DALI

Designing Applications & Learning

Innovations

mLearning
with iPhone, iPod Touch & iPad SDK
Overview of Objectives:
Participants will:
• Utilize iPhone SDK and tools for Mac OS X Snow Leopard to plan, design, and develop mLearning
applications for the iPhone/iPod Touch/iPad mobile learning platforms.
• Demonstrate knowledge of Objective-C and Object-Oriented programming languages.
• Synthesize mLearning research, design, and development with digital-age theories of learning and
knowledge acquisition.
• Create novel applications for use with mLearning platforms for distance education.
• Incorporate instructional design into mLearning developed for distance education settings.
• Critically analyze the possibilities and challenges that mLearning presents.
For Course Goals, Aims, and Weekly Course Plan Objectives, please see syllabus

Implications of Learner Characteristics:

The ‘typical’ course participant will be a student taking a graduate level course as either a
degree-seeking student, in order to earn a graduate certificate, or for professional development.
Most will be employed at least part-time. All participants will have other major obligations aside
from course participation, such as work, family, or other coursework.

They will come from a variety of personal and professional backgrounds, vary in age,
experience, gender, nationality, technical competence, programming knowledge, attitude, motivation,
needs, and expectations. They will encompass a variety of learning styles and preferences, and have
different needs and goals.

The course plan and framework for evaluation and assessment will have to be flexible and
adaptable enough to accommodate the variations that exist between leaners. Simultaneously, the
course design and framework for evaluation and assessment must also be structured enough to
provide these leaners with clear expectations for performance, and support and direction needed to
accomplish the course objectives.

Types of Support Learners Might Require to be Successful in Course:

• Technical • Organizational • Political
• Moral • Mental • Motivational
• Financial • Professional • Physical
• Instructional • Academic • Programming
• Time Management • Social • Ethical

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Course Concerns & Designing for Learner Success:
Course Concern:
(Moore & Kearsley, 2005, p. 173)
Relevance of Relationship
between individual goals,
interests, and course
content.
Complexity of course
content and workload
Velocity of Course Itinerary
Demands for Time and
Attention
Scheduling Constraints
Form and Function
Information and
Communications
Technologies (ICTs) used
Accessibility of assistance
and support
Volume and Type of
Feedback Provided
Measure and Manner of
Interaction
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Discussion:
Does the learner see a meaningful
connection between course
content and their individual goals
and inter
How does the course balance the
need to stimulate and challenge
learners without overburdening
them?
How can course design challenge
the learner without overwhelming
them?
Can learner devote the time and
focus necessary to be successful in
the course?
Can structure and organization of
course be balanced with learner’s
need for flexibility?
How do the technologies used
help or hinder interaction,
communication, and
accomplishment?
Is the learner provided with the
necessary tools and
reinforcements for learning
success?
How can course design assure
learners are provided with a
variety of feedback in a timely and
relevant manner?
How can course design provide a
framework for various types of
interaction and communication?
Design Methods for Increased
Learner Success:
 Establish and maintain clear expectations for
performance, participation, course scheduling,
communication, interaction, and investment of time and
attention needed to complete course objectives. While
course content and objectives may be adapted to
individual learners, this establishes a foundational
framework that gives both form and function to course
design.
 Structure content to be flexible by providing a
general framework that is adaptable to a variety
individual needs, goals, aims, motivations and interests.
 Apply principles of learner-centered instruction and
connectivism to instructional design.
 Conduct formative evaluations of students to
accurately assess entry characteristics of learners, to
tailor content, schedule, instruction, support, feedback,
and interaction to meet their needs and interests.
 Structure content to be flexible by scaffolding
instruction and content to accommodate a variety of
students and a variety of knowledge, skills, and
orientations.
 Encourage more advanced students to assume
mentorship/expert roles to expand knowledge, skills,
and interests and reinforce existing competencies.
Provide mentorship and support to less-advanced
students to enable them towards expanding knowledge
and skills. This also enhances feedback, communication,
collaboration, social presence and interaction.
 Use ICTs in a manner that promotes the technologies
positive qualities. Realizing the benefits and drawbacks
of using a particular technology in facilitating learning in
order to use it for optimum effectiveness. Choose the
best medium for a particular function from among
available technologies.
 Provide and promote access to tools and support for
learners to obtain assistance whenever needed. Clearly
state where and when assistance is provided by various
support structures - instructor, tech support, mental
health, disability assistance, etc.
 Establish and maintain expectations for feedback and
assistance from instructor and support personnel as
part of the learning process.
 Provide multiple channels for student interaction,
feedback, and communication with instructor, material,
interface, and peers embedded within course
environment.
 Provide clear expectations for course prerequisites
and requirements at beginning of course. Expectations
may include pre-requisite skills, knowledge, experience,
time, energy, materials, software and hardware needed.
 Provide clear expectations and objectives for
participants to conduct formative, summative, and
confirmative self-evaluations of performance.
Standards, benchmarks, self-assessments, evaluations,
rubrics, and synchronous and asynchronous
communications and feedback can all serve to
communicate and reinforce course objectives and assist
participants in meeting and exceeding them.
Outline of Process for Checking the Quality of Course: (Moore & Kearsley, 2005, pp. 198-204)
Administrative Assessment based on Qualitative and/or Quantitative Measures of:
• Enrollment • Faculty Morale • Course Content
• Demand for Course • Course Reputation • Teaching Methods
• Demand for Instructor • Faculty Reputation • Course Management Systems
• Student Performance • Program Reputation • Technology
• Student Satisfaction • Institutional Reputation • Costs/ROI
• Faculty Performance • Course Materials

Benchmarks, Standards, and Related Resources:

Type of Tenets/Requirements of Standards for: Examples of Tenets/Requirements/Resources
Benchmarks: Demonstrating Standards & Benchmarks:

Institutional Technology Plan UF Web Administration Policies & Guidelines

Support
Security & Privacy Measures UF Information Technology Security
UF Web Privacy Statement

Reliable, Secure Course Management System COE Online

UF CMS Governance Committee

Distance Education Infrastructure UF IT Action Plan

UF Academic Technology
UF IT

Course Course Development Multimedia & Online Course Development Tips Presentation
Development COE Conceptual Framework

Performance International Society for Technology in Education (ISTE) - National

Educational Technology Standards (NETS)
ISTE Technology Leadership and Technology Facilitation Standards
NCATE Program Standards & Report Forms

Materials/Methods Review: UF Center for Instructional Technology and Training

Engagement/Interaction Review: UF Academic Technology Teaching Excellence Workshop

Teaching/ Facilitating Interaction: UF Ed Online Community of Practice

Learning:
Providing Feedback: Moodle Tips
UF Ed Online Instructor Help - Providing Feedback

Student Research & Evaluation Methods: UF Libraries Guide to Finding Resources:

UF Education Library Educational Technology Research Guides
Internet Reference Sources for Education

Course Aptitude for Distance Education: UF Distance Learning: Is Distance Learning Right for Me? Student
Structure: Self-Assessment
Educational Technology: Is Online Learning for Me?

Technology Requirements: University of Florida Education Online Computer Requirements

Supplemental Information: UF COE Online

COE STL Teaching Handbook

Library Materials/Resources: COE Online Libraries Tutorial

UF Libraries Services for Distance Learners

Completion of Coursework/Program Schedules: UF Registrar: Critical Academic Dates

Program of Study Forms
UF Ed Online Critical Dates

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 Type of Tenets/Requirements of Standards for: Examples of Tenets/Requirements of Standards:
Benchmarks:

Faculty Program Development/Assistance UF Center for Instructional Technology and Training

Support
Transitioning to Distance Education UF Web Resources for Developing Sites

Training & Professional Development COE Forms, Procedures, & Policies for Faculty Development

Acceptable Use/Copyright/Legal Issues UF Academic Technology Accessibility Guidelines/Policies

UF IT Acceptable Use Policy
UF Ed Online Copyright Information

Student College/Program Information & Data UF Education Online

Support College of Education Online
COE Fact Sheets & Annual Reports

Platform/Resource Navigation/Utilization COE Online Student Help Center

Technical Support UF Help Desk

Guidance/Assistance UF Disability Resource Center

Evaluation & Analysis of Teaching/Learning/Objectives COE Educator Assessment System for Students & Teachers
Assessment
Analysis of Methods/Standards/Outcomes UF University Council on Teacher Education (UCOTE)
COE Title II Institutional Report
UF Libraries Guide to Educational Statistics

Review of Course Objectives/Inputs COE Conceptual Framework Assessment Indicators

COE Conceptual Framework Knowledge, Skills & Dispositions
(NCATE) Standards

Misc. Standards-Based Mobile Web Development W3C

Open Mobile Alliance (OMA)
dotMobi
Open Mobile Terminal Platform (OMTP)
Apple Developer Center

Transactional Differences, Dialogue, Structure, & Leaner Autonomy:

(Moore & Kearsley, 2005, pp. 223-228)
Structure = Determinants of Course Design (Materials +Objectives + Strategies + Technologies+ Theories + Activities)
Dialogue = Determinants of Understanding (Words + Actions + Discussions/Interactions + Purpose + Relevance + People + Technologies +
Theories + Activities + Comfort + Subject Matter)
Transactional Distance = Determinants of Separation in Understanding and Communication in Distance Education (Structure
+ Dialogue)
↑Structure + ↓Dialogue = ↑ Transactional Distance
↓Structure + ↑Dialogue = ↓ Transactional Distance

This course will be developed with a flexible structure and a high degree of guided interactive dialogue, in
order to personalize the learning and lessen the transactional distance between participants, the instructor, and the
materials. Due to the flexible structure of the course, learners will be expected to display a high degree of autonomy
as they follow a personalized learning plan tailored to their needs, interests, goals, and capacities. This learning plan will
also give guidance and allow a more individualized structure embedded within the more generalized/flexible course
structure. This in turn emphasizes the learner-centered nature of mLearning, which is the focus of the course and its
structure and dialogue.

The foundations of this course are based on connectivism, which posits that connections determine learning,
and knowledge as a process of building those connections (Siemens, 2006, p. 15). Thus, the four tenets of connective
knowledge networks: Diversity, Autonomy, Interactivity, and Openness will be emphasized throughout the design of
this course (Siemens, 2006, p. 16).

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