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Smart Classroom
iPod Course Design
7/18/2007
iPod Stands for: Absorb, Engage, and Matter!
Do you have effective pedagogical strategies for the iPod? Do you know how to plan and design content for the device? Start here.
YOU CAN ALMOST HEAR the sigh of relief today, as more and more students review course requirements and see that they will be learning, creating, and presenting with their iPods, as well as reading text and listening to course content with them. The Apple iPod and its related set of technologies are bringing a freshness, spontaneity, and engagement to learning experiences that we haven’t seen in a while; possibly, ever. Why are these small devices having such an impact?
The iPod’s almost overwhelming popularity probably stems from the combination of power, size, convenience, and flexibility inherent in the devices; they fit into arm bands during jogging, ride in jean pockets, and swing from belt loops. They’re small enough to easily be tucked into purses and backpacks, even large pockets. They are so compact, in fact, that they can be sneaked into exam venues and, not surprisingly, they now are being banned from classrooms during tests.
MP3 devices play music, audio, and even video podcasts; they display photos, PowerPoint lectures, and other complex data, as well; and they’re as cool as they are convenient and useful. Yet, what are effective pedagogical strategies for the iPod, and how do we plan and design content for this device?
For insights into where teaching and learning is headed, it is worth watching the evolution of iPod use at Duke University (NC), well known for its 2004 iPod initiative. The initiative is now in its third year, the fall 2006 “standard iPod package” consisting not only of the newest 30GB fifth-generation video iPod, but also including a stereo voice recorder attachment.
Why the recorder?
Answer: As Duke students began to use the iPod for the consumption of course content, students and faculty (almost simultaneously) discovered the exciting possibilities for creating, capturing, and producing learning content, too. As with so many technologies, once the tool was ubiquitous, new uses unfolded quickly. For the students, these new uses shifted to their taking charge of their learning experiences; for faculty, the new uses meant developing new skills in preparing, using, and formatting new audio course content for the iPod.
Clearly, using and producing podcasts generates a host of design
issues for content formatting as well as instruction. Following is a
sampling: iPods for Language Learning Joe Fahs is director of academic
technology services at
The College of Southern Nevada (CSN), a community college in Las Vegas with 41,000 students, has adopted the Angel Learning Management Suite (LMS) to support its online course offerings. In Spring 2008 CSN began evaluating alternatives to WebCT, which it currently runs, and made the decision to adopt Angel in the fall. In January 2009, CSN's 865 sections of online enrollment will be delivered using the Angel LMS. Toshiba has introduced a new USB docking station that incorporates DisplayLink--a technology that allows computers to connect to projectors and other types of displays through USB 2.0. Mitsubishi has begun shipping a new LCD-based SXGA+ projector aimed at higher education, specifically medical schools. The new MH2850U, according to Mitsubishi, is "specially engineered for projecting DICOM simulation images for use in medical education and training." Last month, ActiveState released Komodo IDE 5.0, the company's latest integrated development environment (IDE). Komodo supports multiple programming and markup languages, including HTML, JavaScript, PHP, Perl, Java, Python, C++ and more. It does not support some .NET languages at present, such as ASP/ASP.NET, C# and VB.NET. IBM last week announced consulting services specifically designed to help organizations assess their options in using cloud computing technology. "Cloud computing" is a much argued term, but it typically refers to solutions delivered over the Internet, rather than via customer premises-installed software. Hollins University, among other higher ed institutions in Virginia, has implemented Omnilert's e2Campus emergency notification system (ENS) just ahead of a state-mandated deadline requiring them at every public institution of higher education by Jan. 1. Hollins itself isn't a public campus, but wished to implement an ENS before the end of the year, the school said in a company statement.
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