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With Iphone, Ipod Touch & Ipad SDK
With Iphone, Ipod Touch & Ipad SDK
mLearning
with iPhone, iPod Touch & iPad SDK
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 and Object-Oriented 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 Weekly Course Plan Objectives, please see syllabus
Relevance of Relationship Does the learner see a meaningful Establish and maintain clear expectations for
performance, participation, course scheduling,
between individual goals, connection between course communication, interaction, and investment of time and
interests, and course content and their individual goals attention needed to complete course objectives. While
content. and inter course content and objectives may be adapted to
individual learners, this establishes a foundational
framework that gives both form and function to course
design.
Complexity of course How does the course balance the Structure content to be flexible by providing a
content and workload need to stimulate and challenge general framework that is adaptable to a variety
learners without overburdening individual needs, goals, aims, motivations and interests.
them? Apply principles of learner-centered instruction and
connectivism to instructional design.
Conduct formative evaluations of students to
Velocity of Course Itinerary How can course design challenge accurately assess entry characteristics of learners, to
the learner without overwhelming tailor content, schedule, instruction, support, feedback,
them? and interaction to meet their needs and interests.
Structure content to be flexible by scaffolding
instruction and content to accommodate a variety of
Demands for Time and Can learner devote the time and students and a variety of knowledge, skills, and
Attention focus necessary to be successful in orientations.
the course? Encourage more advanced students to assume
mentorship/expert roles to expand knowledge, skills,
Scheduling Constraints Can structure and organization of and interests and reinforce existing competencies.
Provide mentorship and support to less-advanced
course be balanced with learner’s students to enable them towards expanding knowledge
need for flexibility? and skills. This also enhances feedback, communication,
collaboration, social presence and interaction.
Form and Function How do the technologies used Use ICTs in a manner that promotes the technologies
Information and help or hinder interaction, positive qualities. Realizing the benefits and drawbacks
of using a particular technology in facilitating learning in
Communications communication, and order to use it for optimum effectiveness. Choose the
Technologies (ICTs) used accomplishment? best medium for a particular function from among
available technologies.
Provide and promote access to tools and support for
learners to obtain assistance whenever needed. Clearly
Accessibility of assistance Is the learner provided with the state where and when assistance is provided by various
and support necessary tools and support structures - instructor, tech support, mental
reinforcements for learning health, disability assistance, etc.
success? Establish and maintain expectations for feedback and
assistance from instructor and support personnel as
part of the learning process.
Volume and Type of How can course design assure Provide multiple channels for student interaction,
Feedback Provided learners are provided with a feedback, and communication with instructor, material,
variety of feedback in a timely and interface, and peers embedded within course
relevant manner? environment.
Provide clear expectations for course prerequisites
and requirements at beginning of course. Expectations
Measure and Manner of How can course design provide a may include pre-requisite skills, knowledge, experience,
Interaction framework for various types of time, energy, materials, software and hardware needed.
interaction and communication? Provide clear expectations and objectives for
participants to conduct formative, summative, and
confirmative self-evaluations of performance.
Standards, benchmarks, self-assessments, evaluations,
rubrics, and synchronous and asynchronous
communications and feedback can all serve to
communicate and reinforce course objectives and assist
participants in meeting and exceeding them.
Course Course Development Multimedia & Online Course Development Tips Presentation
Development COE Conceptual Framework
Course Aptitude for Distance Education: UF Distance Learning: Is Distance Learning Right for Me? Student
Structure: Self-Assessment
Educational Technology: Is Online Learning for Me?
Training & Professional Development COE Forms, Procedures, & Policies for Faculty Development
Evaluation & Analysis of Teaching/Learning/Objectives COE Educator Assessment System for Students & Teachers
Assessment
Analysis of Methods/Standards/Outcomes UF University Council on Teacher Education (UCOTE)
COE Title II Institutional Report
UF Libraries Guide to Educational Statistics
This course will be developed with a flexible structure and a high degree of guided interactive dialogue, in
order to personalize the learning and lessen the transactional distance between participants, the instructor, and the
materials. Due to the flexible structure of the course, learners will be expected to display a high degree of autonomy
as they follow a personalized learning plan tailored to their needs, interests, goals, and capacities. This learning plan will
also give guidance and allow a more individualized structure embedded within the more generalized/flexible course
structure. This in turn emphasizes the learner-centered nature of mLearning, which is the focus of the course and its
structure and dialogue.
The foundations of this course are based on connectivism, which posits that connections determine learning,
and knowledge as a process of building those connections (Siemens, 2006, p. 15). Thus, the four tenets of connective
knowledge networks: Diversity, Autonomy, Interactivity, and Openness will be emphasized throughout the design of
this course (Siemens, 2006, p. 16).
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