A Learning Technology I Want To Learn More About: Mobile App Development

As mobile learning continues to increasingly make its way into the physical and online classroom, app development is one of the areas I have been interested for some time now.  There is no question that there is a plethora of apps that can address a number of educational learning needs whether a child is practicing basic addition/subtraction to college-level groups of students collaborating on planning documents with Google Drive on the go.  In my initial research into app development revealed that coding languages such as Java, C++, Python, Corona-One, and Ruby to name a few is necessary.  However, over time and further investigation, I began noticing a number of applications and services that require less of needing a programing language knowledge base but including a more graphical user interface instead.  This is similar to building web pages now where you don't have to have a working knowledge of HTML code.  Below are several cloud/Web-based applications I encountered that can potentially offer easy-to-use interfaces for creating educational mobile apps.

1. App Press.  This is a Web-based app builder that targets iPhone, iPad, and Android applications.  App Press uses a Photoshop-like interface for assembling visual assets via layers.
   
   
2. EachScape.  A cloud-based builder that provides a drag-and-drop interface for native iOS and Android apps as well has HTML5 Web apps.
   
   
3. iBuildApp.  This easy-to-use builder provides customizable templates for iPhone, iPad, and Android apps.  No coding required as well.
   
   
4. AppGyver.  This is another drag-and-drop builder that aims at iOS and Android apps.  Apps can then be published to Apple's App Store and Google's Play Store.

From an instructional standpoint, there are apps that simply don't fulfill a particular learning need.  It would be great to have mobile apps made in no time.  However, some level of technical "know how" and time are required to accomplish such task.  As with many learning technologies, time consumption is not always an option for faculty.  As an instructional designer, I would be interested in creating a Baylor faculty development app where instructors can book resources such as our video and audio booths and sign up for training sessions Online Teaching and Learning Services host.  In addition, the same app could contain training resources such as quick "how-to" videos for using Canvas tools such as creating screencasts with Kaltura or implementing quiz options to deter cheating or other forms of academic misconduct.  Let me know your thoughts and interests in app development!

Assessment or Survey Tools

My "go-to" survey tool for at least the last 10 years has been Google Forms.  Google Forms has helped me to quickly create pre-assessment surveys I can use to collect data from students.  This data can then be used to adjust my instructional strategies and some design elements of course assignments and projects.  For example, if I know my learners have access to mobile devices such as tablets and smartphones, I can implement creative instructional strategies such as a survey that is completed live during one of our synchronous web conferencing sessions, students can reply to threaded discussion postings through the Canvas app for Android and iOS devices, any short quizzes or polls can also be completed synchronously or asynchronously, and much more.  There are several advantages of using Google Forms.

• It's free.
• Forms can be shared and used to collect data outside the learning management system.
• The graphical user interface (GUI) makes Google Forms easy to use and having surveys, general forms, and short quizzes up in running in no time.

Some of the drawbacks to using Google Forms include:

• Faculty and students are not likely to have official on-campus technical support for any Google applications including Forms. 
• Limited abilities to format text.
• File uploads are not supported.
• Google Forms can be easily be shared to anyone so monitoring received data and sharing options is a must.

The embedded Google Form below is what I use to pre-assess my students on the technologies they have access to while enrolled in my MIS 1305 course.  You will notice that I have a number of questions regarding social media, mobile devices, and understanding of several Microsoft Office applications we use in 1305.

Other survey and/or quiz options including, but not limited to Survey Monkey, Poll Anywhere, the LMS's built-in survey/quiz tools, and Qualtrics.

Instructional Content I've Produced

Depending on the complexity of course content and concepts, relying on ready-made instructional media and resources is not always an option.  In some cases, pre-existing media may be to vague, unclear, contain poor quality audio and/or video, or simply not align to the unique learning goals and objectives established for your course.  Producing self-created instructional media, although time-consuming in some instances, may be necessary.  The embedded video below I created was used specifically for a 5-week online summer section of the MIS 1305 course I taught in 2016.

Last summer, we used textbooks from Cengage publishers.  Cengage's online system, Skills Assessment Manager (SAM), was used in order for students to submit assignments/projects aligned to our texts, receive real-time feedback, and have opportunities to correct their work and resubmit accordingly.  Pre-existing videos, including resources created by Cengage, were a bit vague.  So the video above is the result of me creating a video that was much clearer in explaining the process for submitting SAM projects.  This video was created using Camtasia Studio 8 for Windows/PC and uploaded/distributed using Kaltura through our Canvas LMS.

Sample of Ready-Made Content

Curating pre-existing, or ready-made, content to support instruction saves instructors a significant amount of time from having to create self-produced instructional media.  In my own teaching practices, I always search text publisher resources and the World Wide Web before identifying a need to create my own media.  In my 17 years of teaching in higher education, I have found myself producing my own media and curating pre-existing media/instructional resources.  The embedded YouTube video below is an actual resource I use in Canvas for my current MIS 1305 course that is being taught on campus face-to-face.

The video above explains to students how to submit grader activities through the MyITLab online system that is a companion resource to our textbooks by Pearson Publishers.  This resource is made available through the Canvas LMS and can be accessible for students in face-to-face and online sections of 1305.  In addition to curation, an added benefit to using these ready-made resources is that time I save by not having to recreate media that already addresses a need or goal I have for my students. 

Synchronous Communications: Live Web Conferencing

A common criticism of online courses is that the social element of a traditional face-to-face learning environment is removed because of the heavily asynchronous "anytime, anywhere" nature of online learning.  By the same token, the asynchronous is frequently cited as an appealing characteristic for choosing to pursue online learning opportunities.  The technology that has come a long way to provide real-time communications for students in fully online learning environments.  Web conferencing applications have brought students and instructors several steps closer to having face-to-face interactions that many of us are accustomed to.  Web conferencing applications such as Big Blue Button, Adobe Connect Pro, Web Ex, and Blackboard Collaborate provide opportunities for real-time communications and collaboration for students and instructors in online environments.  My personal favorite web conferencing application so far is Adobe Connect.  However, as an instructor and instructional designer, I have used other applications as well.  At my current institution, we have both Blackboard Collaborate and Big Blue Button integrated into our Canvas learning management system (LMS).  The screenshot below is a glimpse into the Blackboard Collaborate live virtual environment.

Click the image to view a larger version.

Visual presentations, polling, live chat, file sharing, screen sharing, and breakout sessions are just some of the features that can enhance live communications and interactions among students in this virtual environment.  I use synchronous communications heavily in online graduate-level courses.  For example, I will host end-of-module (modules may run from 2 to 3 weeks long) live sessions to summarize and elicit student feedback on how the concepts of a given module may be applied to their current work environments.  Our main live discussion may then be followed by a smaller activity where I break the class into small groups via breakout sessions so they can engage and communicate with their fellow group members.  Another use of live synchronous web conferencing is to host virtual office hours.  Similar to traditional on-campus office hours, time could be set aside to be available, virtually, for online students.  A faculty member can simply leave the live web conferencing environment/room open to see if students enter or they can make individual appointments to meet virtually with students.  With any form of synchronous communications, must expect the unexpected to occur.  Slow Internet speeds, audio and video equipment may not function properly with out computer resets, and audio/video coming in choppy or degraded are just a few examples of instances faculty need to be prepared for.  Other potential uses of live synchronous web conferencing include:

• Real-time group or individual presentations
• Brainstorming and/or problem-solving sessions
• Study groups, tutoring, and/or team meetings
• and much more.

Asynchronous Communications: The Discussion Board

Discussions boards are one of the most commonly used tools to facilitate dialog in online courses.  These boards allow for back and forth communications between students and instructors asynchronously over a period of time.  Students are able to reflect upon their own ideas before sharing them with their classmates, leading to deeper discussions and learning.  Additional benefits of integrating discussion boards into online courses include:

• Building a sense of learning community through sharing ideas,
• Provides students extra time to reflect on their ideas, research, and develop their responses before sharing their thoughts, and
• Help facilitate learning by allowing students to reflect and respond to the work of others.

The image below is a snapshot of an introductory "icebreaker" activity I had students participate in for a summer online version of the MIS 1305 - Introduction to Information Technology and Processing course I teach occasionally.

Discussion board thread in the Canvas learning management system

In my own instructional practice, discussion boards have played an important role in all fully online course that I have taught.  Through varied structured designs, I rely on discussion boards to manage the text-heavy responses.  As illustrated in the image above, Canvas discussion boards create an indented hierarchy of posting to show learners who replied to who and when.  This visual queue makes following a discussion much more efficient for both students and me as the instructor.   One added benefit to contemporary discussion boards is that students can embed other types of media (i.e. images, audio, and video recordings) into their postings besides text.  This is a great enhancement to traditional discussion boards as students can communicate asynchronously in creative ways beyond text.