CCME 2008 FCCJ Army Presentation Mobile Course Development

Slide 1: Mobilizing Education Technology to Support Combat Deployment Council of College and Military Educators 20 February 2008 CCME 2008.ppt Education Division 1

Slide 2: Project Background • Headquarters (HQs) Army Continuing Education System (ACES) received an appropriated congressional mark that provided operation and maintenance funding to Mobilize Education Technology to Support Combat Deployment • A Statement of Work was developed and a source selection committee convened • Florida Community College at Jacksonville (FCCJ) was selected and managed the project through its Military Education Institute (MIT) CCME 2008.ppt Education Division 2

Slide 3: Project Background Continued • HQ ACES required the adaptation of course content for six online classes to a mobile learning (untethered) environment where Soldiers had little or no internet connectivity • Academic rigor was required through the use of WICHE Best Practices that sought to preserve pedagogical elements in an untethered environment • The adapted courses were designed to foster college-level critical thinking, decision making, adaptability/flexibility and effective management skills for ambiguous situations • FCCJ assembled a team of military experts, online faculty and instructional designers/media experts to meet the requirements of the contract CCME 2008.ppt Education Division 3

Slide 4: Project Requirements • Adapt Courses for No Connectivity • Course Selection • Hardware and Software Selection • Selection of Mobile Delivery Device • Faculty Software • Faculty Training CCME 2008.ppt Education Division 4

Slide 5: Project Design • The project design involved three phases: – Project analysis phase – Course development – Quality assurance phases and adaptation of the six selected courses for submission to Army • Army performed post-design course and evaluative reviews with feedback for subsequent improvement • Class reviews were performed by the Army on the college’s selected mobile learning devices CCME 2008.ppt Education Division 5

Slide 6: Course Selection • FCCJ selected six online classes for adaptation to the mobile learning environment: – ENC 1101 – English Composition I (3SHs) – CCJ 1020 – Introduction to Criminal Justice (3 SHs) – SPN 1120 – Beginning Spanish I (4 SHs) – CGS 1100 – Microcomputer Applications for Business and Economics (3 SHs) – MAC 1105 – College Algebra (3 SHs) – GLY 1001 & 1001L – Earth and Space Science with Lab (4 SHs) CCME 2008.ppt Education Division 6

Slide 7: Challenging Development Cycle CCME 2008.ppt Education Division 7

Slide 8: Mobile Learning Framework • The instructional design approach: – considered minimal correspondence with the instructor of record while seeking to develop a sense of community and connection for the learner – built upon constructivist and adult learning principles while attempting to exploit the situational aspects of the authentic mobile learning environment – focused on creating self-directed learning experiences built on prior knowledge and real-life events in order to most effectively engage and enhance learner motivation CCME 2008.ppt Education Division 8

Slide 9: Learning Approach • Process flows interspersed with motivational learning objects, allowed faculty to provide feedback loops, creating an organized and interconnected sense of community for the learner • Academic success, help, and technology support provided an end-to-end learning solution • Media-rich content was used as a stand alone solution providing scaffolded Learner-content interactions • Constructivism & Situational Learning • Mobile Learner Theoretical Framework • Use of Media • Textbook Materials • Interface & Navigation CCME 2008.ppt Education Division 9

Slide 10: (Kissinger, 2007) CCME 2008.ppt Education Division 10

Slide 11: Mobile Technologies CCME 2008.ppt Education Division 11

Slide 12: Pepper Pad & Course Interface CCME 2008.ppt Education Division 12

Slide 13: Tablet Kiosk UMPC Navigation played an important role in project design. Lack of interface with the instructor and delayed access to direct helpdesk support required navigation that clearly stepped the student through the learning process in a scaffolded progression CCME 2008.ppt Education Division 13

Slide 14: Device Evaluation • Linux-based devices are more robust • Stylus-based interface is less useful or desired • Must be aligned with population and instruction • Costs have significantly decreased since project inception • Diversity of devices has increased exponentially as have functionality • Chose universal media and authoring tools CCME 2008.ppt Education Division 14

Slide 15: Faculty Certification • In addition to SACS faculty certification requirements, FCCJ created DL training & certification for faculty – Based on learning and motivation research – Coauthored by Palloff and Pratt – Program funded via FIPSE grant • Distance Learning Quality Assurance Division conducts Faculty and Course content reviews on a scheduled basis CCME 2008.ppt Education Division 15

Slide 16: Faculty Training Plan Training Method Learning Outcomes ID for self-directed Workshop, By the end of this training, participants will be able to: and paced content & Elluminate, and instruction Moodle •Apply research-based motivational techniques in course development, learning activities, and assessment •Apply motivation research & best practices to media development •Acquire best practices based on learning and motivation research to promote effective instructional practices in a distributed and untethered distance course delivery model. iMovie Workshop, • Become proficient at creating instructional media using Elluminate, and iMovie Moodle Garage Band Pod- Workshop, • Become proficient at creating instructional media using casting Elluminate, and Garage band Moodle CCME 2008.ppt Education Division 16

Slide 17: Faculty Training Plan Training Method Learning Outcomes Applying Online Asynchronous By the end of this training, participants will be able to: Motivational through Blackboard Research to Create •Identify the factors that make up what we call motivation Optimum Learning Define motivation and its related components Explore Environments motivation theory through a real-life case example Identify the research trends regarding motivation research Identify the major theoretical approaches to the study of motivation Apply the research in various fields such as education, business, and marketing Design self-regulatory strategies that will aid learners in developing self-motivation LMS Demonstrated Online Asynchronous •By the end of this workshop, participants will be able to: Competency or prior through Blackboard use common Blackboard features to: post an online training syllabus and assignments; interact via discussion board; [BlackBoard] develop quizzes; and manage grade books; use the tools to enhance interactivity such as teams and collaboration understand the experience of a course management system from both the student and instructor perspective; convert existing content for display in Blackboard use the communication and course management tools CCME 2008.ppt Education Division 17

Slide 18: Key Findings: Faculty • Faculty as active designers in development process • Characteristics of successful faculty designers • Faculty ability to author media • Training was transformational (pedagogy, new design skills) CCME 2008.ppt Education Division 18

Slide 19: Working with Publishers CCME 2008.ppt Education Division 19

Slide 20: Key Findings: Publishers • FCCJ developed unprecedented partnerships with two major publishing companies who worked to modify academic materials to function in a stand alone environment • Collaboration of expertise and resources allowed FCCJ to deliver a high-level of academic rigor and quality • New flexible portable publisher materials were developed – - eBooks were embedded on the device to ease course delivery – Online materials were ported offline through collaborative efforts • Publishers were eager to develop for this population CCME 2008.ppt Education Division 20

Slide 21: Project Insights and Lessons Learned • No “out-of-the-box” commercial solution existed • No proven or data-supported mobile learning model currently exists • FCCJ focused on improved academic content presented in a media-rich format that deviated from the traditional text- based courses typical of most online environments • Didactic linear media presentations were discarded in favor of interactive and engaging rich media and scaffolded learning modules CCME 2008.ppt Education Division 21

Slide 22: Project Insights and Lessons Learned Continued • Quality review procedures that are tied closely to the production cycle are required to ensure successful development • Poor instruction transfers across learning environments • Opportunity for more authentic, contextualized learning CCME 2008.ppt Education Division 22

Slide 23: Project Outcomes • Mobile Learner Framework • Mobile Technologies evaluated • Faculty Training Plan • New Publisher Formats • Untethered Template • Increased Learner Choices & Access CCME 2008.ppt Education Division 23

Slide 24: Next Steps • The course design model applied to this project can easily be adapted to similar student populations in community colleges and training environments where internet connectivity for distance learning is a challenge • The Mobilizing Educational Technology project is an example of an innovative and collaborative course design model that is more inclusive and increases access to quality educational opportunities while maintaining academic rigor and pedagogy • FCCJ plans to begin offering these classes as an alternative to online instruction in the Summer of 2008 CCME 2008.ppt Education Division 24

Slide 25: Imagining The Near Future… • Mobile technologies that continue to increase in functionality and decrease in cost • Increased educational access for challenged populations through untethered delivery – Increased flexibility for learners – they select when and where learning takes place – Possibilities for more authentic and contextualized learning experiences – More media enrichment – eliminating bandwidth restrictions experienced via on-line delivery CCME 2008.ppt Education Division 25

Slide 26: Please contact us for ideas and questions Thank You! Amy Moorash Jeff Kissinger eArmyU Program Manager Director Emergent Design HQs Army Continuing Education Distance Learning Florida Community College amy.moorash@us.army.mil jkissing@fccj.edu CIV: 703-325-2191 office 904-632-5052 DSN: 221-2191 mobile 904-485-0653 CCME 2008.ppt Education Division 26