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Your results below show your views of the level of innovation in your tasks over the past year, as well as the mobile pedagogies (personalization, authenticity and collaboration) adopted in your teaching.
Self-reflection and/or discussion points
In what ways is your report surprising?
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 low / high?
In what ways could you further exploit mobile pedagogies in your teaching?
Your views of innovation in this taskthese tasks
The average innovation score for this taskthese tasks 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 views of mobile pedagogies adopted in this taskthese tasks
The chart below shows how you have adopted specific mobile pedagogies (iPAC: personalisation, authenticity and collaboration).
To see a copy of the 20 survey items again, scroll to the bottom of this report.
Code for student survey (please ignore this section if you are not using the student survey)
A similar, confidential student survey is available from the iPAC website. As explained previously, you will need the following unique code to match your students with your task. Please copy this unique code below and share it with your students. They will be required to paste this code into the first response box of their student survey.
Note. Your class report will take one business day to produce after students have finished.
Twenty iPAC items: Key
Collaboration > Conversation
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. Discussed the work online with their friends/peers e.g. discussed ideas via email, SMS, Skype, Facebook etc.
- C2. Discussed the work online with people they don’t know e.g. discussed with a student gamer from another school, tweeted a NASA scientist, asked a question to a Brainpop mathematician
- C3. Communicated with others using a variety of text, image or video modes e.g. by using SMS, Instagram, Skype
Collaboration > Co-creation
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 co-created digital content and shared information.
- C4. Worked together to create a digital product e.g. co-created a video, podcast, photo, iBook, document
- C5. Shared digital content e.g. shared a video, podcast, photo, document
- C6. Contributed to existing digital content e.g. tagged a photo, commented on a blog post, played a multi-player game
Personalisation > Agency
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. Chose the place to do the activity e.g. chose to work on the bus, at home, in the playground
- P2. Determined the pace at which they did the activity
- P3. Decided what they wanted to learn e.g. chose their own question, problem or project to explore
Personalisation > Customisation
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 could customise their m-learning experience, both at the level of the tool (e.g. an app) and the activity itself.
- P4. Were guided by the app(s) based on their past use e.g. by previous game challenge levels, YouTube recommendations prompted by their previous views
- P5. Tailored app(s) settings to their preferences e.g. customised location on/off, camera/microphone access, time limit settings
- P6. Received individualised information through the app(s) about themselves e.g. information about the number of steps walked, calories eaten, hours slept
- P7. Customised feeds and links for their learning needs e.g. tailored social media or news feeds
Authenticity > Context
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. Learned in a place suggested by the topic e.g. learned about stars under the night sky; pollution at a local stream; History at the site of an ancient battle
- A2. Learned in a realistic, virtual space e.g. use of augmented (AR) or virtual reality (VR) apps, science simulation
- A3. Learned at a time suggested by the topic e.g. night time observation of stars; weekend analysis of sporting performance
Authenticity > Task
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 the mobile learning tasks are realistic and offer problems relevant to the real world; and the extent to which the tasks and associated processes require use of apps and tools that replicate those of real-world practitioners.
- A4. Worked like an expert e.g. collected data using GPS like a geographer; measured using an inclinometer app like a scientist; composed music or lyrics to a song like a musician.
- A5. Participated in real-world activities that benefit society e.g. citizen science project that included real-life experts; environmental task on waste
- A6. Learned serendipitously in an unplanned way e.g. during a game, research prompted by an unexpected query
- A7. Engaged in activities related to everyday life e.g. developing a budget
Five Innovation items: Key
Consider the approaches used in this subject m-learning activity, and how different they are to your typical approaches without mobile devices in subject.
- 1. Use of a mobile device fundamentally changed the way that learning occurs
- 2. The context of learning was radically different (in terms of setting, time or mode of task)
- 3. The range of stakeholders facilitating learning was greatly expanded e.g. teachers, family, community members and other experts
- 4. Learners were granted significantly more agency than would normally be the case
- 5. Learners' overall experience was fundamentally different from what they would normally experience in subject