
Dominic Mentor
DOMINIC MENTOR, is an experienced senior leader who has worked in non-profit, corporate and academic settings for over 15 years. Dominic’s background, includes computer mediated learning, workforce development, young adult and adult learning, in addition to reconstructing and transforming systems for all stakeholders. Dominic served as a Learning Elite Judge for the Chief Learning Officer international organization, and reviewer for numerous publications and learning awards. As a Senior National Director of a workforce development non-profit, he created and enacted a vision that constructed transformative learning experiences for instructional, program, managers and senior staff. Dominic’s vision and strategy offered efficient digitization, budgeting on top of scheduling processes for staff in support of students’ successes across 15 states and over 20 sites. Dominic makes use of his work experience to inform learning and development designs for adolescents, adult learning, and professional development practice areas, for which he leverages his extensive educational technology background. He shares his work globally with other non-profits through consultants with the World Economic Forum, Accenture, non-governmental organizations as well as through conferences and publications. Working with the Development Fundraising team, Dominic also enhanced the organization’s fiscal health by raising more than $10 million in grant funds and saving over $3.9 million in operational education costs. Additionally, Dominic is an Associate Professor at Teachers College, Columbia University, and authored numerous books in the field of eLearning. He designed and delivered curricula along with learning development programs that involved training on mobile eLearning, assessment, accreditation, and compliance. As a Fulbright scholar, Dominic completed his doctoral work where he initiated and co-designed the USA’s first mobile learning graduate class for Teachers College, Columbia University. This led to an invitation to co-design and advise a social media fellowship for the New York Mayor’s Office of Adult Education. In the non-profit, higher education, and civic government arenas, Dominic partnered and synergistically initiated curricula improvements to meet 21st-century educational demands. Through collaborative consultancies and contract opportunities with various training institutions and corporations, he created collaborations with outside organizations to support the strategic goals of various educational technology needs. For CVS, he helped develop a Customer Service training which received college credit recommendations and gave input on Accenture’s employability skills development project. The Gap Foundation utilized lessons from his mobile learning strategy for their retail sector, while his trainees in an AT
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Papers by Dominic Mentor
Recent follow up work on this include chapters:
2018 https://www.igi-global.com/chapter/micro-to-macro-social-connectedness-through-mobile-phone-engagement/184316
2016 https://www.igi-global.com/chapter/emxc3--emlearning-cultivating-connected-communities/157983
2016 https://www.igi-global.com/chapter/mobile-learning-for-social-change/157989
2015 https://www.igi-global.com/chapter/mobile-phone-use-enhances-social-connectedness/130183
Dominic Mentor (Ed.D.), is an Associate Adjunct Professor at Teachers College, Columbia University. He initiated and co-teaches the nation's first mobile phone learning class and a course on cognition and handheld devices. His research interests include the social impact and pedagogical potential of mobile communication, social media and mLearning.
Mobile technologies can be incorporated into formal and informal learning spaces as they can extend the formal educational time, and honour a basic tenet that learning is everywhere. Furthermore, mobile technologies can extend and blend formal and informal educational spaces in a manner that can help to engender authentic and autonomous learning habits.
Currently, very few dedicated teacher preparation programs exist for exploring the relation between mobile technologies and learning. By offering a course on mobile learning technologies with solid theoretical foundations, teachers in training have the opportunity to learn which theories and practical pedagogical considerations should inform their mobile teaching and learning initiatives.
A graduate course designed and offered at Columbia University, explores how one can utilize the mobile technologies for learning and the factors to consider. The aforementioned course highlights theoretically informed processes that can stand up to the ever-changing mobile technology landscape. Presenting the project based process designs and a progressive structure of said course will elucidate lessons learned and directions for growth to adapt to changing mobile learning environments.
This m-Class offers in-service and pre-service teachers, as well as graduates from many different disciplines, examples and opportunities to directly engage students virtually, in real-time and asynchronously. The mobile learning course also highlights the multimodal wonder of digital curation through mobile technologies and their ability to prepare and engage students as better autonomous learners within different learning contexts; be it grade level, subjects, or specific projects inside or outside of the classroom.
Apart from the theories, practical pedagogical guides could be served well if informed by the three C’s of context, content and collaboration which further frames the course. Context informs which theories and practical processes to consider as well as the how, when and what of educational devices and/or apps to use, to meet the planned goals and objectives of interactive synchronous and asynchronous educational engagements. While context is crucial, core curriculum and content on a mobile device is dynamic. Taking note of the goals, objectives, context and content has the ability to promote our students as active agents and collaborative participants rather than passive receivers. In short, drawing on a number of different theories and practices, a hybrid approach for teaching and learning with tablets is necessary for successful and engaging activities and address the needs of mobile technological integrated teaching and learning.
Links:
Web:
www.ny1.com/content/news_beats/117128/teachers--class-promotes-cell-phones-as-next-great-learning-tools
www.blogtalkradio.com/elikeren/2009/09/24/a-conversation-with-nabeel-ahmad-dominic-mentor-creators-of-mobile-learning-course-at-columbia-u
www.tcrecord.org/AuthorDisplay.asp
The presentation will report on an effort to create a sustainable model to increase engagement, success and retention in an industry informed, computer programming MOOC. The MOOC was focused on 18 – 24 year old’s needing to learn computer coding as an elective within a USA based national training organization. Virtual professional developers supported instructional staff and students prior to, and during the running of the MOOC. The virtual and in-person approach was piloted in a staggered fashion with the intentionality to test the model, and to then expand the MOOC program to numerous other USA cities. According to key results, the organization’s trainees out performed all the other participating organizations. Hence, the organization was awarded 500 more scholarships for computer programming that could be used over a three-year period. The social connectedness theoretical framework, ramp-up prep, mobile learning and TLC model used for the preparatory courses were promoted to the other participating organizations as a means for them to increase their MOOC engagement and completion rates.
objectives was to determine whether it could foster a greater sense of student social connectedness.
Mobile technologies can be incorporated into formal and informal learning spaces as they can extend the formal educational time, and honour a basic tenet that learning is everywhere. Furthermore, mobile technologies can extend and blend formal and informal educational spaces in a manner that can help to engender authentic and autonomous learning habits.
Currently, very few dedicated teacher preparation programs exist for exploring the relation between mobile technologies and learning. By offering a course on mobile learning technologies with solid theoretical foundations, teachers in training have the opportunity to learn which theories and practical pedagogical considerations should inform their mobile teaching and learning initiatives.
A graduate course designed and offered at Columbia University, explores how one can utilize the mobile technologies for learning and the factors to consider. The aforementioned course highlights theoretically informed processes that can stand up to the ever-changing mobile technology landscape. Presenting the project based process designs and a progressive structure of said course will elucidate lessons learned and directions for growth to adapt to changing mobile learning environments.
This m-Class offers in-service and pre-service teachers, as well as graduates from many different disciplines, examples and opportunities to directly engage students virtually, in real-time and asynchronously. The mobile learning course also highlights the multimodal wonder of digital curation through mobile technologies and their ability to prepare and engage students as better autonomous learners within different learning contexts; be it grade level, subjects, or specific projects inside or outside of the classroom.
Apart from the theories, practical pedagogical guides could be served well if informed by the three C’s of context, content and collaboration which further frames the course. Context informs which theories and practical processes to consider as well as the how, when and what of educational devices and/or apps to use, to meet the planned goals and objectives of interactive synchronous and asynchronous educational engagements. While context is crucial, core curriculum and content on a mobile device is dynamic. Taking note of the goals, objectives, context and content has the ability to promote our students as active agents and collaborative participants rather than passive receivers. In short, drawing on a number of different theories and practices, a hybrid approach for teaching and learning with tablets is necessary for successful and engaging activities and address the needs of mobile technological integrated teaching and learning. Presentation: [http://goo.gl/IkE7Kg]
Computer-Mediated Learning for Workforce Development delivers crucial knowledge on how to prepare twenty-first century students for today’s fast-paced workforce. This book explores the use of multimedia programs in classrooms to train students on necessary technology skills through techniques such as game-based training curriculums and massive open online courses (MOOCs). This publication also touches on computer-mediated youth civic action and interaction by examining the use of social media during the Arab Spring, Occupy Wall Street, and Black Lives Matter movements. Filled with critical information on educational technology, mobile learning, and employment preparation, this book is a vital resource for academicians, education practitioners, school administrators, and advanced-level students.
Topics Covered
The many academic areas covered in this publication include, but are not limited to:
Informal Learning
Mobile Journalism
Mobile Learning
MOOCs
Online Learning
Simulations
Teacher Training
Technology Integration
Virtual Reality
Youth Activism
Building on Dewey’s vision of developing informed and active citizens in a democratic society Westheimer & Kahne (2004) describe three ways that individuals can become civically involved. First, there is the personally responsible citizen who volunteers, and takes seriously his/her role as a law-abiding individual. Secondly, the participatory citizen is active at the local, state or national levels. In schools, for example, students are taught how government works and are provided with opportunities to train and take part in community-based initiatives. Finally, the justice-oriented citizen practices democracy by studying the socio-economic and political structure of society and mobilizing solutions to effect systemic change. The justice-oriented citizen inquires about the root causes of social problems and creates opportunities in community to address challenges and find long-term solutions. Both the participatory and the justice-oriented citizen move beyond the responsibilities of the individual to engage with their communities, and both encourage a certain level of discussion and deliberation to solve problems.
people in these communities range from feelings of belonging, perceived usefulness to academic success.
For more and detailed information, please look into: http://www.igi-global.com/book/tablets-education-integrated-experiences-implications/104645
Education (CCTE) Program hosted a social outreach technology camp for middle and high school youth during August 2006. Four CCTE students availed themselves for this wonderful teaching and learning opportunity to put their skills and theories to practice. Dominic Mentor, Seung-Oh Paek, Dan Hoffman and Anthony Love-Rhodes worked on this project to
offer digital and leadership skills to underprivileged inner city school kids while introducing them to the creative power and
multimodal affordances of computer technology.
By Margo Pierce09/06/11
The Link of this publication can be found here: http://www.tc.columbia.edu/news.htm?articleId=7131
Computer-Mediated Learning for Workforce Development delivers crucial knowledge on how to prepare twenty-first century students for today’s fast-paced workforce. This book explores the use of multimedia programs in classrooms to train students on necessary technology skills through techniques such as game-based training curriculums and massive open online courses (MOOCs). This publication also touches on computer-mediated youth civic action and interaction by examining the use of social media during the Arab Spring, Occupy Wall Street, and Black Lives Matter movements. Filled with critical information on educational technology, mobile learning, and employment preparation, this book is a vital resource for academicians, education practitioners, school administrators, and advanced-level students.
Topics Covered
The many academic areas covered in this publication include, but are not limited to:
Informal Learning
Mobile Journalism
Mobile Learning
MOOCs
Online Learning
Simulations
Teacher Training
Technology Integration
Virtual Reality
Youth Activism
The Handbook of Research on Mobile Learning in Contemporary Classrooms expounds the current research on m-learning and strategies to leverage mobile devices in educational contexts. It also addresses the importance of communication, community, and mobility in modern classrooms, while offering a comprehensive overview of the theory and pedagogy associated with this new technology. Nonprofit organizers, K-12 educators, administrators, policy makers, students of education, and developers will find this book to be an important research companion.
Topics Covered
App-Based Teaching
M-Learning in K-12
M-Learning in Work Environments
Mobile Activism
Mobile Gaming
Mobile Journalism
Mobile Learning
Wearable Technology
Reviews and Testimonials
This work unites US and international contributors (many affiliated with Columbia University) in instructional technology, education, disabilities, cognitive studies, software development, teaching, and educational games. They give examples of how smartphones, tablets, and other mobile devices can be used for learning at all levels, from apps to teach cooking to preschoolers, to training for mobile journalism. The book’s 19 chapters deal with topics such as mobile-assisted language learning, mobile devices for qualitative formative assessment, augmented reality technologies in education, collaboration via technology in the K-12 classroom, and mobile learning for sales force development. Of special interest is a case study of learning apps for a curriculum on film noir. The book includes b&w photos and process diagrams.