OLTD508: Mobile Learning and Gaming
Course Description:
Students will examine the underlying concepts driving the adoption of mobile and gaming technologies in education. This course will investigate potential devices/apps/games, issues (e.g., supporting infrastructure, management, digital divide), resource selection, integration in curriculum, and potential venues for creating mobile and/or gaming content for educational use.
“Create assessment and evaluation methods/tools most suitable to the strengths and challenges of online environments”
Reflections to Support Program Outcome:
The piece of evidence for this learning outcome is the creation of an evaluation rubric for selecting mobile apps. Our group chose to focus on curriculum, age level, user friendly, cost, student engagement, thinking skills and differentiation as categories of importance needed in the rubric. Each of us in our group then evaluated two apps that related to our teaching subjects.
The creation of a mobile app rubric and the practise of evaluating apps for educational use was a valuable experience as it emphasized that choosing an app needs to be related to the learning first. The use of a rubric helps educators determine the value the app can bring to the learner and also makes the needed connection from the app to the curriculum content. The ultimate goal with the use of mobile or educational apps is to create a transformation to the student learning along the way.
Course Description:
Students will examine the underlying concepts driving the adoption of mobile and gaming technologies in education. This course will investigate potential devices/apps/games, issues (e.g., supporting infrastructure, management, digital divide), resource selection, integration in curriculum, and potential venues for creating mobile and/or gaming content for educational use.
“Create assessment and evaluation methods/tools most suitable to the strengths and challenges of online environments”
Reflections to Support Program Outcome:
The piece of evidence for this learning outcome is the creation of an evaluation rubric for selecting mobile apps. Our group chose to focus on curriculum, age level, user friendly, cost, student engagement, thinking skills and differentiation as categories of importance needed in the rubric. Each of us in our group then evaluated two apps that related to our teaching subjects.
The creation of a mobile app rubric and the practise of evaluating apps for educational use was a valuable experience as it emphasized that choosing an app needs to be related to the learning first. The use of a rubric helps educators determine the value the app can bring to the learner and also makes the needed connection from the app to the curriculum content. The ultimate goal with the use of mobile or educational apps is to create a transformation to the student learning along the way.
"Integration of current cognitive learning and educational gaming theory and examination of current research around best and emerging practices."
Reflections to support program ouctome:
The evidence I have provided for the learning outcome ares my blog post titled: “BYOD: an Attitude Shift Needed” and "OLTD 508 Mobile Technologies and Game-Based Learning: An Eye-Opening Experience".
In my blog post,“BYOD: an Attitude Shift Needed”, I stress the importance of embracing digital learning based on sound pedagogy and what is needed to be in place to make it feasible within our school districts. Digital learning based on sound pedagogy using BYOD can provide students with 21st century learning skills that provide: a means to engage in inquiry,opportunities for learners to collaborate, opportunities for student choice in the use of multi-media to explore, research, think, analyze, evaluate, communicate and express ideas in high quality products, connections locally and globally that add authenticity to school work and platforms to attain high standards in digital citizenship. An attitude shift is needed when viewing the use of digital devices in education. This attitude shift for BYOD needs to begin with embracing digital technologies in learning (based on sound pedagogy and improved teacher training) and creating a district policy that addresses appropriate use and digital citizenship, equity of access and bandwidth.
My art and photography classroom has an "open" policy for digital devices and my students have been instructed on appropriate use. Digital devices are tools that enhance learning and creativity. In my own teaching, I am now an advocate for BYOD use with the proper digital ciitzenship training and assurance of equitable access(not every student has a digital deivce but the class community shares among the students.)
My blog post titled “OLTD 508 Mobile Technologies and Game-Based Learning: An Eye-Opening Experience" sums up my learning in the course and addresses the learning outcome. OLTD 508 has given me a background in mobile learning, a system for selecting and rating apps, experience creating BYOD lessons, a rubric for rating games for educational use and an appreciation for the potential of game-based learning in education.
Reflections to support program ouctome:
The evidence I have provided for the learning outcome ares my blog post titled: “BYOD: an Attitude Shift Needed” and "OLTD 508 Mobile Technologies and Game-Based Learning: An Eye-Opening Experience".
In my blog post,“BYOD: an Attitude Shift Needed”, I stress the importance of embracing digital learning based on sound pedagogy and what is needed to be in place to make it feasible within our school districts. Digital learning based on sound pedagogy using BYOD can provide students with 21st century learning skills that provide: a means to engage in inquiry,opportunities for learners to collaborate, opportunities for student choice in the use of multi-media to explore, research, think, analyze, evaluate, communicate and express ideas in high quality products, connections locally and globally that add authenticity to school work and platforms to attain high standards in digital citizenship. An attitude shift is needed when viewing the use of digital devices in education. This attitude shift for BYOD needs to begin with embracing digital technologies in learning (based on sound pedagogy and improved teacher training) and creating a district policy that addresses appropriate use and digital citizenship, equity of access and bandwidth.
My art and photography classroom has an "open" policy for digital devices and my students have been instructed on appropriate use. Digital devices are tools that enhance learning and creativity. In my own teaching, I am now an advocate for BYOD use with the proper digital ciitzenship training and assurance of equitable access(not every student has a digital deivce but the class community shares among the students.)
My blog post titled “OLTD 508 Mobile Technologies and Game-Based Learning: An Eye-Opening Experience" sums up my learning in the course and addresses the learning outcome. OLTD 508 has given me a background in mobile learning, a system for selecting and rating apps, experience creating BYOD lessons, a rubric for rating games for educational use and an appreciation for the potential of game-based learning in education.