Mobile Learning Instructional Design

EDUC 641 Mobile Learning Instructional Design
(with cell phones, tablets and iPads)

Online Course - 3 semester hours graduate credit
Instructor: Ann Bell
Tuition and Registration
June 18 - August 17, 2012

Who Should Enroll

Participants in the course may include

  • K-12 teachers, instructional technologists, and administrators
  • Community college, higher ed and continuing education faculty
  • Vocational and technical education instructors
  • Higher ed librarians and K-12 school library media specialists

Description

Mobile learning research, trends, instructional design strategies for curriculum integration, and professional development.

This course is an approved elective in the Master of Science in Education online degree program.

NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer to another university.  

 

Required Hardware - BYOD Bring your own device!

Participants will need only one of the following:

an iPad, iPad2, or iPod Touch, or iPhone or a smartphone as reviewed on
http://www.pcworld.com/products/phones.html

There is no required textbook for this course. All readings will be provided online. This course provides hands-on exploration using your iPad, iPad2, iPod Touch, iPhone, Droid, Blackberry or other smartphone to integrate mobile learning in your classroom, professional development or training program.

 

Learning Outcomes

Upon completion of the course, students will be able to:

  1. Critically analyze current research on instructional design and how mobile learning encourages positive social interaction, active engagement in learning, and self-motivation.

  2. Integrate mobile learning for research, communication, collaboration, and productivity.

  3. Compare effectiveness of instructional strategies that integrate mobile learning resources with various curricula, different learning management systems, and a wide-range of target audiences.

  4. Apply research-based understanding of learner differences: culture/race, ability/disability, gender, age, and socioeconomic status in mobile delivery of instruction with blended learning, online learning and self-paced learning.

  5. Evaluate accessibility features of mobile instructional resources.

  6. Critically analyze an instructional curriculum problems using evidence-based mobile learning instructional strategies to foster active inquiry, collaboration and supportive interaction.

Fundamental to the modern definition of mlearning is that it is the learner/learning that is mobile, not the device. This course will explore learning design, content, and critical factors to consider for successful application in a mobile environment. It will help educators and trainers develop effective pedagogy and instructional strategies that capitalize on learners' interest and access to mobile technology and use that familiarity to meet learning, professional development and training goals.

Seven Learning Models for Mobile Learning

"75% of teens ages 12-17 engage at least occasionally in some form of electronic personal communication, which includes text messaging, sending email or posting comments on social networking sites."

"The United Nation's International Telecommunication Union estimated that there were 5.3 billion mobile phone subscriptions worldwide at the end of 2010 — and that a full 90% of the world population now has access to a mobile network. In contrast, only about 2 billion people have Internet access."

mLearning:A Platform for Educational Opportunities at the Base of the Pyramid

Alignment with Teaching Standards

Course objectives are aligned with the following standards:

Wisconsin Standards for Teacher Development and Licensure (WI DPI) 4, 7, 8, 9
International Society for Technology in Education, National Educational Technology Standards (NETS-T) 2a, 2b, 2c, 2d
National Board Teaching Standards (NBPTS) 2, 4

  • Create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation
  • Use effective communication techniques, media and technology to foster active inquiry, collaboration and supportive interaction in the classroom.
  • Use instructional technology to enhance student learning.
  • Use formal and informal assessment strategies to evaluate student progress.
  • Reflect on teaching and evaluate the effects of choices and actions on students, parents and others

No travel to campus is required. Because this class is online and open to you 24/7, you may participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.

The class is highly interactive with a significant discussion component.

SIGN UP SOON!

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The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information...

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Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2253
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Our Students Say. . .

"Are there really quality apps that teachers could use for their classes? I also wondered what we could do about the variety of platforms and devices students own... will these work with the same apps? How do you engage students without devices? How do teachers keep students on task when using a cell phone?


The most crucial concept I learned was mobile devices have a powerful instructional benefit. Before, I had viewed them largely as toys - distractions that must be put away before real learning can begin."
~ Monica McQuaid, Librarian, Bainbridge, Georgia


 

 

"The overall impact of what I have learned in this course on my instruction/training and the University of Minnesota, Morris is profoundly positive.


I have already been sharing what I have learned with faculty who visited my office for consultation on their courses. Some instructors have modified their syllabi to include information for accessing their courses via mobile devices, and I have had opportunities to demonstrate some of the mobile apps that I have discovered through this mLearning course.


I plan to integrate mobile learning concepts and examples throughout all of my upcoming seminars and workshops. "
~ Pamela Gades, Instructional Technology Specialist, University of Minnesota, Morris


 

 

"“During the course I learned that mobile devices have so much more to offer than I ever expected. There are many ways in which libraries can benefit from their capabilities in order to better connect our users to our resources”.
~ Mindy King, Librarian, UW Stevens Point, Wisconsin

 

 

"Most of my newly discovered mobile learning has been highly personalized to individual student's speech therapy sessions.


I think that my main focus right now is involving families in the needed practice of a targeted skill set in a different setting (ie: for generalization) without adding to their already hectic schedules. This week I had a parent with an iPhone download an articulation practice app to use with their student. How do I know they used it? By parent report? No! I could tell by the speech production this student displayed.

 

 

Before I had the parent download the app, the student had 48% accuracy on targeted speech sounds. When she came back the next day, the student had 75% accuracy on targeted speech sounds. And those sounds were used in words that were different than the ones used on the app. That alone was evidence for me to say that I've found a convenient way for learning to take place with this very busy family. )."
~ Deana Vickerman, Speech Clinician, Janesville, Wisconsin



 

"At first, I wasn't sure how using mobile technology would apply in my physical education classes, but I learned that there are many opportunities to enhance my instruction and students' learning. With so many students using cell phones, this expands our teaching 'bag of tricks' with little or no cost to the department."
~ Robert Zima, ParkRidge, Illinois