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1) Foreign languages
a) Reviewed/reinforced my knowledge of: English, Portuguese, French, Italian, and French.
b) Started courses on: German, Swedish, Japanese, and Chinese.

Oh boy... I wish I had the power to freeze time and resume all these studies with my APPs!
List of APPs
- Duolingo
- Memrise
- Elsa speak
- Improve English: Word Games (formerly: Knudge Me)
- Infinite Japanese (simple touch screen, amazing game for memorization and recalling.)
- Kanji Senpai
- Japanese Dungeon (RPG, turn based, 8-bit, amazing game!)
- Write it! Japanese
- Learn German

Games I play to have fun (while killing some time)
- WordHero (warning: highly addictive for people with competing tendencies. [Lol!])
- MathHero
- BattleText (this one is FAB!)

OBS.: I know many other APPS that enhance learning. The ones above are those still on my smartphone.

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These are my best practices so far... Therefore, I will not list simple actions (e.g. Googling, creating groups for each class).

- Situation 1 -
Context - EFL class (English as a Foreign Language class)
Audience - 15yrs+
Textbook - Interchange 2 (4th ed.)
Topic - Body language, emoticons, internet language.
Content Knowledge - using modal verbs (i.e. might, could, may, must) and adverbs (i.e. definitely, probably, possibly, maybe, perhaps) to make deductions about what you see.

Technology used
a) Students' smartphones
b) WhatsApp Messenger
c) Bitmoji

Until that evening (5/24/2017)...
I had only relied on the book proposal... and it was nothing exciting or engaging. (you know when your class is not good. Period.)

Since 2017/1 was a total hybrid experience for my 3 EFL classes in Brazil, and I had had plenty of other experiences using WhatsApp as a medium of instruction during my classes in the language course, and also in my English for Specific Purposes (ESP) course in college.

Class description:
- 20 students
- 30 minutes (out of 100-minute class)
- Warm up (5 minutes): students have their smartphones ready, open Whatsapp > get into "301B 📘Pre-intermediate 2" our class group > requested a peer to share their data if they did not have a data plan.
(I planned as if there was no wi-fi connectivity available in class [which is common in Brazilian public schools]).
(Luckily -because of my constant 'fight 4 tech'- we had wi-fi for the students to use)
- Dynamics
a) Teacher uploaded a Bitmoji of himself making strange faces and bizarre positions. No text - just the picture.
b) Made the question: "What does it mean?" [the title of the entire unit]
c) students answered as a groups during 3-5 minutes/per Bitmoji.
d) While students answered, I stimulated them to use all possible modal verbs / adverbs to express all the spectrum of possible answers (i.e. For a Bitmoji with me raising my hand up high,  "It might mean he is trying to reach the stars.", "It could mean he wants to ask for permission to talk". "Perhaps, he is just stretching his arm.", etc..

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According to  Land, Smith, & Zimmerman, (2013)

Mindtools are computer tools that have been adapted or created to extend thinking. His
rationale for the concept of mindtools is that even simple, readily-available technology tools, such as databases or spreadsheets, can be powerful intel lectual partners for engaging learners in new forms of thinking.

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I have looked for Mobile Designing APPs a few months ago, and this one was my favorite!

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Make Apps - Create an App with iGenApps App Apper

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Building your App has never been easier with Apper, that allows you to create Apps for iOS, Android and Windows phone directly from your mobile device.

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Question 1

by Farah Vallera -
Tuesday, March 20, 2018, 8:53 AM

What are your previous experiences (if any) with mobile learning?

Question 2

by Farah Vallera -
Tuesday, March 20, 2018, 8:53 AM

What are the implications for mobile learning in your context?

Question 3

by Farah Vallera -
Tuesday, March 20, 2018, 8:54 AM

Comment on one or more mobile learning references

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2) programming (HTML, CSS, PHP, Java Script, Regex);
- SoloLearn
- Programming Hub
- AIDE Web (HTML, CSS, JS)
- AIDE IDE (Android Java C++)
- Encode
- Javvy
- Learn Android Java
- Learn programming
- HTML Pro Free
- Regex Pro Free
- Codemurai
- Code Planets (similar to "The Hour of Code" games)

3) GRE® prep
- Ready4 GRE® (Prep4 GRE®)
-  Khan Academy
- GRE® Flashcards by Kaplan

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Quick daily games great for honing perception and cognitive skills!

- Elevate
- Peak
- Lumosity

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ALL LEVELS
- Duolingo
- Lyric Training
- English tenses practice
- Elsa speak
- - - - -
Beginners
- Duolingo
- Lyric Training
- Elsa speak
- - - - - -
Intermediate - Advanced
- Improve English: Word Games (formerly: Knudge Me)
- Elsa speak
- English tenses practice

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Use WhatsApp (or any other instant messenger APP) to Amplify, Organize, Compare, Extend, Explain content, students' artifacts and participation

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Use WhatsApp (or any other instant messenger APP) to Amplify, Organize, Compare, Extend, Explain content, students' artifacts and participation

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[1]

a)  amplify  observations or experiences in ways that encourage deliberate
noticing, capturing, or processing of them;
(b)  organize  the products and processes of explorations to support revisiting and revising them; and
(c)  compare, extend, and explain  what students know, considering alternative criteria, audiences, perspectives, representations, or new data

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I would love to answer any question or comments you may have about all of this stuff I have shared!

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I would love to answer any question or comments you may have about all of this stuff I have shared!

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Feel free to leave your comments!

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Augmented and Mobile Learning Research Group

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Augmented and Mobile Learning Research Group

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Heather Zimmerman and Susan Land, Penn State College of Education
- - - - - -
Land, S. M., Smith, B. K., & Zimmerman, H. T. (2013). Mobile technologies as tools for augmenting observations and reflections in everyday informal environments.  In (eds.) J. M. Spector, B.B. Lockee, S.E. Smaldino, & M. Herring. Learning, problem solving and mind tools: Essays in honor of David H. Jonassen. (pp. 214-228) New York: Routledge. ISBN- 978-04-155-2435-3 Click here to download here from our site: LandSmithZim-mobile2013chpublished [pdf].

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Peer reviewed articles in r efereed journals
McClain, L. R., & Zimmerman, H. T. (2016). Technology-mediated engagement with nature: Sensory and social engagement with the outdoors supported through an electronic trailguide. International Journal of Science Education. Online in Advance of Print, 1-15. DOI: 10.1080/21548455.2016.1148827.

Land, S. M., & Zimmerman, H. T. (2015) Socio-technical dimensions of an outdoor mobile learning environment: A three-phase design-based research investigation. Educational Technology Research & Development. 63(2), 229-255. DOI: 0.1007/s11423-015-9369-6.

Zimmerman, H. T., Land, S. M., McClain, L.R., Mohney, M. R., Choi, G-W., & Salman, F. H. (2015). Tree Investigators: Supporting families and youth to coordinate observations with scientific knowledge. International Journal of Science Education. 5(1), 44-673 DOI: 10.1080/21548455.2013.832437.

Land, S. M., & Zimmerman, H. T. (2014). Synthesizing perspectives on augmented reality and mobile learning. TechTrends. 58(1), 2-5. Click the link to download the pdf directly from our website: Zimm_Land_2014_place-based_mobile [pdf].

Zimmerman, H. T., & Land, S. M. (2014). Facilitating place-based learning in outdoor informal environments with mobile computers. TechTrends. 58(2), 77-83. Doi 10.1007/s11528-013-0724-3. Click the link to download the pdf directly from our website: Zimm_Land_2014_place-based_mobile [pdf].
Peer reviewed articles in learning sciences refereed proceedings
Land, S. M., Smith, B. K., Park, S., Beabout, B., & Kim, K. (2009). Capturing everyday experiences of nutrition concepts. TechTrends, 53(6), 61-65. Click the link to download the pdf directly from our website: 2009_Land_Smith_etal_TechTrends [pdf].

Zimmerman, H. T., Land, S. M., Maggiore, C., Ashely, R. W. & Millet, C. (2016). Designing outdoor learning spaces with iBeacons: Combining place-based learning with the Internet of Learning Things. Proceedings of the Twelfth International Conference for the Learning Sciences. Volume 2, 942-945. https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf. zimmerman_land_2016_etal_icls_ibeacons. [pdf].

Choi, G. W., Land, S. M., & Zimmerman, H. T., (2016). Educational affordances of tablet-mediated collaboration to support distributed leadership in small group outdoor activities. Proceedings of the Twelfth International Conference for the Learning Sciences, Volume 2, 882-885. https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf.

Zimmerman, H. T., Land, S. M., Seely, B. J., Mohney, M. R, Choi, G. W., & McClain, L. R. (2014). Supporting conceptual understandings outdoors: Findings from the Tree Investigators mobile project. Proceedings of the Eleventh International Conference for the Learning Sciences. Vol 2, Pp. 1067-1071. Click here to download here from our site: Zimm_Land_etal_ICLS_2014 [pdf].

Salman, F. H., Zimmerman, H. T., & Land, S. M., (2014). Collective problem solving in a technologically mediated science learning experience: A case study in a garden. Proceedings of the Eleventh International Conference for the Learning Sciences. Vol. 1, Pp. 378-384. Click here to download here from our site: Salman_Zimm_Land_ICLS_2014 [pdf].

Zimmerman, H. T., Land, S. M., McClain, L. R., Mohney, M. R., Choi, G. W., & Salman, F. H. (2013). Supporting science practices outdoors with mobile devices: Findings from the Tree Investigators augmented reality project. In M. Kapur, M. Nathan, & N. Rumble (Eds.), Learning across Levels of Space, Time, and Scale: Proceedings of the Tenth Conference on Computer Supported Collaborative Learning. 2, 381-382. Retrieved from http://www.isls.org/cscl2013/. Click here to download here from our site: Zimm_Land_etal_2013_short_paper_final_submitted [pdf].

Zimmerman, H. T., Land, S. M., Seely, B. J., Mohney, M. R, Choi, G. W., & McClain, L. R. (In Press). Supporting conceptual understandings outdoors: Findings from the Tree Investigators mobile project. Proceedings of the Eleventh International Conference for the Learning Sciences. Pp. 1-8.
Book chapters
Salman, F. H., Zimmerman, H. T., & Land, S. M., (In Press). Collective problem solving in a technologically mediated science learning experience: A case study in a garden. Proceedings of the Eleventh International Conference for the Learning Sciences. Pp. 1-8.

Land, S. M., Zimmerman, H. T., Choi, G. W., Seely, B. J., & Mohney, M. R. (In press for 205). Design of mobile learning for outdoor environments. In M. Orey, & R. Branch (Eds.), Educational Media and Technology Yearbook. Heidelberg, Germany: Springer.

Zimmerman, H. T.&Land, S. M. (In press for 2105).Integrating mobile computers into informal science education. In P. Patrick (Ed.), Preparing Informal Science Educators. (Series: Contemporary Trends and Issues in Science Education.) Heidelberg, Germany: Springer.

Land, S. M., Smith, B. K., & Zimmerman, H. T. (2013). Mobile technologies as tools for augmenting observations and reflections in everyday informal environments. In (eds.) J. M. Spector, B.B. Lockee, S.E. Smaldino, & M. Herring. Learning, problem solving and mind tools: Essays in honor of David H. Jonassen. (pp. 214-228) New York: Routledge. ISBN- 978-04-155-2435-3 Click here to download here from our site: LandSmithZim-mobile2013chpublished [pdf].
Peer-reviewed conference presentations
Zimmerman, H. T., & Bell, P. (2012). Everyday expertise: Learning within and across formal and informal settings. In S. Land & D. Jonassen (Eds.), Theoretical foundations of learning environments (2nd ed., pp. 224-241). New York: Routledge. ISBN: 978-04-158-9422-7. Click here to download here from our site: ZIMMERMAN_BELL_2012_Ch9_everyday_expertise [pdf].

Land, S. M., Zimmerman, H. T., Seely, B. J., Mohney, M. R., Dudek, J., Jung, Y., & Choi, G. W., (2015, April). Photo-capture and annotations supporting observations in outdoor mobile learning. 2015 Annual Meeting of the American Educational Research Association. Chicago, IL.

Zimmerman, H. T. & Land, S. M. (2015, April). Socio-technical dimensions of an outdoor mobile learning environment for families thinking about life cycles. 2015 Annual Meeting of the American Educational Research Association. Chicago, IL.

Zimmerman, H. T. & Land, S. M. (2015, April). Participation in an outdoor mobile learning environments with digital photography in the paper set "Science Needs a Marketing Make-Over: Playful Learning in Formal and Informal Science Education". National Association for Research in Science Teaching (NARST) 2015 Annual Meeting Chicago, IL.

Zimmerman, H. T., Land, S. M., McClain, L. R., Mohney, M. R., Choi, G-W., & Salman, F. H. (2014, April). Tree Investigators: Supporting families' scientific talk in an arboretum with mobile computers. 2014 Annual Meeting of the American Educational Research Association. Philadelphia, PA.

Zimmerman, H. T., Land, S. M., McClain, L. R., Mohney, M. R., Choi, G-W., Salman, F. H. & Seely, B. J., (2014, April). Mobile devices supporting families' scientific talk related to trees. National Association for Research in Science Teaching (NARST) 2014 Annual Meeting, Pittsburgh, PA.

Mohney, M. R., Zimmerman, H. T., & Land, S. M. (2012, June). Mobile computing and augmented reality to support learning about horticulture. North American Colleges and Teachers of Agriculture Annual Conference. River Falls, WI.
Workshops
Land, S. M., Murray, O. T., Zimmerman, H. T., Hooper, S., Yeh, K. C., & Sharma, P. (2011, November). Mobile computing: Perspectives on design, learning, and development. 2011 AECT International Convention, Jacksonville, FL

Zimmerman, H. T., Land, S. M., Choi, G.W., Fecich, S., Groff, B., McClain, L .R., Mohney, M., Seely, B. J., & Salman, F., (2013, March). Augmented Reality Tools and Applications for Education. Symposium for Teaching and Learning with Technology (TLT), University Park, PA.

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Peer reviewed articles in r efereed journals McClain, L. R., & Zimmerman, H. T. (2016). Technology-mediated engagement with nature: Sensory and social engagement with the outdoors supported through an electronic trailguide. International Journal of Science Education. Online in Advance of Print, 1-15. DOI: 10.1080/21548455.2016.1148827. Land, S. M., & Zimmerman, H.