A BYOD Learning Space Transformed: How to
A learning space when connected devices require a different type of Digital literacy for both the teacher and student. 21 century style learning is a language platform which requires a flow between the challenge, content and the creators. A blended approach using solutions like Nearpod, Socrative and Class Dojo encourage a focused conversation between participants. Android and iOS mobile devices become the pathway dependent of the end user. Teachers provide the foundation and the creator, the students need clarity in choices and assessment goals. A B.Y.O.D. (Bring Your Own Device) environment requires a different way of working, requiring practice, preparation and the correct positioning of various mobile technologies when striving for a seamless learning experience.
The democratization of a digitally literate classroom begins with a solid foundation on seamless access to key ingredients. Power outlets, Wi-fi and patience are necessary. In order to engage students in a B.Y.O.D. learning experience it is critical to manage expectations and find connections between various online solutions. A fractured Andriod ecosystem can be a barrier to access requiring more practice and may present static. In contrast, iOS devices can present a more consistent and predictable experience for the content creators. Yet, the type of device is not a determiner of successful learning. With all devices participants need to manage expectations and try simple tasks to see what the boundaries of their devices are. Too often B.Y.O.D. is looked at from a device first approach and student learning second. This is backwards pedagogy from a 21 century Blooms perspective. While without access to dependable power and wifi will prevent mobile devices to engage student learning this should not be the first step. Looking at the opportunity B.Y.O.D. presents to both teacher and student within the SAMR model mobile devices should engage the learners at the modification level shifting towards redefinition.
In looking for ways to map out a B.Y.O.D. shared experience follow these 8 C’s when considering mobile learning solutions.
App’s Ability to:
1. Create
2. Collaborate
3. Consistent
4. Celebrate
Creator’s can produce with:
1. Clarity
2. Colour
3. Content
4. Cost
Both Nearpod and Socrative allow creators, the students to create interactive content celebrating their ability to author in these platforms. UI (user interface) matters in pedagogy in how information is positioned. Nearpod, Socrative and Class Dojo present the creator with an engaging environment focused on activities and creation. These are assessment first mobile apps tracking engagement at the Modification level on the SAMR model. The assumption can be made theses apps are a way to position fact base content in an interactive environment. While this is true, content creators can leverage these apps to create an interactive exchange of ideas and questions between the instructor and peers. The key in both of these environments is the ability to track participants throughout and create activities centered around curiosity and inquiry based learning.
The need to track if the eye balls are on the target helps to foster digital citizenship ideals between the creators. Class Dojo is a way to position declarative formative feedback which can be adapted to the goals set forth by the teacher. The gameification of feedback encourages dialogue between all the teacher and student creators. The ability show progress allows for parents, students and teachers to triangulate assessment between observations and conversations. The feedback from interactive Nearpods allow for the inquiry to be centre stage rather than the technology. Student success in a B.Y.O.D. needs a digital classroom where participates check in with their ideas so they can avoid checking out with their devices.
Start small to avoid static and pitfalls with any mobile technology. Nearpod, Socrative and Class Dojo present a web based, app based, and most importantly learner based approach to fostering creators to captivate their audience while giving meaningful reflections on content. Encourage students to create meaningful stories and celebrate the audience. As Nancy Duarte says, “The audience is the hero.” The same can be said when considering a B.Y.O.D. Environment, the device is not the hero. Story is King with mobile device creators and the dialogue between apps needs to clarify and engage learning. Transforming assessment so it is ongoing and meaningful is a fundamental way of working when staging a B.Y.O.D. Environment. Meet B.Y.O.D. as part of an inclusive classroom, another tool, which does require preparation in order to allow for the static free, seamless sharing of ideas. Much like visiting a talented tailor who hand makes a dress or suit, digital solutions like Nearpod, Socrative and Class Dojo make it easier. By managing the conversations using devices, students transform into content creators, freely reflecting and responding on new discoveries.
In conclusion, when considering B.Y.O.D. seek solutions focused on reduce barriers between the digital workspaces that encourage ongoing conversations between students. Adaptive creation should be the next step for B.Y.O.D implementation much like “handoff” between iOS and OSX devices these apps should strive towards becoming more adaptive so personal learning can continue in the digital workspace. This is a a hope for future implementations of these apps. Yes, B.Y.O.D. can help inspire content creation focused on creators who what to C.R.E.A.T.E their own purposeful pathway as ideas are shared and celebrated.
B.Y.O.D creators need blended and inclusive solutions that are all of the following:
Creative app-tations (Nearpod)
Relationships with purpose (Class Dojo)
Engage with meaning (Nearpod and Socrative Activites and Interactions)
Assessment within content (Nearpod and Socrative)
Transform static towards adaptive (Next step towards remodification)
Evaluate choices with clarity and purpose (Nearpod)