Michael Pelitera Sloan C Mobile Learning Initiative Innovation and Mobile Learning at Indian River State College

October 25, 2013

IRSC has invested heavily in the use of Apple TV, a system used to display images from Apple products that are within a wireless network. Receiving and displaying signals from the instructor's tablet is a component key to the delivery of this course. Mobile learning with an iPad is about spontaneity, creativity, and fun with purpose, from which learning objectives will abound. The most recent college advancements in educational opportunities include the building of the S.T.E.M. building, where Science, Technology, Engineering and Math are being taught. In addition, the School of Education has recently been awarded degree-granting opportunities to award Bachelor degrees in Elementary Education. Members from each of these departments in discussion below are being certified for Quality Matters, a nationally recognized certification for teaching online. These instructors will also have opportunity to engage in The Sloan Corporation certification program, also nationally recognized and well respected, certifying organization that offers weekly online courses in many areas of professional development. These programs are managed and deployed, through the Virtual Campus at IRSC. The Institute of Academic Excellence is the training facility through which these programs are offered.

Michael Pelitera Sloan C Mobile Learning Initiative Lesson Title: Teaching with iPads in the Classroom

October 25, 2013

This past year more than 75 iPads have been distributed to faculty at Indian River State College. One hundred more iPads have been ordered for distribution to the faculty at IRSC. The hope is that instructors will utilize the iPad in the classroom and outside the classroom in order to maximize the advantages and potential of mobile learning. Some have already been using the iPad for educational and instructional purposes, while others may not have even turned it on, nor do they remember how to do so. Goral (2011) detailed the main advantages of using tablet technology: using software applications to enhance creativity and critical thinking, using digital texts and readings which lead to substantial cost savings for students, and encouraging greater interaction among students and faculty. Course participants will accrue 1 credit hour towards professional development. The Course ID is EDG1011, titled Educator Professional Skills Development. Using this course ID varies in credit value from .5 credits up to 6 credits earned, based on the amount of hours required by the course being offered. The current offering, subtitled Using iPads in and out of the IRSC Classroom is be geared to include 15 hours of blended, flipped and online course materials. Participants will receive 1 credit towards Professional Development (PD). The Angel Learning Management System is the mode of delivery for the majority of course content, where lessons and access to course resources are posted. Most students should be familiar with the Angel LMS and most are comfortable with the various modes of interaction that will be required to successfully manage all course materials.

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

The Big Ideas 1a. The big idea for this course is to have instructors who love to teach, be excited to teach new and effective lessons while introducing mobile technology tools and techniques as a vehicle for the delivery of content into their classrooms. The initial goal is for instructors to successfully demonstrate the iPad application in a face to face course. Additional lofty goals would be to encourage instructors to use products produced by the iPad applications in the online or blended learning environment for the courses they are teaching. EDG1011, Using iPads in and out of the Classroom encourages sharing of ideas in a peer to peer environment. The ultimate goal is for instructors to feel creative, be motivated, innovative, and decisive about achieving their own learning goals for the classrooms in which each of them teach. The ultimate assessment will present itself through an evaluation at the end of the course that validates a sense of professional growth for the participants. Information presented to instructors will be supported by empirical data. Participants will explore practical, documented activities and reflect on their accomplishments via online discussions. The course itself will present in six weeks. The first and last are face to face meetings, while the four middle weeks are presented with opportunities for activities and reflective discussion modules in the online environment. Both the first and last classes are presented face to face and through Blackboard Collaborate, and will offer participants share a brief presentation summarizing the experiences of actually teaching with the iPad in a

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

learning environment. Instructors (students in this course) will create the lessons using applications they have designed in the duration of this course. Learning goals/concepts for student understanding The following section reflects activities of introduction and embedded learning activities required for participants will address issues of strategy, policy and organizational practice. These motions promote staff development, professional practice and organizational culture. (Styles & Yorke, 2006). Learning goals are identified for each module. For example, one learning goal is to have students create a discipline specific activity using the iPad in the classroom. Students in this class are all instructors at Indian River State College. Each participant has been provided an iPad that has downloadable functionality. Participants will have to pay for any additional software that is not free to download from the Apple store. Procedural Steps: Procedural steps within the course have been constructed into Modules, designated as M1-M6. Each module will consist of the course outcome and module objectives. Course materials designated as study content or activities are presented as M1S1, or Module 1 Study Activity 1, and so on. Course content deemed as an assessment activity will be designated as M1A1 or Module 1 Assessment 1. Module 1: Introductions Face to Face and Collaborate (Student Choice) Initial goals for the course will include basic functionality lessons to use the iPad. Instructors will be shown how to manipulate the iPad during the face to face session. For the Collaborate component, a video camera will be utilized to demonstrate on another iPad the physical functionalities and movements, such as

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

pinching or swiping on the screen face. This demonstration should take approximately 20 minutes, highlighting minimal effort that it takes to effectively use the iPad. To make the presentation fun, a world famous personality by the name of IVAN the iPad User will demonstrate all the movements that made him famous, such as the two finger pinch and the three finger swipe! Online documentation in the form of links to text tutorials are provided as resources within Module 1, as well as several multi-media offerings such as a YouTube video demonstrating the use of the iPad. Teaching and student activities The first session will optimally demonstrate the effectiveness of some key applications that are highlighted within the course. Typical teaching activities will include a demonstration of the iPad application specific to the disciplines of Science , English & Education. Within each of the three areas of curriculum concentration, a specific application has been pre-chosen for use by the instructor. An introduction to the application is presented to the entire group by the instructor, allowing for approximately ten to fifteen minutes for each application to be demonstrated. Discussion among the entire class is promoted, encouraging ideas for each application inside the face to face classroom. Brainstorming how instructors and students might use each specific app outside and during off hours to advance the learning process for teacher and students. Ideas for mobile learning are encouraged, for learning to take place outside the classroom walls. These examples are presented as possible options for these students to download for themselves, to implement a lesson plan for their own students in various learning

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

environments. These particular iPad apps have been chosen because of the wide applicability for their use across the discipline core of the instructors taking this course. Lesson #1 Science Application: Nova Elements and the Periodic Table Lesson TITLE: This ISNT YOUR GRANDMOTHERS PERIODIC TABLE Student Group 1: Science There is a wonderful app produced by NOVA that the instructors and students would enjoy using called Nova Elements. This interactive app enables the user to learn the periodic chart through building of the individual elements. Sound effects are great, along with animations, narrations, pictures, graphics and even videos of the presenter talking to the learner. For this activity, the instructor will demonstrate the use of the application of building components of an object and the molecular make-up of common items. As a group activity, students would then be asked to find a 'favorite object, research what elements are in the make-up that product and create the molecular structure of the product with the application. Timeline: Teacher could assign one group to display their element each class, at the end of a few days, a formative assessment could be delivered in sequential weeks, based on the elements presented by students. Positive notes: 1. Students have hands-on activities to be creative in discovering common items that contain molecular make-ups that they can identify, and reproduce with this software. 2. Students work in groups for collaborative feedback from peers and instructor. Students would then report to peers about elements created and displayed.

Michael Pelitera Sloan C Mobile Learning Initiative Potential Barriers:

October 25, 2013

Students must create element with the software for products they choose. The products they choose may be more complicated than manageable. Student Group II: English Several of the faculty in the English Department at IRSC have recently adopted the use of iPad for instructional purposes. I believe that many have not yet begun to fully utilize the potential of the device, but most are eager to learn how to incorporate pedagogical enhancements with mobile learning. There is a program is supported by the International Reading Association, and NCTE (National Council of Teachers who Teach English), so the 'street cred' is supported by the fun that is possible with this program. Uses: The program models the little magnet word games have black letters on white magnet, that than are placed on metal boards. The interface of the software enables four or five speeches from history to be brought into the system. The user can also create new words to be created as magnets. Thus, a sonnet from Shakespeare might be brought in through the individual words. The user can then rearrange the words, study them or even create their own version of the document. The software is very interactive, dragging 'words' around, changing and re-creating, interpreting, or making original works. The assignment: The initial presentation would be to have the instructors pre-assign the original speech, sonnet, or literary work to be read via additional resources. During classtime, the instructor presents the original work using the word magnets.

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

Student will then create or 'play' with the original work while having a tactile, interpretive experience to re-word the assignment/literary work into a street beat, with more relevant language. This activity creates an assignment that brings students from recognizing content, into the higher levels of evaluating, synthesizing creating new content of their own. Click here for enlarged version of graphic

Study Group III: Education This graphic/poster is the interactive greeting that users from this group will see first on their iPads. It contains a poem, graphics, and brief explanations about what the educators application will be, and the creative role the instructors will play when introducing the idea to their students in their own classrooms. The directions are

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

built right into the graphic for what this group of students will do for their assignment, once they have ventured off into the breakout rooms described below in the following stages. A Live graphic is available in this document. Just click on the graphic to go to an anchored link in this document.

Assessments in Group Activities: After three applications have been demonstrated by the instructor, the three groups will break off into the individual learning lab/conference room areas. Small group activities begin to explore and discuss exactly how the applications will these be used in the classroom to engage students. The students who have joined via Collaborate will be included in the activity by being added to a room. The face to face group will engage the online participants within their own breakout sessions. Students begin to write a lesson plan that incorporates the application to their discipline specific needs. A lesson plan template will be provided. Goals and objectives must be written according to the standards upheld by the Quality Matters program in which many of these instructors have been certified. Upon completion of this lesson plan, students would end the first session of this course. The first evidence of success would be to monitor the activities in each of the breakout rooms. Photos will be taken by the instructor to document peer interactions. Presented as a project based learning, formative assessment would be the best method of progressive successes. For formative assessment to be most effective, students need

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

ongoing encouragement to share their thinking. It takes time and support for students to develop rich understandings of some content. Formative assessment is not about evaluating achievement; it is about eliciting what students do or do not understand about a topic (Trauth-Nare & Buck, 2011). A typical assessment for this series of lessons would include evaluation of the lesson plan that each group will post into the Angel course. After the documents are posted, students from each group and from each of the other groups will go to the three posted lesson plans, and offer positive suggestions, ideas and additional resources that could be added to the document. Both quality and quantity of the posts will be monitored by the instructor. Also revealed will be additional uses of the app from outside the classroom. Students in each group will be encouraged to develop course/content specific applications for their own students. 3 Articles for iPad Research and Application 1. iPad or iFad The Mobile Classroom - Sheperd, I., & Reeves, B. (2012) Purpose of Research: The purpose of this study was to investigate the possibilities of going paperless in a previously paper heavy course. In addition, to provide students with access to course content at any-time and anywhere was heavily considered as positive goal. Dependable viability of process and access to electronic data and applications via technology and the Apple iPad would be determined. Methods: Through adoption of an online ebook, convenient access to course content provided opportunity for iPad users 24 hours a day. The benefits of iPad mobility was encouraged and adopted by The Mobile Learning Initiative at ACU, while providing iPads to a class of 50 students. The online text component of course, combined with the linking capabilities of the content, offered frequent and purposeful study habits of

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

students. Opportunities for mobile learning took place and were made available by instructors with virtual office hours, recorded tutoring sessions and creative instructional content provided by both the instructor and publisher. Access to the content was encouraged and expected. Results of Study: Due to the capabilities of real time learning experiences of interactive and immediate feedback capabilities of both formative and summative exercises, both students and instructor made positive gains during the semester. After overcoming a small learning curve of applications, immediacy was a benefit for all. There were however, concerns regarding use of technology and bandwidth issues. Collaborative learning occurred and increased amount of student engagement was noticed, verse the non-ipad classes. Also, technology competency increased, as employability skills are measured and desired. Discussion: The paperless classroom is a positive response. Items dont get lost or misplaced as often. The students become more proficient with capturing the moments to study, whenever and wherever is convenient, due to the portability, mobility and adaptive use of the iPad. Application of Article: This article was chosen because many of the instructors continue to produce paper driven courses, although they are continuously encouraged not to do so. If students are provided iPads and/or encouraged to use them, the access to electronic resources will decrease the likelihood of lost papers on the part of both the instructors and students. With the availability of increased access to virtual WIFI on most campuses, anytime, anywhere learning can happen. Instances of increased use of multi-media, both produced by the instructors and accessed and used from the available resources of

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

publishers and electronic footholds such as YOuTUBE, TeacherTube and LEARN360 (LiveText) will surely help students and instructors stay engaged with course content and continuous development and improvement of course materials. 2. Effective Adoption of Tablets in Post Secondary Education: Recommendations based on a trial of iPads in University Classes (Mang & Wardly, 2011) Purpose of Research: The researchers were conducting a study that engaged students in the use of tablets in the classroom, and out! Most important, was to research whether or not students would academically benefit from the use of iPads in the classroom. The key to successfully adopting tablet technology was to ensure that students remained academically engaged with the device on a regular basis so that they became accustomed to its use (Mang & Wardly, 2011), and to identify potential uses for tablets in university classes and to identify any difficulties associated with using tablets in a class. (Mang & Wardly, p. 302). Further research revealed that tablet use offered distinct advantages; they improved student-to-student collaboration among calculus students at Pepperdine University where students were able to work together and share screen images while solving problems, and they improved students ability to make reference to course readings during class discussions (Mang & Wardly, p. 303). Goral (2011) detailed the main advantages of using tablet technology: using software applications to enhance creativity and critical thinking, using digital texts and readings which lead to substantial cost savings for students, and encouraging greater interaction among students and faculty. (Mang & Wardly, p. 303).

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

Methods: Total enrollment of the three courses was 49 students, minus two who participated in multiple courses. Survey instruments were utilized to assess the success of the pilot courses. Results Measures of success included: students adoption of tablets within the classroom setting, students perceived enhancement of learning, and students desire to enroll in other tablet format courses (Mang & Wardly, p. 315). Using a tablet, such as the iPad, and pdf lecture files represented an efficiency improvement since (a) the students did not need to spend time or resources printing the notes, the cost of which can become considerable over the course of an entire semester; (b) the students did not need to carry around a stack of paper notes for the course; (c) the document remained in pdf format so the document could be saved and then accessed on any desktop computer, laptop, or tablet device. Researchers discovered that by having students perform research, read articles, debate, and work on group projects that require information sharing, there was an increased amount of collaboration regarding course content, in class discussion and retention (Mang & Wardly, p. 315). Discussion: Authors had five recommendations for instructors that will consider using iPads in the classroom as mandatory equipment/supplies for their courses. These ideas include for the instructor to know everything possible about the operating system on the device, because questions will arise. Also important, is to be exactly sure how the instrument will be used, to pre-test applications at all levels. The first day procedures are important too. Teachers should lay the ground rules early, setting protocol for behaviors and anticipate questions about its use both in the classroom and outside the classroom walls.

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

Article Application: Students in this class who are using iPads to create lesson plans will also be instructors in the classes they teach. This article provided an interesting perspective from both the instructors point of view, as well as highlighting the benefits of the student interactions using the tablet. This research study provided specific steps for me as instructor of my own course, to be wary of the barnacles and pitfalls that could possibly trip up an unsuspecting instructor who is using iPads in the classroom for the first time. 3. The Game Changer: Using iPads in the College Teacher Education Classes Purpose of Research: The purpose of this study was to investigate the practical uses of iPads and tablet computers in Higher Education classroom. This study focused on the use of iPads by pre-service education majors. The iPads were pre-loaded with particular software titles, but students were encouraged to use the devices for whatever purposes they felt comfortable for application. Methods: Data was collected in three ways by the author/participant of this study. A journal was kept by the instructor, recording feelings and experiences. Students were also instructed to keep weekly blog entries of their experiences, in addition to completing midterm and end of exam surveys. Interviews were also held with a select group of students, clinical supervisors who were responsible for these senior students. Qualitative reports were transcribed and themes that were prevalent were noted and grouped with similar responses. Results: The main finding was the convenience of information that changed the flow of the classroom discussions. Student responses in surveys were almost 100 % positive, as group work became easily managed and collaboration became unified using the same

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

tools and resources for discussion and access. Students found that when materials were lacking in the LMS for a particular assignment, they were much more likely to access their own resources to complete the tasks, using the iPad provided to them. The iPad also provided the instructor the use of built in tools such as iBooks, located as a free resources in the Apple iTunes store. Students also found this as a resource for other courses and work associated with homework and projects. Discussion: With most of the students headed to the K-12 teaching environments, students found it easy to offer the use of the iPad provided to them, to be used by the children in the classrooms in which they were assigned to student teach. The apps loaded into the device make it easy for elementary students to manipulate and command with ease, indicated by the veracity of which very young students flocked to its use whenever it was offered by the Student Teacher. The flexibility of the applications used provided audio, visual stimulation and control of the learning environment for the younger students, to which they responded very favorably. Resistance to the mobile devices from other college instructors was an issue to some degree, but this will come to pass as the established uses, benefit of mobility and learning anytime, anywhere comes of age. Article Application: This study not only investigated the distribution of iPads into the hands of students, but also took the student/participants into their own teaching environment. The application of this pertains to this presentation, because some of the participants in this instructors course are teachers of pre-service education majors. After reading this article, I would hope they see the relevancy of how easily the future generations of both student, pre-service teacher, and the students they will be teaching will adapt to the use of interactive tablets in the classroom.

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

The Apps the instructors would find for themselves and their teaching disciplines would no doubt be better than the ones I have provided for them to explore. Then, a more detailed experience for discovering the Puzzles or potential problems that would be encountered in the classroom as they applied the iPad apps to students in their own classrooms The Research: The research posted in this document is intended students of this course to explore empirical data that supports the need for creative bold, and relevant changes that are happening in education. In subsequent weeks, students would be assigned to read the articles reflect in the online venue. They would also have to find one journal article based on the use of iPad usage in their own discipline and reflect the findings to the class. An ideal result would be to have these student educators provide research articles and published studies based on their empirically, data driven results. Further Study: The findings and potential of this course of action has implications in areas professional development for Higher Education, K-12 research, and educational practices for pre-service teachers. The paradigm of mobile learning is clearly in its infancy, while the impact that teachers and students are making at all levels is changing by second. Somewhere at this moment, there are thousands of students across the globe opening, studying, absorbing and re-creating content through a mobile learning device. Personal wireless devices might be those nimble shape shifters, capable of putting opportunity and access into the hands of learners, significantly changing teaching and learning. (Crichton, Pegler,& White, p. 24). The changes are happening from iPads, cellphones and a myriad

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

array of additional devices, from who knows where, because they can. And there coming into your classroom, one way, or another today! How ready R.U.?

Michael Pelitera Sloan C Mobile Learning Initiative Click here to return to in-text document.

October 25, 2013

Click to return

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

Interactive Graphic that Education students will click on their iPads to access the Storykit application

iPad Adventures with StoryKit An iPad App for you, and your students to enjoy for FREE ! are going to enjoy using. Every teacher has a story, Each enjoys to tell They played and played and played some more, And students learned it well. Theyd learned to the fish They got it right, Theyd learned to learn, They saw the light. To Create your story Click the Kight The iPad App Will shed the light. Kight Center for Emerging Technologies

Share your story, Create a shift, Youre changing lives With every gift.

The Assignment: Click on above the picture of the Kight Center for Emerging

Technologies. The link takes you to an iPad application called StoryKit,

from which you will write a story about your favorite moment in teaching and learning. Plan on sharing your story favorite teaching story with your peers. (B.T.W. Hang on kids, this is going to be fun!)

Michael Pelitera Sloan C Mobile Learning Initiative References

October 25, 2013

Crichton, S., Pegler, K., & White, D. (2012) Personal Devices in Public Settings: Lessons Learned from an iPod/iPad Project. Electronic Journal of E-learning, 10(1), 20-31

Florida Virtual High School. Retrieved June 22, 2013 http://www.flvs.net/myFLVS/student-handbook/Pages/Policies/PEPolicy.aspx

Geist, E. (2011). The Game Changer: Using iPads in College Teacher Education Classes. College Student Journal, 45(4), 758-768.

Goral, T. (2011, January). Take II Tablets. University Business, 46-49. Sheperd, I., & Reeves, B. (2012). iPad or iFadThe Mobile Classroom. Journal of Higher Education Theory and Practice, 12(5), 40-53.

Nova Elements {computer software} Retrieved June 22, 2013. http://www.pbs.org/wgbh/nova/physics/elements-ipad-app.html

Stiles, M., & Yorke, J. (2006). Technology supported learning Tensions between innovation, and control and organizational and professional cultures. Journal Of Organizational Transformation & Social Change, 3(3), 251-267. oi:10.1386/jots.3.3.251/1 The Sloan Consortium. http://sloanconsortium.org/ Retrieved June 22, 2013. Ted Talks Retrieved June 22, 2013. http://www.ted.com/pages/prizewinner_sugata_mitra

Michael Pelitera Sloan C Mobile Learning Initiative

October 25, 2013

Trauth-Nare, A., & Buck, G. (2011). Assessment for Learning: Using Formative Assessment in Problem and Project Based Learning. Science Teacher, 78(1), 34-39