Professional Documents
Culture Documents
Dolan DALI Final Course Plan
Dolan DALI Final Course Plan
mLearning
with iPhone, iPod Touch & iPad SDK
Welcome to the Mobile Web!
Aims: This course is designed and developed to facilitate
Participants Will Shift educators in K-12, professionals in higher education,
administrators, and instructional designers to become
From ➡ To innovators in their field through an exploration of
mLearning and the creation of mLearning applications.
Status Quo ➡ Web 2.0 The course focuses on mLearning and the
development and utilization of iPhone/iPod/iPad
applications for mLearning environments. Participants
Educators ➡ Innovators will explore course content and materials relating to
the pedagogy, technology, research, theories,
Browsers ➡ Developers application, and practice of mLearning. Skills and
Knowledge gained in this course will enable
participants to use and/or create mLearning iPhone/
Static ➡ Mobile iPod/iPad applications for use in online and distance
education settings.
[1]
DALI
Course Goals, Objectives,
Framework & Context
mLearning
mLearning
UF COMMITMENT TO DIVERSITY:
LETTER GRADE PERCENT GRADE POINTS
The University of Florida is committed to creating a
community that reflects the rich racial, cultural and ethnic
diversity of the state and nation. No challenge that exists in
higher education has greater importance than the challenge A 93+ 4.0
of enrolling students and hiring faculty and staff who are
members of diverse racial, cultural or ethnic minority A- 90-92 3.67
groups. This pluralism enriches the university community,
offers opportunity for robust academic dialogue and
contributes to better teaching and research. The university B+ 87-89 3.33
and its components benefit from the richness of a
multicultural student body, faculty and staff who can learn B 83-86 3.0
from one another. Such diversity will empower and inspire
respect and understanding among us. The university does B- 80-82 2.67
not tolerate the actions of anyone who violates the rights
of another person. C+ 77-79 2.33
ADA STATEMENT:
If you are a student with a disability and would like to C 73-76 2.00
request disability-related accommodations, you are
encouraged to contact me and the Disability Resource C- 70-72 1.67
Center as early in the semester as possible. The Disability
Resource Center is located in 001 Building 0020 (Reid
Hall). Their phone number is 392-8565 (Disability Resource D+ 67-69 1.33
Center, 2010).
"Students requesting classroom accommodation must first D 63-66 1.0
register with the Dean of Students Office.The Dean of Students
Office will provide documentation to the student who must then D- 60-62 0.67
provide this documentation to the Instructor when requesting
accommodation” (UF, 2010, Policy on Course Syllabi).
E,I, NG,S-U, WF _____ 0.0
THE HONOR CODE:
“We, the members of the University of Florida community,
pledge to hold ourselves and our peers to the highest
standards of honesty and integrity. On all work submitted TOTAL COURSE BREAKDOWN:
for credit by students at the University of Florida, the
following pledge is either required or implied: 40% Participation
On my honor, I have neither given nor received unauthorized aid
8 Assignments x 5% of total Grade
in doing this assignment.” (UF, 2010, Student Guide). 40% Design Projects Projects
4 Assignments x 10% of total Grade
20% Discussion/Collaboration
TECHNICAL SUPPORT
4 Assignments x 5% of total Grade
For technical support, please contact the Help Desk:
Phone: 352.273.4158 COURSE GRADING:
Online @: http://helpdesk.education.ufl.edu
Course grades will be based upon performance on assignments submitted,
COLLEGE OF EDUCATION group projects, activities, discussions, and participation. Assignments will be
graded according to rubric for that particular assignment. Group projects
HARDWARE/SOFTWARE REQUIREMENTS: will be judged according to individual and team performance, participation,
and the quality of interaction. Activities will be graded according to
To view the minimum Hardware/Software Requirements completion on a pass/fail basis. Discussions and Participation grades will be
for the College of Education please click the link above. assigned based on quality of work, quality of interaction, degree of
participation, and evidence of critical thought and analysis.
ADDITIONAL HARDWARE/SOFTWARE
REQUIREMENTS FOR THIS COURSE: No penalty will be assessed for work that is less than one week late, which will be
seven calendar days from the day assignment was due. However, no work will be
Students wishing to participate in, develop Apps for the accepted after the last day of the course, except in very rare (and well-
iPhone/iPod/iPad will need an intel-based mac with Mac OS documented) circumstances.Work submitted more than 3 weeks past the due
X Snow Leopard in order to complete the requirements date will not be accepted. Penalties for work submitted more than one week past
for this course. the due date are as follows:
Windows and Linux-Based PCs will not work for this 8-10 days late: 10%
course! Students will also be required to download the 11-14 days late: 20%
latest iPhone SDK, available for download @ http:// 15-21 days late: 50%
developer.apple.com/iphone/index.action#downloads
[3]
DALI
Audience Description
mLearning
mLearning
mLearning Rationale
Technology
Click Hyperlink to view examples Roles & Functions
Print - Textbook, Course Notes • Impart important information-dense material in ways that other mediums cannot.
Study Guide, Technical Manuals, Newspapers & • Present, communicate, and relate directions, research, best practices, ideas, theories and information.
Newsletters, Journal Articles, Documents, Syllabus • Provides students with a hard-copy of print information that they can refer to while viewing web-based
course materials
• Provide students with material that they can listen to as they commute
• Provide students with commentary, talks students through text
Audio - CD’s, Streaming Audio, Podcasts, MP3, • Helps students to synthesize information from different resources
AudioChat, Phone Conversation, Audio- • Provide student with audio assistance while performing a task or practicing a skill
Conference • Providing step-by-step guidance, listening to expert input
• Providing one-on-one assistance and feedback
• Functions to provide social presence, which helps to in constructing affiliation and community.
• Provide students with material that view, to help them visualize skills, practices, or real-world implications
and illustrations,
• Provide students with commentary,
• Talks students through text, helps students to synthesize information from different resources
• Provide student with visual assistance while performing a task or practicing a skill, providing step-by-step
Video - DVD, Streaming Video, Podcasts, MP4, guidance, listening to expert input,
Multimedia Conference, Multimedia Presentations • Providing one-on-one assistance and feedback.
• Functions to impart knowledge in a format that imparts social presence and promotes community, point of
view,
• Provides a 2-d representation of 3-dimensional objects.
• Project ideas, information, data, research, real-world examples, ideas, information, and communication.
Mobile-Based Learning - Mobile Applications and • Provides students with mobile wireless access to course content and related data and information.
Content Accessible from Mobile Media Devices, • Medium which organizes and structures all other technologies and content available in a mobile platform
including eBooks, ePrints, Learning System, to reach educational objectives anywhere, and anytime.
Knowledge Management Systems • Includes hardware and software necessary to access content and to develop and demonstrate requisite
skills and knowledge.
[6]
DALI
Course Concerns
+
Relevance of Relationship Does the learner see a meaningful Establish and maintain clear expectations for performance,
participation, course scheduling, communication, interaction,
between individual goals, connection between course content and investment of time and attention needed to complete
interests, and course content. and their individual goals and inter course objectives. While course content and objectives may be
adapted to individual learners, this establishes a foundational
framework that gives both form and function to course design.
Structure content to be flexible by providing a general
Complexity of course content How does the course balance the framework that is adaptable to a variety individual needs,
and workload need to stimulate and challenge goals, aims, motivations and interests.
learners without overburdening them? Apply principles of learner-centered instruction and
connectivism to instructional design.
Conduct formative evaluations of students to accurately
Velocity of Course Itinerary How can course design challenge the assess entry characteristics of learners, to tailor content,
learner without overwhelming them? schedule, instruction, support, feedback, and interaction to
meet their needs and interests.
Structure content to be flexible by scaffolding instruction
and content to accommodate a variety of students and a
Demands for Time and Can learner devote the time and focus variety of knowledge, skills, and orientations.
Attention necessary to be successful in the Encourage more advanced students to assume mentorship/
course? expert roles to expand knowledge, skills, and interests and
reinforce existing competencies. Provide mentorship and
support to less-advanced students to enable them towards
Scheduling Constraints Can structure and organization of expanding knowledge and skills. This also enhances feedback,
course be balanced with learner’s communication, collaboration, social presence and interaction.
need for flexibility? Use ICTs in a manner that promotes the technologies
positive qualities. Realizing the benefits and drawbacks of using
a particular technology in facilitating learning in order to use it
Form and Function Information How do the technologies used help or for optimum effectiveness. Choose the best medium for a
and Communications hinder interaction, communication, particular function from among available technologies.
Technologies (ICTs) used and accomplishment? Provide and promote access to tools and support for
learners to obtain assistance whenever needed. Clearly state
where and when assistance is provided by various support
structures - instructor, tech support, mental health, disability
Accessibility of assistance and Is the learner provided with the assistance, etc.
support necessary tools and reinforcements Establish and maintain expectations for feedback and
for learning success? assistance from instructor and support personnel as part of
the learning process.
Provide multiple channels for student interaction, feedback,
and communication with instructor, material, interface, and
Volume and Type of Feedback How can course design assure peers embedded within course environment.
Provided learners are provided with a variety of Provide clear expectations for course prerequisites and
requirements at beginning of course. Expectations may include
feedback in a timely and relevant pre-requisite skills, knowledge, experience, time, energy,
manner? materials, software and hardware needed.
Provide clear expectations and objectives for participants to
Measure and Manner of How can course design provide a conduct formative, summative, and confirmative self-
evaluations of performance. Standards, benchmarks, self-
Interaction framework for various types of assessments, evaluations, rubrics, and synchronous and
interaction and communication? asynchronous communications and feedback can all serve to
communicate and reinforce course objectives and assist
participants in meeting and exceeding them.
[7]
DALI
Benchmarks & Standards
mLearning
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?
mLearning
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
[9]
DALI
Week One
Content Outline for Lesson
mLearning
Participants should contact instructor if they have any questions, need additional information, or
require any assistance! Ideally, this request for assistance is initiated well in advance of assignment
due dates!
[10]
DALI
Week One
Guidelines for Completing
Assignments
mLearning
Formative Assessment:
• Complete formative assessment online by clicking here
• This is a Google Docs form, so results will be tabulated into a spreadsheet
• This allows the instructor to better analyze the class and tailor instructions to needs, interests, and preferences.
• Pleas answer the questions honestly, indicating the best answer to the best of your current knowledge
• This assessment will assist both learner and instructor in the process of developing a personalized learning plan.
• This plan will be developed according to individual knowledge, skills, needs, and interests.
• This assessment is for a participation grade, and the only ‘right’ answer is an honest one.
• As long as you complete the questions in good faith, you will receive full credit for the evaluation.
• This assignment is worth 5% of your course grade, with percentages allocated as follows:
• 2% for giving thoughtful responses to all questions and submitting answers
• 1% for a thoughtful, informative response to the question of ‘Professional Orientation and Experience’
• 1% for a thoughtful, informative response to the question of ‘Why are you taking this course?’
• 1% for a thoughtful, informative response to the prompt for additional relevant information.
• A ‘Thoughtful, Informative Response’ is more than a few sentences.
• A ‘Thoughtful, Informative Response’ implies that answers should indicate graduate-level thought and analysis.
Introductory Discussion:
• View ‘mLearning & Critical Pedagogy Presentation’
• View the iSchool Initiative video.
• Introduce yourself to others within the course, and share your reaction to the presentation and 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, please 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.
• Please respond to other participants’ posts, and respond as well as participants’ posts to your discussion
• This assignment is worth 5% of your course grade, with points allocated as follows:
• 1% Name + Reason for Taking this Course/What you hope to Achieve in this Course
• 1% Reaction to videos and additional resource
• 1 % Providing your own definition of mLearning
• 1% Citing additional resources + citing resources in proper APA format
• 1% Responding to other’s discussion in the spirit of discourse
• Do not just say ‘I agree’ or ‘I disagree’
• Contribute to the conversation in a meaningful, relevant way
• Discussion and Responses should imply graduate-level thought and analysis.
[11]
DALI
Week one lesson materials & media
+
mLearning
Rationale for selection
iPhone OS Reference Library Helps students to quickly find the information that they need.
[12]
DALI
Learning Theories &
Course Structure
mLearning
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).
Freire’s problem-posing education and theories from Pedagogy of the Oppressed also figures
prominently into course design. This is best exemplified in The Week One mLearning and Critical
Pedagogy Presentation, which can be viewed online at: http://www.slideshare.net/aheitel/m-learning-
welcome-to-the-mobile-web#stats-bottom and also in the course handout on Critical Theory and
Radical Pedagogy available at (in the interest of space they cannot be included here) http://
files.me.com/alexandradolan/rsvnlz
The entire intent of this course will be to stimulate “Critical thinking - thinking which discerns
an indivisible solidarity between the world and the people and admits of no dichotomy between
them. Thinking which perceives reality as a process, as transformation, rather than a static entity,
thinking which does not separate itself from action, but constantly immerses itself in temporality
without fear of the risks involved” (Freire, 2008, p. 92).
[13]
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