MAD-learn: The Process

Sessions begin with an ideation phase, in which a whole group brainstorming activity helps students consider ideas about what their mobile app should be about. Normally these sessions focus on issues that students feel should be addressed or for which more information should be made available to the public. Issues can be as immediate as publicizing a school’s athletic program or as broad as global water conservation.

At this point, students are encouraged to form teams of up to three like-minded individuals. Students then select a viable topic for an app and begin to build an organizational chart known as a “mind map.” This is a critical phase of the project, as it is the mind map that guides both the logistical functionality of the app and its content.

Once a foundation has been established, students research and collect content from the Internet, etc. to add to their informational apps, even before being introduced to the online management system they will utilize the actually build their apps.

With content and direction in hand, students are next introduced to the exclusive Crescerance Management System (CMS), an online platform which provides a user-friendly platform for efficiently and effectively developing a professional looking mobile app.

Throughout the building phase, students continue to add content while keeping one eye on their mind maps. They also explore graphic designs that compliment their app and learn how to develop a tool that is both useful and aesthetically pleasing for the end user.

Content, form and functionality are key elements to the mobile app’s ultimate ability to become published and marketed, and students learn how to be successful in these areas through beta testing and modifying their app accordingly.

Before exploring the coding that was used to construct their actual creations, students consider ways in which their app could be monetized. They discuss how their School, local Chamber of Commerce, businesses or larger government agencies might be recruited to finance the app.

Meeting the ISTE Standards

This combination of project-based learning, research skills development, problem solving, technical training, and lessons in entrepreneurship combine to make MAD-learn a program that directly addresses learning standards related to both general and technical skills development.

Below are the standards set forth by ISTE (International Society for Technology in Education) for Students:

1. Creativity and innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

A. Apply existing knowledge to generate new ideas, products, or processes
B. Create original works as a means of personal or group expression
C. Use models and simulations to explore complex systems and issues
D. Identify trends and forecast possibilities [/column][column type =”1/2″ last =”true”]

2. COMMUNICATION AND COLLABORATION

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
C. Develop cultural understanding and global awareness by engaging with learners of othercultures
D. Contribute to project teams to produce original works or solve problems [/column] [clear][column type =’1/2′]

3. RESEARCH AND INFORMATION FLUENCY

Students apply digital tools to gather, evaluate, and use information

A. Plan strategies to guide inquiry
B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
D. Process data and report results

4. CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

A. Identify and define authentic problems and significant questions for investigation
B. Plan and manage activities to develop a solution or complete a project
C. Collect and analyze data to identify solutions and/or make informed decisions
D. Use multiple processes and diverse perspectives to explore alternative solutions [/column] [clear] [column type =”1/2″]

5. DIGITAL CITIZENSHIP

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

A. Advocate and practice safe, legal, and responsible use of information and technology
B. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
C. Demonstrate personal responsibility for lifelong learning
D. Exhibit leadership for digital citizenship [/column][column type =”1/2″ last =”true”]

6. TECHNOLOGY OPERATIONS AND CONCEPTS

Students demonstrate a sound understanding of technology concepts, systems, and operations.

A. Understand and use technology systems
B. Select and use applications effectively and productively
C. Troubleshoot systems and applications
D. Transfer current knowledge to learning of new technologies [/column] [gap=’30px’]

MAD-learn Lesson Outlines & How They Align With The Above ISTE Standards

LESSON 1: INTRODUCTION TO OUR MOBILE WORLD & IDEATION

-Students are introduced to “Our Mobile World” and come to understand the impact of this technology in today’s world. (1.D) -The concept of “ideation” is introduced, focused on the assertion that this element of a broader “design learning” process is key to the success of an app’s development (1.C). -Students are introduced to and consider important questions to consider related to the development of an informational app (4.A/D). -Students participate in a brainstorming session to build a list of potential app topics. (1.A) -Students consider two or three topics for their own app development project. (1.A) [gap =”30px”]

LESSON 2: MIND MAPPING

-As directed by the teacher, final topic selections are made. -Students self-assign to groups of three, based on mutual interest of selected topics (2.D,4.B). -Students are introduced to the concept of “Mind mapping,” focused on the assertion that this element of a broader “design learning” process is key to the success of an app’s development. (1.C) -Students are invited to consider important questions to consider related to the organization of an informational app, as well as how mind mapping is used in other ways (story development, Powerpoint presentations, etc.) (4.A-D) -Students participate in a mind mapping session to build a structure for their app.(1.C) [gap =”30px”]

LESSON 3: INTRODUCING THE CRESCERANCE MANAGEMENT SYSTEM

-Students are introduced to the Crescerance Management System (CMS) and come to understand the basics of its functionality (6A-B); -Students are instructed how to log onto the CMS, using a unique username and password (6.A-B); -Students are introduced to—and consider important questions to consider related to—the app’s parameters such as basic graphic design theme, password protection, linking to social media sources, etc. (6.A-B, 4.B) [gap =”30px”]

LESSON 4: APP DESIGN

-Students are introduced to concepts related to splash screens, marketing, branding,how color is used to emote specific emotions in marketing, and how decisions regarding appropriate color are important to considering a brand (3.B-C); -Students are instructed how to create a custom logo, using a free online resource (1.B,6.A-B); -Students are instructed how to incorporate their custom logo onto the splash screen of their app (1.B, 6.A-B). [gap =”30px”]

LESSON 5: CMS OPERATIONS & TEMPLATES

-Students are instructed how to locate their previously-saved app on the CMS server (6.A-B); -Students are introduced to the Crescerance Management System (CMS) work environment and come to understand the basics of its functionality (6.A-B, 3.A-D); -Students are introduced to various templates and understand how each one’s functionality can be best utilized in building their app (6.A-B, 3.A-B); -Students will review their assigned roles and contribute to the app’s development accordingly (2.A). [gap =”30px”]

LESSON 6: BUILDING YOUR APP

-Students will review the basic elements of splash and home screens, as well as how to connect screens to one another (6.A-B); -Students review screen template options and match appropriate types to elements of their mind maps (1.C, 6.A-B); -Students will review the process of citing, authenticating, and adding content to their app (3.A-D); -Students will review their assigned roles and continue to contribute to the app’s development accordingly (2.A). [gap =”30px”]

LESSON 7: TESTING YOUR APP

-Students will formulate goals for their end product, to be worked on within groups and submitted to the teacher (2.A, 4.A-D); -Students review publishing and marketing guidelines for mobile app submissions ; -Students act as “Beta Testers,” using the Lesson 7 rubric to rate, comment on, and provide feedback for shared apps (6.A-C); -Students will review their assigned roles and continue to contribute to the app’s development accordingly (2.A). [gap =”30px”]

LESSON 8: WRAPPING UP

-Students will present their finished products to the entire class, following an established set of essential questions. (1.A-B, 2.A/D, 3.D, 5.A-D, 6.D) -Teacher will ask any questions not originally addressed by the presenters. -Students will be encouraged to ask other questions to learn more about the presenters experiences and/or product. -At the conclusion of the presentations, students will be awarded certificates identifying them as “MAD-Scouts” and given permissions to continue working for the balance of the calendar year.