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Your results below show your students’ views of the level of innovation in your task, as well as their views of mobile pedagogies (personalization, authenticity and collaboration) adopted in your teaching.
The number of students in your class who completed the student survey was .
Self-reflection and/or discussion points
In what ways is your students’ report surprising?
How do your students’ views compare with your views? (see your initial teacher report)
What parts of your report are you satisfied with?
What are the 'take-away' messages?
Can anything be developed for next time?
Which construct (mobile pedagogy) is perceived by students as low / high?
In what ways could you further exploit mobile pedagogies in your teaching?
Your students’ views of innovation in this task
Your students’ average innovation score for this task is .
For further information, see the DEIMP website.
To see a copy of the five items contributing to this score, scroll to the bottom of this report.
Your students’ views of mobile pedagogies adopted in this task
The chart below shows your students’ views of how you have adopted specific mobile pedagogies (iPAC: personalisation, authenticity and collaboration).
The chart is based on average scores for each survey item. To see a copy of the 21 survey items again, scroll to the bottom of this report.
To access your report, please paste in the unique code generated in your teacher survey (the same code that you shared with your students for their survey).Get Class Report
21 student iPAC items: Key
Collaboration means that learners use their mobile device to make rich connections to other people and resources. The networking capability of mobile devices can potentially create shared, socially interactive environments. The following items focus on the extent to which learners in your chosen activity held conversations through the mobile device with peers, teachers and other experts.
- C1. Talk about the work displayed on the screen with others next to me e.g. talking with a friend next to me about homework shown on the screen
- C2. Discuss the work with friends online e.g. discussing ideas with peers via email, SMS, Skype, Facebook etc.
- C3. Discuss the work online with people I don’t know e.g. a student gamer from another school, tweet a NASA scientist, ask a question to a Brainpop expert
- C4. Make something together with friends e.g. make a video, photo, document, wiki; build something in Minecraft
- C5. Exchange something with others online e.g. playing a multi-player game, tagging a video, commenting on a photo
- C6. Share and compare items generated on my device with others e.g. Fitbit data such as ‘steps walked’, pocket money budget; sharing a photo
Personalisation includes pedagogical features such as learner choice, autonomy and customisation. The following items focus on the extent to which learners in your chosen activity had control over the place (physical virtual), pace and time they learn, and autonomy over their learning content.
- P1. I chose the place(s) to work e.g. bus, home, playground
- P2. I decided the time to work e.g. after school, on weekend, during class
- P3. I chose what I wanted to learn e.g. my own question or problem or topic to explore
- P4. I chose my own ways to work e.g. using text, diagram, annotated image, narrated animation
- P5. I selected my own apps to help me learn
- P6. I customised the settings on the app/device (without an administrator) e.g. location on/off, camera/microphone access; time limits; background photo
- P7. The app/device guided me, based on my past use e.g. Mathletics challenge level, YouTube recommendations
- P8. The app/device gave me special information about me e.g. my heart rate; the number of steps I walked; the route I took, real-time weather data for my location
Authenticity means that the mobile learning experience provides real-world relevance and personal meaning to the learner. The following items focus on the extent to which learners’ mobile learning experiences in your chosen activity were enhanced by realistic, meaningful contexts, such as through 'i' situ’ learning in relevant physical or virtual settings.
- A1. Learn in a place suggested by the topic e.g. learning about stars under the night sky; learning about pollution at a local stream, learning about history at a historical site
- A2. Learn in a realistic online space/website e.g. learning about Art in an online museum tour; learning about History in a virtual visit to ancient Athens; learning about Maths in Minecraft
- A3. Learn at a time suggested by the topic e.g. night time observation of stars; weekend analysis of sporting performance
- A4. Learn through a community activity/project e.g. science projects that include real scientists, such as an animal or plant census; citizen journalism; environmental projects such as monitoring rubbish or water quality
- A5. Make my learning relevant to my life e.g. explore my family history, calculate my pocket money budget, monitor my healthy eating, calculate shortest route to a new place
- A6. Work more like an expert e.g. compose music or lyrics to a song (musician); take notes or video record an event (journalist); collect data using GPS, compass, map, camera; measure using an inclinometer app (scientist)
- A7. Consider experts’ views on the topic e.g. from a history TED-Ed Talk, or mathematician’s YouTube channel
5 student innovation items: Key
Consider your overall experience learning school subject with a mobile device in this activity, and how different it was to the usual way you learn school subject without a mobile device.
- 1. Use of a mobile device fundamentally changed the way I learn subject
- 2. The place and time in which I learned subject was radically different
- 3. My learning was supported by people other than just my teacher e.g. family, community members and external experts
- 4. I had complete freedom in the choice of task and the way I did it
- 5. My overall experience was totally different from any subject task I have ever done before