insdsg 697 - intro to mlearning - syllabus

INSDSG-697 - Mobile LearningSyllabus

Fall 2012

University of Massachusetts BostonUniversity College

Instructional Design Graduate Program

Instructor Information

Apostolos Koutropoulos, MBA, MSIT, MEd, MA, CTSEmail: insert email (Preferred)Phone (W): insert phonePhone (M): insert phoneOffice Hours: By Appointment

Note: Throughout the semester, I will communicate with you via your UMB email account. Please review the following website for a job aid that will assist you in forwarding your UMB email account to your personal account if you prefer: http://howto.wikispaces.umb.edu/Forward+Student+UMB+Email+to+Personal+Account

Course Information

Course Title: Introduction to Mobile Learning

Prerequisites: INSDSG 601 & 640 - or - permission of the instructor

PrerequisiteSkills: A basic understanding of course design and learner environments.

Course Description: Mobile Learning (mLearning), learning assisted by mobile technology that allows learnersto

untether from physical locations and temporal boundaries, has been around since the introduction of personal portable devices. This course introduces students to the theory and practice of mLearning as they apply to adult learner learners.

TechnicalRequirements: Students ought to have access to a mobile device such as a cell phone, or a smartphone

(iPhone, Android, Windows Phone 7, etc.), or a PDA, or a portable media player (iPod, Zune), or a tablet, or other mobile device would be helpful in order to understand the contexts of learning with such devices.

Required Text(s):

Quinn, C. N. (2010). Designing mLearning: Tapping into the Mobile Revolution for Organizational Performance. Pfeiffer. ISBN: 0470604484

Updated: January, 10 2011 This mLearning Course Syllabus by Apostolos Koutropoulos is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

http://creativecommons.org/licenses/by-nc-sa/3.0/

http://www.club-admiralty.com/

http://www.amazon.com/gp/product/0470604484/ref=as_li_ss_tl?ie=UTF8&tag=clubadmiral-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=0470604484


https://email.umb.edu/exchweb/bin/redir.asp?URL=http://howto.wikispaces.umb.edu/Forward%2BStudent%2BUMB%2BEmail%2Bto%2BPersonal%2BAccount

mailto:[email protected]



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Guy, R. (2010) Mobile Learning: Pilot Project and Initiatives. Informing Science Press. ISBN: 1932886311. [Get it for Free on Google Books]

Ally, M. (2009) Mobile Learning: Transforming the Delivery of Education and Training. Athabasca University Press. [Get it for Free on AU Press website]

Journal Articles as Assigned.

Other Reading: Journal Articles as Assigned

http://owl.english.purdue.edu/owl/resource/560/01/

RecommendedTexts Publication Manual of APA. Sixth Edition.

Course Objectives: Upon completion of the course, students should be able to:

1. Identify instances where learning can be enhanced by various types of mobile devices.2. Identify and utilize appropriate mobile devices and activities for learning.3. Demonstrate an understanding the pedagogical nuances and opportunities of mobile

devices.4. Design learning activities for mLearning.

CoreCompetencies: The objectives for this course focus on the following (IBSTPI) core competencies:

1. Professional Foundationsa) Communicate effectively in visual, oral and written form (Essential).b) Apply current research and theory to the practice of Instructional Design (Advanced).c) Update and Improve One’s Knowledge, Skills and Attitudes Pertaining to Instructional

Design and Related Fields. (Essential).d) Apply fundamental research skills to instructional design projects.e) Identify and Resolve Ethical and Legal Implications of Design in the Work place.

2. Planning & Analysisa) Conducts a needs assessment.b) Design a Curriculum or Program.c) Select and Use a Variety of Techniques for Determining Instructional Content.d) Identify and Describe Target Population Characteristics.e) Analyze the Characteristics of the Environment.f) Analyze the Characteristics of Existing and Emerging Technologies and their Use in an

Instructional Environment.g) Reflect Upon the Elements of a Situation before Finalizing Design Solutions and

Strategies.3. Design & Development




http://owl.english.purdue.edu/owl/resource/560/01/





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a) Select, modify or create a design and development model appropriate for a given project.

b) Select and Use a Variety of Techniques to Define and Sequence the Instructional Content and Strategies.

c) Select or Modify Existing Instructional Materials.d) Design Instruction that Reflects an Understanding of the Diversity of Learners and

Groups of Learners.Required Assignments:

ParticipationThis is a seminar course, implying active engagement in discussions and other class activities. Participation includes completing pre-class readings, online exercises, and participating substantively in online discussions. You should expect to participate in one or more online discussions focused on applying concepts derived from the weekly topic. The agenda for each class session will clearly identify required activities for a given week.Participating in weekly discussion on the class discussion board includes both responding to the posed discussion questions in a substantive way and commenting on the responses of other participants. Again, this participation is not graded, but is required to receive credit for being “in class” that week. Each week you will need to make one original post, and respond to at least two of your classmates’ postings.

Peer Development & NetworkingNo one person is an island. One of the great resources we have available to us is our program’s online social network (http://www.umassid.com). This is a great resource to post interesting things you discover on topics of instructional design, and in particular mLearning. It’s also a place to help out your fellow instructional designer by answering questions from a field that you are a subject matter expert, in in Vygotskian terms a More Knowledgeable Other. Just like participation, this assignment is not graded but is required to receive credit for being “in class” that week. Every two weeks you will need to make one original post on an original topic you’ve found on mLearning, and respond to at least two postings on umassid.com. An original posting is one that has not been posted before on umassid.com. In professional communities and other communities of practice, asking questions, or posting information, that has been posted before invites the discontentment of the community and lights you in a bad light.

White Papers on mLearning TechnologyDuring this summer session you will undertake three (3) mLearning technology white papers. The white papers will be based on your own personal explorations of mLearning technologythat you will undertake this semester. White papers will be 4-5 pages, typed, double-spaced, 12-point, Times New Roman font and will aim to educate your readers and help them make decisions about how to best use the technology that you are exploring in your White Paper. The grading rubric for this assignment, as well as the due dates, are available on our Blackboard site.




http://www.umassid.com/





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mLearning Site SurveysmLearning allows learning to take place regardless of the location and the time context. During the semester you will be required to attend three different sites, observe the environment, the learners, and the interactions, and write three (3) site surveys; one for each site. The site surveys will be brief descriptions of the mLearning opportunity (i.e a needs analysis), who is this mLearning geared toward (i.e. a learner analysis) and in what environment does the learning take place and what are the affordances and hindrances of this environment (i.e. a learning context analysis). These site surveys will be 4-5 pages, typed, double-spaced, 12-point, Times New Roman font and will aim to educate your readers and help them make decisions about how to best use the technology that you are exploring in your White Paper. The grading rubric for this assignment, as well as the due dates, are available on our Blackboard site.

Final Presentation & Paper (Putting it all together)This final presentation will take place on the final day(s) of class (depending on how many people are presenting and time allotments). This final week is all about putting it all together. In this plan you will expand on the information and the analysis from one of your site surveys based on the feedback you have received from your peers and me (this may require you to go back and revisit the site to obtain more information). You will identify all relevant information from the ISD process: Needs analysis, learner analysis, learning context, environmental analysis, learning materials (i.e. what type of mLearning solutions), your instructional strategy, and so on. Your final deliverable will be a document that contains an instructional proposal, which details all of the information you’ve found, your proposed learning intervention, what technologies you will use, and why, and the proposed cost (if you can estimate a cost). This deliverable is due to the instructor via Blackboard (see calendar for date). In addition to this deliverable you will have 20 minutes to present highlights of this deliverable to your classmates. Synchronous technology use for this will be discussed as the semester progresses






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Course Rubric:

Assignment/Deliverable RelevantCourse Objective

Points Grade %

1. Participation 1a, 1b, 1c 1d, 1e TBD 10%2. Peer Development & Networking 1a, 1b, 1c 1d, 1e TBD 10%3. mLearning Technology White Papers 1d, 1e, 2c, TBD 30%4. mLearning Site Surveys 2a, 2b, 2c, 2d, 2e, 3d TBD 30%5. Final Presentation & Paper 2a, 2b, 2c, 2d, 2e, 2f,

2g, 3a, 3b, 3c, 3dTBD 20%

Course Policies:

Attendance – You are required to attend every course session for this class. If you participate at any point during the week online, you will be counted as having attended class that week.

Participation – Participation presupposes attendance. If you don’t attend you can’t participate in class. Participation includes completing all required reading and writing assignments prior to participating in discussions and thus thoughtfully participating in discussions, and taking responsibility for helping create a positive learning situation by arriving promptly, listening respectfully, and participating constructively.

Group Work – All project for this course are meant to be individual projects. However, we do live in a connected world and two heads are generally better than one. If you find classmates that share your interests, you could work together on a project provided that you: o let me know in advance of your intentions to collaborate [first 2 weeks of the

semester] o you create a team contract to show me that you have defined the parameters of

your partnership, who does what, in what time frame, and what remedies you will have in place if conflicts arise. I can provide you with a template for a team contract.

o you agree to evaluate (anonymously) the work of your group peers, and agree to receive anonymous evaluation from your group peers, upon completion of work. Your team grade will only be a team grade if everyone agrees that work was distributed equally. I will provide you with a rubric to grade your peers.

Late Work – Late work for full credit will be accepted only if it’s late due to demonstrable unforeseen circumstances such as a medical or family emergency. Late work is due within two weeks of due date, no later. Work turned in late, without extenuating circumstances will drop half a grade for every day it’s late.

Collegiality – It is expected that work will be turned in on time. Feedback is available from the instructor, provided that you give adequate time (at least a week’s notice) to the instructor for this feedback request. At times debate in class could get heated. If you disagree with someone, please do it in a respectful manner and if in the end you can’t agree, then you agree to disagree. Disrespectful language is not an option. For additional information see Core Netiquette Rules: http://www.albion.com/netiquette/corerules.html




http://www.albion.com/netiquette/corerules.html



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Course Social – Traditionally online courses have contained a course café discussion forum where non-course social conversations could take place. Our program has an online community for current students and alumni at http://www.umassid.com. I encourage you to use this space for socializing with classmates, as well as other students and alumni. This is also a good space to ask for advice, ask fellow instructional designers to take surveys that you create, and a place to find and post news (and jobs) pertaining to instructional design, educational technology, teaching and learning.

Grading

Grading: This course is designed to help everyone succeed and get the most out of research methodologies and research analysis. Weekly discussions (online and in-class) are ungraded -- simply complete them all and 20% of your grade is an "A." The following scale is used for final grading:

Grade type for the course is a whole or partial letter grade. (Please see table below)Note: the lowest passing grade for a graduate student is a “C”. Grades lower than a “C” that are submitted by faculty will automatically be recorded as an “F”.

Please see the Graduate Bulletin for more detailed information on the University’s grading policy.

UMass Boston Graduate Grading PolicyLetter Grade Percentage

Quality Points

A 93-100% 4.0A- 90-92% 3.7B+ 87-89% 3.3B 83-86% 3.0B- 80-82% 2.7C+ 77-79% 2.3C 73-76% 2.0F 0-72% 0.0

INC Given under very restricted terms and only when satisfactory work has been accomplished in majority of coursework. Contract of completion terms is required. N/A

INC/F Received for failure to comply with contracted completion terms. N/AW Received if withdrawal occurs before the withdrawal deadline. N/AAU Audit (only permitted on space-available basis) N/ANA Not Attending (student appeared on roster, but never attended class. Student is still responsible

for tuition and fee charges unless withdrawal form is submitted before deadline. NA has no effect N/A







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on cumulative GPA.)

72 and below is a failing grade (UMass Boston policy for graduate courses)Grades of "Incomplete" may be granted at the discretion of the instructor. An "Incomplete" will only be available to students who have completed at least 75% of the course work and have a substantiated problem at the end of the semester that prevents completion of the course work. Due dates for assignments will be posted on Blackboard. Students are expected to submitall assignments on time. Lateness is permitted without penalty only with written medical documentation or under grave extenuating circumstances that can be substantiated.






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Methods of Instruction

This course mobile learning is a designed for an online environment. Taking a course online is a different type of experience from meeting face-to-face each week, and the activities of the class will reflect these differences. This course is divided into sessions, each of which will run for one week. Each new session begins on Monday at 6:00 AM EST. Any work due during a previous session must be submitted BEFORE that time. Sessions will be available one or two weeks in advance, so that you can be prepared for upcoming modules and get a head start if you’d like. Keeping up with the work is one of the keys and challenges to being a successful graduate student; and this course does require more readings that the typical instructional design course.

Typically, students should plan to spend on average approximately 9-12 hours each week completing the activities outside of class for each session (3 hours per credit). This means that you’d spend 3 hours in Blackboard “in-class” per week, so you can expect to spend 12-15 hours per week doing readings, preparing work and presentations, and participating online in the fora.

Weekly work may include the following activities:● Listening to a brief module introductory lecture. ● Readings from the course textbooks. ● Additional research article readings ● Visiting sites where mLearning can take place ● Experimenting with mobile development technologies ● Completing small mLearning white papers

These tasks may include Internet research, working with a case study, peer-reviewing another student's work and providing feedback, or working on a piece of your semester project. These assignments will not be graded, but you must complete them to receive credit forbeing “in class” that week. In addition to these weekly activities, each student will use complete a semester project consisting of an mLearning project proposal.

Accommodations

Section 504, 508 and the American with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, you may obtain adaptation recommendations from the UMass Boston Ross Center (508-287-7430. You need to present and discuss these recommendations with me within a reasonable period, prior to the end of the Drop/Add period.

You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit.






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Code of Student Conduct

Students are required to adhere to the Code of Student Conduct, including requirements for the Academic Honesty Policy, delineated in the University of Massachusetts Boston Graduate Studies Bulletin and relevant program student handbook(s).

http://media.umassp.edu/massedu/policy/3-08%20UMB%20Code%20of%20Conduct.pdf

You are encouraged to visit and review the UMass website on Correct Citation and Avoiding Plagiarism:http://umb.libguides.com/GradStudiesCitations

Other Pertinent and Important Information

WritingStyle: Everything in this course (except discussion posts) should be written following the Style

Guide of the American Psychological Association (APA). This format is the academic standard among social scientists in the United States. As such, you should be able to write in this format as a graduate student in Education, and especially if you plan to pursue additional post-graduate studies. Your professional writing in the instructional design profession may not follow APA style,but part of your graduate education in the Instructional Design program is to learn how to communicate to a variety of audiences – both formal and informal. Learning how to write following these guidelines will help you demonstrate excellent written communication skills to your own future stakeholders.In addition to the APA Style Manual (required readings) you can find many excellent resources to help you learn APA Style; A good bootcamp overview for APA is provided by Purdue’s Online Writing Lab: http://owl.english.purdue.edu/owl/section/2/10/

Assignment Submissions: All assignment submissions will be through using Google Docs. During the first class session

I will demonstrate how to create a new Google Doc and share it with me, and any teammates or peer-reviewers. Google Docs doesn’t have as many features as Microsoft Word, but it was what you need to complete your assignments. The reason we are using Google Docs is because as a program it provides a better platform for collaboration and for providing comments and feedback. There is a dummy assignment available on Blackboard that will get you acclimated to creating a new Google Doc and sharing a link with the instructor.

Changes to Syllabus: This syllabus is subject to change throughout the semester due to emergent student needs,

important new learning opportunities, guest speakers, inclement weather, or other unforeseen situations. In the event a change must be made, I will notify you as soon as practically possible, and provide an updated syllabus on our course website.




http://owl.english.purdue.edu/owl/section/2/10/

http://umb.libguides.com/GradStudiesCitations

http://media.umassp.edu/massedu/policy/3-08%20UMB%20Code%20of%20Conduct.pdf



Fall 2012

Course Schedule

Week 1: Starting Monday 00/00/2012

Core Topic(s): Introduction to mLearning

Location(s): BlackboardLearningObjectives:

Students should be able to demonstrate basic knowledge of what constitutes mLearning.

ReadingAssignment

Quinn Chapter 1: Overview (p. 1-6) Quinn Chapter 2: Details (p. 7-12) Retta Chapter 1: Mobile Learning Defined (p. 1-8)

Class Activities Discussion Board: Personal Experiences with mLearning Discussion Board: Quinn Chapter issues, questions & “aha” moments Discussion Board: Retta Chapter issues, questions & “aha” moments

Assignment(s):Due Date:

None


Core Topic(s): Currents in mLearning


Students should be able to demonstrate knowledge of the current state of mLearning.

ReadingAssignment

Ally chapter 1: Current state of mobile learning (p. 9-24) Retta Chapter 2: Benefits & Barriers to mLearning (p. 9-26) Quinn Chapter 4: The Technology is not about (p. 29-50) Retta Chapter 5: mLearning Reviewed (p. 59-74)

Class Activities Discussion Board: Prejudices & Preconceptions to mLearning Discussion Board: Ally Chapter issues, questions & “aha” moments Discussion Board: Quinn Chapter issues, questions & “aha” moments Discussion Board: Retta Chapter issues, questions & “aha” moments


None






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Core Topic(s): A theoretical perspective on mLearning


Students should be able to demonstrate basic knowledge mLearning theory.

ReadingAssignment

Retta Chapter 4: Understanding mLearning in terms of Informing Science (p. 45 - 58)

Ally Chapter 2: A model for Framing mobile Learning (p 25-50) Quinn Chapter 5: Getting Contextual (p. 51-59) Rogers et al (2010) Enhancing Learning: a study of how mobile devices can

facilitate sensemaking. (25 pages)Class Activities Discussion Board: Share your Site Surveys and Comment on others’

Discussion Board: Ally Chapter issues, questions & “aha” moments Discussion Board: Quinn Chapter issues, questions & “aha” moments Discussion Board: Retta Chapter issues, questions & “aha” moments


Site Survey #1


Core Topic(s): mLearning Learning


Students should be able to demonstrate knowledge of the history and background of mLearning, and mLearning and Learning models pertaining to mLearning.

ReadingAssignment

Quinn Chapter 3: Brief History of Learning & Cognition (p. 15-28) Quinn Chapter 6: Getting Concrete (p. 63-93) Quinn Chapter 7: Mobile Models (p. 97-128)

Class Activities Discussion Board: Your experiences with Learning Theory & mLearning Discussion Board: Quinn Chapter issues, questions & “aha” moments


None






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Core Topic(s): mLearning Design


Students should be able to demonstrate knowledge of appropriate mLearning design principles.

ReadingAssignment

Quinn Chapter 8: A platform to stand on (p. 129-132) Quinn Chapter 9: Mobile Design (p. 133-152) Retta Chapter 3: Content Creation and Delivery (p. 27-44) Herrington et al design principles for mobile learning (11 pages) Ally chapter 5: Informal learning evidence in online communities of mobile device

enthusiasts (p. 99-112)Class Activities Discussion Board: Share your Site Surveys and Comment on others’

Discussion Board: Ally Chapter issues, questions & “aha” moments Discussion Board: Quinn Chapter issues, questions & “aha” moment Discussion Board: Retta Chapter issues, questions & “aha” moments


Site Survey #2


Core Topic(s): mLearning Impact


Students should be able to demonstrate knowledge of the potential impact of mLearning and mLearning implementations.

ReadingAssignment

Quinn Chapter 10: The development is not about (p. 153-160) Quinn Chapter 11: Implementation and evaluation (p. 161-174) Retta Chapter 6: Using smartphones to the extend educational experience (p. 75-

82) Wang, M., Shen, R., Novak, D., Pan, X. (2009) The impact of mobile learning on

students’ learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology. 40(4) DOI: 10.1111/j.1467-8535.2008.00846.x (23 pages)

Class Activities Discussion Board: Share your White Paper and Comment on others’ Discussion Board: Quinn Chapter issues, questions & “aha” moments Discussion Board: Retta Chapter issues, questions & “aha” moments


Technology White Paper #1






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Core Topic(s): mLearning in the various contexts


Should should be able to demonstrate understanding of the affordances of mLearning in a variety of contexts.

ReadingAssignment

Retta Chapter 9: mLearning in Academia (p. 123-142) Retta Chapter 14: Corporate mLearning (p. 215-242) Kumar et al (2010) an exploratory study of unsupervised mobile learning in rural

India (10 pages) Brown (2005) Toward a model for m-learning in Africa (10 pages)

Class Activities Discussion Board: mLearning – Thinking outside the box Discussion Board: Articles issues, questions & “aha” moments Discussion Board: Retta Chapter issues, questions & “aha” moments


None


Core Topic(s): mLearning Acceptance


Students should be able to identify potential barriers to mLearning acceptance and mLearning implemtnation.

ReadingAssignment

Ally chapter 3: Mobile Distance Learning with PDAs: development and testing of pedagogical and system solutions supporting mobile distance learners (p. 51-74)

Retta Chapter 10: Resistance to mLearning (p. 143-166) Wang, S-Y, Wu, M-C., Wang, H-Y. (2009) Investigating the determinants and age

and gender difference in acceptance of mobile learning. British Journal of educational technology. 40(1). DOI: 10.1111/j.1467-8535.2007.00809.x (27 pages)

Retta Chapter 8: Assessing mLearning (p. 105-122)Class Activities Discussion Board: Share your Site Surveys and Comment on others’

Discussion Board: Ally Chapter issues, questions & “aha” moments Discussion Board: Article issues, questions & “aha” moments Discussion Board: Retta Chapter issues, questions & “aha” moments


Site Survey #3






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Core Topic(s): mLearning Research


Students should be able to constructively critique mLearning research

ReadingAssignment

Retta Chapter 11: Individual Learner Styles (p. 167-184) Retta Chapter 12: Mobile Writing (p. 185-200) Retta Chapter 13: Mobile Creativity (p. 201-214) Ally Chapter 9: From e-learning to m-learning: new opportunities (p. 183-192)

Class Activities Discussion Board: mLearning research show n’ tell Discussion Board: Ally Chapter issues, questions & “aha” moments Discussion Board: Retta Chapter issues, questions & “aha” moments


None


Core Topic(s): Applied mLearning, Part I


Students should be able to constructively critique research into mLearning Applications.

ReadingAssignment

Ally chapter 6: mlearning: Positioning Educators for a Mobile Connected Future (p. 113-134)

Ally Chapter 7: Practitioners as Innovators: emergent practice in personal mobile teaching, learning work and leisure. (p. 135-156)

Ally Chapter 13: Use of Mobile Technology for Teacher Training (p. 265-278)Class Activities Discussion Board: Share your White Paper and Comment on others’

Discussion Board: Ally Chapter issues, questions & “aha” momentsAssignment(s):Due Date:

Technology Paper #2






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Core Topic(s): Applied mLearning, Part II



ReadingAssignment

Ally Chapter 12: Using mobile technologies for multimedia tours in a traditional museum setting (p. 247-264)

Ally Chapter 10: MobilED: mobile tools and service platform for formal and informal learning (p. 195-214)

Class Activities Discussion Board: Share your White Paper and Comment on others’ Discussion Board: Ally Chapter issues, questions & “aha” moments


Technology White Paper #3


Core Topic(s): Applied mLearning, Part III



ReadingAssignment

Lam, P., Lam, J., McNaught, C. (2010). How usable are eBooks in an mLearning environment? International Journal of Continuing Engineering Education and Life-Long Learning. 20(1). (15 pages)

Ally Chapter 8: Design and Development of Multimedia Learning Objects for mobile Phones (p. 157-182)

Class Activities Discussion Board: mLearning useful (and cool) tools redux Discussion Board: Ally Chapter issues, questions & “aha” moments Discussion Board: Article issues, questions & “aha” moments


None






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Core Topic(s): Futurism, Wrap up & Presentations


Students should be able to demonstrate a holistic understanding of mLearning.

ReadingAssignment

Quinn Chapter 12: Being Strategic (p. 175-182) Quinn Chapter 13: Trends and Directions (p. 183-192) Retta Chapter 15: What's next? (p. 243-252) Retta Chapter 16: Futurist Perspectives (p. 253-272)

Class Activities Discussion Board: Quinn Chapter issues, questions & “aha” moments Discussion Board: Retta Chapter issues, questions & “aha” moments


Final Presentations






Fall 2012

BibliographyAlly, M. (2009). Mobile Learning: Transforming the Delivery of Education and Training. Au Press.

Caballe, S., Xhafa, F., Daradoumis, T., Juan, A.A. (2009). Architectures for Distributed and Complex M-learning Systems: Applying Intelligent Technologies. IGI Global.

Castledine, E., & Sharkie, C. (2010). jQuery: Novice to Ninja. SitePoint

Danaher, P. A., Moriarty, B., Danaher, G. (2009). Mobile Learning Communities: Creating New Educational Futures. Routledge.

Druin, A. (2010). Mobile Technology for Children: Designing for Interaction and Learning. Morgan-Kaufman.

Facerm B. R., & Abdous, M. (2010). Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes. IGI Global.

Firtman, M. (2010). Programming the Mobile Web. O’Reiley.

Fling, B. (2009). Mobile Design and Development: Practical concepts and techniques for creating mobile sites and web apps. O’Reilly.

Frederick, G. (2010). Beginning Smartphone Web Development. Apress.

Gayeski, D. (2002). Learning Unplugged: Using Mobile Technologies for Organizational Training and Performance Improvement. AMACOM.

Harwani, B.M. (2010) Beginning Web Development for Smartphones: Developing Web Applications with PHP, MSQL, and jQTouch. CreateSpace.

Kitchenham, A. (2011). Models for Interdisciplinary Mobile Learning: Delivering Information to Students. IGI Global.

Klopfer, E. (2011). Augmented Learning: Research and Design of Mobile Educational Games. MIT Press.

Kukulska-Hulme, A. (2005). Mobile Learning: A Handbook for Educators and Trainers. Routledge.

Metcalf, D. S. (2006). M-Learning: Mobile Learning. HRD Press.

Nielsen, L., & Webb, W. (2011). Teaching Generation Text: Using Cell Phones to Enhance Learning. Jossey-Bass.

Ng, W. (2010). Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy. IGI Global










http://www.amazon.com/gp/product/160960511X/ref=as_li_ss_tl?ie=UTF8&tag=clubadmiral-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=160960511X



http://www.amazon.com/gp/product/B000VSCW8E/ref=as_li_ss_tl?ie=UTF8&tag=clubadmiral-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=B000VSCW8E

http://www.amazon.com/gp/product/B000VSCW8E/ref=as_li_ss_tl?ie=UTF8&tag=clubadmiral-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=B000VSCW8E
















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Pachler, N., Bachmair, B., Cook, J., Kress, G. (2009). Mobile Learning: Structures, Agency, Practices. Springer.

Parsons, D. (2011). Combining E-Learning and M-Learning: New Applications of Blended Educational Resources. IGI Global.

Reid, J. (2011). jQuery Mobile. O’Reily

Retta, G. (2009). The Evolution of Mobile Teaching and Learning. Informing Science.

Retta, G. (2010) MLearning Pilots and Initiatives. Informing Science.

Rogers, R. A. (2011). Learning Android Game Programming: A Hands-On Guide to Building Your First Android Game. Addison-Wesley.

Ryu, H. (2008). Innovative Mobile Learning: Techniques and Technologies. Informing Science Press.

Quinn, C. N. (2011). Designing mLearning: Tapping into the Mobile Revolution for Organizational Performance. Pfeiffer.

Quinn, C. N. (2011). The Mobile Academy: Mobile Learning for Higher Education. Jossey-Bass.

Stark, J. (2010). Building iPhone Apps with HTML, CSS, and JavaScript: Making App Store Apps Without Objective-C or Cocoa. O’Reilly

Turner, K. & Harrington, T. (2011). Learning iPad Programming: A Hands-on Guide to Building iPad Apps with iOS 5. Addison-Wesley.

Unger, K., & Novak, J. (2011). Game Development Essentials: Mobile Game Development. Delmar Cengage Learning.

Vavoula, G., Pachler, N., Kukulska-Hulme, A. (2009). Researching Mobile Learning. Peter Lang.

Woodill, G. (2010). The Mobile Learning Edge. McGraw-Hill


















http://www.amazon.com/Evolution-Mobile-Teaching-Learning/dp/1932886141/ref=pd_sim_b_6






insdsg 697 - intro to mlearning - syllabus

Documents

creative commons attribution

constructively critique research

ally chapter issues

retta chapter issues

umb email account

quinn chapter issues

informing science press

final presentation