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Process
for Purchasing Credit from the Volume Purchasing Portal (VPP)

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Process
for Purchasing Credit from the Volume Purchasing Portal (VPP)

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To purchase credits for the Volume Purchasing Portal, first email Craig Reyes at craigr@apple.com.  Request a quote for the dollar amount you require.

Once you receive the quote, you can submit a purchase order.

Provide the PO# to Craig and he will then send you a VPP code.

After you receive the code, you will login to https://volume.itunes.apple.com/us/store with the facilitator login.

Click on the dropdown arrow by your facilitator’s name and select Redeem VPP Credit.

Enter your code, click Redeem. At this point, you can search for the apps you want and purchase accordingly.

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20 strategies for learner interactions in mobile
devices

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Let's be honest, we all LOVE research *grin*, or facts, or lists, or useful practices ... or practical strategies for that matter. Well, here is a new set of useful strategies for mobile MOOCs, I hope you like it!

In my latest research I focused on the impact of mobile access on learner interactions in a MOOC (Massive Open Online Course). The research was done to get my Master in Education at Athabasca University. As always all of the Athabasca faculty was supportive to get the research up to their standards (ethical approval, relevant literature...).

The readable and hopefully useful list of 20 mobile strategies to increase learner interaction in a MOOC that came out of my research can be found below in this post, but feel free to read the full thesis here, it has links to ethical procedures (e.g. informed consent form), some web analytics, community of inquiry use to screen learner interactions.... If you want to reference to the strategies, or parts of the thesis, this is the APA reference for it:

de Waard, I. (2013). Impact of mobile access on learner interactions in a MOOC. Retrieved from Athabasca DThesis database http://hdl.handle.net/10791/23

Abstract of the research
As mobile access and massive open online courses (MOOCs) become a global reality, the realm of potential distance learners is expanding rapidly. Mobile learning (mLearning) as well as MOOCs are based on similar characteristics as shown in the literature review of this study. They both enhance a community feeling, increasing networking and collaboration; they strengthen lifelong and informal learning, they use social media to a large extend and they are ideal for setting up communicative dialogues. The focus on learner interactions is of interest, as research has shown that dialogue is an important element for learning and knowledge enhancement, and mobile access increases the opportunities to enter into such interactions. This thesis study used a sequential explanatory mixed methods approach to investigate the impact of mobile accessibility on learner interaction in a MOOC. The study showed that opening up a MOOC for mobile access has immediate impact on learner interactions, as participants with mobile devices tend to interact more with their fellow learners in comparison to their non-mobile colleagues. This was deduced from the mixed methods approach looking at web-based statistics, an online survey, an analysis using the Community of Inquiry framework and one-on-one interviews with volunteers. The study formulated a set of 20 strategies and possible consequences deriving from the analysis of the impact of mobile accessibility in a MOOC and more specifically how this affects learner interactions. These strategies might optimize the impact of mobile access on learner interactions in an informal, open, online course. Future research needs to support the findings, embracing a larger learner population from a more varied background. Overall, this research hopes to add to the body of knowledge strengthening the field of distance education.

List of 20 mobile related strategies to increase learner interactions in MOOCs:

Design
1.Offer a ubiquitous learning environment based on BYOD design and content, making use of existing ubiquitous tools (social media, e-mail...) so people can switch between devices at their own preference.
2.Create a user-friendly, one button centralized access learning environment. This easy access must be linked to a clear course overview to increase transparency, user-friendliness and provide the learner with a structure that s/he can organize for self-regulating learning purposes.
Self-directed learning
3.Provide self-directed learning strategies to the learners.
4.Enabling immediate access to content material as well as discussion areas adds to time management options and it enables self-regulated learning.
5.Offer synchronous and asynchronous learner activities within a clearly timed course. This provides the necessary freedom for the learner to access, reflect and possibly react on the subject touched at specific moments during the course.
6.Provide a clear timetable of the course, while embedding time for reflection into the course timeline. This suggested flexible, yet cohort move through the course provides an opportunity to nurture reflection time, which is in direct relation to learner interactions.
7.Embed informality in the course to allow increased, autonomous learner interactions to emerge. This room for emergence is induced by the course being both formal and informal, or informal overall and being mobile. The informal character of a course results in participants feeling more at ease with sharing and producing content and engaging in interactions across all their devices.
Digital skills
8.Increase the necessary digital skills of the learner, providing basic training before the course starts via meaningful content-related actions. If a course is accessible for a multitude of devices, it affects (the need for) digital skills, because multiple devices have multiple characteristics and affordances.
Content
9.Offer an array of course materials, varying from bite size snacks to big, time consuming content. The mobility of the user results in the ability to access materials in a variety of locations and times. As such a wide array of course materials is needed to cater to the time availability of the learner. Offering the learner a choice to tailor the content to their current possibilities.
10.Provide a sense of ownership about the content and the learning: BYOD, contextualized options, this adds to the overall learner motivation.
Human learning environment
11.Ensure a safe learning environment. This essential to increase learner interactions in general. Tolerance, trust, daring to write in a non-native language and knowing that one can pose every content related question and not being judged for either its simplicity or format must be set early in the course.
12.Provide interaction/communication guidelines stipulating balanced communication allowing a safe discussion area to be ensured. By creating a safe learning environment, a broader perspective of personalities are tempted to engage and interact in the course.
13.Profile a central course person(s) (e.g. central coordinator, course support person) who watches over the interactions and links to each participant personally, ensuring a trusting learning environment with room for cultural and language diversity.
14.Watch over the group-size. Community feeling is increased by an intermediate group-size and learner-centered activities, which in turn affects learner interactions.
15.Allow networks to emerge. A community feeling based upon easy (mobile) access increases the formation of a more durable professional network for those connecting to each other in a way that surpasses the course duration.
Course activities
16.Embed icebreaker activities and/or discussions at the beginning of the course to allow learner interactions to take off. These activities should also be linked to intellectual topics.
17.Ensure discussions or conversation starters. The act of conversation and exchanging ideas leads to more interactions as participants become more familiar with each other on professional grounds.
18.Create meaningful, contextualized, generic, topic related interactions, as they are pivotal to create a course community spirit, because the exchange of professional interests adds to the knowledge need of the learners.
19.Add activities involving non-verbal communication to offer additional understanding, which increases the community feeling, for it might offer an additional insight into dialogue and discussion.
20.Ensure topic relevant learner diversity in examples or actions. Learners can more easily join in those conversations where they detect knowledge niches to which they can provide an answer, strengthening each other.

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20 strategies for learner interactions in mobile #MOOC

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Let's be honest, we all LOVE research *grin*, or facts, or lists, or useful practices ... or practical strategies for that matter. Well, here is a new set of useful strategies for mobile MOOCs, I hope you like it! In my latest research I focused on the impact of mobile access on learner interactions in a MOOC (Massive Open Online Course).

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SAMR as a Framework for Moving Towards Education 3.0

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SAMR as a Framework for Moving Towards Education 3.0

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The SAMR Model is a tool designed that was designed by Dr. Ruben Puentedura to (1) help educators integrate technology in their classes and to (2) understand the levels of rigor involved in that work. The model's simple design allows educators to build their capacity to better understand the complexity involved in successfully implementing 1-to-1 or technology in the classroom.

Defined: Technology acts as direct tool substitute with functional improvement.

Example: Work requires students to effectively search for and collect online resources that they share with the teacher and other students (ex: online academic bookmarking, online discussions); students regularly collaborate (either face-to-face or digitally) with other students and/or experts; students communicate with others about their learning. Students begin to use their 'voice' to share their learning ideas with the teacher.

Defined: Technology allows for the creation of new tasks that were previously inconceivable.

Example: Work requires students to create new ideas, thoughts, understandings, projects, or products; students share these with others (either in class, across campus, in the community, or with others around the world).Students use online tools to display the results of their work, to compare results, and to develop deeper levels of understanding. Students have a regular 'voice' in developing the classroom learning culture.

Transformation

Technology allows for the creation of new tasks that were previously inconceivable.

Student work requires technology use so that students can complete tasks previously not available (tasks that would otherwise be inconceivable for teachers or students).

Technology allows for significant task redesign.

Student work requires technology to be used and because of this, there is a significant redesign of student tasks (the technology supports high levels of critical thinking-Blooms or Webb's DOK- and enables 21 century learning opportunities).

Technology acts as direct tool substitute with functional improvement.

Student work requires technology to be completed and the requirements of the tasks students are being directed to do generally require increased critical thinking with technology acting as a learning tool (the technology supports the student tasks or enables 21 century learning opportunities).

Technology acts as direct tool substitute with no functional improvement.

Student work can be completed without the use of the technology.No significant change in the tasks students are being asked to complete.

Technology acts as direct tool substitute with functional improvement. Students must use the technology, but the work includes limited critical thinking skills (various levels of Bloom's Taxonomy or Webb's Depth of Knowledge).

Student w ork requires technology to be completed and the requirements of the tasks they are being directed to do generally requires either increased critical thinking with technology acting as a learning tool (the technology supports the student tasks) or enables 21 st century learning opportunities.

Example:Students are directed to the teacher chosen websites (teacher previously identified sites); they are asked to answer the teacher generated questions about information found on the website and to generate several unique questions they must answer as well.

Technology acts as direct tool substitute with no functional improvement. Student work can be completed without the use of the technology.No significant change in the tasks students are being asked to complete.

Work can be completed without the use of the technology.No significant change in the tasks students are being asked to complete.

Examples can also be found on the attached documents found below.

The SAMR Model is a very helpful tool for educators as they (1) plan for and implement technology as student thinking and learning tools, (2) as they reflect on their use of technology as a teaching tool, and (3) as they identify the levels of cognitive rigor in tasks students are asked or expected to complete.

The final resource that helps educators understand levels of cognitive rigor is a definition of rigor as well as the identification of components included in rigor. For our purposes we will use the following modified definition of rigor from Dr. Robyn Jackson:

Basically, rigor is helping students learn how to think (and do increasingly challenging tasks) for or by themselves.

1. Students create meaning out of what they learn.

2. They organize information so they can create mental models.

3. They integrate individual skills into whole sets of processes.

4. They apply what they have learned to new or novel situations.

SAMR Model Lesson Planning Template

Technology allows for the creation of new tasks that were previously inconceivable. Student cognitive processes require increased (including highest levels of) critical thinking (higher levels of Bloom's Taxonomy or Webb's Depth of Knowledge or DOK).This level may include 4 of the 5 1-to-1 Frameworks.

Technology allows for significant task redesign. Student cognitive processes require increased critical thinking (various levels of Bloom's Taxonomy or Webb's Depth of Knowledge)

Technology acts as direct tool substitute with functional improvement. Students must use the technology, but the work includes limited critical thinking skills (various levels of Bloom's Taxonomy or Webb's Depth of Knowledge).

Technology acts as direct tool substitute with no functional improvement. Student work can be completed without the use of the technology.No significant change in the tasks students are being asked to complete.

Searching and Collecting Information or Resources Transformation

Technology allows for the creation of new tasks that were previously inconceivable. Student cognitive processes require increased (including highest levels of) critical thinking (higher levels of Bloom's Taxonomy or Webb's Depth of Knowledge or DOK).This level may include 4 of the 5 1-to-1 Frameworks.

Student w ork requires technology use so that students can complete tasks previously not available (tasks that would otherwise be inconceivable for teachers or students).

Students acknowledge that they must search for and collect online information or resources.They are knowledgeable and effective at the Search-Evaluate-Validate-Analyze process.They may also consult with acknowledged experts who can provide them with additional information and ideas.They use online tools to display the results of their work, to compare result

Technology allows for significant task redesign. Student cognitive processes require increased critical thinking (various levels of Bloom's Taxonomy or Webb's Depth of Knowledge)

Student w ork requires technology to be used and because of this, there is a significant redesign of student tasks (the technology supports high levels of critical thinking-Blooms- and enables 21 century learning opportunities).

Example:Students are required to use one of the class approved search engines to search for and collect information or resources.They are also required to complete the Search-Evaluate-Validate-Analyze process during their search.They are asked to answer the teacher generated questions and to compose several of their own unique questions.Students are required to share their findings with other class members through class online bookmarking sites (ex: diigo or delicious) and to incorporate what they find in online discussion

Lesson and Unit Planning and Technology Implementation

The SAMR Model is a very helpful tool for educators as they (1) plan for and implement technology as student thinking and learning tools, (2) as they reflect on their use of technology as a teaching tool, and (3) as they identify the levels of cognitive rigor in tasks students are asked or expected to complete. However, the SAMR Model

, there are two additional tools that help teachers plan for, implement, and reflect on rigor. The

Example: Work requires technology to be completed, including: Digital worksheets that require students to collect online information or resources provided by the teacher; worksheets submitted to teacher's electronic/digital drop-box.Students may begin online communication or collaboration with other students (ex: online discussion.

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Levels of Implementation-SAMR - Laptops and Learning

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The SAMR Model is a tool designed that was designed by Dr. Ruben Puentedura to (1) help educators integrate technology in their classes and to (2) understand the levels of rigor involved in that work. The model's simple design allows educators to build their capacity to better understand the complexity involved in successfully implementing 1-to-1 or technology in the classroom.

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ds106 Assignments:community made creative assignments for ds106

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This site contains assignments for and created by participants in the most kick butt online open course anywhere, ds106, Digital Storytelling ( more...). As of Aug 4, 2019 this collection includes 1172 ds106 assignments and 15939 examples created from them. Check out our Featured Assignments Do you feel lucky?

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Examples at each level of SAMR using Google Docs as an example of how classroom technology can enhance vs. transform student learning.

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The SAMR Model of Technology Integration with Google Docs by IHeartEdTech

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A brief introduction to the SAMR Model of technology integration, with examples using Google Drive / Google Docs at each level. My RUP (Really Useful Project) for an eLearning course.

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Kansas College and Career Readiness Standards

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Kansas College and Career Readiness Standards

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Kansas College and Career Ready Standards > Home

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Here's the PPT from the Feb. 7 PD day

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Wikinomics: How Mass Collaboration Changes Everything ( ISBN 1591841380) is a book by Don Tapscott and Anthony D. Williams, first published in December 2006. It explores how some companies in the early 21st century have used mass collaboration and open-source technology, such as wikis, to be successful.

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How can your students help drive the delivery of your content? Start the video at 3:38 and watch until 6:08.

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Don Tapscott: Four principles for the open world

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The recent generations have been bathed in connecting technology from birth, says futurist Don Tapscott, and as a result the world is transforming into one that is far more open and transparent. In this inspiring talk, he lists the four core principles that show how this open world can be a far better place.

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"The people who know what to do and how to do it will always be working for the people who know why it's being done." -- Harry Wong

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"The people who know what to do and how to do it will always be working for the people who know why it's being done." -- Harry Wong

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How will teaching "above the line" using the SAMR model help move our students beyond the what and the how and into the why?

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Can You Create an Ideagora in Your Classroom?

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Can You Create an Ideagora in Your Classroom?

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An ideagora is a marketplace of ideas where all are free to contribute. In a traditional classroom, teachers assume full responsibility for content (what gets taught) and delivery (how it gets taught). What would your classroom look like if you asked students to discover new websites, apps, and methods for delivery for the current lesson or an upcoming lesson? For example, how would your students respond if you ended the next class period by saying: "Ok, you saw today how I presented the new learning, but I bet there are more exciting ways out there that would help you learn this stuff better. I'm offering a 5% bonus on the unit exam to every student who takes today's lesson and repackages it in a way that makes it more interesting, relevant, or memorable. I'm also offering a 10% bonus to the best idea overall. Here are three rules to guide your efforts . . ." How would your students respond? How would their efforts help you learn new and innovative technology applications?