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How can you get the classroom into your pocket? Mobile Learning – 08/07/09.

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Presentation on theme: "How can you get the classroom into your pocket? Mobile Learning – 08/07/09."— Presentation transcript:

1 How can you get the classroom into your pocket? Mobile Learning – 08/07/09

2 Introduction Mobile Learning The rationale behind its use Identifying its uses and engaging the learner Content over gimmick Growing practitioner confidence

3 Background Mobile Learning - eCPD E Learning Profile (LSIS < Ofsted/LLUK/IfL). Fostering a community of peers in FE who are harnessing technology. – Develop an eCPD framework of competencies sharing pedagogical practice in embedding technology. – Offering the opportunity to differentiate and generate more active means of learning than more traditional methods. – Enabling learners to access learning at any time any place. – Working towards engagement and enhancing motivation.

4 4 In a not so far away future … What are your experiences and thoughts of how mobile technology has changed over the past five/ten years? Education – Blessing or a curse……….!

5 − People are three times more likely to have a mobile phone than a PC −The mobile phone is transending the status of fashion accessory as their owners become more technologically savvy. −Today‘s most sophisticated phones have the processing power of a mid 1990‘s PC. −Some observers speculate that in the not too distant future many people will see the mobile phone as an alternative to a PC Context

6 Mobile Learning Videos of activities Docs ENGAGEMENT

7 Benefits to students: – Coupled with behavioural management we can transform how mobile devices are utilised – Why not utilise a technology that is fundamental to their lives? – The majority of students, if not all, have them Benefits to Staff – No technical knowledge required. It’s their phone, they know how to use it – They create material on what they want and how they want it

8 Photo Snapshot Activities Allows students to pay attention during classroom discussions/activities Quicker than sketching, better than a memory Those taking image can to others or to tutor for placing on Moodle Dry-Wipes Screenshots from PC Paperwork Visual Material

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10 Recording How many times have we been asked the same questions? If you have extremely important or relevant information then allow student to record you. – Key Comments – Assignment Guidance – Instructions for an activity Ask student to you the audio file and place on Moodle Perhaps look at podcasting information and making it available on Moodle to record your own lesson or use as guidance Click on speaker to hear sample

11 Videos To record their activities for their portfolios To record your demonstration Either way, students are producing material for your courses in the future and material to be used for assessment

12 Documents Although a little more specialised many mobile phones have the ability to read the following: – Word Documents – Excel Documents – PowerPoint Documents – PDF Documents – Plain text readers Allowing students to have copies of major assignments, timetables or key information with them at all times

13 Texting Student love it, so how about asking them to text you? A text wall is a great way to allow everybody in a group to respond to those questions that you only get a few replies from: – What do you want to get out of today’s session? – When do you want to _______ ? – How do you want to _________?

14 Text cont. Accessing a text wall (also known as text-to-screen) and displaying it on an overhead projector or a single PC allows for everyone to feedback without standing out from the crowd. It can be as an ice breaker or throughout a session if deemed fitting

15 Text cont. So not all student have free calls? – They could borrow a friends phone that is on contract – There are websites that offer free texting facilities, these can change over a number of weeks. Contact Andy Crissell on ext if you cannot find any.

16 . An alternative to this could be an wall, – Create a free hotmail account, give the address to students – Ask them to , putting short comments only in the subject area of the

17 17 Use students’ own technologies Build on students’ skills of networked learning and informal collaboration Take advantage of the interests, enthusiasms and passions of the individual in informal learning contexts Facilitate personalised learning environments in which learners can create a coherent experience of learning in diverse locations Acknowledge and value the learning that goes on outside the classroom crossing boundaries between formal and informal learning Educational Institutions

18 18 Own Use Strong motivation Online national survey on media uses by pre-teens and teenagers in NW/England, with 1353 participants (ages from 9 to 18 years old), integrated on the E-Generation project (Cardoso, Espanha & Lapa, 2007) Age % Adapted from (Cardoso et al, 2007)

19 But there is hope: 19 There is no comparison between the significance of technologies for them and for us, they always lived with them, it is difficult for us to understand the importance of mobile phones in their lives Our school’s rules prohibits the use of mobile phones in the classroom, but I think it does not prohibit teachers who want to use it as a curricula resource, I think the rule purpose is to avoid distraction Advantages of mobile phones in curricula activities: If I send content via SMS to students, they will not resist to see it Using mobile phones to teach would be a way to get into their space

20 20 Research project: Youth, Mobile phones and Education Teacher’s focus group on the use of mobile phones in educational activities (Ferreira, 2009) First reaction: I never thought about it. Resistance: We should not forget about health; radiation are bad and some even sleep with them under the pillow, maybe we should not encourage them to spend more time with mobile phones They like it a lot, they use it a lot, and to use it in school will contribute further more to increase their dependence

21 Content over Gimmicks To communicate with peers, tutors and assessors To collect video, audio and photographic evidence for portfolios To assess portfolio evidence and provide feedback (tutors and assessors) – tagging, exam boards To gain access to learning content through the VLE/internet To provide additional resources/instruction materials through video recordings As an aid to completing written work using internet access and generic software – how to guides for all

22 Growing practitioner confidence Play, experiment, rethink current methods of delivery. Discuss with learners the possibilities of how resources can be created and used Consider examining/accrediting body criteria for opportunities and restrictions Work with teaching teams to generate ideas Use the eCPD team


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