mobile lessons in higher education - humboldt state university lessons... · 2020-01-08 · a...

A Collection ofMobile Lessons in Higher Education

Faculty Learning13 Community on Mobile LearningHumboldt State University

College of eLearning

Spring13 2014

Humboldt State University College of eLearning13 kimberlyhumboldtedu

Table13 of Contents

mobile learning13 bull mLearning13 bull mobile mobile app bull mLesson bull mobile device 3

Begin Your Research at HSU Online Information Literacy Tutorial 4Creating13 a Comics13 Commercial (English 306) 7

Digital ReviewComprehension of Scientific Research Paper10Live blogging13 mLesson Using13 CoveritLive12

Mobile Lesson Child and Family Policy Post13

My Community Mobile Lesson 17Video13 Explanations13 of Exam Questions 19

SyncPad 21Scavenger Hunt Mobile Lesson on Motivational Appeals13 for Persuasive Speaking 22

Exploring13 the BrainWith A Mobile Device 25


mobile learning13 bull mLearning13 bull mobilemobile app bull mLesson bull mobile13 device

Mobile learning13 can13 be considered lsquolearning13 on13 the gorsquo But what can students do withmobile They can do pretty much anything Where can your students go with mobile Theycan go pretty much anywhere

Please enjoy the following collection of mobile lessons that were created and implementedduring13 the13 Spring 2014 semester by the faculty participants in13 the Faculty LearningCommunity on mLearning

Please note that you may remix tweak and build upon this work non-shy‐commerically as long13 as the new13 works acknowledge the owner and be non-shy‐commerical

This work is licensed13 under a Creative Commons Attribution-shy‐NonCommercial 40International13 License


Begin13 Your Research13 at HSUOnline Information Literacy Tutorial

Sarah13 Fay13 Philips University13 Library

GoalDescriptionBegin Your Research at HSU is a self-shy‐paced Information Literacy tutorial for HSUstudents13 beginning a research project and is available via mobile device The tutorial wasdesigned at the13 University13 of California Libraries13 using13 best practices13 of instruction13 forbeginning to intermediate student researchers it has been available at HSU since Fall13 2013

Learning OutcomesBy the end of each module students should be able to

Chapter13 One13 Begin Research13 1 Student able to carry13 out first steps of research process (read assignment identify

keywords and synonyms)2 Student able to formulate an appropriate13 topic3 Student can select resources13 based13 on which13 are13 appropriate13 for finding specific13

types of informationChapter Two The Information Process

1 Students are13 able to order the timeline for producing scholarly information2 Students recognize the resources available throughout the information cycle3 Students able to identify the types of information used and produced in different

disciplinesChapter13 Three Find13 Books

1 Students able to indicatewhy books are valuable to your research2 Students able to perform a search in13 a library13 catalog13 to find books3 Students know how to locate books at your library

Chapter Four Find Articles1 Students able to identify basic functions and sections of an article database2 Students able to locate the article databases on13 the HSU libraryrsquos website3 Students able to distinguishwhich database is relevant13 to their research4 Students are13 able to locate the specific articles they need

Chapter13 Five Make13 Citations1 Students able to identify basic bibliographic information required for any13 citation13

regardless13 of style2 Student recognizes importance of providing accurate bibliographic information

about13 their sources in13 bibliographies and works cited lists3 Student recognizes the common citation style formats of MLA APA and CSE

Chapter13 Six13 Basic13 Search1 Students able to apply Boolean operators (AND OR NOT) to make their search

more effective2 Students able to successfully perform truncation13 to there search terms


3 Students able to apply limits to narrow and sort13 results in13 a library databaseChapter Seven Advanced Search

1 Students able to distinguish between13 keyword searching13 and subject13 searching2 Students able to identify and use database fields

MaterialsResources Required1 Directions13 for students13 loaded13 into13 Moodle13 course2 Device13 that connects13 to13 the13 Internet

WhoThe tutorial was created with beginning students in mind but is also useful as a refresherfor upper-shy‐division13 students13 In13 Fall 2013 tutorial was13 used13 by13 343 individuals13 and13 accessed13 via mobile device 374 So far during13 Spring 2014 the13 tutorial has13 been13 used by13 284individuals and accessed via mobile device 418

InstructionsStudents login to the tutorial13 using13 their HSU ID and password13 Scores are recorded as theynavigate through the chapters and answer multiple-shy‐choice13 questionsExample Complete the Begin Research and13 Knowledge Cycle chapters of Begin Your Research Be sure to log in with your HSU user name13 so you get credit

Submitting AssignmentStudents need to complete the chapters based on deadlines set by faculty During the pilotyear 20132014 Librarian13 Sarah Fay Philips13 will create13 a spreadsheet of enrolled13 students13 and their scores for each chapter

Start Date for13 this13 AssignmentTutorial can13 be13 assigned at any point during the semester

Time13 CommitmentThere are13 seven chapters13 in the13 tutorial13 Students13 spend on average13 12-shy‐17 minutes perchapter Total time commitment for the student is less than two hours

DeadlineTutorial can13 be13 assigned13 at any point with due dates for individual chapters or completionof entire13 tutorial13 Ideally13 the13 chapter13 deadlines13 should13 be13 associated13 with13 course content13 and at the minimum13 due prior to needing the skill for course assignments

Feedback13 ExpectationsEach page of the tutorial has a link for ldquoCommentsrdquo for students to report technicalproblems or make recommendations (which they do)

Anticipated challengespotential solutionsChallenge Students must authenticate to have their scores recorded


Potential Solution We have added reminders to authenticate in as many places as possibleThis has not come up as an excuse yetChallenge13 The tutorial is built in Drupal using the13 ldquoQuizzesrdquo template which has13 caused13 afew bugsSolution As of now I have EXCELLENT technology13 support in Bruce13 Tiffee who13 has13 quickly13 resolved13 all technical issues

Challenge Faculty needing feedback about their studentrsquos progress more quickly than I cando data-shy‐entryPotential Solution Working with ITS programmers this summer to create a solution13 whichcan pull scores from13 the tutorial into reports for faculty

Why use Begin Your Research at HSU1 Students are able to repeat the tutorial and improve their score (or ldquotrick them13 into

learning the materialrdquo)2 Not all courses have time for in-shy‐person13 research13 instruction13 to get students to basic13

levels of research skills


Creating a Comics Commercial (English 306)Sue McIntyre13 English

GoalStudent groups will work in class to develop a promotional piece-shy‐-shy‐print13 audio13 or video13 ad-shy‐-shy‐for13 the comic or graphic novel they selected for the FantasyFable genre unit The product(a photo of the print ad an audio file or a video file will be emailed to the instructor from13 one group memberrsquos smartphone upon completion of the product The instructor13 willaccess these files via the classroom13 computer and shareprojectplay the products to theclass The class will respond with appreciative comments

Learning Outcome(s)bull Students will work collaboratively to accomplish a common goalbull Students will evaluate and understand audience in13 relationship13 to a specific13 textbull Students will apply principles13 of literary13 analysis to their text

MaterialsResources Requiredbull Handout with13 instructions13 (below)bull Paper pens etc (for print ads or visual elements)bull 1 smartphone13 per group (no specific app13 will be13 selected13 students13 will use the13 tools13

available on13 their devices)bull Smart classroom13

WhoThe assignment will be completed within groups comprised of students who have selectedthe same text (of 7 options) for the FantasyFable13 genre

Instructions (including technical)Students will be provided13 the following instructions

Create a promotional video or audio recording for this text (30-shy‐45 minutes check on timingin 30)

bull Imagine that you are members of a marketing team13 for the publisher of this text13 Identify13 the features that would appeal to a SPECIFIC audience13 the best13 venue forpromotion of the text and what (theme setting character etc)who (celebrityauthor etc) might be used to appeal to the audience

bull Develop a plan (script sketch etc) for one of the following a print advertisement avideo advertisement or an audio advertisement

bull Record13 andor create13 your adbull Email your product to Sue at skm27humboldtedu (If you select a print ad take a

photo and email it)

AssessmentRubricThe assignment will contribute to studentsrsquo Participation grade (comprising 15 of thecourse grade) As products will be shared in class students will comment on the resultsHumboldt State University College of eLearning13 kimberlyhumboldtedu

The products will also be posted to a forum13 in the class Moodle site for further review13 andcomment as desired-shy‐-shy‐and so those absent13 that13 day13 can view13 the results

Weighting of this AssignmentOne of 8-shy‐10 documented participation scores of the semester

Submitting Assignment for13 EvaluationProduct is emailed to instructor13 as described13 above

Prep-shy‐work for studentsbull Students will read and analyze their text using the class LitAnalysis assignment

before the class session13 bull Once in groups students will discuss the audience and literary elements of the text13

which may contribute to successful promotionbull Students will designdraft13 the product

ExamplesNo specific examples will be provided Instead prior to the activity the class will discussthe advertising that they have seen for comics while selecting their genre texts for thesemester

Start Date for13 this13 AssignmentThe assignment will be completed in class following delivery of the instructions provided

Time13 CommitmentThe assignment is anticipated to take 60-shy‐75 minutes of class time (in a class of 2 hours 50minutes) including delivery of instructions development of product and sharingresponseto product13

DeadlineIn class

Feedback13 ExpectationsFeedback from13 peers and instructor will be received immediately upon presentation ofproduct

Anticipated challengespotential solutions

Challenge13 student anxiety13 regarding presentation of product in class Solution Students are13 being given a range13 of options so that they can choose one within thecomfort zone of group members The group will function as a support13 unit13 with no onestudent being13 in the13 forefront (unless13 the13 student volunteers)

Challenge13 Group cohesionenthusiasm


Solution The activity will take place in the second half of class after students have had theopportunity13 to13 discuss their13 text in the first half of class This will allow them13 to becomefamiliar with each other and increase their interest in working toward a common goal

Challenge Classroom13 technology (getting audio video etc to play) Solution Instructor will test audio and video while students are developing13 their products13 In the event of technical difficulties13 the instructor will call upon student13 experts totroubleshoot If technical problems persist results will be posted to Moodle and studentswill13 be asked to view13 and comment on that platform13 before the next class period

A further noteThis activity will be implemented in Week 6 of the semester to introduce students to theconcept and encourage their13 creativity13 It will be13 repeated13 in Week 11 or 12-shy‐-shy‐during13 the13 MysteryCrimeDetective genre unit-shy‐-shy‐whereupon13 it13 is anticipated that13 students will13 takegreater risks13 and develop stronger products13 having seen the possibilities and responses13 ofpeers in the first13 instance13


Digital ReviewComprehension of ScientificResearch Paper

Jeffrey Kane Wildland13 Resources

GoalProvide students with an opportunity to read and comprehend scientific literature in adigital format related to the field of wildland fuels management

Learning OutcomesStudents will be able to

bull read and comprehend13 a scientific13 paper13 related13 to13 the13 field13 of wildland13 fuels13 management

bull communicate critical thinking13 skills13 related13 to13 a scientific13 paperbull reflect on understanding through communicatingbull demonstrate ability to self-shy‐learn13

MaterialsResources Requiredbull Device that allows13 access13 to13 PDF files13 (phone13 tablet13 laptop)bull PDF viewing13 application13 or program13 (eg Adobe Reader PDFreader etc)bull [optional] Twitter account and application

WhoAll students enrolled in FOR423FOR523

Instructionsbull Save a copy13 of the PDF Estes et al 2012 off of Moodle (students without mobile

devices or laptops are welcome to use print copies)bull Read through the entire paper at least13 once without13 highlighting13 any textbull After reading highlight nomore13 than13 20 meaningful sentences you found13 in the13

paperbull Find at least two words terms phrases13 or passages you did not understand13 and

look13 up the answer to each13 Place the answer you found as a comment next to thewordtermphrase or passage Also provide a brief reference for each source13

bull Submit two lingering13 questions13 or points13 of confusion on to13 the13 Moodle13 Discussion forum13

bull [optional] Submit a ldquoScience Tweetrdquo that summarizes the take home point of thepaper in 140 characters or less with the hashtag13 HSUFuels2014

bull Come prepared to class13 to13 discuss the paper on13 Thursday13 March 27th

AssessmentRubricThis assignment will be assessed based on the presence and13 quality13 of required13 content13 Grading13 breakdown13 is as13 follows

bull Highlighting (20 sentences)-shy‐ 5 pt (points13 deducted13 for too13 few or too manyhighlighted13 sentences


bull Look-shy‐up items (2 items)-shy‐ 25 pt each13 (should13 have13 at least two13 and13 there13 should13 be13 aclear13 answer13 and source for each

bull Lingering QuestionsPoints13 of confusion (2513 questions)13 -shy‐ 2 pt each13 (should13 have13 atleast13 two and they should be clearly communicated

bull [optional] Summary Science Tweet -shy‐140 characters or less summary of researchpaper13 (213 extra points)13

Weighting of this AssignmentAssignment is worth 15 points (15 of your overall grade)

Submitting Assignmentbull Post digital copy of PDF file with instructed components (highlighting look-shy‐up13

points13 and questionspoints of confusion13 to Moodle)bull Submit 140 characters or less paper recap to HSUFuels2014 via Twitterbull If you do not have access to a mobile device please submit a hard13 copy to my office

or mailbox by the due datetime

Start Date for13 this13 AssignmentAssignment can be started at any point

Time13 CommitmentTotal time commitment for the student is 2-shy‐313 hours

DeadlineMarch 26th 1155 pm

Feedback13 ExpectationsInstructions include an option for students to provide feedback from13 assignment within thetext13 of their PDF13

Anticipated challengespotential solutionsChallenge Not all students have mobile devicesPotential Solution Allow option for physical copy of the assignment

Challenge Some students may not prefer to use mobile device for assignmentSolution Allow option for physical copy of the assignment


Live blogging mLesson Using CoveritLive1Deidre Pike Journalism

DescriptionStudents will operate13 as panelists in a live blog covering a college commencement addressgiven by Brian Williamshttpswwwyoutubecomwatchv=njY8IINfFFw

Learning outcomesbull Student should know that technology exists to live blog13 eventbull Student will experience the chance to offer comments descriptions and narrative ndash

micro-shy‐blogging13 -shy‐-shy‐ in real timebull Student will understand the complications involved in using live-shy‐blogging13

technology

Before13 classInstructor selects13 a live or recorded ldquoeventrdquo13 to cover and creates13 account at Cover It LiveInstructor begins a ldquonew eventrdquo opens event in ldquoprep moderdquo and invites students to bepanelists by entering email addressesOptional Instructor can add media polls or live-shy‐streaming TweetsInstagram13 to the liveblog13 feed

During classbull Students respond13 to invitation accessing Cover It Live13 via device app or via website

accessed on device Alternately students with Twitter accounts could opt to ldquotweetrdquothe event13 using13 a predetermined13 hashtag

bull Event begins13 Students contribute13 observations13 descriptions13 quotes13 and commentsto the live blog as it happens Instructor can add tweets or photos from13 thesmartfeed

bull Event ends13 Instructor closes event Review event as a class to see13 what key13 moments emerge as noteworthy

bull Review ends Reflect on how this form13 of media ldquocoveragerdquo changes the experienceof listening to a speaker What works What complicating factors exist

1 CoverItLive httpwwwcoveritlivecom


Mobile Lesson Child and Family Policy PostMary Ann Hansen Child Development

GoalThe goal of this activity is to familiarize students with policy resources outside their typicalmedia diet as well as help them13 to access tools that will make their blog work morestreamlined Students will share these resources on our class blog multiplying thepotential benefit

Learning Outcome(s)bull Students will identify policy resourcesbull Students will use mobile resources to access save and blog policy information

MaterialsResources Requiredbull Web-shy‐enabled device (mobile not required13 but it will enhance the experience)bull Personal blogbull Feed to13 class13 blogbull Zite13 appbull Pocket app (or similar such as Evernote)bull Blogging13 app (such as WordPress)bull RAND Corp appbull UNICEF Believe13 in Zero app

WhoIndividual assignment

Instructions (including technical)1 If you donrsquot13 already13 have one you need to create a blog in WordPress It is the

expectation of the CD department that all students will develop a WordPress blogthat13 will13 serve as a professional13 e-shy‐portfolio13 Title your blog13 in such a way13 as to13 be13 identifiable13 to13 other13 students13 and13 faculty

2 Post your blog13 address to13 the13 wiki13 in Moodle13 so that the13 instructor13 can set up the13 feed from13 your blog to the class blog

3 Search13 the web for policy analysis reports13 articles13 bills13 or other13 resources focusedon child and family policy that you believe are important for the class to know aboutor understanda Apps may be especially useful for thisb Pocket app (this will13 also link13 you13 to other news readers) or Evernote can help13

you save articles13 for later13 viewing13 Pocket can be13 installed13 on your desktop13 if yodonrsquot have a mobile device

c Zite app will let you tailor your media feed to articles that meet your interestsSearch engines tailor what they send you based on a number of factors includingpast13 use13 but Zite13 does it in a much more intentional way Zite has just beenpurchased by Flipboard As part of the acquisition Flipboard plans toincorporate13 Zitersquos13 personalization13 tools13 soon


d Sacramento Beersquos Capitol Alert provides an app This resource13 can keep youpdated on California13 legislation13 and politics

e RAND Corporation provides13 an app Several13 of their policy analysis areas13 are13 relevant to13 our13 work You can also13 access13 their13 work via their website

f UNICEF Believe in Zero provides an app You can also access their work13 viatheir website

g You may also want to create a post on mobile resources that you encounter thatyou think might help others as we add to our class community knowledgeCategorize13 any13 ldquofindsrdquo you want to share13 using13 the13 category13 ldquoResourcesrdquo

4 Create a post on your blog If you use a mobile device you may download the freeWordPress app (for13 iOS or for Android)13 for this13 or use another app such asPressSync13 Explore13 your app store13 to find one that suits you In this posta Create a brief (250 words or less) summary of the resourceb Link to13 the13 resource13 in your13 post If13 the13 resource13 is a secondary13 source track

down13 the13 primary source and provide the hyperlink to that as wellc If possible identify additional resources or information related to the issue such

as analysis13 press releases13 other viewpoints13 etc13 and link13 to these in13 your postd Categorize13 your13 post with13 one13 of the categories used in13 our CD 479 blog Policy

and Research Updates Policy Article Advocacy Efforts Resources Multiplecategories may be appropriate Enter the category exactly or the feed wonrsquotwork

e Publish13 your postf Check your13 links13 on your13 published post to make sure they all work as you want

them13 tog Check the CD 479 blog to make sure it worked Feeds are updated once per hour

If you donrsquot find your post check your categories This is the most commonreason that posts13 donrsquot feed

5 Make sure your13 post adheres13 to professional13 ethics and practice13 In addition13 check13 to ensure that13 you13 are following University guidelines on academic honesty andbehavior as outlined in13 the course participation13 rubric

AssessmentRubric

CD 479 Policy Post Comments Points13 Earned

Points13 Possible

Content 3

Includes brief summary of policy resource

Summary includes cultural economic socialhistorical and13 political contexts13 as13 relevant

Policy relevant to children and families

Links13 ResourcePrimary if appropriateAnalysisPress releasesOther views

Professionalism 2



Points13 Possible

Adheres to ethical13 guidelines

Clear13 effort at objectivity

Links13 are13 functional

Correct grammar

Attributions are clear

Appearance 1

Clear13 title

Uses images respectfully and with apparentintention

Organized

Total 6

Weighting of this Assignment2 of their13 overall grade13 5 posts13 required

Submitting Assignment for13 EvaluationSee above directions

Prep-shy‐work for studentsSet up a blog

Start Date for13 this13 AssignmentThis assignment is part of a series beginning with a ldquoPassions and Anxietiesrdquo post toprovide social presence and to help them13 to begin exploring their interests in policy andadvocacy Other assignments that lead to this are posts on a policy institutethink tank anda beginning13 policy13 post13 done as a group13 Students are assigned several13 of these ldquoPolicy13 Postsrdquo

Time13 CommitmentThis will vary based on their familiarity with resources Once students are connected toresources and have their blogs this post should take about 10 minutes

DeadlineFirst independent policy13 post is due March13 7

Feedback13 ExpectationsHumboldt State University College of eLearning13 kimberlyhumboldtedu

Within13 one week

Anticipated challengespotential solutionsStudents are sometimes anxious about creating a blog and posts if they havenrsquot done itbefore Because our department just began this process last semester13 not all students13 have13 their blogs established yet13 (depending13 on13 which classes they have taken13 and whichinstructor is using this tool) Irsquove found that there are several ways to scaffold this for them1) Have Dan come to class to talk about blogs if few students have used them 2) Hold classin a computer lab if possible so that those who havenrsquot set them13 up can do it with mysupport and those who have already set them13 up can produce their first posts during aclass meeting alternatively I have had students bring their mobile devices 3) Fellowstudents are really the best resources Allowing them13 time to support one another has beenthe most successful strategy


My Community Mobile LessonJamie Jensen13 Social Work

GoalThis lesson13 provides students13 with13 the13 experience13 of capturing13 and sharing13 short videoswith faculty and fellow13 students13

Learning Outcome(s)

By the end of this lesson13 students will1 Demonstrate the ability to create and share a digital video2 Gain13 increased13 confidence in using video based technology and sharing information

visually3 Develop an understanding of what community means to different people and how

each of us experience community differently

MaterialsResources RequiredStudents will need to have access to a mobile device with video capability and will13 need tohave the capacity to email that video to the Instructor

WhoThis is an individual assignment

Instructions (including technical)This activity will require you to reflect on what the concept of community means to you13 asan individual and identify how that is present in your own actual community You willwrite a script and with the assistance of a friendfamily member create a brief video(approximately 1 minute) sharing your answers to the questions below and showing13 us apart of your community How you define community where13 you videotape13 is u to13 you13 just be sure13 to clarify13 your rationale13 for selecting your location to record

Steps1 Consider what community means to you and choose one word to represent that2 Identify a place in your own community that demonstrates this point For example

if community means lsquorenewalrsquo to you you may choose a place by the ocean torepresent that concept

3 Write a brief script13 answering13 the following13 questionsa What13 is your name13 (first and13 last)b What is the name of your community (city state)c What type of community do you live in (frontier rural suburban urban

tribal13 etc)d Fill in this statement

i Community means _______________ to mee Describe13 how the13 location you are13 showing13 in your video represents13 what

community means to you (ie the word you13 have chosen)4 Memorize your script


5 Visit a site in your community that represents what community means to you Ask afriend or family member to help you create a short video (1 minute)13 that shows yoin your community at your chosen location and recite your script

6 Upload13 the13 text version of you script to13 Moodle7 Save your video and email to me at jlk45humboldtedu

AssessmentRubricThis is an13 activity13 intended13 to13 (1) Build13 technology13 skills13 and13 (2) Share13 the13 context of where13 you are living with others in class The assignment will be graded on a credit no creditbasis Credit will be given to students who complete all steps listed above

Weighting of this AssignmentThis is an extra credit assignment and will provide 5 points toward your communityengagement forum13 grade for the class

Submitting Assignment for13 Evaluation1 Upload the written script in doc form13 to Moodle2 Email your video to me at jlk45humboldtedu

Time13 CommitmentThe estimate time for this assignment is 2 hours

DeadlineAssignment is due by Wednesday April 16th at 500pm13 (PST)

Feedback13 ExpectationsStudents will receive13 written feedback on the13 quality13 of their13 script and13 final videoFeedback will be13 provided13 within one13 week of the13 due13 date

Anticipated challengespotential solutionsIf students do not have access to a mobile device that would allow for them13 to create thevideo and email it they are encouraged to reach out to family friends who may be able toassist13

If a video is too large to email please upload it to a private YouTube Channel and email thelink to me at jlk45humboldtedu


Video Explanations of Exam QuestionsRoxanne Shroeder13 Biology

GoalProvide feedback to students on questions that many students missed on exams

Learning Outcome(s)

Students will understand why they missed the question on the exam and will13 understandthe reasoning13 needed to reach the answer13

MaterialsResources RequiredEduCreations app creates a video from13 a ldquowhiteboardrdquo that can be viewed on the internetvia any platform Students will need to have access to Moodle (which they already13 have)13

Alternative set up a classroom13 on EduCreations and have students log in to the class to seematerial (then it is not freely available on the Web)

WhoAll students in the class will13 participate even if they cannot (or will not) come to office13 hours

Instructions (including technical)Students log in to Moodle and click on the link to one or more of the videos they listen andwatch the lesson

For the13 instructor create13 an account on EduCreations13 web site13 (httpwwweducreationscom) and13 then13 start creating13 lessons13 on the13 iPad13 or in a webbrowser You can create a course as well or you can just make a lesson and import it intoMoodle (or any other web site) There is a FAQ page that does a good job of answerquestions13 about the13 process

AssessmentRubricNot applicable13 although13 I anticipate higher grades on13 the final13 (cumulative) exam13 whenstudents understand the concepts they missed on the earlier exams

Weighting of this AssignmentNot applicable

Submitting Assignment for13 EvaluationNot applicable

Prep-shy‐work for students


Log in to their Moodle page (All the prep work is for me in this case)

ExamplesNot applicable

Start Date for13 this13 AssignmentVideos made after grading an exam13 and seeing what problems manymost students hadproblems with In addition I told students that if there is a specific question they wantmore information about to contact me

Time13 CommitmentStudentsrsquo time commitment is minimal the videos are a few minutes long (up to about13 20minutes for the longest)

My time commitment was much greater since I had to plan what I wanted to say plan andfind the13 figurespictures13 I wanted13 to13 use13 and13 practice13 how I wanted13 to13 present it13 NOTE13 when you make mistakes and need to start over you lose everything Therefore it makessense to practice a few times before actually recording the lesson

DeadlineNot applicable

Feedback13 ExpectationsNot applicable

I started getting feedback from13 students soon after posting the first videos13 They say13 it was13 useful and have already asked for more topics

Anticipated challengespotential solutionsThe initial time commitment on my part is steep resembling the time it takes to create anynew lecture13 However13 once the videos are13 created13 they can be used in future semesters asa study13 guide13

When you make a ldquomistakerdquo and start over you lose all the information that you had soyou start with a blank page each time Therefore you should prepare what you want to doand practice the presentation several times WITHOUT recording it Then when you areready hit the13 record button and13 create13 the13 presentation (Do use13 the13 pause13 button as13 needed during13 the presentation13 -shy‐ it is seamless in the final presentation)

In addition13 this technology could eventually be used to create Khan Academy-shy‐like lecturesto flip the classroom (The missing element at this point is activities to do in the lecturetimes with over 100 students)


SyncPadMark Hemphill-shy‐Haley Geology

GoalSyncPad is a multi-shy‐platform13 app13 that can be used for in-shy‐class13 or even out-shy‐of-shy‐class13 collaboration

For the13 instructor13 SyncPad is a free but still a little13 buggy13 alternative13 to13 having13 the13 studentcome to the front of the class

Learning Outcome(s)At the end of this activity you will be able to

1 Evaluate the utility of SyncPad as a collaborative13 tool for your course13 and2 Assess the ease of use of SyncPad for students of varied computational skill levels

MaterialsResources RequiredIpad or any modern browser on other tablet laptop desktop or smartphone SyncPad app for Ipad or IphoneAccount on SyncPad or invitation13 to13 attend13 SyncPad13 session Internet13 or cell connection

WhoThis is a group demonstration It13 can13 be conducted as an individual13 (instructorstudent) orgroup13 session

Instructions (including technical)For this demonstration you were invited to join SyncPad You13 can either download the app or go to the website at httpsSyncPaddAppcomClick on the URL provide a username and emailWhen13 asked to create or join13 a whiteboard choose ldquojoin13 Whiteboardrdquo The organization is ldquohsumobilerdquo The whiteboard is ldquomflcrdquo

Start Date for13 this13 AssignmentFriday Feb 28

Time13 Commitment10-shy‐15 min



Scavenger13 Hunt Mobile Lesson on MotivationalAppeals for Persuasive13 Speaking

Kimberly Vincent-shy‐Layton Communication

GoalIn order to be an effective speaker it is important to consider the emotional impact on ouraudience as well as relate our ideas to their emotions needs and values We need to findout what is meaningful to our audience so we can relate to them13 in persuasive speakingWork together as13 a team to discover and capture a variety13 of objects13 andor visuals13 thatinclude motivation appealsOutcomeEvaluate a variety of different objects andor visuals that demonstrate motivational appealMaterials

bull SmartPhone with video or collage app of choicebull Account with13 app if13 needed (Animoto Vine Flipagram etc)bull Wifibull Classroom computer with projector to share final videocollage

InstructionsYou have 20 minutes to go on a team13 scavenger hunt looking13 and capturingobjectsvisuals around campus that appeal to needs and values (think signage13 posters13 layout13 of structures13 etc)13 INCLUDE

bull Needs -shy‐ think13 Maslowrsquos Hierarchy of Needsbull Values ndash think general values (culture family social) core values authority13 values13

peripheral13 values (Value13 Theory)

StepsSTEP13 ONE Scour the campus looking for objectsvisuals of any type that demonstrateappeals to needs and values (must include at least one example for need one for value)STEP13 TWO Use a mobile app such as Vine YouTube Capture Animoto PicStitch13 PhotoGrid to create a video or photo collage of no more than 1 minute upload to YouTubeTwitter FaceBook Animoto or any13 site13 where13 you can13 share13 with13 the13 classSTEP13 THREE Think about the purpose and the target audience of your visuals Answerthese two questions in your video13

h What13 values are appealed to in13 the objectvisual Identify the valuesi What13 needs are appealed to in the objectvisual13 Identify the needs

STEP13 FOUR Upload13 your videocollage13 URL to13 the13 Share13 Your Scavenger Hunt Video Hereforum13 on Moodle immediately following the scavenger huntSTEP13 FIVE ReflectionShare13 Out -shy‐ Is the objectvisual13 effectivepersuasive13 to13 the13 targetaudience What motivational appeal is it an example ofAssessmentmLesson rubric valued at total of 10 points13 will serve as13 participation points13 for this13 class13 session



Scavenger Hunt RubricExceeds Expectations Meets Expectations Below Expectations Points

Contribution13 to13 Group(3 points)

Team accepted responsibilitiesfor constructing the hunt andcollaborating on the video

Team accepted someresponsibility for13 constructing the huntand13 some collaborationon the video

Team made little contribution13 to constructing the hunt13 andor13 collaborating on the video

Needs andValues(4 points)

Team included at least twoexamples of each needs andvalues

Team included at leastone example13 of eachneeds and13 values

Team did13 not13 include at13 least13 one examples of each needsand13 values

Final HuntResults (Video)(3 points)

Video demonstrates an13 appealto needs and values byanswering13 all four questions

Video demonstrates an13 appeal to13 needs and13 values by13 answering13 most questions13

Video demonstrates an13 appealto needs and values byanswering13 few questions

Sample VideoCollagebull See Sample Vine on Moodlebull See Sample Animoto on Moodle

Deadline

April 21 50013 pm

Feedback13

Students will receive classmatesrsquo feedback during class share13 out13 instructor13 feedback willbe posted in13 Moodle GradeBook

Technology ConsiderationsInstructor will create a sample videocollage to demonstrate the final product ndash[Vine13 Animoto13 YouTube]

ChallengesVariety13 of devices and13 appsStudents may spend a lot of time just picking the appAccess to wifi could be intermittent in some areasNeed accounts created that could potentially take timeTime logging into accounts on classroom13 computer (to share videocollage)

SolutionsAsk students if they have a smartphone13 in class prior to activityAssign team13 leaders to choose an app before next class sessionIf students are not using campus wifi be sure to let them13 know that apps mayrequire13 data usage13 on their13 planHave13 student leader13 create13 an account (if needed) before the mLesson


Exploring13 the13 Brain13 With A Mobile DeviceA Lesson in Neuroanatomical Structure and Function

Tyler C Purvis Psychology

GoalThe goal of this assignment is provide the student with the necessary tools to better analyze and interpret brain anatomy and function Students will locate and asses sub cranial components using a mobile device such as the Ipad or Surface tablet

Target AudienceThis assignment is for PSYC 104 (Introduction to Psychology) and PSYC 321 (Introduction to Behavioral Neuroscience) students at Humboldt State University

Learning Outcomesbull Students will locate and evaluate the structure13 and function of the brainbull Students will analyze and interpret the modular structures of the brainbull Students will improve upon their knowledge of the neuroanatomical composition of

the brainbull Student will learn the anatomical directionality of the brain

Materials1 This assignment requires a mobile device such as a smartphone or tablet2 This assignment requires downloading the ldquoBrain13 Viewrdquo app13 in app13 store

Assignment Parameters1 This assignment will be due 1 week after introduction2 Grading13 will be13 assessed13 on a credit not credit basis13 Students13 will be13 given 10

specific questionstasks to complete and if all the questions are sufficiently13 answered then13 they13 will13 receive full credit

3 Their papers13 will be13 uploaded13 to13 the13 Moodle13 site13 for the13 class4 After submission their work will be evaluated and feedback will be provided If the

assignment is substandard the student may be13 asked13 to redo the assignment5 Potential challenges to this assignment are internet connectivity and software

issues

Assignment Instructions (Example)1 Open the ldquoBrain Viewrdquo app on your mobile device2 Select ldquosagittalrdquo view3 Make sure the bar at the bottom13 is all13 the way to the let13 at (0)13 4 Slide the cursor at the bottom13 until it reads (127)

a Here we see a perfect mid-shy‐sagittal view of the brain meaning we are exactlyhalfway13 through13


b Right in the middle of the image you can see a very white region whichsurrounds the brain stem Click on this region What is it What does it do Whatabout its composition makes it so lightly colored in comparison to the darkerregions

5 Nowmove the cursor to the left until it reads (91)a In this view much of the brain is obscured However the two main types of

matter that compose the brain are clearly visible Click the lighter material Whatis it What is it composed of Is this the same type of material that composes theobject you just looked13 at above

6 Now select ldquocoronalrdquo13 view13 Move the cursor until13 it13 reads (98)13 a Here we see two dark spots in the middle of the brain What are they called

What13 is their purpose13 What13 are they filled with and whyb Now click on the lower half of the brain in this image What structure is that

What is it implicated in7 Now click on ldquoaxialrdquo view Adjust the cursor until it reads (133)

a In the very center of the image we can see a bilateral structure that resembles amoth or butterfly Click on this structure

b What13 structure are we looking13 at13 What13 is its function13 Click13 on13 (Function)13 Write a paragraph description13 of the function13 of this structure13


Table13 of Contents

mobile learning13 bull mLearning13 bull mobile mobile app bull mLesson bull mobile device 3

Begin Your Research at HSU Online Information Literacy Tutorial 4Creating13 a Comics13 Commercial (English 306) 7

Digital ReviewComprehension of Scientific Research Paper10Live blogging13 mLesson Using13 CoveritLive12

Mobile Lesson Child and Family Policy Post13

My Community Mobile Lesson 17Video13 Explanations13 of Exam Questions 19

SyncPad 21Scavenger Hunt Mobile Lesson on Motivational Appeals13 for Persuasive Speaking 22

Exploring13 the BrainWith A Mobile Device 25






















































photo and email it)











DeadlineIn class














































technology

































AssessmentRubric


Points13 Possible

Content 3





Professionalism 2



Points13 Possible




Correct grammar


Appearance 1

Clear13 title


Organized

Total 6








Within13 one week





Learning Outcome(s)



























Learning Outcome(s)






























































Deadline

April 21 50013 pm

Feedback13

















issues

































































photo and email it)











DeadlineIn class














































technology

































AssessmentRubric


Points13 Possible

Content 3





Professionalism 2



Points13 Possible




Correct grammar


Appearance 1

Clear13 title


Organized

Total 6








Within13 one week





Learning Outcome(s)



























Learning Outcome(s)






























































Deadline

April 21 50013 pm

Feedback13

















issues






















DeadlineIn class














































technology

































AssessmentRubric


Points13 Possible

Content 3





Professionalism 2



Points13 Possible




Correct grammar


Appearance 1

Clear13 title


Organized

Total 6








Within13 one week





Learning Outcome(s)



























Learning Outcome(s)






























































Deadline

April 21 50013 pm

Feedback13

















issues





















































technology

































AssessmentRubric


Points13 Possible

Content 3





Professionalism 2



Points13 Possible




Correct grammar


Appearance 1

Clear13 title


Organized

Total 6








Within13 one week





Learning Outcome(s)



























Learning Outcome(s)






























































Deadline

April 21 50013 pm

Feedback13

















issues





































AssessmentRubric


Points13 Possible

Content 3





Professionalism 2



Points13 Possible




Correct grammar


Appearance 1

Clear13 title


Organized

Total 6








Within13 one week





Learning Outcome(s)



























Learning Outcome(s)






























































Deadline

April 21 50013 pm

Feedback13

















issues














Points13 Possible




Correct grammar


Appearance 1

Clear13 title


Organized

Total 6








Within13 one week





Learning Outcome(s)



























Learning Outcome(s)






























































Deadline

April 21 50013 pm

Feedback13

















issues













Within13 one week





Learning Outcome(s)



























Learning Outcome(s)






























































Deadline

April 21 50013 pm

Feedback13

















issues















Learning Outcome(s)



























Learning Outcome(s)






























































Deadline

April 21 50013 pm

Feedback13

















issues


























Learning Outcome(s)






























































Deadline

April 21 50013 pm

Feedback13

















issues































































Deadline

April 21 50013 pm

Feedback13

















issues
























issues













mobile lessons in higher education - humboldt state university lessons... · 2020-01-08 · a...

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