From iPhone to iPad: what we have learned and what we are about to learn
Post UniversityAvatar, almost anything “technological”can be done: reality can be augmented , everything can arrive on our student’s mobile device . The question we must, paradoxically, slow down and address quickly is: what is the effect on the ability to teach and the capacity to learn? I had thought “e-Personality” (3), the force of well crafted content taught by a talented, companionable online teacher would be a sufficient starting point to break through the fourth screen and reach the learner… but no one could have predicted the 100,000 plus Apps which compete on the same screen at the same time (the icons are always there), continuously tugging at the attention of… That starting point must be revised. What have we discovered? We have realized that screen reading, of any sort (our mini-screen is not alone), is not compatible with the deep reading required for learning. I have also found, by way of example, that answers to essay assignments which have been written on and are sent to me from a smartphone contain the same sorts of errors that an onground window-gazer would make, and now we find that we can’t be sure if our mobile students are able to learn in this distracted bubble. Now with the iPad, much has been enlarged. Can we turn this around? Can we lead the mobile digeratti back to the stability required for learning? The answer is yes, and my next editorial will suggest a number of design and instructional methods.
- (1)Chepya, P., Community College Enterprise, Vol. 13, No.2, Fall 2007
- (2)Ibid, p.62
- (3)Chepya, P., Educause Quarterly, Vol.28, No.3, August 2005