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
EDUC 641 960 June 17 - August 16, 2013 
EDUC 641 900  September 30 - December 6, 2013

Learn how cell phones, tablets, e-readers, and iPads integrate in the classroom and library media center. Explore instructional strategies and curriculum integration including ebooks, digital textbooks, ibooks, Epubbud, Audioboo, QR Codes, Socrative, Blogger, Twitter, A+Pro, NPR, TED talks, and various applications. Create an eBook, post it online for others to read and analyze the benefits of students writing content for ebooks, selecting images and links to web pages.

Explore using mobile tools for project management tasks, differentiation in the classroom, transition to the flipped classroom, and assessment data analysis. Develop tools and metrics to evaluate the success of mobile learning technologies.

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 (any version), or iPod Touch, or iPhone or a smartphone. This course provides hands-on exploration to integrate mobile learning in your classroom, professional development or training program

There is no required textbook for this course. All readings will be provided online.

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


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!

Register online

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

For More Information...

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2253
Browse Courses
e-Newsletter

btn-please-send-more-info

Register Now button

Our Students Say. . .

"The most crucial concept I learned was mobile devices have a powerful instructional benefit. There are quality apps that work with a variety of platforms and devices students own. Before, I had viewed them largely as toys - distractions that must be put away before real learning can begin. I now know how to keep students on task when using a cell phone."
~ Monica McQuaid, Librarian, Bainbridge, Georgia


 

"I learned that there are many opportunities to enhance my instruction and students' learning in my physical education classes. With so many students using cell phones, this expands our teaching 'bag of tricks' with little or no cost to the department."
~ Robert Zima, Physical Education Teacher, ParkRidge, Illinois


 

"I learned how mobile devices could be used to deliver my biology curriculum that I make available to my students outside of the classroom. This includes using texting to collect data, placing QR codes so that students can get quicker access to resources, delivering quizzes (which are automatically graded) via the iPads, applications of blogging, making podcasts and screencasts for later access. I have mobile learning soup stewing in my head currently."
~ Dan Smith, High School Biology Teacher, Pennsylvania


 

"The mLearning course has been one of the most engaging courses I have been involved in for many years. I found it useful, perplexing, interesting and challenging. Because I work in an IB school, the notion of 'just in time and just for me' is so compelling when thinking about the units of inquiry. I held two sessions for the staff to explore new ideas and to look how to better utilize their iPads."
~Jeff Phillips, Primary Resource Coordinator, Copenhagen, Denmark Copenhagen


 

"One of the biggest advantages of using mobile technology is how we could enhance our I.E.P. implementation. We could easily produce many types of instructional supplements for students to review and provide an even more individualized curriculum and instruction that is accessible after school hours. This class, of all my graduate classes, has given me the most practical and immediately usable skills. I will recommend this course to my colleagues."
~ Frank Martuscelli, Special Education and Industrial Arts Teacher, Neptune, New Jersey


 

“I now try to implement the mobile technology that students use every day in my classes. I have done a vector exercise that used the compass feature on the students’ iPhones.”
Mark Tobey, Mathematics Teacher, Exeter, New Hampshire


 

"As a result of this class, I would like to continue to develop the mobile learning web page for faculty and offer a Mobile Device User's Group for faculty once a month.
~ Nancy Woodward, Faculty, Madison Area Technical College


 

"The educational possibilities connecting users to our resources are endless, and the learning apps that are available provide differentiated instruction for our students and support many different learning styles, visual, auditory, and kinetic. “
~ Debbie Young, Elementary Librarian, Snow Hill, Maryland


 

"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

Accreditation

ncate_1_1
Read More