EDUC 641 Mobile Learning Instructional Design
(with Chromebooks, iPads, smartphones, and tablets)

Online Course - 3 semester hours graduate credit
Instructor: Ann Bell

Summer: EDUC 641 960 June 13 - August 5, 2016
Fall: EDUC 641 900 September 26 - December 2, 2016

Tuition, Due Dates, and Registration

Learn how Chromebooks, iPads, smartphones, tablets, and e-readers integrate with training, clinical healthcare education, the classroom, library media center, professional development, and administration/assessment activities.

You Will

  • Focus on how mobile learning allows learners to collaborate, communicate, research, and create in new and different ways
  • Integrate mobile applications and resources to enhance and extend student learning
  • Create and share media, documents, and websites suitable for a smaller screen
  • Learn how to use mobile tools for project management tasks, differentiation, or transition to the flipped/blended learning, and assessment data analysis
  • Develop tools and metrics to evaluate the success of mobile learning technologies

Who Should Enroll

Participants in the course may include

  • Corporate trainers
  • Clinical healthcare educators
  • K-12 teachers, special educators, instructional technologists, professional development coordinators, speech clinicians, and administrators
  • Technical, vocational and community college instructors
  • University and continuing education faculty
  • Vocational and technical education instructors
  • Higher ed librarians and K-12 school library media specialists


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

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

Meet your goals for

  • professional development
  • license renewal
  • complete graduate credits
  • transfer credits to another university.

Required Hardware - BYOD Bring your own device!

Participants will need only one of the following: Chromebook, iPad (any version), or iPod Touch, or iPhone or any smartphone. 

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

Learning Outcomes

Upon completion of the course, learners 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 the 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 instructional curriculum problems using evidence-based mobile learning instructional strategies to foster active inquiry, collaboration, and supportive interaction.

Why You Should Care about M-Learning

Mobile Learning: How Advanced is Your Organization

Learning on the Go - Tips and Trends in M-learning (PDF)

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

No travel to campus is required.

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. This is not a self-paced class.

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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. . .

"This course has been the most user-friendly from the very beginning with enrolling in the institution/course to the very end. Each week had detailed instructions with a checklist of activities and readings that made navigating the modules effective, easy and smooth. Finding answers and support was a quick email, text or tweet away."
~ Jennifer Hallberg, Saudi Arabia


"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


"...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


"The collaboration that took place during this class was amazing. It was like a professional development opportunity hopped up on steroids I not only met a ton of professionals all over the country that use mobile devices to maximize their instruction and overall learning in the classrooms, but I learned specific strategies to use them effectively."
~ Don Engebregtsen, second grade teacher, Coleman, Wisconsin


"The number-one reason I signed up for this course was to learn how to create an ebook. I thought it was going to be far more complicated than it really was. I'm thrilled to learn how simple it is."
Lori Christianson, Middle School English Teacher and Librarian, Phoenix, Arizona


"Being in this course, I feel like a kid in candy store. The mini-project I got to do in every module was something that I thoroughly enjoyed! "
Marivic Schrage, High School ProStart educator, Guam


". . .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, Park Ridge, Illinois


"I have mobile learning soup stewing in my head currently. I learned how mobile devices could be used to deliver my biology curriculum 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. "
~ Dan Smith, High School Biology Teacher, Pennsylvania


"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."
~ 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 


"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

Contact Us

School of Education
Email: Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693


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