Accepted+mLearning+Proposals

**Sara Baker** (SBaker2@uwhealth.org)

Courses: These courses are taught in a face-to-face format and meet once per week throughout the fall 2011 semester.
 * C L SCI 319 Abdominal Sonography III – 10 students
 * C L SCI 455 Vascular Sonography III – 16 students

In researching ways to explore andragogically effective uses of mobile technologies, I feel that an interesting way to do this is through utilizing mobile applications through either the Apple App Store or Android Marketplace. I have loaned an Ipad through the library and have found some Ipad apps that could greatly benefit and enhance both courses listed above. Some of the ways in which these apps could be beneficial are through quizzing, video tutorials of challenging anatomy, helpful diagrams, and voice over lectures that could be used in conjunction with lectures from class to help further student knowledge. The desired learning outcome would be to use these apps to enhance the course content and the student experience in the classroom.

**Dylan Barth** (djbarth@uwm.edu)

Course:
 * English 102

In this course, I plan to ask students to use mobile technologies to help them meet the course writing and research goals. In particular, I will require students to sign up for a four-month subscription to Evernote Premium, which they will use to compile their research notes, articles, and files. Evernote is an application that can be used on PCs, Macs, iPads, iPhones, and Android devices, and the Premium account will be necessary because it allows students to store any file type in Evernote, not just images, audio, and .pdf files, and because it has advanced collaboration capabilities, where students can edit shared folders and notes. In essence, Evernote will serve as a digital, mobile research notebook for students, whose work will be centrally located in the cloud and synchronized across any number of mobile, portable, and non-mobile devices, accessible at any place and at any time. Although secondary research sources are required in the course, I would like to encourage students to incorporate more primary research into their projects, as well as images, audio, and video, which can easily be collected on their mobile devices. Also, students tend to have difficulty taking, organizing, and implementing their notes for their formal writing and reflective essays, so we will discuss effective strategies for using the Evernote tool to orchestrate larger academic projects.

**Rachel Baum** (rbaum@uwm.edu)

Courses:
 *  Jewish 268 Jewish and Christian Responses to the Holocaust (Spring 2012)
 * Jewish 101 Jewish Culture in America: History, Literature, Film (Spring 2012)

//Using Digital Reflections to Improve Student Learning Outcomes// For this project, I propose to have my students complete digital reflections using digital storytelling apps such as SonicPics. (I’m hoping to find a similar Android app). Because not all students have a mobile device, the assignment will not require one, but I will ask students who have mobile devices to opt into their use, and to consent to be part of the study. Digital storytelling lends itself well to the mobile platform for several reasons. On a practical level, students who own a mobile device are comfortable with using it, which makes the reflection process more authentic to their lives. Beginning a process of digital storytelling in the class can easily become integrated into students using the app for other purposes, thereby reducing the sense that this is only a class assignment.

//Gamification// For this project, I propose to gamify online Jewish 101. Jewish 101 (“Jewish Culture in America: History, Literature, Film) is an introductory course that generally attracts a high number of first year students. They are often interested in the subject, but struggle to keep up with the work of the course. They are new to college and have not developed all of the self-motivation and time management that they will need in college. Gamifying the course would be a great help to students. It would give them a tangible reward for frequent participation in the course, and I envision their game badges being linked to grades. The project would allow for the study of mobile technologies, but would not require them, as students would still be able to complete the tasks entirely via a desktop/laptop. But students with mobile devices would be able to connect to the gamified class site more directly and frequently. I envision extra credit of two varieties -- individual and team-based. Team-based projects would require participation from students in groups, which would help to support the class goals as well. For gamification to work, I think it is important for students to feel in control of their success in the class. This means that students should not be overly reliant on the participation of their team members, but that there should be some incentive to participate, via the use of teams.

**Vicki Callahan** (vacall@uwm.edu)

Course:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 24px;">ART 408 Remix and Public Art (New Course, 2012)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The course, //Remix and Public Art,// examines remix theory and culture as well as engages students in four production projects, which develop digital media skills from social media, to photo-editing, video remix, and networked storytelling. The course will also focus on the community component at the heart of remix by partnering with the Institute of Service Learning on a community engagement piece to the class. In this case, which is still under discussion, we might use both a “hands on” or an all online service learning as UWM and the ISL’s infrastructure can support. Throughout the course, any of the production projects would be complemented and indeed enhanced by a mobile learning segment.I would propose taking a story class collectively knows (we would “crowd source” on what story students wanted to pursue) and “remixing” it for the Milwaukee context (and other student environs if some are remote). Students would then use their cell phones to document and geotag their locale as they add to the story. Students without cell phones could also use still cameras, but all would upload on flickr and the story could be relayed via a twitter and/or tumblr feed.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Jacques du Plessis** (jacques@uwm.edu)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Courses:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 22px;">Afrikaans 101 and 102
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Korean

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I developed the first online foreign language course at UWM, and having interactive tools to enhance the learning experience is vital. The fact that these are flash apps does concern some, because of the good number of Apple mobile products used. That being so, the number of Android-based tools that do support flash is increasing, and it seems like this trend will continue. Thus, an adequate group of users will find these tools accessible. Although these tools are now simply integrated into the regular course of the open Web presentation, it will be an ideal time for feedback to evaluate the use and further web design to ensure optimal accessibility with mobile devices. The flash app development will be focused on mobile devices except for the iPad, iPhone and iTouch. The audio development will cover all mobile devices.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Jason Jones** (jonesjc@uwm.edu)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Course:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Translating Japanese Media (Japan 361)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Through a technology-based redesign of Translating Japanese Media, I hope to accomplish the following: 1) To shorten the amount of time it takes students to complete the assigned subtitle translations as a result of having constant access to a mobile device; 2) To alleviate issues inherent in Web 1.0 methods of file distribution that require students to “fetch” (i.e. checking email, logging into D2L, etc.) work instead of the work being “pushed” to them ( [|Dropbox], etc.); 3) To obviate the use of physical media such as USB drives to get larger file collections to students; 4) To address the challenges of writing, proofreading and editing collaboration through providing students with a platform that ties together content creation and collaborative notification; 5) To provide a “fairer” learning environment for Japanese learners through giving them equal access to central learning tools (iPad and a selection of apps), as opposed to relying on students to procure their own tools, in which case financially underprivileged students are potentially placed at a learning disadvantage; 6) To accelerate student learning through providing access to a device infinitely more suitable than the PC in terms of available applications as well as character input method, within the context of learning character-based languages and looking up lexical items in such a language.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Andrew Olson** (asolson@uwm.edu)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Courses:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Chinese 101 (This work may continue into Spring 2012 with Chinese 102.)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">In recent years, an increasing numbers of mobile applications for Chinese language education have been released. These apps range from intuitive dictionaries and handwriting tools to various games and sources of streaming media content. With more students having access to smart phones and tablets with each semester, it is clearly time for our curriculum to take advantage of a selection of these useful resources in order to facilitate a more comprehensive and three dimensional experience for students learning Chinese language for the first time. Furthermore, once students have learned to utilize a few of the mobile applications available, the logical progression will be for them to continue to seek out additional similar learning tools on their own, which will help increase students’ personal responsibility for their learning outcomes. I believe that mobile technologies represent a format through which language learning can be incorporated into students’ daily routines in new and unprecedented ways.

**Matt Russell** (russelmr@uwm.edu)

Course:
 * Comparative Literature 135: Experiencing Literature in the 21st Century

<span style="color: black; font-family: Arial,sans-serif; font-size: 110%;">The focus of this class is devoted to discussing and analyzing the ways in which literature, film, graphic novels, art and music resonate with the contemporary experiences of our students. <span style="font-family: Arial,sans-serif; font-size: 110%;">For the Spring 2012 iteration of this course, we will discuss literature and literary texts that focus on the city, urban spaces in various cultural and ethnic imaginations, and embodied existence in the city (gendered experience). Doing so will allow me to employ mobile and ubiquitous learning apps such as Foursquare, so that students can pinpoint and discuss their own knowledge and experiences of city spaces that relate to the texts we discuss. I will also ask students to use Twitter to record and post their thoughts for discussion based on experiences of or in urban spaces, as well as for following contemporary writers who address urban issues related to our texts (I will recommend these writers to students and encourage them to explore their own). Students will be asked to integrate these writers’ perspectives and ideas into our class discussion. We will also use Infomous to analyze trends in our Twitter work as well as the posting of others related to the course.

Courses:
====These courses will provide first-year students with the fundamental skills for success in the Art and Design concentration of their choice. Using mobile devices and applications can better facilitate learning in my Art and Design Foundations courses by facilitating exciting new methods of information and image collection, visual expression, and web presentation- three valuable concepts for future artists. Course goals include the development of ideation strategies, including collaboration, the utilization of school and community resources, and use of the internet as a research tool and valuable presentation format. To emphasize student development, I encourage them to keep a full record of their process in both digital and physical formats, making blogs and using web resources to teach students early about creating a web presence. Through sketches, photos, visual research records, and written self-reflections on all assignments, students compile a formal Process Book as part of their final evaluation.====
 * ====Art 108, 2D Concepts====
 * ====Art 109, 3D Concepts====