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Mobile-Learning in Higher Education - Discussion
Mobile and communication technologies appear to be a potential game changer in higher education in online environment. Young students whose social networking concerns match their obsession with mobile technology, may take issue with past academic teaching patterns and practices and opt for more contemporary approaches such as mobile-learning
(m-Learning). Institutions such as Walden University and Capella University are making their courses available on
mobile devices (smart phones), enabling their learners for easy access and flexibility.
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Learning Resources
DeWitt, D. & Siraj, S. (2011). Learners' perceptions of technology for design of a collaborative m-learning module. World Journal on Educational Technology, 2(3), 169-185. Retrieved from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=4&hid=9&sid=d887de27-745a-498e-8723-2f1c3e20170b%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=60015169
Park, Y. (2011).
A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types. International Review of Research in Open & Distance Learning, 12(2), 78-102. Retrieved from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=3&hid=9&sid=d887de27-745a
De Castro, C., Leonardi, G., & Toppan, P. (2009).
An Architecture for Interactive Target-Oriented E/M-Learning Systems. International Journal of Emerging Technologies in Learning, 4(4), 19-24.
Discussion Questions Page
After reviewing the Video below and the Learning Resources related to mobile technology, answer the following:
- Based on your experiences, what are the advantages and disadvantages of m-Learning?
- What is the future of m-Learning in higher education?
- With your learning this week and your explorations, what advice would you give to instructional designers/instructors to help effectively online learning?
By Wednesday:
Post your thoughts on the advantages and disadvantages of m-Learning. Provide your insights and/or foresights on the future of m-learning, including your recommendations to instructional designers/facilitators concerning m-Learning to help effective online learning experiences.Be sure to cite information from the Learning Resources to support your thinking.
By Sunday:
Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.
Respond to two or more of your colleagues’ postings in any of the following ways:
- Build on something your colleague said.
- Explain why and how you see things differently.
- Ask a probing or clarifying question.
- Share an insight from having read your colleague's posting.
- Offer and support an opinion.
- Validate an idea with your own experience.
- Expand on your colleague's posting.
- Ask for evidence that supports the posting.
Return to this Discussion in a few days to read the responses to your initial posting. Reflect on what you learned in this activity and/or insights you gained this week
Rubric Page
Formative Evaluative Criteria for Discussion Board Assignments
| Quality of Work Submitted | A: Exemplary Work
A= 4.00; A- = 3.75
All of the previous, plus the following: | B: Graduate Level Work
B+ = 3.50; B = 3.00; B- = 2.75
| C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 | F: Work Submitted but
Unacceptable
F = 1.00 |
| Contribution to the Learning Community | The student’s contribution meets all assigned criteria and frequently prompts further discussion of a topic.
The student takes a leadership role in discussions.
Regularly contributes to collaborative learning.
The student demonstrates exemplary awareness of the community’s needs. | The student’s contribution satisfactorily meets the assigned criteria for contributions to the discussions.
The student interacts frequently and encourages others in the community.
The student demonstrates an awareness of the community’s needs. | The student’s contribution is minimal to the posting and response deadlines.
Occasionally, the student makes an additional comment.
The student makes minimal effort to become involved within the community. | The student’s contribution does not meet the assigned criteria
The student does not respond or responds late to postings.
The student does not make an effort to participate in the community as it develops. |
Initial Posting: Critical Analysis of Issues
**May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings. | Demonstrates critical thinking to analyze and relate key points relating to advantages, disadvantages of, and the future of m-Learning. Provides insights to the instructional designers/facilitators for effective online learning.
Supports content with required readings or course materials, and may use creditable sources** in addition to those materials. | Relates to the assigned discussion topic with satisfactory evidence of critical thinking.
Summarizes and supports content using information from required readings and course materials. | Summarizes or restates discussion topic components with minimal evidence of critical thinking skills.
Post is off topic.
Post has minimal or no connection to course materials. | Does not relate to the assigned discussion topic.
|
| Responses: Quality of Learning for Colleagues and Self | Provide specific, constructive, and supportive feedback to extend colleagues’ thinking.
Encourage continued and deeper discussion.
Offer additional resources or experiences.
Demonstrate exemplary evidence of personal learning as a result of interaction with colleagues. | Provide constructive and supportive feedback to colleagues.
Refer to sources from required readings and course materials.
Demonstrate satisfactory evidence of personal learning as a result of interaction with colleagues. | Provide general feedback with minimal or no connection to required readings or course materials.
Demonstrate minimal evidence of personal learning as a result of interaction with colleagues. | Provide agreement without substance or connection to required readings or course materials.
Demonstrate no evidence of personal learning as a result of interaction with colleagues. |
| Expression | Provides clear, concise opinions and ideas effectively written in Standard Edited English.
Includes appropriate APA-formatted citations and reference list for outside sources and direct quotes.
| Provides clear opinions and ideas written in Standard Edited English.
Includes satisfactory APA-formatted citations and reference list for outside sources and direct quotes. | Expression is unclear or interrupted by errors.
Includes minimal or no APA-formatted citations and reference list for outside sources and direct quotes. | Unacceptable written expression.
May include outside sources and direct quotes that lack appropriate citations. |
| Final Assignment Grade | A: Exemplary Work | B: Graduate Level Work | C: Minimal Work | F: Work Submitted but Unacceptable |
Contact Page
Please, feel free to contact me at segla.kossivi@waldenu.edu or call 917-554-9105.
