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Assignment 3 Emerging Trend/Issue MENTORMOB

By

Christian Prentice

A Paper Presented in Partial Fulfillment Of the Requirements of EDID 6506 Issues, Trends, Innovations and Research in Instructional Design, Instructional Technology and Distance Education Trimester III, 2013-2014

Email: University: eTutor: Course Coordinator

christian.prentice@my.open.uwi.edu University of the West Indies Open Campus Camille Dickson-Deane Camille Dickson-Deane

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THE UNIVERSITY OF THE WEST INDIES

Graduate Coursework Accountability Statement (To be completed by student)

ACADEMIC YEAR: 2013-2014

SEMESTER: Trimester III

COURSE CODE: EDID 6506

TITLE: Issues, Trends, Innovations and Research in Instructional Design, Instructional Technology and Distance Education ID: 89858360

NAME: Christian Prentice

1. I hereby certify that I am the author of the attached item of coursework and that all materials from reference sources have been properly acknowledged. 2. I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism. 3. I certify that this paper contains no plagiarised material. 4. I certify that this is my own work and that I did not receive any unfair assistance from others (including unauthorized collaboration) in its preparation. 5. I certify that this paper has not previously been submitted either in its entirety or in part within the UWI system or to any other educational institution. 6. In the case of group work: a. I certify that the individual work of each member of the group has been clearly indicated; b. that where no such indication has been given, I take the responsibility for the work as if it were the section of the paper for which I am solely responsible; and c. that I have not collaborated with any members of the group to breach the Universitys regulations.

Signature: Christian Prentice

Date: 2013-11-13

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Table of Contents

Topics

Pages

1.0 2.0 3.0 4.0 5.0 6.0 7.0

Introduction Description of MentorMob........ How MentorMob can be used .. Relevance to ID, IT and DE . Initiator of Emerging Trend . Reflection . Concluding Remarks References

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1.0 Introduction
The internet has provided many learning opportunities for the 21st century learner. With the use of its many search engines, it provides information at your fingertips plus brings the global community together. Though it is quite a resourceful research tool, many users are confused by the process of using these search engines.

Communicating an individuals exact interest to the computer and the many sites one has to visit to source the required information, make this process quite tedious. In addition, the data received are from the more popular sites and the user now has to sort through to determine which site provides the most credible and accurate information.

The researcher is therefore faced with the problem: - How do I get accurate information from the many search results from tweets, blogs, research papers, without spending hours online searching?

The creators of MentorMob have found the solution. With their belief that people can work together instead of searching alone, and their aim of organising the highest quality information on everything worth knowing, they have developed a curation website with a variety of learning playlists.

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2.0 Description of MentorMob

View brief description link at: - http://www.youtube.com/watch?v=3YwrGoWIZnk

MentorMob is a free website that collects high-quality information videos, files from the internet. This information is based on a specific concept which is called a learning playlist. This application allows the user to curate data into Recreational and Academic categories. These are broken down into subject areas, such as, Science, Art, Mathematics, Instructional Design, then, are further broken down into specific topics called mobs.

The content for the site is contributed by volunteer editors - the online community -who have done the work of searching through the endless content to find and arrange the key points for these effective playlists. The company has a management team that ensures quality of these playlists adhere to the set standards.

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The interface seen below is user friendly thus browsing thought the playlists is quite easy.

As shown, these learning playlists are presented in a logical sequential manner. The lessons progress from the simple to the complex, higher order skills. To navigate through the playlist, the user presses the next button which allows for the seamless flow of the lesson. There is a progress bar as well in the menu bar that tells the users current place within the learning playlist. Moreover if on clicks to the left of the screen a table of contents will pop up to show the number and names of the different lessons or playlists in sequential order

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Creating a playlist is a simple process. One tags content and pastes links from videos, articles or any web based material. The curator can create modules from scratch or can rearrange the online data into modules. See demonstration video link below at

http://www.youtube.com/watch?v=koEOqkey8Zc

Though many curation sites exist MentorMob allows the user to take the information on the site, edit it and turn it into a stand-alone lesson. Therefore it can support trends such as the Flipped Classroom, Guided, Engaged and Differentiated Learning.

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3.0 How can MentorMobs be used?

All these features combine to make MentorMob an ideal tool to be used in an educational setting. The learning playlists can contain static pages as well as interactive images that can cater to all different learners. It is easy to use, as playlists are easily created and learners can go through the step by step procedures at their own pace. The following are some examples of how this tool can be used in the educational context.

Learning Theory MentorMob utilises a learning theory, Structure of Observed Learning Outcome (SOLO). Developed by Biggs and Collis (1982), it is a method of classifying learning outcomes in relation to their complexity, thus being able to assess students work in terms of quality and not of how many that they got correct. This linear taxonomy classifies students understanding into five stages: pre-structural, uni-structural, multi-structural, relational and extended-abstract.

MentorMobs learning playlists reinforces the concept of SOLO by organising their content in a step by step process, starting with a basic understanding, then to the more complex stage. For example, a MentorMob playlist on Verbs:1. Introduction to Verbs bringing in the ideas -Pre-structural 2. Definition, Identification of Verbs bringing in the ideas - Uni-structural 3. Description, Listing, Combination of Verbs bringing in the ideas - Multi-structural 4. Sequence, Compare and Contrast, Analysis of Verbs connecting ideas - Relational 5. Creation, generalisation of Verbs looking at connected ideas in a new way Extended Abstract

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Instructional tool MentorMob because of its design that takes students from the known to the unknown, allows students to interact with the materials (Constructivist approach) thus develops critical thinking skills. The playlists with its playback feature let the learner move at his/her own pace until he/she achieves mastery.

For the teachers/educators, this application encourages the teacher to build comprehensive lessons plans where the structure moves the learner from recall, knowledge skills to make judgments about the ideas or concepts. Teachers as well, have the ability to upload hand-outs to specific playlists. The teacher can also design the playlists to support the existing curriculum. In addition, this tool can encourage the teacher to flip his classroom. Students can view the session online and use their face to face time discussing the problem that they have incurred.

Moreover, MentorMob can be seen as the new online textbook. As aforementioned the structure of this application gives a detailed, sequential view of many topics. According to Justin Marquis Ph.D. (educator and instructional designer), MentorMob is becoming the Wikipedia of How To

Assessment Tool The learning playlists can be organised as standalone lessons or can be used to supplement in class activity. In both cases pop quizzes (worksheets or web links) can be attached to check the students understanding of the content. Also, teachers can create an entire playlist of tests, quizzes, interactive games, to examine different teaching points in specific topics.

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Facilitator of Peer Learning Through the MentorMob Edublog and Innovators Programme, many educators share data on recent innovations and their experiences using MentorMob. Thus, educators are learning from their communities of practice and applying same in their classroom. Additionally, teachers can ask students especially at the tertiary level to create playlists to introduce a new concept to their peers. Students will work together to select the best content from the Web.

Finally, as detailed below in Section 4.0, MentorMob is extremely relevant and can indeed make a significant contribution to the fields of Instructional Design (ID), Instructional Technology (IT) and Distance Education (DE).

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4.0 Relevance to the field of ID, IT and DE

Instructional Design Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and try-out and evaluation of all instruction and learner activities. (Siemens, 2002)

MentorMob contributes to this field as it utilises the SOLO taxonomy to provide quality instruction. The application addresses a need by designing instruction (simple to complex), allows the learner to complete the task or understand the content then assesses to see if the objectives of the lessons were achieved.

MentorMob also facilitates a crowd source model for instructional design as it obtains content by soliciting groups of people from the online community to construct a new piece of procedural instruction. In other words, MentorMob provides a platform for the social construction of instruction. In the classroom, the teacher could use this application to have students work collaboratively to create learning playlists that combine information that they generate with information found online, in order to create new instruction that can be shared with other students or anyone in the world.

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Instructional Technology Instructional technology aims to promote the application of validated, practical procedures in the design and delivery of instruction. It is often defined either in terms of media and other technology used e.g. computers, or in terms of a systematic process which encompasses instructional design, development, delivery and evaluation. ["Instructional Technology: The Definition and Domains of the Field", 1994, Barbara Seels and Rita Richey,Washington, D.C., Association for Educational Communications and Technology].

Based on the definition above, MentorMob can also be used to enhance the delivery of instruction. It is accessible and allow students to access information, courses that is offered by their or another institution. It provides education in a convenient way.

This medium has the ability to adjust to the students needs. Students can receive individualized instruction, thus gifted and struggling students can move at their own pace and not become frustrated learners. In addition, the use of MentorMob can change the actual classroom to a virtual classroom. Information is presented in different ways thus facilitating the various types of learners i.e. visual, auditory.

Moreover, this technology has made teaching easier. The tutor does not have to be in the same location as the student to impart the information. Also it affords the tutor the ability to flip his classroom and utilise class time for solving students problems with the content.

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Distance Education MentorMob can be seen as an effective tool that can be used to promote Distance Education. Lecturers can plan, curate their lessons and post to the site. Students are able to visit same in their own time that is, have a flexible education schedule. Also can view this application on their mobile devices thus allowing the student to study anywhere at any time.

As a result of its features and its easy interface, MentorMob allows the lecturer to add online resources effortlessly to any playlist by clicking the MentorMob extension. One can also add challenge questions or pop quizzes to assist students in understanding the content. Also with the inclusion of videos and many more interactive elements, these engage students rather than making them passive learners.

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5.0 Initiators of Trend

MentorMob was created by college friends Vince Leung and Kris Chinosorn. Their aim was to get people addicted to learning again. They believed that there is free and good content out there where anyone can learn about just anything possible. They also noted that for every solid article there are at least thousands or more terrible ones that will be at the top of the search engine results. To differentiate between the good and bad and to ease the frustration of having too many windows open while trying to source data, MentorMob was born.

The website which was launched in November 2011 was self-funded with an investment of approximately US$40 000. The company started with the two men and their computers and little resources. The founders decided not to launch their product with all the bells and whistles but to focus on the core product and expand when they start seeing some degree of progress.

They then built a team who were innovative, worked well in their culture and truly believed in the idea behind MentorMob. The company has a content management team that ensures quality standards are maintained while allowing their playlists to be edited or improved by the public. Users or content creators can also employ the invite only function which allows only a group of user to edit the playlist or the private function that only the creator can edit.

MentorMob has been piloted in several classrooms and the general feedback from teachers is that it is a great complementary tool for educators. It has also been used in Columbia College and the team is in negotiations with partnering with top a 5 enrolment university.

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To ensure community participation, MentorMob team has developed MentorMob University (a fee is attached to join) which is a website specifically for educators which involves the curation of several lessons. They also have generated a MentorMob Edublog and an Innovators Programme. The Innovators Programme showcases and honours the super users who are dedicated to education and educational technology. They receive free membership to MentorMob University for a year, an Innovator badge to display online, sneak peeks into unreleased MentorMob features and a featured post on MentorMob Edublog.

Since its launch MentorMob has received several accolades. The company has won the 2011 Citylights New Concept Award from Illinois Technology Association, has been nominated for the 2011 Chicago Innovation Awards and has won the Mozilla/HASTAC DML Competition.

The inventors of MentorMob believe that this is a fun, additive way to learn and in the end they see it as a platform to curate the best content on the internet. As eloquently described by co-founder Kris Chinosorn, MentorMob will be the Pandora of learning. In many ways the product reminds us of webrings (a product of the nineties), but with a handy navigational sidebar to keep you from falling into the bowels of the Internet.

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6.0 Reflection
Most research papers utilise the following sequential steps: - a topic is selected, a thesis or an overview is developed, information is gathered, an analysis is done and finally a synthesis and presentation of the data to the audience. This is indeed a complex process; however since constant practice since trimester one has enabled my skill in this area to continuously develop as such, it has become easier with each assignment. I was therefore eagerly looking forward to attempting this assignment, Research on Emerging Trends

My enthusiasm waned from the get go. The search to find an emerging trend that was less than 12 months was tedious. The usual search engines lent no assistance as whatever concepts were discovered were not emerging or they were already taken by my peers. By what turned out to be a happy coincidence I used a curation site to direct my research and realised that this said site was a recent innovation. Noticing the number of denials within the forum I was relieved that on my second try I was approved.

Though the stage was set, that is topic decided, the acts did not flow smoothly. Finding data on MentorMob was infuriating. I assumed as the application was in its alpha stage that there were hardly any established peer reviewed articles. Most information was gained from interviews, newspapers and magazine articles.

As a result, the analysis and presentation stage were time consuming. Words were limited as I feared that the concept of MentorMob would not have been fully understood by the audience. Several attempts were also made to ensure the presentation was interactive but all endeavours to embed videos disappeared during the trial uploads to my Weebly website. With an

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impending deadline, I had no choice but to adhere to the basics, that is, ensure that this assignment was cohesive and submitted on time.

With every challenge, there is always some lesson learnt. I have learnt three actually. Firstly, from this assignment I have realised the huge amount of information out there that is untapped. I cannot stop commenting of how ignorant I was for an educator. There are many sites, applications that can interest the learner that caters to the different styles of the learner. This application, MentorMob, in particular, would have given me the opportunity, especially in preparation for the Secondary Entrance Assessment Examination, to let the independent workers use the tool, the learning playlists, while I worked with those who needed that individual attention.

Secondly, I have always thought that navigating the Web for instructional activities was time consuming and monotonous. Furthermore, after the data was gained, having to sort through same or realising the words you may have keyed in doesnt give you exactly what you desire, made the search seem like a chore rather than a quest for knowledge. This assignment however, gave me the ah ha experience. Ive learnt about the number of applications e.g. Pininterest, Scoop It, that summarised this voluminous amount of knowledge into manageable units. Thus now ensuring searching on the internet is a fun experience.

Thirdly, knowledge becomes invaluable when an individual does his own research and analysis. Although previous trimesters have shown the value of group work, this course/assignment truly emphasised the benefits of communities of practice. I have witnessed connections being made among students even though opinions differ. As a result of the

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debates, best practices were developed and networking enhanced. Students shared ideas and were able to motivate colleagues in their pursuits

On a personal note, this assignment/course made me reflect on my career. Was I exposing my students to the variety of learning tools? Am I providing options for my students? Should my students take a virtual course? Am I making the experience equivalent? These are questions that I intend to find answers for, to improve instruction in my classroom and as well my department of which I head.

This assignment though frustrating reinforced the idea that I can or be responsible for the change in the existing Education system. It highlighted the vast resources available to educators that can make education interesting and fun.

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7.0 Concluding Remarks After researching this tool and looking at similar tools e.g. Edcanvas, MentorMob is one of the best education curation tools. Its learning playlists engage students with simple to complex content while incorporating videos, games and mobile access. Additionally, MentorMob allows students to construct their own playlists, differentiates students learning and engages students at home by flipping their learning.

This application can be used by any educator, any person for any level on any subject. Thus with continued technological advances and seamless integration, I believe this tool will be an integral part of all educational institutions. Moreover, many organisations will notice the merits of this tool and develop training programs using this application.

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References:
Chu, E. (2011) Startup MentorMob Co-Founder Talks about its Place in Education, Wiredacademic, retrieved from, http://www.wiredacademic.com/2011/11/startupmentormob-co-founder-talks-about-its-place-in-education/

Edwards, D. (2012), Solo taxonomy and MentorMob. A Match made in Heaven?, retrieved from, http://dedwards.me/2012/05/14/solo-taxonomy-and-mentormob-a-match-made-inheaven/

Ho, Sharon (2012), MentorMob turns textbooks to playlists, Entrepreneurial, Reuters, retrieved from, http://blogs.reuters.com/small-business/2012/03/06/mentormob-turnstextbooks-to-playlists/

Marquis, J. (2013), MentorMob Ready to become the Wikipedia of How To, retrieved from, http://www.onlineuniversities.com/blog/2013/02/mentormob-ready-become-wikipediahow-to/

MentorMobs Innovators Program (n.d.), Ed Tech Handbook, retrieved from, http://edtechhandbook.com/case-studies/mentormobs-innovators-program/

MentorMob: Stop Searching, Start Learning, retrieved from, https://www.mentormob.com/categories/browsePlaylists/academic Side By Side: Comparing Edcanvas and MentorMob for Curating Online Content for Students, (2013) ,3rs4teachers under 21st Century Skills, Pedagogy, Technology and Web 2.0, retrieved from, http://3rs4teachers.wordpress.com/2013/04/01/side-by-sidecomparing-edcanvas-and-mentormob-for-curating-online-content-for-students/ User-Generated Content in Education/MentorMob, retrieved from, http://en.wikibooks.org/wiki/User-Generated_Content_in_Education/MentorMob

Vince Leung (2012), How to go from cushy corporate job to the start-up life, The Washington Post, retrieved from, http://www.washingtonpost.com/business/how-to-go-from-cushycorporate-job-to-the-start-up-life/2012/01/10/gIQA1ainDQ_story.html

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What is MentorMob?, retrieved from, http://www.mentormob.com/learn/i/how-to-usementormob/what-is-mentormob-7

Winkler, K. (2011), The Answers are Out There What We need are the Questions, Big Think, retrieved from, http://bigthink.com/disrupt-education/the-answers-are-out-there-whatwe-need-are-the-questions

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