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Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
Insight into Near Field Communication Technology for Learning
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Insight into Near Field Communication Technology for Learning

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Simon Wardman and Thomas Sweeney discuss the use of near field communication in teaching and learning

Simon Wardman and Thomas Sweeney discuss the use of near field communication in teaching and learning

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  • The term ‘context’ is ill defined.
  • The term ‘context’ is ill defined.
  • The term ‘context’ is ill defined.
  • The term ‘context’ is ill defined.
  • http://www.amazon.co.uk/RapidNFC-NTAG203-29mm-Clear-Tags/dp/B008JW5QZ0/ref=sr_1_1?ie=UTF8&qid=1371743569&sr=8-1&keywords=nfc
  • The term ‘context’ is ill defined.
  • The term ‘context’ is ill defined.
  • Toponimo is a mobile application for English Language Learners.
  • Learners log in to the app.
  • Essentially it’s a Language Journal. Like a personal dictionary that allows learners to capture words they have heard or read when they are out and about.
  • You can add words directly to the application and it will automatically download the definitions, pos, pronounciations.
  • Learners can also “search nearby”
  • The term ‘context’ is ill defined.
  • The term ‘context’ is ill defined.
  • The term ‘context’ is ill defined.
  • The term ‘context’ is ill defined.
  • Level of context specificity.These are all locations but they are not specific locations.
  • The term ‘context’ is ill defined.
  • Even a location such as supermarket
  • Transcript

    • 1. Go to View > Header & Footer toeditJune 21, 2013 | slide 1 RSCs – Stimulating and supporting innovation in learningInsight into Near Field CommunicationBlend IT, Mix IT, Flip IT!Simon Wardman (Central College Nottingham) and Thomas Sweeney (LSRI)www.jiscrsc.ac.uk
    • 2. • What is NFC (Near Field Communication)smart-phone• Background to our project• Vocabulary Scavenger Hunts• Student created posters and coding of NFCtags• Final thoughts and Q and AContent of session
    • 3. Near Field Communication• In the ‘chat’ area of the webinar could youindicate if you know of how Near Fieldcommunication is being used in any context.Please indicate no if you have not heard of anyuses of this technology.
    • 4. NFC vs QR CodesNFC• Can be hidden• Re-writable• Cost Money• Word on any (newish)phone• Can store around 160 bytesof information. Textmessage, Tweet.QR Codes• They look rather ugly!• Can’t overwrite them(although there are waysaround this)• Very cheap to create• Work on any phone• Can store >= 160 bytes
    • 5. Collect the word easily using NFC enabled devices
    • 6. Groups of three: Scribe, Collector and Reader
    • 7. Negotiating the best definition of the word
    • 8. Video of Vocabulary Scavenger HuntDuration: 1.5 minutes• It will appear in in the ‘whiteboard area’ in afew seconds• Link also in the Chat area if you prefer towatch it in a separate browser window.
    • 9. Studentscreation of smart posters• Business English students were given the taskof producing interactive marketing postersusing Near Field Communication (NFC) tags.These students then displayed and presentedtheir posters to students from other groups.
    • 10. What makes a good advert?Clear objectives, text, images, colour…
    • 11. Collaboration
    • 12. Video of Business Englishstudentspresentationtheir creationsDuration: 2.5 minutes• It will appear in in the ‘whiteboard area’ in afew seconds• Link also in the Chat area if you prefer towatch it in a separate browser window.
    • 13. ‘I got a lot of information two-way process’
    • 14. A dental professional
    • 15. ‘I got good advice’‘I asked the questions I wanted’
    • 16. ‘We spoke naturally’
    • 17. ‘We weren’t sitting behind our desks’
    • 18. Final Thoughts• Final Thoughts• Questions for Tommy and Simon• What to expect from the face-to-faceworkshop
    • 19. MORE INSIGHT INTO NFC TECHNOLOGY AND LANGUAGE LEARNING IS AVAILABLE FROM:WWW.TEACHABILITY.EU (TOMMY AND SIMON’S COLLABORATIVE BLOG)WWW.NFCCENTRAL.CO.UK (A WEBLOG CONCERNED WITH NFC IN EDUCATION)TWITTER.COM/NOTTINGHAMCOLLE (PROJECT TWITTER PAGE)Tommy Sweeney (LSRI)Simon Wardman (CCN)
    • 20. Go to View > Header & Footer toeditJune 21, 2013 | slide 43 RSCs – Stimulating and supporting innovation in learningInsight into Near Field CommunicationBlend IT, Mix IT, Flip IT!Simon Wardman and Thomas Sweeneywww.jiscrsc.ac.uk
    • 21. June 21, 2013 | slide 44Insight 2013All the resources from the Insight series:• Hosted on the RSC East Midlands Moodleplatform• Web address - bit.ly/insight-resources• Will be constantly updated over the next week
    • 22. June 21, 2013 | slide 45Insight 2013Jisc Regional Support Centres work withmore than 2,000 UK learning providershelping them to improve performanceand efficiency through the use oftechnology.www.jiscrsc.ac.uk
    • 23. June 21, 2013 | slide 46Insight 2013That’s it for this Insight webinar!If you have any questions then please contact us:• 01509 618110• support@rsc-em.ac.uk• www.jiscrsc.ac.uk

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