1 Implementing the Curriculum

Within the task team as well as the domain experts, there is an acknowledgement that this Mobile Learning Curriculum represents a recommended curriculum based on the body of theory about Mobile Learning. It does not aim to reflect specific societal or student needs. The adaption, adoption and implementation of the curriculum would fall to the executing organisation.
In general The ratio of blended learning according to the SLOAN consortium (Allen, Seaman, & Garrett, 2007) lies between and 30% and 70% and within accredited courses, one credit should equate to 10 hours of learning (QCF). Notional hours are defined in terms of the amount of time it takes the average student to achieve the learning outcomes. For contact institutions are suggested to use the rule of thumb of 2 hours of time outside of the classroom for every hour in the classroom. This relates to international good practice as outlined in the European Union Initiative, Tuning educational structures in Europe, in determining workload (Wagenaar). (This can be adapted and weighted according to each countries requirements)

There are a number of adaption instances that can include but not be limited to:

  • A credit bearing elective as part of a degree. The Mobile Learning curriculum framework could be adapted to feature as an optional or compulsory credit bearing course within a certificate program. This can be aimed at under graduate or post graduate level. Within the education domain such a course would imply a balance between the cognitive, practical and affective outcomes. The time units should be calculated per total number of teaching hours needed to fully master the module within a blended teaching and learning environment. Contact time is distributed between face-to-face instruction and online activities.
  • In-service professional development: This adaptation would involve a week or two intensive interaction followed by an assignment or the course can be spread over a time allowing participants to master facets over time. Within the education domain such a course could be bias towards practical skills.
  • Online short course for distance learning: Such a course would adapt the Mobile Learning curriculum framework to a web based course and would use the selected units to be mastered as tools to showcase mobile learning.
  • Short Exposure course: Such a course would be aimed at policy makers and managers to enable them to institutionalise and facilitate mobile learning within a formal institution. Such an adaptation would present limited practical outcomes but focus of the relevant knowledge and impact of mobile learning.

These exemplars are but a few instances of adaptation. In each adaptation of the Mobile Learning curriculum framework the aims of the course would drive the selection and weighting of the broad learning outcomes as well as the choice of themes and modules.GreenZoner egypt