The plan for this session is quite simple. Although before we move forward, we should warm up the explorer part of our brains
Not to take this literally, but learning should be an adventure and sometimes in order to have an adventure, things need to be difficult. Our pupils struggled with the social skills, confidence, work skills
Mobile learning can become a mighty mess, where you know where you want to go and catch glimpses of it, but never seem to get there as you get distracted and caught by various branches, diversions and roots.
First a little creative warm up. Think about the music that you carry about on your person. What track matches this moment? Why – we could even have a silent disco!
What soundtrack would match your school? Would different areas have different music why?
Recently introduced to this heirachy
Do students really have a real voice? What would happen if you allowed them to commincate?
Take 5 images of things that you first notice about a place.
Feelings slide, thanks Dan R-E and the mywalks project. What happens if you send young people around thinking of these questions. Give them a question each?
Not necessarily about production values but the learning. Taking the focus from the device and onto the learning activity.
I could talk at length about the benefits of Mission Explore to young people, school and learning and how technology can help to document learning, however, I’d rather get out to do some!
Transcript of "Naughty Learning in Geography at #bmoble2011"
Mobile madness?<br />David Rogers<br />Curriculum Leader for Geography<br />Priory School, Portsmouth<br />
Mobile Learning<br />http://www.flickr.com/photos/maistora/3237164755/<br />
1. Creation of an acceptable use policy in social time linked to Rights, Respects and Responsibilities framework. <br />http://www.flickr.com/photos/audrix/2043561356/<br />
http://www.flickr.com/photos/smemon/4592915995/<br />Article 16<br />No child shall be subjected to arbitrary or unlawful interference with his or her privacy, family, or correspondence, nor to unlawful attacks on his or her honour and reputation.<br />2. The child has the right to the protection of the law against such interference or attacks.<br />
2. Embedding mobile learning into and across the curriculum (2011/12 academic year)<br />