In earlier posts I outlined a prototype module for using mobile devices as tools for teaching topographic map skills and described the experience of testing the module with a GEOG1190 class. The following is my list of some of the benefits of the project.
(1) A prototype learning module was developed and tested. Although there were some problems with implementation and student engagement, student feedback did indicate that they saw value in out of classroom learning experiences in this subject area. Both Rory Crowley and myself will pursue the development of this tool in future GEOG 1190 courses.
(2) The testing of the module revealed a number of key areas that need to be addressed to improve it notably (a) reducing platform and software specificity (b) better integration into the existing curriculum and (c) including an evaluation component so that there is incentive for students to engage with the module. I see ways to do this the next time around.
(3) A draft module for using iPads with mapping apps in the classroom as a supplement in our GEOG1190 glacial lab form assignment as been developed. I hope to have an opportunity to test this in the spring or summer. More generally the project has shown me that there may be potential in our department using iPads as an alternative to traditional paper maps. This is something the department will continue to explore.
(4) As would be expected, the regular meetings and discussions of the mobile learning initiative participants have exposed me to a huge range of ideas about ways to improve my teaching that go beyond simply how to incorporate mobile devices into the curriculum. I think Daryl Smith summed it up best when he observed that it is really about creating “situational learning” and the devices are simply the tools that we are using to make that possible.
I see value in having the project continue on. Entice new faculty to participate and ask the existing participants to share their experiences.
Jim Bowers