Here is a Web-based version of my presentation at the 10th International Conference on Mobile Learning 2014 conference:
Using Mobile Apps and Social Media for Online Learner Generated Content
http://www.programhouse.com/webpres/phml2014pres.pdf
This Web-based Adobe portable document (.pdf) player software presentation describes initial, anecdotal findings about using social media and mobile devices to enhance the online learning experience for adult students in LMS-based online college courses, identifies useful social media and mobile apps for mobile learning, provides examples of their successful integration into online course assignments and activities, and proposes methods of further research and development.
Presented at the 10th International Conference on Mobile Learning 2014 in Madrid, Spain, February 28 – March 2, 2014
Insights, experiences, and other comments welcome in reply,
Doc
Using social media such as a blog to extend student learning through interaction with peers not in the same course section allows for better student communication and collaboration across geography and time. The blog provides a platform for student collaboration and a continued conversation on topics beyond the specific course confines (Raposo et al., 2020). Therefore, students in different settings (e.g., schools, course sections, etc.) can collaborate and see different perspectives. Further, students can see the interaction over time to evaluate how a topic has changed, given the relatively short half-life of knowledge in education and psychology (Raposo et al., 2020). Having the opportunity to see how a topic has changed and understanding different perspectives helps students to understand the subject better. For example, mobile technology is slowly entering formal education, and the research surrounding the benefits constantly evolves with new technologies. By looking at the history of mobile devices used in an educational setting, it is possible to track their influence over curriculum design and delivery, impacts on learning outcomes, and predict possible trajectories for the future of education.
Reference
Raposo, A., Dach, J., Estradas, A., & Ribeiro, I. L. (2020). Technology as a tool to enhance motivation and learning. E3S Web of Conferences, 171, Article 01011. https://doi.org/10.1051/e3sconf/202017101011
Thanks David for providing support for the use of a blog to extend student learning through your valued insights and citing relevant literature on its educational use.
Hi Doc, your use of a moderated blog clearly illustrates how intentional design can support meaningful learner interaction while keeping the space focused and purposeful. The visibility of posts, paired with moderation, can encourage learners to be more thoughtful about how they present ideas and participate in shared conversations.
I also see strong alignment between this approach and tools such as Flipgrid. While blogs support reflective, text-based contributions, video responses add voice and social presence, further reducing psychological distance in online learning. Research on interactive video learning shows that when learners actively engage through embedded interactions, participation, and persistence, learning outcomes improve compared to passive video use (Haerawan et al., 2024). This supports the idea that mobile, multimodal tools can deepen engagement when they are intentionally structured.
Together, blogs and mobile video tools create complementary spaces for learner-generated content that extend learning beyond the LMS while still supporting community and accountability. Your example reinforces that it is not the tool itself, but how interaction is designed and guided, that shapes the learning experience.
Resources:
Haerawan, H., Cale, W., & Barroso, U. (2024). The effectiveness of interactive videos in increasing student engagement in online learning. Journal of Computer Science Advancements, 2(5), 244–258. https://doi.org/10.70177/jsca.v2i5.1322
Thanks Jessica for your valued insights, especially how you make a compelling case for complementary use of both blogs (for reflective, text-based contributions) AND video conferencing (offering voice and visual presence, such as via Flipgrid) to provide the best of both worlds, not only to provide a greater variety in interactive online communications, but also to address individual differences such as learning style preferences for visual vs. verbal communications. And thank you for your valued contributions to the understanding and strategic use of emerging use of AI in schools through your brightminds-ai.com Web presence providing case studies, tips & resources, and a variety of relevant services.
The use of mobile technology with blog posting can support teaching and learning by allowing adult learners to access instructional materials across different settings. Adult learners can read blog posts, respond to comments, and participate in discussion boards directly from their phones or tablets. This flexibility is especially helpful for learners balancing work, family, and school responsibilities. Mobile access allows learners to engage with course content at convenient times, which supports continuous interaction and learning. Research shows that discussion-based activities in asynchronous online learning environments motivate adult learners to engage with content, instructors, and peers, thereby supporting deeper engagement and understanding (Lin & Sun, 2024). These features make blog-based instruction more accessible and meaningful for adult learners. Mobile technology also supports instructional interaction through tools such as Blackboard mobile apps, WordPress blogs, and mobile discussion boards. Instructors can post ideas, and learners can respond, reflect, and build on each other’s thinking. Adult learners benefit because they can participate from different locations while staying connected to course content. A recent U.S.-based study found that mobile-supported blog posts and discussion boards increased participation and dialogue among graduate learners (Liu, 2024).
References
Lin, X., & Sun, Q. (2024). Discussion activities in asynchronous online learning: Motivating adult learners’ interactions. Journal of Continuing Higher Education, 72(1), 84–103. https://doi.org/10.1080/07377363.2022.2119803
Liu, Y. (2024). Impact of a growth mindset instruction on mobile learning in graduate teacher education. In Proceedings of the International Association for Development of the Information Society (IADIS) International Conferences on e-Society 2024 and Mobile Learning 2024 (pp. 341–344). International Association for Development of the Information Society. https://files.eric.ed.gov/fulltext/ED659952.pdf
Thank you Karen, for sharing your valued insights on the many advantages of using a blog in support of online learning and teaching, especially in your sharing of relevant research through which the reader of this blog post and related comments can explore the empirical support for this type of innovation. As an optional extension to an online course content and discussion, a blog can be a means to provide additional learning support and collaboration beyond what can be achieved within the online course format. With my thanks and best wishes on your continued scholarly journey, Doc
Doc, thank you for sharing this presentation. What stood out to me is how relevant the core idea of learner-generated content is still present, even as the technologies themselves have evolved. The emphasis on using mobile and social tools to support active learning feels even more important today, as learners engage across flexible and connected digital environments.
As I reviewed your slides, it prompted me to think about how these same principles now extend into newer ecosystems, including AI-supported learning environments. The shift seems to be less about specific tools and more about how we design interaction, reflection, and knowledge-construction. In my own work, I have been exploring how AI can function as a thinking partner to support these processes, while still preserving learner agency and cognitive engagement.
Your presentation provides a strong foundation for this evolution, and it was helpful to reflect on how these ideas continue to scale across emerging technologies.
Thanks Paul for sharing your valued insights on how the need to support active learning with mobile and social tools continues to evolve, such as to incorporate AI in a cooperative and collaborative manner in design and development, but what remains constant is the continuing need to design learning environments where the individual needs of the learner/user is addressed in a collaborative manner – something that could/should be an outgrowth of the user needs focus of AI learning design. ng forward to your upcoming conference presentations on the collaborative use of AI to achieve this goal.