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Write Like a Professional

Just because everyone writes, not everyone knows how to write.

Ethical Considerations with Technology

Plagiarism – the same as with traditional classroom settings, when writing is constructed out of the classroom.

Characteristics of Learners supported by mobile writing course

Mobile ipads v.s. laptops

ESL students may need an introductory course.

The need to write well is often an overriding need to cheat. Serious students will have a desire to become better writers which will impact their professional careers. Cheating does not advance their private professional life.

Although not all students readily use mobile platforms such as Blackboard mobile for ipad, students are comfortable accessing information this way. In fact, many students had no preference for the mobile version over that used on a laptop. (Kinash, 2012).

Working professional students will have an easier access to video presentations than attending a classroom setting.

(Ebibi, 2012)

Requirements

An example of a massive open online course (MOOC) at Coursera.org in September 2012 had the following statistics for an online writing course in the sciences:

-35% were graduate students; 17% were undergraduates; 22% were research scientists or engineers; 8% were academics/professors; and 3% were professional writers. (The remaining 15% don’t fall in one of these bins.)

-33% were from computer science, engineering, or math; 28% from biology or medicine; 15% from physics, chemistry, or earth science; and 10% from the social sciences. (Another 7% were in other scientific areas; and 7% were non-scientists.) (Sainani, 2010).

  • Mobile device
  • Wifi Internet connection or 4G network via cell phone service

(Guy, 2009)

  • Understanding of English Language
  • Prerequisites: English placement test will help gauge students English proficiency.
  • ESL students must be easily identified.

Smartphones

Forms of Mobile Technology

Expected Class Size

Small to large

MOOC

College for credit courses

(Horton,2012)

iPads, Tablets

Laptops

Example of a large MOOC class was the Coursera.org "Writing in the Sciences" class taught by Dr. Kristen Sainani, clinical assistant professor at Stanford University. This was an 8-week course reaching students from around the globe. (11,000 in the September 2012 course in which I participated.) (Sainani, 2012).

Rationale for using mobile technology

Almost all writing today is performed on electronic devices.

Reach more students and more people who need to improve their writing skills

Easy to deliver through wifi connections

Replicating the Course

(Kinesh, 2012)

Choice of mobile device is dependent on user. However, laptops have full keyboards which is better for writing.

Easy to access on the go

The writing course can be replicated, using the same video format, quizzes, and writing assignments.

The Need

The ability to write well is a talent and skill that must be learned. Graduate school requires writing, yet courses that guide students to become effective writers are not usually part of the curriculum.

Course Content

Eight week course will be presented as follows:

First -- Why Teach Writing

A. Video lectures with visual head shot of instructor, screen display of writing samples and corrections. These are pre-recorded.

All students need to write well.

It’s not just for journalism majors, yet they get the most practice and guidance.

B. Online quizzes

All professionals need to write well.

C. Writing homework

Business demands clear concise writing.

D. Instructor edits homework for small class sizes. Peers edit for extremely large classes (though this has drawbacks based on the caliber of students.)

Social Sciences benefit from professional writing.

(Goppen, 1990)

E. Discussion boards for students to communicate

F. Weekly "live" class with the instructor

Why and how this course

needs to be taught online

http://www.aacc.org/publications/clin_chem/ccgsw/Pages/default.aspx#

References

Example:

Dr. Kristen Sainani

 

Ebibi, M., Fetaji, B., & Fetaji, M. (2012). Expert based learning (EXBL) methodology for developing mobile expert learning knowledge management software system. TTEM- Technics Technologies Education Management, 7(3), 864-874. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=79788237&site=eds-live

Gopen, G. & Swan, J. (1990). The Science of Scientific Writing. The American Scientist Retrieved from http://www.unc.edu/~haipeng/teaching/sci.pdf

Guy, R. (2009). The Evolution of Mobile Teaching and Learning. Santa Rosa CA: Informing Science Press

Herrington A. & Herrigton, H. (2009). Authentic Moible learning in higher education. Retrieved from http://www.aare.edu.au/07pap/her07131.pdf

Howard, S. (2006). Interactive Training on Mobile Devices. Retrieved from http://www.magnoliamultimedia.com/Steve/Steve_Howard_MSc_EXTRACT.pdfHorton, W. (2012). E-Learning by Design. San Francisco, CA: Pfeiffer

Kinash, S., Brand, J., & Mathew, T. (2012). Challenging mobile learning discourse through research: Student perceptions of blackboard mobile learn and iPads. Australasian Journal of Educational Technology, 28(4), 639-655. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=77978502&site=eds-live

Sainani, K. (2012) Writing in the Sciences. Stanford University. Retrieved from https://class.coursera.org/sciwrite-2012-001/class/index

Willems, J. (2011). Using learning styles data to inform e-learning design: A study comparing undergraduates, postgraduates and e-educators. Australasian Journal of Educational Technology, 27(6), 863-880. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=77923944&site=eds-live

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