GOING MOBILE:
Mobile Media Technologies and their Impact on Academic
Collaboration Beyond the Walls of the Classroom
Douglas W. Conrad
What action can I take to discover the impact of mobile media technologies on academic collaboration and communication beyond the walls of the classroom?
C Y C L E O N E Report
C Y C L E O N E Report
PURPOSE:
The purpose of this action research project was to discover the effect of mobile media technologies on the learning thought of as "informal” that happens in the spaces and times outside of the classroom. Current research has shown that the use of mobile media tools has begun to change our understanding of place. When we can communicate, collaborate and relate without the boundaries of time or space, our understanding of place or where we are grounded is altered. It is possible that this change can be leveraged by schools to incorporate the academic collaboration and knowledge building that happens beyond the walls of the classroom into the students' "formal" learning environment. The impact that mobile media technologies have in this space was the focus of this action research project.
CYCLE RESEARCH QUESTION:
If I set up a Twitter pilot project in an academic course, how will use of this mobile media technology impact academic collaboration beyond the walls of the classroom?
EVIDENCE USED TO EVALUATE THE ACTION:
The cycle of action of this research project took place in the course section of one professor. The course section had approximately 50 students. The section was set up with a class Twitter account managed by the professor. Each student was given tech support to set up a "disposable" Twitter account. The students were given directions of how to set this up and how to "follow" the teacher account and their classmates. Some of the logistics of this ARP were gleaned from my research of other schools that had done this type of project before. For example, I used the information from a micro blog website to create the set up instructions for use of Twitter (Academhack, 2008). These instructions included how to set up a dedicated Twitter account, how take advantage of notification features and how to use the filtering tools # and @.
EVALUATION:
The first cycle of this action research project involved one professor and 50 students who set up individual Twitter accounts to participate in knowledge building related to course materials outside of classroom meeting times. The evaluation of the action in this research was qualitative participant responses. I looked at how the students reflected on the action that we took together and noted the common themes in their experience with these mobile media technologies. I met with the professor to plan this action together and assisted in the set up of the accounts for the students. The action of this research project started in the first week of classes. The students and professor initially embraced this mobile media tool and began their discourse in this new communication channel. Minimal guidance was given to the use of Twitter in hopes that the students would naturally develop the habit of using Twitter. After the first week, the professor and students stopped using this tool. This is the graph of the use for the first week.
The purpose of this action research project was to discover the effect of mobile media technologies on the learning thought of as "informal” that happens in the spaces and times outside of the classroom. Current research has shown that the use of mobile media tools has begun to change our understanding of place. When we can communicate, collaborate and relate without the boundaries of time or space, our understanding of place or where we are grounded is altered. It is possible that this change can be leveraged by schools to incorporate the academic collaboration and knowledge building that happens beyond the walls of the classroom into the students' "formal" learning environment. The impact that mobile media technologies have in this space was the focus of this action research project.
CYCLE RESEARCH QUESTION:
If I set up a Twitter pilot project in an academic course, how will use of this mobile media technology impact academic collaboration beyond the walls of the classroom?
EVIDENCE USED TO EVALUATE THE ACTION:
The cycle of action of this research project took place in the course section of one professor. The course section had approximately 50 students. The section was set up with a class Twitter account managed by the professor. Each student was given tech support to set up a "disposable" Twitter account. The students were given directions of how to set this up and how to "follow" the teacher account and their classmates. Some of the logistics of this ARP were gleaned from my research of other schools that had done this type of project before. For example, I used the information from a micro blog website to create the set up instructions for use of Twitter (Academhack, 2008). These instructions included how to set up a dedicated Twitter account, how take advantage of notification features and how to use the filtering tools # and @.
EVALUATION:
The first cycle of this action research project involved one professor and 50 students who set up individual Twitter accounts to participate in knowledge building related to course materials outside of classroom meeting times. The evaluation of the action in this research was qualitative participant responses. I looked at how the students reflected on the action that we took together and noted the common themes in their experience with these mobile media technologies. I met with the professor to plan this action together and assisted in the set up of the accounts for the students. The action of this research project started in the first week of classes. The students and professor initially embraced this mobile media tool and began their discourse in this new communication channel. Minimal guidance was given to the use of Twitter in hopes that the students would naturally develop the habit of using Twitter. After the first week, the professor and students stopped using this tool. This is the graph of the use for the first week.
The Twitter use data shows the initial use of this tool (first week of classes) was adopted by a small percentage of students (6 students or 10%). This data points to the possible disconnect between the professor and the goals for this project. I attempted to meet with the professor for two weeks and finally scheduled a meeting to clarify the mutual goals of this research and adjust the action if necessary to continue the project.
From the interviews with this professor, I learned more about the professor’s view of how we can work together better. In this meeting we both agreed that the students did not adopt the use of the tool easily and that the professor himself did not make the time to adopt this new tool. We both decided to modify the action for the next cycle by taking the time to discuss the purpose and context for the use of this technology and to give the students clear guidelines for use of the tool. Here are the intro and the exit interviews:
Professor intro interview - August 22, 2012
I met with the professor in response to a couple of conversations we had over the summer. He had approached me to talk about what tool or technology might be integrated into his classes that would allow his students to wrestle with the course topics in their lives outside of the classroom. I offered to include him and his classes in the first cycle of my action research project using Twitter to discover the impact of mobile media technologies on academic collaboration beyond the walls of the classroom. We had both looked at previous research and reports from professors and courses that had employed Twitter for informal learning. We talked about the logistics of setting up his students with disposable Twitter accounts, setting up two class accounts and how to have the students follow the accounts. We agreed that my staff and I would come to his classes the first week and assist with the set up. I provided a how to email that the professor could send to his classes. We discussed his apprehensions about implementing a new tech tool and in general how he might utilize Twitter to encourage his students' discussions outside of class. We both left the conversation encouraged about the possibilities of this action.
Professor cycle one end interview - October 5, 2012
I met with the professor to discuss the progress or lack of it for this project. In my learning circle, I realized that I had reached the limit of the action for this cycle and needed to adjust the action of this research project. The professor and I talked about how we both thought the students would more naturally adopt this technology. He shared that since this was a new technology to him and not a habit for him, the busyness of his course work allowed his use of Twitter to wane and had not put enough time into directing his students’ use of this. While this is not how either of us envisioned the action would take place, we discussed what we had learned and what steps forward we could take. The professor suggested that we might have better traction with the students if he gave them clearer direction and expectations. I suggested that it might help also if the students were given a better sense of the context of this action research. We discussed the types of information that might help the students understand the scope of this action. We both left the meeting feeling positive about the next steps.
REFLECTION:
I began the first cycle of this action research project with a beginning understanding of action research and a desire to learn. My journal logs from this cycle show the trajectory of the action and how, in reflection, I chose a new course of action. I started this research project with the students and professor and we were under way with the research before I realized that it would have been better to factor in more preparation time before implementing this new mobile media technology. I am normally inclined to spend a good deal of time planning and preparing before taking action. As this type of research was new to me, I felt at the time that the only real window for adoption of additional activities for a professor and a class are at the very beginning of the semester, so I forged ahead with the action.
At first I was encouraged by the enthusiasm of the professor and the students but that quickly waned as the use of Twitter dropped off substantially after the first week. Even though I had what I thought was a commitment from the professor, his action showed differently. I feel that while we both saw the potential of this action and agreed on the goals for the students, the work of implementation and adoption were not clearly defined. The busyness of the academic rigors replaced the initial enthusiasm for this new academic collaboration channel. As it became apparent that something would need to be changed, my learning circle encouraged me to reconnect with the professor and seek to re-engage him in the process. As I reflected in my journals over these few weeks, it became clear that the action for these classes would need more structure than was given and a clearer commitment from the professor. I was reminded that I am an action driven person and need to look closer at the details in support of the action.
In retrospect, I did not know enough at the time about action research to plan this any differently but now … I know more about the specifics of how to implement a new technology and discern the needs of individual faculty related to adoption of even the most basic technology tools. This cycle ended up much differently than I had envisioned. The combination of my rush to action, with the professor's lack of communication once the action began changed the course of this cycle. While I felt at first defeated by this process that had so much of the action out of my control, I now realize that the value in what was gleaned from this cycle and can be now passed on as new knowledge for the next cycle was in the working through the process. It is interesting that my rush to action, though out of character for me, helped uncover some things about the research process that I may not have gleaned otherwise. I still feel more comfortable with more planning and preparation, but have found some value too, in just jumping in and discovering the most effective path. This first cycle has brought me to an understanding of how my personal planning nature can be augmented with a spirit of discovery.
From the interviews with this professor, I learned more about the professor’s view of how we can work together better. In this meeting we both agreed that the students did not adopt the use of the tool easily and that the professor himself did not make the time to adopt this new tool. We both decided to modify the action for the next cycle by taking the time to discuss the purpose and context for the use of this technology and to give the students clear guidelines for use of the tool. Here are the intro and the exit interviews:
Professor intro interview - August 22, 2012
I met with the professor in response to a couple of conversations we had over the summer. He had approached me to talk about what tool or technology might be integrated into his classes that would allow his students to wrestle with the course topics in their lives outside of the classroom. I offered to include him and his classes in the first cycle of my action research project using Twitter to discover the impact of mobile media technologies on academic collaboration beyond the walls of the classroom. We had both looked at previous research and reports from professors and courses that had employed Twitter for informal learning. We talked about the logistics of setting up his students with disposable Twitter accounts, setting up two class accounts and how to have the students follow the accounts. We agreed that my staff and I would come to his classes the first week and assist with the set up. I provided a how to email that the professor could send to his classes. We discussed his apprehensions about implementing a new tech tool and in general how he might utilize Twitter to encourage his students' discussions outside of class. We both left the conversation encouraged about the possibilities of this action.
Professor cycle one end interview - October 5, 2012
I met with the professor to discuss the progress or lack of it for this project. In my learning circle, I realized that I had reached the limit of the action for this cycle and needed to adjust the action of this research project. The professor and I talked about how we both thought the students would more naturally adopt this technology. He shared that since this was a new technology to him and not a habit for him, the busyness of his course work allowed his use of Twitter to wane and had not put enough time into directing his students’ use of this. While this is not how either of us envisioned the action would take place, we discussed what we had learned and what steps forward we could take. The professor suggested that we might have better traction with the students if he gave them clearer direction and expectations. I suggested that it might help also if the students were given a better sense of the context of this action research. We discussed the types of information that might help the students understand the scope of this action. We both left the meeting feeling positive about the next steps.
REFLECTION:
I began the first cycle of this action research project with a beginning understanding of action research and a desire to learn. My journal logs from this cycle show the trajectory of the action and how, in reflection, I chose a new course of action. I started this research project with the students and professor and we were under way with the research before I realized that it would have been better to factor in more preparation time before implementing this new mobile media technology. I am normally inclined to spend a good deal of time planning and preparing before taking action. As this type of research was new to me, I felt at the time that the only real window for adoption of additional activities for a professor and a class are at the very beginning of the semester, so I forged ahead with the action.
At first I was encouraged by the enthusiasm of the professor and the students but that quickly waned as the use of Twitter dropped off substantially after the first week. Even though I had what I thought was a commitment from the professor, his action showed differently. I feel that while we both saw the potential of this action and agreed on the goals for the students, the work of implementation and adoption were not clearly defined. The busyness of the academic rigors replaced the initial enthusiasm for this new academic collaboration channel. As it became apparent that something would need to be changed, my learning circle encouraged me to reconnect with the professor and seek to re-engage him in the process. As I reflected in my journals over these few weeks, it became clear that the action for these classes would need more structure than was given and a clearer commitment from the professor. I was reminded that I am an action driven person and need to look closer at the details in support of the action.
In retrospect, I did not know enough at the time about action research to plan this any differently but now … I know more about the specifics of how to implement a new technology and discern the needs of individual faculty related to adoption of even the most basic technology tools. This cycle ended up much differently than I had envisioned. The combination of my rush to action, with the professor's lack of communication once the action began changed the course of this cycle. While I felt at first defeated by this process that had so much of the action out of my control, I now realize that the value in what was gleaned from this cycle and can be now passed on as new knowledge for the next cycle was in the working through the process. It is interesting that my rush to action, though out of character for me, helped uncover some things about the research process that I may not have gleaned otherwise. I still feel more comfortable with more planning and preparation, but have found some value too, in just jumping in and discovering the most effective path. This first cycle has brought me to an understanding of how my personal planning nature can be augmented with a spirit of discovery.