 22) Lifelong Learning and Technology. Pew Research Center (http://www.pewinternet.org/files/2016/03/PI_2016.03.22_Educational-Ecosystems_FINAL.pdf)
Miller, W. (2012). iTeaching and Learning. Library Technology Reports, 48(8), 54-59. Mobile tablets will revolutionize higher education instruction across the academy, in some instances providing new solutions to accepted instructional limitations, in others eliminating unacknowledged hindrances, and in still others creating new challenges. Instructors at Indiana University--Purdue University Indianapolis (IUPUI) have been using iPads for instruction, including library instruction, since the fall of 2010. An eight-member group of faculty in art, music, communication studies, tourism management, physical education, education, organizational leadership and supervision, and the University Library have pioneered the institution's use of mobile tablets, iPads, in the classroom. Chapter 9 of Library Technology Reports (vol. 48, no. 8) "Rethinking Reference and Instruction with Tablets" provides insights into how these and other disciplines are using iPads to create new transformative learning experiences. This chapter includes findings of a study on student perceptions of learning and engagement during instruction incorporating the use of iPads across disciplines. Pierce, D. (2015). 3 ways mobile technology is transforming learning spaces. T|H|E. 42(5). 10-15 To support creativity and collaborative learning with digital tools, schools are creating exible environments that give students ownership of the space and their learning. Along with their students, faculty have become co-learners and pioneers in the classroom. With no models to work from, they have had to explore, practice, and discover the iPad's potential for expanding learning. Given the recent and rapidly growing access to a dazzling array of intellectual technologies, faculty and staff at Seton Hill, a liberal arts university focused on excellence in teaching, have seized the opportunity to experiment with and improve the learning experience. The university committed to providing iPads for all full-time faculty, student affairs and academic support service staff, and employees responsible for student recruitment, retention, and athletics. The administration believed that to fully realize the benefits from the new technologies and tools, the majority of the campus community needed to have access to them. Moreover, the entire campus would need to change approaches to and uses of technology. The program, called the Griffin Technology Advantage, had the following key objectives: (1) the creation of a teaching and learning environment that would go beyond the confines of the traditional classroom in time and space; (2) widespread use of mobile technology for instantaneous access to information; (3) deepening of critical and creative thinking through interactive teaching strategies; (4) increased student engagement in learning; and (5) decreased costs for students through the use of e-texts. The university also thought two related objectives might be achieved: enhanced campus vibrancy and increased administrative efficiencies. Key to the success of the Griffin Technology Advantage program is visionary and nimble senior leadership. Having a president who understands current students' learning styles and is willing to match university resources to meet these needs with the full use of technology is essential. This article reviews the need for technology literacy for students being prepared for the workplace of the future. Community colleges are uniquely positioned to assist students in acquiring these skills. Issues pointed out in the article are, in some cases, relevant but beyond the actual control of the college (such as students being unable to access broadband Internet services.) (NOTE: This is a great article to support the need for programs like the m-Learning Initiative.) iPAD AND APPLE PRODUCT ADOPTION According to a report from JAMF Software (2015 Survey: Managing Apple Devices in Education), Apple iPads and Macs appear to be the most supported devices in K-12 schools. This article examines the early development of an infrastructure to incorporate iPads into a national college system. Large-scale deployment was associated with high faculty engagement in formal and informal professional development activities and adoption of an active student-centered pedagogy. iOS Device Sales Outpace Widows PC Sales for First Time Q3 2015 earning reports from Apple indicate that they sold 57.9 million iOS devices. The Biggest Difference Between Android and the iPhone, Summed up in One Image This article addresses the issue of all the different models of Android devices. While this diversity does entail a lot more choice on the part of the Android user, it makes for a new and different learning curve for each type of device. iPhone offers a single platform. Apple Device Adoption Increasing in Higher Education "The report attributes the growth in popularity of Macs and iPads in the classroom to "Apple’s rich app ecosystem, overall appeal and user preference, native security features, and the reduction of overall costs associated with device maintenance." Click HERE to read the "2015 Survey: Managing Apple Devices in Higher Education" EDUCAUSE Library - Tablets and iPads Many colleges and universities have begun experimenting with tablet computers and iPad classroom integration initiatives that vary from campus-wide distributions to small-scale, single-class pilots. These programs are designed to provide evidence of improved student learning and engagement. Explore this resource site—a collection of all EDUCAUSE resources related to tablets and iPads in the classroom. Chapter 7 of Library Technology Reports (vol. 48, no. 8) "Rethinking Reference and Instruction with Tablets" reports out the results of an original research study that investigated how a first-year undergraduate learning community at the University of Illinois made use of an iPad 2 as part of their first-year course work. The study reports on data from two instruments: 1) the students completed an online Web-based survey and 2) also shared their curricular use of the iPad 2 through focus groups. Findings show that there are curricular uses of the iPad 2, particularly for in-class use, that allow students to connect with course-specific content such as their course management site for taking online quizzes and for class outlines and other lecture material; additional course uses of the iPad 2 by students are reported. Although many medical learners and teachers are using mobile technologies within medical education, there has been little evidence presented describing how they use mobile devices across a whole curriculum. Methods: The Northern Ontario School of Medicine (NOSM) introduced a new mobile device program in 2010. Incoming undergraduate medical learners received a laptop and an iPad and learners entering year three of the four-year program received a laptop and an iPhone. A survey was sent to all learners to gather information on their use of and attitudes toward these devices. A combination of quantitative and qualitative methods was used to analyze the data and to generate a series of themes that synthesized student behaviors, perceptions and attitudes. Results: Context and learner autonomy were found to be important factors with learners using multiple devices for different purposes and adopting strategic approaches to learning using these devices. The expectation that school-issued devices would be regularly and enthusiastically used to replace more traditional study media was not reflected in practice. Conclusions: Learners' approaches to using mobile devices are heterogeneous as is the extent to which they use them. Learners adapt their use of mobile devices to the learning cultures and contexts they find themselves in. This article reports the findings of a study to examine the practicality and efficacy of using tablet computers in the Higher Education classroom. Students in a senior level teacher preparation class were provided with Apple iPads for 10 weeks to aid in their studies. The iPads were preloaded with selected software but students were encouraged to use them in the way that felt the most natural and beneficial to them. Results indicated that students thought that the device was most beneficial as an e-reader and a way to have instant access to information while the instructor was lecturing. They also found it to be beneficial in their clinical work in elementary school classrooms. Leading Healthcare Transformation: Master of Health Care Delivery Science Program at Dartmouth College
Willcott, J. (July 7, 2016). Why I Still Believe in the iPad's Positive Impact on Classrooms. EdSurge https://www.edsurge.com/news/2016-07-07-why-i-still-believe-in-the-ipad-s-positive-impact-on-classrooms iPAD APPS 10 Tools to ROCK Assessment using Google Apps on the iPad This resource outlines the use of a number of FREE Google apps for iPad.
The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies and the m-learning framework Bogle, A. (November 30, 2016) Too Many Mental Health Apps put Style over Substance "We share some of our most intimate data with mental health apps, but there's surprisingly little proof of what they give us in return. Many medical experts are starting to find problematic the lack of clear science backing up apps that promise to help with everything from low mood to depression." eBOOKS AND MULTI-TOUCH TEXTBOOKS Over the summer of 2015, Faculty form Northeast Mississippi Community College took time to design their own multi-touch textbooks. Not only are the texts lower cost, they contain exactly what the faculty want them to know! This is a part of NEMCC's "The One" iPad initiative. This report examines the impact of adoption of eBooks and Mobile Devices on student learning. eBook adoption, pros and cons of mobile device adoption, and the impact on student learning outcomes is examined. Student engagement was high throughout the pilot. Positive impact on learning as students reported increased access to materials. Raths, D. (2015). The promise (and perils) of digital textbooks. T|H|E. 42(5). 16-18 THE Journal recently spoke with teachers and administrators in several districts that are experimenting with digital versions of textbooks from traditional publishers as well as those curating digital material to compose new, more personalized texts for their students. From their responses, it is clear that the promise of digital texts has been matched by frustrating deployment issues. http://nemcctigers.blogspot.com/2015/08/nemcc-faculty-save-students-over-125000.html NEMCC faculty save students over $125,000 on textbook costs by designing own multi-touch books SUPPORTING FACULTY We examined the effectiveness of a community of practice (CoP) model for introducing tablets to 139 faculty members at a higher education institution. Using a CoP within a systems model, we used large- and small-group mentorship to foster collaboration among faculty members. Most faculty members agreed that the project was well organized and activities were useful. In terms of measurable outcomes, many participants had developed plans for or completed scholarly activities related to tablets. Our findings support the use of CoP models to integrate technology within higher education. Additionally, they support such integrations as proof of concept for large, whole-campus technology integrations. DISABILITIES AND ADA This study evaluated the impact of iPads on students with disabilities in a Higher Education (HE) setting with a focus on: an assessment of their physical characteristics and functionality; their utility as communication devices; and the use of iPads to engage with university services. The participants, who had a range of disabilities, were provided with iPads for a period of three weeks, given basic training in their operation, and were instructed to use them freely. The participants completed an online survey and then took part in semi-structured interviews at the end of the loan period. The participants also undertook a series of short information-seeking tasks that were designed to compare the performance of laptops and tablet computers. This study should be of use to education practitioners as well as acting as a pilot for future studies aimed at investigating the provision of tablet computers to students with disabilities. MENTAL HEALTH AND HEALTHCARE |