Principal Investigator: Ken Fujiuchi, Buffalo State Learning is a social activity that evolves from our interactions, daily activities, and education. We incorporated two key elements of situated learning theory: “communities of practice” where learning is achieved through the social and collaborative interaction in a common environment, and “learning in context” where students have the opportunity to learn on demand when the need arises based on location, environment, time, or social context. Using a mobile device management (MDM) system, we can deliver a learning environment that can dynamically adjust and tune to the needs of our student’s mobile devices. Also because of the portable nature of mobile devices, the students don’t have to limit their learning process to a specialized lab or class time. This allows all students to start with the same technological foundation, but maintain the flexibility to experiment with tools and content to adapt to their own learning needs. Co-PI’s and Key Partners: Andrew Chambers, Library Information Management Officer, Buffalo State Kerry Renzoni, Assistant Professor of Music and Coordinator of the Undergraduate Music Education Program, Buffalo State Reports and Resources:
Principal Investigator: Derrick Stevens, Mohawk Valley Community College This project will pilot an Open Physics Lab at MVCC for use by any institution or individual. The Open Physics Lab will provide remote access through the web to physical experiments housed at MVCC similar to those used in introductory physics courses. Students and educators will be able to control the experiments remotely and collect data for analysis. As content and courses push to be more open and accessible, laboratory sciences face the problem of bringing the laboratory experience to their students. This project aims to provide that experience in an easily accessible and flexible manner. As these experiments will be fully automated, use may occur from any location at anytime 24/7. In accessing this project, the project coordinators are interested in how the use of a remote lab in physics courses compares to a more traditional setting, and how access to a remote lab may benefit all students in physics courses of any structure. Co-PI’s and Key Partners: Shahida Dar, Assistant Professor of Physics, Mohawk Valley Community College Reports and Resources:
Principal Investigator: Ken Fujiuchi, Buffalo State Situated learning is learning that takes place in the same context in which it is applied. Situated learning is a highly effective form of active learning where students are creating meaning (and learning) out of distinct combinations of content, context, practice, and participation. For our project, we will put together a proof of concept to support the academic situations of students through MDM. Our pilot group will be student teachers completing an edTPA pre-service assessment process in order to become certified teachers. We will integrate a MDM system to manage and customize mobile devices to the needs of the student teachers, and control the deployment of software and technology based on their needs. We will also integrate a concierge service to provide an interpersonal support system through the mobile devices. This case study will allow us to see how we can leverage MDM systems to support individual academic achievement. Co-PI’s and Key Partners: Andrew B. Chambers, Information Commons Technology Administrator, E. H. Butler Library, Buffalo State Reports and Resources: Final report Brief description of the pilot projects Mid-project report Creative Commons License:
The goal of this project is to pilot the Tools of Engagement Project’s (TOEP) on-demand professional development model among faculty across SUNY campuses, investigating its effectiveness in expanding their pedagogy as they integrate free online Web 2.0 tools into their courses and research. Evolving instructional technologies are changing the ways we collaborate and communicate. Faculty must learn to adapt to this rapidly changing landscape. TOEP’s self-directed professional development gives faculty a platform to experiment with cutting-edge technologies, integrating them into their curricula to engage students and improve learning. Self-directed activities encourage faculty to be lifelong learners, as they become familiar with blogging, wikis, podcasting, online collaborative, and the latest web-based instructional technology tools. After acquiring deeper knowledge about how to use these tools, faculty will become more adept at embedding 21st century skills into their teaching and meeting the expectations of their students. They will also be able to use these tools to diversify assessment of student learning, going beyond traditional strategies.