Showing posts with label mLearning. Show all posts
Showing posts with label mLearning. Show all posts
Friday, 15 April 2011
Monday, 4 April 2011
MobiMOOC
One year on I am attempting to take part in another MOOC and having failed miserably last year I am not too hopeful :-)
I do really want to do this one though, it is about mLearning and started April 2nd and is running until May 14th. Two days in I am overrun with e-mail, all interesting but just too much! I have done loads of week 1 reading and answered the week one questions. So – up to date on the 3rd day ;-) Long may it last.
Anyone still wishing to join visit the wiki http://mobimooc.wikispaces.com/a+MobiMOOC+hello!
And join the Google Group http://groups.google.com/group/mobimooc/topics
One of the videos for week one was the 2007 Teacher’s TV on the use of mobile phones in school – I watched it when it came out but had not revisited and it is quite astounding that even though the statistics will have increased dramatically since the film was made the attitudes of the adults probably hasn’t in many cases, it could have been made yesterday! http://www.teachers.tv/videos/mobile-phones-mobile-minds.
The survey carried out very recently in the States and reported on today would appear to uphold that view http://www.readwriteweb.com/archives/what_do_kids_say_is_the_biggest_obstacle_to_techno.php?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+readwriteweb+%28ReadWriteWeb%29
Quote
"The results are pretty fascinating, as they show great adoption of technology among even very young students, but lingering resistance on the part of school administrators to sanction some of those tools into the classroom."
The report on the survey finishes with the most telling quotation:
"74% of high school teachers, 72% of high school principals, and 62% of parents of high school age children said yes, they thought their school was doing a good job using technology to enhance learning and/or student achievement.
Only 47% of high school students agreed."
I am looking forward to taking part as much as I can in the MobiMOOC and hopefully learning more about what is probably the most fascinating aspect of educational technology for the near future.
I do really want to do this one though, it is about mLearning and started April 2nd and is running until May 14th. Two days in I am overrun with e-mail, all interesting but just too much! I have done loads of week 1 reading and answered the week one questions. So – up to date on the 3rd day ;-) Long may it last.
Anyone still wishing to join visit the wiki http://mobimooc.wikispaces.com/a+MobiMOOC+hello!
And join the Google Group http://groups.google.com/group/mobimooc/topics
One of the videos for week one was the 2007 Teacher’s TV on the use of mobile phones in school – I watched it when it came out but had not revisited and it is quite astounding that even though the statistics will have increased dramatically since the film was made the attitudes of the adults probably hasn’t in many cases, it could have been made yesterday! http://www.teachers.tv/videos/mobile-phones-mobile-minds.
The survey carried out very recently in the States and reported on today would appear to uphold that view http://www.readwriteweb.com/archives/what_do_kids_say_is_the_biggest_obstacle_to_techno.php?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+readwriteweb+%28ReadWriteWeb%29
Quote
"The results are pretty fascinating, as they show great adoption of technology among even very young students, but lingering resistance on the part of school administrators to sanction some of those tools into the classroom."
The report on the survey finishes with the most telling quotation:
"74% of high school teachers, 72% of high school principals, and 62% of parents of high school age children said yes, they thought their school was doing a good job using technology to enhance learning and/or student achievement.
Only 47% of high school students agreed."
I am looking forward to taking part as much as I can in the MobiMOOC and hopefully learning more about what is probably the most fascinating aspect of educational technology for the near future.
Saturday, 2 April 2011
mLearning History - The SMS Project
I did a very interesting course run by The Consultants-E that I have already written about see http://carol-carolrb.blogspot.com/2011/03/mlearning-completley-on-line-course.html. That course http://www.theconsultants-e.com/ spawned a very small project to see if SMS and mobile phones could be used to inspire reluctant readers and so improve their reading.
This project is still in progress!
SMS for reading project - a journal
Week 1
I visited the school doing the SMS project and was shown by a very excited and willing group how to use the phones, talked through all they they have been doing etc. There is lots of enthusiasm within the group that are taking part but they were really upset that a new message had not arrived to coincide with my visit.
It is very early days but the children are clearly very involved in receiving texts and sending replies. The text they got earlier this morning was "How many months have 28 days in them?" they all have responded "February" - so it will be interesting to see what they make of the answer "12."
It is interesting to note that the children have been told that they are only allowed to use the texting facility. Yesterday their teacher was with us at our ICT Conference all day. Today when she got in she found that they had all been using the camera while she was away - it does not take them many seconds to work out how it all works! While the cat's away… We have promised them that if they behave we will use the camera facility for the treasure hunt so I must try to spend time at the school soon to write that!!
Whilst the teacher involved was talking to other teachers at the conference yesterday she was amazed that there were secondary school teachers who had never thought to ask the pupils to use their phones in the classroom, apparently a few went away quite excited by the idea... let us live in hopes that we get a few more converts, they are quite hard to come by!
Week 2
I visited the school again at lunchtime today and was able to take some video of the children getting, reading and replying to the messages. They are very enthusiastic - whether that will pay in terms of reading or spelling improvements I am not at all sure They seem to have an understanding now of what a riddle is. Next week the messages will be based on the Greek Myth of Pandora's Box. The answers should be longer than the one or two word answers to the riddles. It will be interesting to see if their interest diminishes with the need to type in more words. Friday I am going to create the Treasure Hunt for the following week.
Week 3
I visited the school on Friday and planned the treasure hunt, they are going to use the Learning Platform for this project. I made up a sentence of brightly coloured huge words and cut them up putting them into tiny envelopes. Their teacher is going to take pictures, real close-ups of tiny images from the classroom. Pupils have to find the image, photograph it and send their photo of it to their teacher, close by they will find a tiny envelope with a word on it! The words need to be collected, they can be assembled into a sentence on the last day and their sentence sent back to their teacher. So 13 words, 13 picture clues to lead them to their envelopes!
The words given to the pupils for the treasure hunt make up my sentence:
Little Red Riding Hood and how she beat the big, very bad wolf. The children will have to end up with a similar sentence. The treasure hunt is running next week.
This week has fallen apart somewhat! On Friday I did not talk to the children, they were playing Red Nose Day Games, when we planned the visit I should have had about 20 minutes with the children and then done the treasure hunt but they were otherwise occupied, we had forgotten Red Nose Day.
Week 4
Today (21st March) I sat them down, started the camera and asked them to tell me the story of Pandora’s Box so far. They denied having it, they said the messages they had were the riddles....
I read the first message to them
• We are going to work through the story of Pandora’s Box over the next day or two. It is a Greek myth. See if you can find out what Pandora’s Box is.
- yes they had all had it and answered - they all told me it was a metal box. When pushed a little further apparently there was a Pandora’s Box episode in Dr Who! So I asked what that story was but no-one could tell me. I asked what this story was about and no-one realised they had had the first part of a story in the next four messages. They told me they had received something about the Romans - close but not close enough and not enough of it. I mentioned a sacrifice - they knew about a bull - and a god - really no idea at all. So - I read them the story, explaining it as I went, they were fascinated as one would expect but unable to take enough meaning from the text episodes to get the gist of the story. I have left the teacher to send them the last 6 messages, the next two they have already heard but the last four are new, what was in Pandora’s box when she opened it and that hope was left etc - I have asked them to tell me the story next time I visit!
One rather strange thing is that the children do not seem to be bothered by the fact that they don’t understand. I asked them what they would do if they did not understand a text, they replied they would ask.... but they didn’t! When I pointed that out they seemed pretty nonplussed, as though they had not realised that they did not understand... hmmm difficult to see how to encourage them to think about it to decide whether or not they understand. Answering questions should provoke thought.... maybe the riddles are working against thinking for understanding!
I chatted to the teacher about this story, it is simply too hard so we are finishing it quickly and getting on the the treasure hunt. The teacher had an idea for sequencing another story, a traditional tale. I have used Red Riding Hood for the treasure hunt so we agreed on the Three Billy Goats Gruff. I have split it into texts and mixed it up as requested but not sure what the teacher envisaged - numbering the texts and sequencing them by number? Waiting to see what she has in mind. Meanwhile I need loads more riddles and one liners :-( That seems to be the level of understanding, reading capacity etc..
Week 5 - sadly the teacher was away ill when I got there. Knowing that there would be no messages to look at, talk about etc, I did not even go in the classroom, the pupils involved would have rushed to me and grabbed their phones and been disappointed!
Now we are headed towards week 6. The pupils should have done their treasure hunt and we should be on to a sequencing activity, In theory this little test finishes on Friday - must talk to the teacher before I talk to my boss on Monday to see whether we want to carry it on, whether the teacher is able to put up with the disruption, whether the pupils are making any advances in their reading - though I am already sure that their attitude to reading has improved - and more!!
This is a link to the presentation re the SMS project presented at BETT 2012
Videos that were embedded are now linked to You Tube for ease of viewing.
This project is still in progress!
SMS for reading project - a journal
Week 1
I visited the school doing the SMS project and was shown by a very excited and willing group how to use the phones, talked through all they they have been doing etc. There is lots of enthusiasm within the group that are taking part but they were really upset that a new message had not arrived to coincide with my visit.
It is very early days but the children are clearly very involved in receiving texts and sending replies. The text they got earlier this morning was "How many months have 28 days in them?" they all have responded "February" - so it will be interesting to see what they make of the answer "12."
It is interesting to note that the children have been told that they are only allowed to use the texting facility. Yesterday their teacher was with us at our ICT Conference all day. Today when she got in she found that they had all been using the camera while she was away - it does not take them many seconds to work out how it all works! While the cat's away… We have promised them that if they behave we will use the camera facility for the treasure hunt so I must try to spend time at the school soon to write that!!
Whilst the teacher involved was talking to other teachers at the conference yesterday she was amazed that there were secondary school teachers who had never thought to ask the pupils to use their phones in the classroom, apparently a few went away quite excited by the idea... let us live in hopes that we get a few more converts, they are quite hard to come by!
Week 2
I visited the school again at lunchtime today and was able to take some video of the children getting, reading and replying to the messages. They are very enthusiastic - whether that will pay in terms of reading or spelling improvements I am not at all sure They seem to have an understanding now of what a riddle is. Next week the messages will be based on the Greek Myth of Pandora's Box. The answers should be longer than the one or two word answers to the riddles. It will be interesting to see if their interest diminishes with the need to type in more words. Friday I am going to create the Treasure Hunt for the following week.
Week 3
I visited the school on Friday and planned the treasure hunt, they are going to use the Learning Platform for this project. I made up a sentence of brightly coloured huge words and cut them up putting them into tiny envelopes. Their teacher is going to take pictures, real close-ups of tiny images from the classroom. Pupils have to find the image, photograph it and send their photo of it to their teacher, close by they will find a tiny envelope with a word on it! The words need to be collected, they can be assembled into a sentence on the last day and their sentence sent back to their teacher. So 13 words, 13 picture clues to lead them to their envelopes!
The words given to the pupils for the treasure hunt make up my sentence:
Little Red Riding Hood and how she beat the big, very bad wolf. The children will have to end up with a similar sentence. The treasure hunt is running next week.
This week has fallen apart somewhat! On Friday I did not talk to the children, they were playing Red Nose Day Games, when we planned the visit I should have had about 20 minutes with the children and then done the treasure hunt but they were otherwise occupied, we had forgotten Red Nose Day.
Week 4
Today (21st March) I sat them down, started the camera and asked them to tell me the story of Pandora’s Box so far. They denied having it, they said the messages they had were the riddles....
I read the first message to them
• We are going to work through the story of Pandora’s Box over the next day or two. It is a Greek myth. See if you can find out what Pandora’s Box is.
- yes they had all had it and answered - they all told me it was a metal box. When pushed a little further apparently there was a Pandora’s Box episode in Dr Who! So I asked what that story was but no-one could tell me. I asked what this story was about and no-one realised they had had the first part of a story in the next four messages. They told me they had received something about the Romans - close but not close enough and not enough of it. I mentioned a sacrifice - they knew about a bull - and a god - really no idea at all. So - I read them the story, explaining it as I went, they were fascinated as one would expect but unable to take enough meaning from the text episodes to get the gist of the story. I have left the teacher to send them the last 6 messages, the next two they have already heard but the last four are new, what was in Pandora’s box when she opened it and that hope was left etc - I have asked them to tell me the story next time I visit!
One rather strange thing is that the children do not seem to be bothered by the fact that they don’t understand. I asked them what they would do if they did not understand a text, they replied they would ask.... but they didn’t! When I pointed that out they seemed pretty nonplussed, as though they had not realised that they did not understand... hmmm difficult to see how to encourage them to think about it to decide whether or not they understand. Answering questions should provoke thought.... maybe the riddles are working against thinking for understanding!
I chatted to the teacher about this story, it is simply too hard so we are finishing it quickly and getting on the the treasure hunt. The teacher had an idea for sequencing another story, a traditional tale. I have used Red Riding Hood for the treasure hunt so we agreed on the Three Billy Goats Gruff. I have split it into texts and mixed it up as requested but not sure what the teacher envisaged - numbering the texts and sequencing them by number? Waiting to see what she has in mind. Meanwhile I need loads more riddles and one liners :-( That seems to be the level of understanding, reading capacity etc..
Week 5 - sadly the teacher was away ill when I got there. Knowing that there would be no messages to look at, talk about etc, I did not even go in the classroom, the pupils involved would have rushed to me and grabbed their phones and been disappointed!
Now we are headed towards week 6. The pupils should have done their treasure hunt and we should be on to a sequencing activity, In theory this little test finishes on Friday - must talk to the teacher before I talk to my boss on Monday to see whether we want to carry it on, whether the teacher is able to put up with the disruption, whether the pupils are making any advances in their reading - though I am already sure that their attitude to reading has improved - and more!!
This is a link to the presentation re the SMS project presented at BETT 2012
Videos that were embedded are now linked to You Tube for ease of viewing.
mLearning History - setting the scene 2
IPod Touches
Following the Handheld Learning Conference in 2009, and the pensioning off of the EDAs the team bought a set of iPod Touches. Almost immediately my colleague who was setting them up discovered that the ports we needed to access the iTunes store were blocked – after all someone may want to buy music whilst in one of the educational establishments :-( The kit consisted of:
• Class set of 30 ipod Touch (8GB)
• Two Parasync docking stations (take up to 20 ipods each) in a ‘suitcase’
• One Mac Book for synchronisation
• One wireless router (Netgear) (is robust enough to allow 30 ipods onto Google Maps)
• A selection of apps
Eventually they were ready for use by children and they were loaned to a Year 5 class of a large primary school based in Witney, Oxfordshire. The Class teacher was fairly new to the school and was very keen to try new things. This teacher was willing to let the ipods be used as classroom learning tools as well as for directed tasks. The iPod Touches had general class tools loaded such as - dictionary, internet look-up, Quick Office linked to Dropbox, mental maths games as part of maths lessons, a copy of Dragon story as a literacy text and the use of Google Maps for Local Study project.
Class Teacher
“When the iPods arrived, the children were so excited. We played and explored the apps downloaded. The children have now got used to them and use them to help their learning. They use the thesaurus and dictionary in literacy. In geography we looked at map work which was great to plan a journey using google maps. In literacy we created a Martian and then wrote a Description. The children use their iPods as they would pick up a pencil and it is not very often they are not available.”
“The parents are very keen and have embraced the experienced. A parent said she liked the fact that the children were able to work at their own abilities in the lessons. The children's favourite apps are spelling bee, hangman and touch pets. We have used the books for guided Reading. The only disadvantage is that if things go wrong (which does happen with ICT!) and sometimes when looking at images or paintings the screen is too small... Now if they made one with a bigger screen - now you’re talking!
LOL
For more information on the apps and a video clip see our project page http://occprojects.buzzinged.org.uk/OCCProjects/iPod_Touch.html
Following the Handheld Learning Conference in 2009, and the pensioning off of the EDAs the team bought a set of iPod Touches. Almost immediately my colleague who was setting them up discovered that the ports we needed to access the iTunes store were blocked – after all someone may want to buy music whilst in one of the educational establishments :-( The kit consisted of:
• Class set of 30 ipod Touch (8GB)
• Two Parasync docking stations (take up to 20 ipods each) in a ‘suitcase’
• One Mac Book for synchronisation
• One wireless router (Netgear) (is robust enough to allow 30 ipods onto Google Maps)
• A selection of apps
Eventually they were ready for use by children and they were loaned to a Year 5 class of a large primary school based in Witney, Oxfordshire. The Class teacher was fairly new to the school and was very keen to try new things. This teacher was willing to let the ipods be used as classroom learning tools as well as for directed tasks. The iPod Touches had general class tools loaded such as - dictionary, internet look-up, Quick Office linked to Dropbox, mental maths games as part of maths lessons, a copy of Dragon story as a literacy text and the use of Google Maps for Local Study project.
Class Teacher
“When the iPods arrived, the children were so excited. We played and explored the apps downloaded. The children have now got used to them and use them to help their learning. They use the thesaurus and dictionary in literacy. In geography we looked at map work which was great to plan a journey using google maps. In literacy we created a Martian and then wrote a Description. The children use their iPods as they would pick up a pencil and it is not very often they are not available.”
“The parents are very keen and have embraced the experienced. A parent said she liked the fact that the children were able to work at their own abilities in the lessons. The children's favourite apps are spelling bee, hangman and touch pets. We have used the books for guided Reading. The only disadvantage is that if things go wrong (which does happen with ICT!) and sometimes when looking at images or paintings the screen is too small... Now if they made one with a bigger screen - now you’re talking!
LOL
For more information on the apps and a video clip see our project page http://occprojects.buzzinged.org.uk/OCCProjects/iPod_Touch.html
mLearning History - setting the scene 1
Hand-held Learning and Game-based Learning
Our first Venture 2008
For a couple of years at Oxfordshire County Council the ICT Curriculum Team’s has had an interest in mLearning or Handheld learning. After a wonderful conference presentation made for us by David Wiley from the Wolverhampton mLearning project we bought a class set of EDAs and a county loans scheme started.
The team bought a class set, a colleague set them up, installed software, he spent loads of time and work, it was not particularly easy. We, as a team, had a training day booked. The software we were intending to use was Wild Key http://www.wildknowledge.co.uk/ a really inspired program with various data bases that could be used to identify minibeasts, plants, seaside wildlife and vegetation, butterflies and more.
Our training day arrived. The router or something similar that was supposed to give us all wireless access out in the field arrived and we started out. I never did get connection, I kept breaking my EDA, it had to be re-streamed so many times it was unreal – eventually mine was used as a reserve machine for others that went wrong :-(
Four machines only connected to the wireless, but even then once those users identified a minibeast the GPS to feed back the information to the master database failed… we did not have a lot of luck.
However – the team all blamed me for breaking them ;-) and the trial went on! For some things the EDAs were very good - where they have a fixed wireless link they were fine, and where I was happy to use my iPac some people kept hold of, and used their EDA. A few schools has some success (one at least left them in the cupboard I found out recently!).
Eventually the EDAs got pensioned off to where they could be set up permanently at one of our outdoor education centres for which they are ideally suited.
For more information see http://occprojects.buzzinged.org.uk/OCCProjects/EDAs.html
Our first Venture 2008
For a couple of years at Oxfordshire County Council the ICT Curriculum Team’s has had an interest in mLearning or Handheld learning. After a wonderful conference presentation made for us by David Wiley from the Wolverhampton mLearning project we bought a class set of EDAs and a county loans scheme started.
The team bought a class set, a colleague set them up, installed software, he spent loads of time and work, it was not particularly easy. We, as a team, had a training day booked. The software we were intending to use was Wild Key http://www.wildknowledge.co.uk/ a really inspired program with various data bases that could be used to identify minibeasts, plants, seaside wildlife and vegetation, butterflies and more.
Our training day arrived. The router or something similar that was supposed to give us all wireless access out in the field arrived and we started out. I never did get connection, I kept breaking my EDA, it had to be re-streamed so many times it was unreal – eventually mine was used as a reserve machine for others that went wrong :-(
Four machines only connected to the wireless, but even then once those users identified a minibeast the GPS to feed back the information to the master database failed… we did not have a lot of luck.
However – the team all blamed me for breaking them ;-) and the trial went on! For some things the EDAs were very good - where they have a fixed wireless link they were fine, and where I was happy to use my iPac some people kept hold of, and used their EDA. A few schools has some success (one at least left them in the cupboard I found out recently!).
Eventually the EDAs got pensioned off to where they could be set up permanently at one of our outdoor education centres for which they are ideally suited.
For more information see http://occprojects.buzzinged.org.uk/OCCProjects/EDAs.html
Sunday, 6 March 2011
mLearning - a completely on-line course
Having delivered a fair few but strangely not actually done one before, I have recently finished taking part in my first ever completely on-line training course. I really enjoyed it! It was so different from any other courses that I have done.
Most courses that I have done over the years have been one or two day training events - EPICT, CEOP, ICT Assessor training etc., where I went somewhere, took part in something and was "trained."
Thinking back to one of the last real life training courses I did for my degree, it involved me driving home from school as early as I could get away. Cooking dinner and leaving family to fend for themselves. Driving for an hour to get to the university in Oxford. Getting into the library for as long as possible before the course session began at 8pm. Into the room for 1.5 hours of note taking etc during the lecture, an hour's drive home, wash up, sort out lunches, clothes etc. for next day and fall into bed by about midnight! Every week the children were abandoned either to mother-in-law or husband if he was on the day shift. I know it is fair to say they all disliked it! Tis true that was about 1993 and before the Internet had made life so much easier!
With no children these days and consequently much more freedom from time constraints when I said to my husband that I wanted to do a 6 week training course he more happily agreed saying to go ahead and sign up. He asked which night it was - I replied whenever I want to do it. He asked how long it would take and I replied about 5 hours a week. I still think he thought I would be away from home.
The course was 30 hours spread over 6 weeks with each week's work being made available on Tuesday evening. I logged in on the first night and read the week's instructions, decided I needed to do as much as possible during the week to leave the weekend to family visits, housework and planning my real work for the following week as usual, so got stuck in and did the work. It soon became very clear that the on-line course enabled much more delegate interaction than I ever was aware of in the face to face course, we had forums to discuss work, to chat in, and one to sort out technical issues. We were in touch with each other!
In the face to face course I basically rushed in at the last minute, sat and listened taking notes and rushed out at the end, a typical lecture scenario, I did have tutorial time when it came to discussing my dissertation, then a further tutorial to finalise things but had little interaction with anyone really, the most being a few minutes class discussion at the end of each session.
In the on-line course I was completely free to decide when to work, all of the resources for the course had been made available or were on the web with links provided. The reading list was easily accessible, I was not fighting everyone else on the course to get one of a handful of copies held by the library - and then return them for the rest of the delegates on the course!
There were only two hours in the whole course that were scheduled, live on-line discussions, but they were recorded for people who could not attend.
It also was very obvious that everyone on the course really wanted to do it, delegates were enthusiastic about trying out new stuff and sharing their experiences. I learned people's names, something of their work situations and interests. People were from several different countries, working in different circumstances with different age groups, bringing between them a huge wealth of experience to the work and all willing to share their knowledge. The course was exhilarating in a way I never expected it to be. I had a wonderful time!
I would absolutely recommend on-line courses to anyone wandering whether to try one or procrastinating in any form about their value. For people not used to planning their own time a little discipline may be needed but the benefits of this on-line course were great and the learning opportunities are enhanced massively.
This particular course was mLearning being run by The Consultants-E, for more information about their courses see http://www.theconsultants-e.com/, many thanks to Nicky and Gavin who ran and moderated the course and to all of the delegates who shared their experiences so freely!
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