Introduction to our analysis
The three pages in this section offer analyses of three different categories of collaborative learning apps and/or apps that facilitate collaboration:
Because of the speed at which mobile learning has developed, there is not a single clear model or consensus on how to design or evaluate mobile apps. When one adds in the specific constraints of using apps in an educational setting, the criteria become much broader than just pedagogy, design, or technology. From the perspective of teachers on the front line who want to, or must, use mobile apps, there are also administrative, environmental (as it relates to the school environment), technology acceptance, teacher self-efficacy, equity, and legal constraints that will determine the usability of an app, and these must be considered. There are many more categories that we could have examined, but we opted to go in-depth with a few rather than broad with several. For more information and resources related to evaluating opportunities for CSCL, there is a great list on Kathy Schrock's website with links to several ideas, strategies, resources, tools, and rubrics for evaluating mobile tools, such as the rubric here. If you have any corrections or additions to the information we have provided, please let us know. |
One area that we did not evaluate in great detail, because it is just too complex for this assignment, is the assessment and evaluation of learning using the profiled tools. A quick Google search indicates there is much literature available for your perusal here.
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**Fair warning, the analysis pages in this section are VERY text-heavy. However, this was unavoidable, because we thought it was important that you understand how many possible criteria there are that could impact a teacher's, school's, or district's decision on the suitability of a particular app for their particular circumstance. From the detailed lists on the analysis pages, you can decide which would be important to you, to your learners, and/or to your administration.
Categories of analysis we determined would cover most of the important information: (these links will take you to the appropriate blank table on this page)
Categories of analysis we determined would cover most of the important information: (these links will take you to the appropriate blank table on this page)
Introduction |
What can it do? |
Signifcant features |
Cost |
Target user group |
Terms of agreement |
Privacy |
Size of native app in MB |
Ownership of artifacts |
Value |
Mobile Pedagogy |
- Collaborative |
- Situated |
- Active |
- Mobile |
Learning and/or Educational Theories Supported |
Classroom Integration Strategies |
Suggestions for use |
Strengths |
Weaknesses |
Issues and Concerns |
Possible Solutions and Best Practices |
mLearning Universal Instructional Design Principles |
Chunking of content |
Learner-centred |
Degree of mobility |
Social roles and rules |
Cultural concerns |
Prior learning requirements |
Learner autonomy |
Degree of personalization |
Communication and feedback |
Interactivity |
mLearning Technical Design Principles |
Device agnosticism |
User interface |
Scalability/sustainability |
Native or web-based? |
User support available? (FAQ, tutorials, etc) |
Equity |
Go to the analysis pages:
- Apps for Learning Management Systems - featuring Wikispaces and Edmodo
- Social Media apps that facilitate collaboration - featuring Twitter, Instagram, and Snapchat
- Productivity suites that provide a blend of collaborative apps and apps that facilitate collaboration - featuring Google Apps for Education and Office 365