DALI

Designing Applications & Learning

Innovations

mLearning
with iPhone, iPod Touch & iPad SDK
Course Overview of Objectives:
Participants will:
• Utilize iPhone SDK and tools for Mac OS X Snow Leopard to plan, design, and develop mLearning applications for the iPhone/
iPod Touch/iPad mobile learning platforms.
• Demonstrate knowledge of Objective-C programming languages.
• Synthesize mLearning research, design, and development with digital-age theories of learning and knowledge acquisition.
• Create novel applications for use with mLearning platforms for distance education.
• Incorporate instructional design into mLearning developed for distance education settings.
• Critically analyze the possibilities and challenges that mLearning presents.
For Course Goals, Aims, and Overview of Week 1 Course Plan Objectives, please see syllabus

Dream Technologies:
Technology Roles/Functions
Click Hyperlink to view examples specific to course design

Print - Textbook, Course Notes Impart important information-dense material in ways that other mediums cannot.
Study Guide, Technical Manuals,
Newspapers & Newsletters, Journal Present, communicate, and relate directions, research, best practices, ideas,
Articles, Documents, Syllabus theories and information.

Provides students with a hard-copy of print information that they can refer to while
viewing web-based course materials

ePrint- Online or electronic versions of
textbook, course notes, Study Guide,
Technical Manuals, Newspapers &
Newsletters, Journal Articles,
Documents, Syllabus, Blog Posts, Wiki
posts.
Impart important information-dense material in ways that other mediums cannot.
Present, communicate, and relate directions, research, best practices, ideas,
theories and information.
Provides students with an electronic copy of textual content that is highly accessible
and portable.

Audio - CDʼs, Streaming Audio, Provide students with material that they can listen to as they commute, provide
Podcasts, MP3, AudioChat, Phone students with commentary, talks students through text, helps students to synthesize
Conversation, Audio-Conference information from different resources, can provide student with audio assistance while
performing a task or practicing a skill, providing step-by-step guidance, listening to
expert input, providing one-on-one assistance and feedback. Also functions to
provide social presence, which helps to in constructing affiliation and community.

Video - DVD, Streaming Video, Provide students with material that view, to help them visualize skills, practices, or
Podcasts, MP4, Multimedia real-world implications and illustrations, provide students with commentary, talks
Conference, Multimedia Presentations students through text, helps students to synthesize information from different
resources, can provide student with visual assistance while performing a task or
practicing a skill, providing step-by-step guidance, listening to expert input, providing
one-on-one assistance and feedback. Also functions to provide social presence,
which helps to in constructing affiliation and community. Impart knowledge in a
format that imparts social presence, point of view, and a 2-d representation of 3-
dimensional objects. Project ideas, information, data, research, real-world examples,
ideas, information, and communication.

Assignment 2" Alexandra Dolan EME6458" 1

 Technology
Click Hyperlink to view examples specific to course design
Computer-Based Learning - Online
Course, Blogs, Wikis, Websites, Online
Audio and Video, Podcasts Hardware,
Software, eBooks, ePrints, Web-Based
Learning Systems, Knowledge
Management Systems
Mobile-Based Learning - Mobile
Applications and Content Accessible
from Mobile Media Devices, including
eBooks, ePrints, Learning System,
Knowledge Management Systems
Narrowing the Dream: Selecting Technologies using ACTIONS model:
Technology
Click Hyperlink to view examples specific
to course design
ePrint- Online or electronic
versions of textbook,
Course Notes
Study Guide, Technical
Manuals, Newspapers &
Newsletters, Journal
Articles, Documents,
Syllabus Blog Posts, Wiki
posts.
Audio - Streaming Audio,
Podcasts, MP3,
AudioChat, and Phone
Conversation
Video - DVD, Streaming
Video, Podcasts, MP4,
Multimedia Presentations
Assignment 2"
Roles/Functions
Provides students with online computer-based access to course content and related
data and information. Medium which organizes and structures all other technologies
and content in order to reach educational objectives. Includes hardware and
software necessary to access content and to develop and demonstrate requisite
skills and knowledge.
Provides students with mobile wireless access to course content and related data
and information. Medium which organizes and structures all other technologies and
content available in a mobile platform in order to reach educational objectives
anywhere, and anytime. Includes hardware and software necessary to access
content and to develop and demonstrate requisite skills and knowledge.
Reasons for Continued Inclusion in Course Design
Impart important information-dense material in ways that other mediums cannot. Present,
communicate, and relate directions, research, best practices, ideas, theories and information.
Provides students with an electronic copy of textual content that is highly accessible and portable.
Convenient for the online distance education course and/or the mobile learner. Electronic copies
of texts are often available at a reduced cost relative to print versions, and may even be available
for free. Electronic versions of print media are also greener, in that they do not waste
unnecessary paper. Students will have the option to purchase or print hard-copy versions of
course materials if they desire. The studentʼs individual preferences and access to technology
may dictate that they prefer to have a hard-copy of course materials. However, course materials
available in hard-copy print will also have electronic counterparts that are available, and may be
more cost-effective relative to the hard-copy version.
Utilize expert knowledge in the form of streaming audio, podcasts, audiochat, phone
conversations in order to help students achieve learning goals and synthesize course content.
MP3s are highly portable and accessible. Students can listen to audio while commuting, at work,
at home, or in a variety of settings due to the convenience of the format. Can also utilize expert
opinions by utilizing podcats on iTunes U or EDUCAUSE, which may have higher production
values and quality than what could be produced by instructor. Takes advantage of information
society and expert knowledge available on the internet. Also, through audio chat and phone
conversations, educators and leaners can develop social presence and build community, which
aids in the social construction of knowledge. Audio content is usually free - only cost is the time it
takes to download, and any hard-drive space utilized to store and play audio.
Functions to provide social presence, which helps to in constructing affiliation and community.
Impart knowledge in a format that imparts social presence, point of view, and a 2-d representation
of 3-dimensional objects. Project ideas, information, data, research, real-world examples, ideas,
information, and communication. Can use freely accessible high-quality materials at no-cost
which have great value in terms of the quality and function of overall course design. Provide
differentiated instruction through multiple models of representation, and facilitate discussion and
social construction of knowledge.
Alexandra Dolan EME6458" 2
 Technology Reasons for Continued Inclusion in Course Design
Click Hyperlink to view examples specific
to course design

Computer-Based Learning
- Online Course, Blogs,
Wikis, Websites, Online
Audio and Video, Podcasts
Hardware, Software,
eBooks, ePrints, Web-
Based Learning Systems,
Knowledge Management
Systems
Medium which organizes and structures all other technologies and content in order to reach
educational objectives. Without these technologies, course is not possible. Online dev center will
provide student with resources and tutorials necessary to achieve course objectives, facilitated by
hardware and software necessary to access content and to develop and demonstrate requisite
skills and knowledge, such as iPhone/iPod/iPad Software Development Kit, which is integral to
the structure, organization and completion of course objects. Required hardware is Intel-based
mac computer running Mac OS X Leopard. While it would be nice to utilize mobile media devices
in the course, it is not absolutely necessary to the structure and function of the course for the
student to have an iPhone, iPod, or iPad (although it helps) as student can simulate iPhone, iPod,
or iPad through resources provided in Software Development Kit.

Web-based Module:
Week One Objectives:
• Distinguish mLearning from other forms of learning
• Develop an understanding of mlearning
• Explore possibilities of mLearning
• Assess iPhone platform and identify level of programming expertise
• Identify underlying architecture of Objective-C and iPhone/iPad/iPod application development
• Prepare a personalized learning schedule for developing knowledge of iPhone/iPad/iPod programming and application creation
Week One Plans for Learner Participation:
• Students interact with one another through discussion postings where responses include text and a multimedia element.
• Learners assess prior knowledge through self-evaluation.
• Learners reflect on prior knowledge through developing personalized learning schedule to their knowledge level and context.
Week One Assignments Due:
• Programming Knowledge Self-Evaluation and Personalized Learning Schedule for Programming Requirements
• Introductory Discussion
Activities:
• Course Introduction and Introductory Discussion
• View videos:
• The iSchool Initiatives from course multimedia webliograpy located at http://dalimlearning.blogspot.com/p/
multimedia-webliography.html
• View at least one other resource in either the multimedia webliography.
• Introduce yourself to others within the course, and share your reaction to the video. Your reaction must be in a
multimedia format. That means, most likely it will involve text +_______ element of your choosing (video, audio,
animation, comic, graphics, chart, organizer, etc). Be as creative as you would like with your response. Within the post,
include the following information:
• Name
• Reason for Taking this Course
• Reaction to the videos and additional resource
• What you think mLearning is - your own definition
• What you hope to achieve by taking this course.
• Reflection on the realities and possibilities of mLearning.
• Based on current level of programming knowledge Prepare a personalized learning schedule for developing individual
programming skills.
Resources for Week One:
iPhone Dev Center
Getting Started Guides
iPad Programming Guide
iPhone OS Reference Library
iPhone OS Reference Library Sample Code

Role of Instructor in Design Plan:

Types of Interactions Facilitated by Instructor in Design Plan:
Learner-Content Interaction:
Throughout course plan, instructor will provide multiple means of representation for leaners to build skills and knowledge needed
to satisfy instructional objectives. Students will utilize print, audio, video, and interactive mediums in order to complete course

Assignment 2" Alexandra Dolan EME6458" 3

objectives. Key to instructorʼs ability to personalize instruction to individual needs and interests is the feedback that will be
provided through a series of self-evaluations conducted throughout course. In Week One, students will complete a self-evaluation
that helps instructor to understand and develop strategies for individual leaners based on interests and prior knowledge. Based
on information provided, instructor will work with learners to develop a personalized learning schedule which will help students
stay on track, and provides structure to aid student in developing skills and knowledge. Instructor will also encourage learner to
interact with content by making content as visually appealing as possible, by utilizing graphic design principles in structure,
organization and presentation of course content to make the course aesthetics as visually pleasing as possible.
Learner-Learner Interaction:
The instructor will also use results of formative evaluation conducted in order to encourage more advanced students to mentorship
roles with studentʼs less advanced in mLearning and Smartphone web development. This can help student with expert knowledge
reaffirm, strengthen and extend their existing knowledge and skill set while aiding others in accomplishing course objectives.
Students will be provided with encouragement and incentives for collaboration and participation. Course plan includes both
synchronous and asynchronous forms of communication between colleagues, and differentiates by providing the means for
multiple mediums to be utilized in such communications. Design of course will be structured so that learning becomes a process
of socially constructing knowledge as part of an online community of peers. Week One of the course is the shallow end of the
pool. Some students will happily jump in the deep end right away, while others need to acclimate to the course environment more
slowly. Week one learner-learner interaction contains above-average interactive qualities, students will be asked to interact via
asynchronous discussion postings which involve exchanges of information and communication in multimedia formats. As course
progresses, interactions will become more highly interactive as structure, format, activities, objectives, and assignments will work
in synchrony to create highly interactive levels of communication. Learners with similar interests will be encouraged to work
together in groups towards accomplishing course objectives.
Learner-Instructor Interaction:
The instructor will facilitate interaction and collaboration between students is by modeling best practices for students, providing
high levels of feedback in various formats, differentiating instruction in various formats that will be assist a wide variety of studentsʼ
abilities and interests, scaffolding instruction to encompass different learners, facilitating both synchronous and asynchronous
formats for communication, and by encouraging collaborative work among online learners. The best way to facilitate interaction is
to initiate interaction, and by developing and maintaining high interaction, feedback, and ʻsocial presenceʼ in the course, the
instructor can accomplish the objectives of being highly interactive, and encouraging online learners to do the same. Feedback
will be on-going, and will be provided to individual learners as well as the entire group. Instructor will frequently post audio, video,
text, and graphic organizers to aid learners (individually and as a group) in applying and developing knowledge and skills.

How Design will Aspire to High Levels of Interaction:

Social/Rapport Building Designs for Interaction:
Course Structure is designed to facilitate social interaction, feedback loops, aid in the social construction of knowledge and
consensus-building. Course website http://dalimlearning.blogspot.com/ includes options for two-way text communication via
Google Talk which also features a video/and voice-plug in to allow audio and video synchronous chat as well. As course requires
that students use an intel-based Mac running Mac OS X Leopard, students can utilize the video/voice capabilities of Google Talk
application, as all intel-based macs running leopard include a built-in camera and microphone.
Instructional Designs for Interaction:
Students will be both encouraged and required to interact with instructor and one-another in order to complete course objectives
and requirements. Students will work to develop products and iPhone/iPod/iPad applications by working together as groups of
members with similar interests and scaffolded abilities. Groups will then present applications and give and receive feedback to
other groups.
Interactivity of Technology Resources:
Technology resources and course materials will be presented in a way wherein the individual components of the course
(technology, structure, organization, information, resources, learners and instructor) will combine in a synergistic fashion, wherein
what constitutes the whole is of greater value that the sum of individual parts. Synchronous and asynchronous mediums of
exchange will be utilized in order to provide students with multiple means to represent themselves in multiple mediums (print,
voice, text, or a combination).
Evidence of Learner Engagement:
Throughout the course, leaners will be facilitated to initiate and respond to feedback. Voluntary and involuntary participation will
be encouraged, and teacher will structure course in order to provide support and incentives for participation through feedback,
prompts, questions, and critiques.
Evidence of Instructor Engagent:
Course platform, course design for ease of exchange, and high social presence of instructor will encourage prompt, constructive
feedback is both initiated and responded to.

References:

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Cobcroft, R. S., Towers, S. J., Smith, J. E., & Bruns, A. (2006). Mobile learning in "review:
" Opportunities and challenges for learners, teachers, and institutions. In Online Learning and
! Teaching (Vol. 2006, pp. 21-30). Presented at the Proceedings Online Learning and Teaching
" (OLT) Conference 2006, Queensland University of Technology, Brisbane, Australia: QUT
" ePrints. Retrieved from http://eprints.qut.edu.au/5399/

Frederick, G., & Lal, R. (2009). Beginning smartphone web development : building JavaScript, CSS,
! HTML and Ajax-based applications for iPhone, Android, Palm Pre, Blackberry, Windows
! Mobile and Nokia S60 (1st ed.). New York: Apress.  

Huang, J., Lin, Y., & Chuang, S. (2007). Elucidating user behavior of mobile learning: A "perspective
" of the extended technology acceptance model. The Electronic Library, 25(5), 586-599. " doi:
" 10.1108/02640470710829569  

iSchoolinitiative, & Allen, T. (2009). The iSchool initiative (Mobile Learning). Retrieved from
" http://www.youtube.com/watch?v=68KgAcx_9jU&feature=youtube_gdata

iSchoolinitiative, & Allen, T. (2009). iSchool prototype - education applications. Retrieved from
" http://www.youtube.com/watch?v=z9xGP-FVzbY&feature=youtube_gdata

Kim, S. H., Holmes, K., & Mims, C. (2004). Mobile wireless technology use and implementation:
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" 10.1007/BF02763647  

Moore, M., & Kearsley, G. (2005). Distance Education: A Systems View (2nd ed.). Belmont, CA:
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Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3),
" 581-596. doi:10.1016/j.compedu.2005.10.011  

Muyinda, P. B. (2007). MLearning: pedagogical, technical and organisational hypes and

" realities. Campus-Wide Information Systems, 24(2), 97-104. doi:
" 10.1108/10650740710742709

Rogers, D. E. M. (2003). Diffusion of Innovations (5th ed.). New York, NY: Simon and Schuster.  

Sharples, M., Corlett, D., & Westmancott, O. (2002). The Design and Implementation of a Mobile
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" s007790200021  

Song, Y. (2007). Educational Uses of Handheld Devices: What are the Consequences? TechTrends,
" 51(5), 38-45. doi:10.1007/s11528-007-0068-y  

Squire, K. (2009). Mobile media learning: multiplicities of place. On the Horizon, 17(1), " 70-80. doi:
" 10.1108/10748120910936162  

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Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The moving finger writes
" and having writ . . . . The International Review of Research in Open and Distance Learning, 8
! (2), 1-12. Retrieved from http://www.irrodl.org/ index.php/irrodl/article/view/346/882  

Vavoula, G., & Sharples, M. (2009). Meeting the Challenges in Evaluating Mobile Learning: A 3-level
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" "
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