This lesson plan provides an overview of a 20 minute instructional session on 23 mobile technologies. The session will be delivered online through Slideshare and a Wordpress website. It aims to educate participants on how instructors and library staff can use mobile technologies to deliver educational services and engage communities. The lesson utilizes strategies like self-paced tutorials, an eLearning program available 24/7, and slideshare presentations to support learners in discovering, accessing, and using information effectively. It also ensures the library's infrastructure keeps current with advances in teaching technologies. The session will engage participants by asking questions about mobile technologies and introduce the 23 mobile things and 1-2 ways they can enhance education.

1. Instructional Session Lesson Plan
MCPV Learning 2.013 : 23 Mobile Things
Shiloh Moore
August 2, 2013

2. Title:
MCPV Learning 2.013 : 23 Mobile Things
Intended Audience:
This specific session will be presented as a teaching demonstration as part of an interview,
however; this lesson could be adapted to apply to all faculty and staff at Marymount College.
Duration:
20 minutes.
Learning Environment:
Online via Slideshare and Wordpress website.
Materials and Aides:
Power Point slides transferred to Slideshare. Slide presentation transcript. The “Instruction
Session Template For Slideshare Presentation” will include index cards with Power Point
slides printed out one side and the script on the other. If utilizing a Blackboard platform,
“Collaborate Tools” will be utilized to promote participatory engagement. “Tools” include use
of chat box, pointing device, and the virtual hand. Presentation with Power Point Slideshare
ONLY can be adapted to exclude “Collaborate Tools” within a library setting by having
patrons actually speak, raise their hand, and point to answer on screen.
ACRL Information Literacy Standards:
Performance Indicators
2. Professional Values: Libraries advance professional values of intellectual freedom,
intellectual property rights and values, user privacy and confidentiality, collaboration, and user­
centered service.
2.5 The library commits to a user­centered approach and demonstrates the centrality of

3. users in all aspects of service design and delivery in the physical and virtual
environments.
Instructional strategies employed:
user­centered service: Self paced tutorials available online via Wordpress Blog link.
delivery in the virtual environments: eLearning program is available 24/7.
3. Educational Role: Libraries partner in the educational mission of the institution to develop
and support information­literate learners who can discover, access, and use information
effectively for academic success, research, and lifelong learning.
3.6 The library has the IT infrastructure to keep current with advances in teaching
and learning technologies.
Instructional strategies employed:
support information­literate learners who can discover, access, and use information:
Educate participants on emerging and existing mobile Web 2.0 technologies. This program
explores ways that instructors and library staff can use mobile technologies to deliver
educational services, engage with their communities and for their own professional development
in a self paced online eLearning platform.
IT infrastructure to keep current with advances in technologies:
Cutting edge IT department. The website and Library services are constantly evolving and
adapting to advances and changes in technology.
4. Discovery: Libraries enable users to discover information in all formats through effective
use of technology and organization of knowledge.

4. 4.3 The library develops resource guides to provide guidance and multiple points of
entry to information.
4.4 The library creates and maintains interfaces and system architectures that include all
resources and facilitates access from preferred user starting points.
4.5 The library has technological infrastructure that supports changing modes of
information and resource discovery.
4.6 The library provides one­on­one assistance through multiple platforms to help
users find information.
Instructional strategies employed:
multiple points of entry to information: Direct access to the MCPV Learning 2.013
program via the direct link to the Wordpress site or from the MCL website. Participants can
explore the 23 Mobile Things from anywhere­at anytime online.
facilitates access from preferred user starting points: From the MCL homepage
it is very easy to navigate to the link once you know the location. See: “Faculty Service”.
one­on­one assistance through multiple platforms: Slideshare presentation, video tutorials
from vendor sources, and library staff instructional workshop presentations.
8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence
and to function successfully in an environment of continuous change.
8.6 Personnel responsible for enhancing and maintaining the library’s IT infrastructure
keep current with library technology applications and participate in ongoing
training.

5. Instructional strategies employed:
current with library technology applications and participate in ongoing training:
The 23 Things program is offered to all faculty and staff from MCPV. This
eLearning presentation could also be adapted and developed for students.

6. Methodology
There currently is an explosion of interest in mobile devices, due in part to their
convenience, portability, and inexpensive cost. Tablets are ideal downloading eBooks because of the
larger screen size in my opinion, while smartphones are more compact and easier to transport. When
one explores the use of mobile applications in higher education, eBooks are at the forefront of the
discussion and debate. The features available in an eBook are what sets them apart from traditional
print books. For example, on an iPad using the Kindle application readers can search within the text for
key words or phrases, define words with the built in dictionary, adds bookmarks that stay with the
book even after it is returned to the library, and allows users to add comments and notes as they read.
If the book is checked out again the virtual bookmark saves the page where one stopped reading.
Readers can also share their favorite passages through “social highlighting” and send selected quotes
directly to Facebook, Twitter, and Amazon’s “Most Highlighted Passages of All Time” pages
online. Stephen Abram (2010) points out that most eReaders and eBooks allow users to change
the font and design choices. His research uncovered that young readers, and those with vision
impairments absorb the material better with larger fonts, while a majority of young adult readers usually
handle denser text with more facility. He states that when we look at learning styles we know that layout
can enhance comprehension by stimulating more than one learning style at a time. Multimedia learning
enrichment provides a combination of visual, tactile and auditory modalities improving comprehension
and supports student learning via their preferred modality, which are discussed by Gardner in his
proposed list of seven intelligences (Simmons, 2012).
Computer based instruction gives added learning value that promotes skills which are not

7. available in faculty instruction presented through text books alone. Computer based instruction
elicits cognitive processes used for information retrieval and aids in improving literacy skills. The use of
digitized speech, touch screens, and interactive technology allow for individualized instructional
sequences to suit the needs of varied learning styles. Test studies conducted by Loretta Larson in 2010
concluded that students in computer based instruction groups showed higher levels of cognitive learning
when working collaboratively with technological educational materials than the students who read the
print only version of the same material. . The value of computer­based lesson plans creates new ways
students learn as they interact with technology.
Arising from the work of Vygotsky is the notion of a learner's “zone proximal
development” (ZPD) metric. This is defined as the distance between the actual development of a student
as determined by independent problem solving and the level of potential development as
determined through problem solving under adult guidance or in collaboration with more capable
peers. This stage is where Social Media and many of the 23 Mobile Things can enhance the learning
process so that ultimately students internalize and appropriate the knowledge transacted through
assisted performance so that it becomes their own. An important factor in instruction is knowing
How­When and Where learning is taking place in the ZPD. The provision for assisted performance is
known as scaffolding. Scaffolding should be delivered within the Zone of Proximal Development (ZPD;
Vygotsky, 1978). This refers to the area of development in which students require assistance to
perform. Common elements of scaffolding include task definition, direct or indirect instruction,
specification and sequencing of activities, provision of materials, equipment and facilities, and other
environmental contributions. Scaffolds provided by eLearning and many of the 23 Mobile Things include

8. the opportunity for participants to review directions, access electronic information 24/7, and gain
comprehension using digital features as educational tool on mobile devices.
Research has shown that eLearning provide scaffolding which supports students who are
developing and improving their information literacy skills. This is the core methodology which forms the
framework for my instructional session. Kuhithau (1994) states that “librarians in the information age are
called to diagnose zones of intervention when students benefit from counseling in the information search
process. They need to develop process interventions to guide students in seeking meaning from
information for deep understanding.” The concept that intervention is required when students cannot
proceed on their own is enriching to those devoted to promoting education and information literacy.
Web 2.0 applications aid in this endeavor by providing digital literacy skills from devices that can fit in
ones pocket. My concept was to present and identify mobile applications in which intervention would
be most useful to students and 23 Mobile Things that the faculty would hopefully embrace and explore
from participating in the MCPV Learning 2.013 program.

9. Lesson Procedures:
Constructive Approach To Learning via “The 5 E’s” and “Discovery/Direct Instruction”
“The 5 E’s”
“Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E":
Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and instructors to
experience common activities, to use and build on prior knowledge and experience, to
construct meaning, and to continually assess their understanding of a concept” (Penn State,
Lesson Planning).
Engage:
“Make connections between past and present learning experiences”
Welcome audience and introduce myself. Ask a few open ended questions relating to Web 2.0
mobile products that are being used. Explain what the 23 Mobile Things program is about.
“Tell me and I forget. Teach me and I remember. Involve me and I learn.”
Benjamin Franklin
“Anticipate activities and focus students' thinking on the learning outcomes of current activities.
Participants should become mentally engaged in the concept, process, or skill to be learned.”
Introduce the 23 Things via Slideshare­Provide 1­2 points on how this technology can enhance
the education experience for both faculty and students. Go over information from the Horizon
report to make sure participants understand how important technology is when appealing to
many different types of learning styles.
Explore:
“This phase of the 5 E's provides students with a common base of experiences. They identify and
develop concepts, processes, and skills. During this phase, students actively explore their
environment or manipulate materials.”
During this phase of the session we will navigate the pages from the Wordpress Blog and
explore 1 section to familiarize everyone with the navigation of the Blog/Program. If using
Blackboard/Collaborate the screen will allow for the use of “tool” so participants can “point” to
a topic they want to explore.

10. Explain:
“This phase of the 5 E's helps students explain the concepts they have been exploring. They have
opportunities to verbalize their conceptual understanding or to demonstrate new skills or
behaviors. This phase also provides opportunities for teachers to introduce formal terms,
definitions, and explanations for concepts, processes, skills, or behaviors.”
As we go through the 23 Mobile Things ask the participants to use
their pointer tool to help “click” to the next screen. Ask questions­have everyone type in their
response to the chat box on at least one slide to make sure they are following along and to
encourage collaboration. I would add this in the middle of the presentation to keep re­
engage the students. I will use specific terms that will aid in their understanding of the
process that needs to be followed to successfully complete the “program”.
Elaborate:
“This phase of the 5 E's extends students' conceptual understanding and allows them to practice
skills and behaviors. Through new experiences, the learners develop deeper and broader
understanding of major concepts, obtain more information about areas of interest, and refine
their skills.”
After the presentation the Librarian will work alongside the participants to actually go through
the first module and set up accounts as needed to access the various “things”. After the
participants have completed the task they will be prompted explore information relevant to the
topic and share with the rest of the “class” in order to to reinforce what they have learned.
Evaluate:
“This phase of the 5 E's encourages learners to assess their understanding and abilities and lets
teachers evaluate students' understanding of key concepts and skill development.”
After everyone has had a chance to look over the 23 Mobile Things ask what products are
currently in use. This will provide me with information as to what areas need more, or less detailed
instruction.

11. “Discovery/Direct Instruction”
“The underlying purpose of direct instructional techniques such as lecture,
demonstrations, and narrated screencast is to present information efficiently and systematically,
whereas the underlying purpose of discovery techniques such as stimulation and peer
education is to invite learners to think for themselves” (Booth, 2011, p.52). I want to achieve a
combination of instructional strategies in this lesson. The main technique will be Direct
Instruction because it is highly useful when there is a need to present a great deal of content
quickly and efficiently. Through the use of a demonstration I will present a Slideshare visual and
demonstrate navigation of the Wordpress site. The session will involve questioning the participants to
encourage critical thinking and assess student mastery to aid in discovery. The use of collaborative
‘tools’ such as emoticons on Blackboard or asking of open ended questions will ensure the students are
following along with the procedure being taught. Booth (2011) believes that discovery methods to
some extent require participants to self­regulate. The participants will be able explore and review the
program via the Blog at their own pace. By encouraging the participants to “cultivate metacognitive
awareness of their personal learning strategies” (Booth, 2012, p.54). The goal is to give a quick
overview of the process without making the student feel they should know what to do. I want to show
them the process and include them along the presentation by asking simple questions and providing
encouraging feedback to their participation.

12. Resources
ACRL. (2006) "Information Literacy Competency Standards for Higher Education," American Library
Association, September 01, 2006.
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Document ID: 185693.
ACRL. (2011) Standards for Libraries in Higher Education
http://www.ala.org/acrl/standards/standardslibraries.
Booth, C. (2011). Reflective Teaching, Effective Learning: Instructional Literacy for Library
Educators. Chicago, IL: ALA Editions, pp. 51­54.
de Jong, M., & Bus, A. (2002). Quality of book­reading matters for emergent readers: An experiment
with the same book in regular or electronic format. Journal of Educational Psychology, 94(1),
145­55.
de Jong, M., & Bus, A. (2003). How well suited are electronic books to supporting literacy? Journal
of Early Childhood Literacy, 3(2), 147­164.
Korat, O., Shamir, A., & Arbiv, L. (2011). E­books as support for emergent writing with and without
adult assistance. Education & Information Technologies, 16(3), 301
Kuhlthau, C.C. (1994). Students and the information search process: Zones of
intervention for librarians. Advances in Librarianship 18.
Larson, L. (2010). Digital readers: The next chapter in e­book reading and response. Reading
Teacher, 64(1), 15.
McKenna, M. C., & Reinking, D., Labbo, L. D., & Kieffer, R. D. (1999). The electronic
transformation of literacy and its implications for the struggling reader. Reading & Writing
Quarterly, 15, 111­126.
Penn State, Lesson Planning. The 5 E’s. Retrieved on 5­4­2012 from
http://www.personal.psu.edu/scs15/idweb/lessonplanning.htm .
Simmons, Michelle. (2012). Seminar in Information Literacy: Lessons 2, 4. LIBR 287: Seminar in
Information Science: Information Literacy. San Jose State University, San Jose, California.

13. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes.Cambridge, MA. Harvard.
Instruction Session Template For Slideshare Presentation
Twitter
http://www.flickr.com/photos/27132029@N06/3022781883/
Taking a photo with a mobile device: Instagram / Flickr app / Snapchat
http://www.flickr.com/photos/kros/2605779502/
eMail on the move
http://www.flickr.com/photos/ruthtsang/5961070109/
Maps and checking in
http://www.flickr.com/photos/spatialinformationdesignlab/7017906859/
Photos + Maps + Apps: Historypin / What was there / Sepia Town
http://www.flickr.com/photos/whatsthatpicture/7140046537/
Video: YouTube and screencasts
http://www.youtube.com/watch?v=9pbUoNa5tyY&list=PL509AFB65943DCB9D
http://www.youtube.com/watch?v=CTmZtKGHcKk&list=TLJvIgfIOP8ME
Communicate: Skype / Google+ Hangout
http://www.flickr.com/photos/funksoup/5983305221/
Calendar
https://www.google.com/search?q=google+calendar&source=lnms&tbm=isch&sa=X&ei=E6_6UZThKuS0iQL8t4H4A
Q&ved=0CAkQ_AUoAQ&biw=1440&bih=799#facrc=_&imgdii=KxpUPs1gf9XMkM%3A%3BjrRiNZi4fKkJkM%3BKxpUP
s1gf9XMkM%3A&imgrc=KxpUPs1gf9XMkM%3A%3Ba1J4MKLjlA4kjM%3Bhttp%253A%252F%252Fmichaelhyatt.com
%252Fwp-content%252Fuploads%252F2010%252F07%252Fgoogle-calendar-07.png%3Bhttp%253A%252F%252Fm
ichaelhyatt.com%252Fhow-to-setup-google-calendar-on-your-iphone-4.html%3B570%3B428
QR codes
http://www.flickr.com/photos/25095603@N07/5022258350/

14. Social reading: RSS / Flipboard / Feedly / Goodreads / Pocket
http://www.flickr.com/photos/ux-jess/5958270198/
Augmented reality: Layar, Aurasma and Google Glass
http://www.flickr.com/photos/79250834@N05/8969442655/
Recreation and some Angry Birds
http://www.mstoner.com/blog/technology-and-software/scvngr_treks_starting_to_augment_admission_events/
Online identity
http://33rockers.com/2011/08/30/privacy-changes-related-to-facebook/
Curating: Pinterest / Tumblr
http://www.flickr.com/photos/maintainitproject/6882803297/
Adobe ID
http://www.epubsoft.com/how-to-open-acsm-file-cannot-open-acsm-file.html
eBooks and eBook apps: Project Gutenberg / Kindle / Overdrive / Bluefire / Kobo, etc.
http://www.flickr.com/photos/melenita/9367687811/
Evernote and Zotero
http://www.flickr.com/photos/leif/7842872610/
Productivity tools: Doodle / Remember the Milk / Hackpad / any.do / 30/30
http://lanyrd.com/blog/2012/hackpad-sxsw/
File sharing: Dropbox
http://www.flickr.com/photos/darkpollo/5194898654/
Music: last.fm / Spotify
http://www.flickr.com/photos/benoitdarcy/3897434618/
Voice interaction and recording

15. http://www.mobileappsindex.com/
eResources /vendor apps
http://www.libsuccess.org/index.php?title=M-Libraries
Digital storytelling
http://www.edudemic.com/2013/05/8-steps-to-great-digital-storytelling/