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M learning bt belem


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I've just deleted an earlier version of this presentation and uploaded the one I presented at Braz-Tesol Belém yesterday with some new activities.

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M learning bt belem

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  2. 2. What to expect •Common myths •Interesting facts •Types of hardware •Kinds of activity •Real life examples •Evaluating m-learning
  3. 3. Common myths •M-learning is all about mobile phones •Ss need state-of-the art technology •Only works with teens •Focus is on technology not learning •Every S must have their own device •Too expensive In other words… •M-learning uses anything portable! •Ss can use whatever is at hand •Any age group can benefit •No prior knowledge needed •Learning is S-centred and collaborative •Ss can use own or share institutional equipment in pairs/groups •Most technologies have no usage
  4. 4. Some interesting facts •There are now 5 billion global mobile users and 20% of them use their phone to access the web (1 billion!); •Some African regions have 100% mobile phone penetration and many countries have jumped the PC generation; •Brazil has 205 million mobile phones (against population of 193 million); •more than 35 percent of the global workforce will be considered mobile workers by 2013 — some 1.3 billion;
  5. 5. Types of Hardware•Radio•CD-ROM•Flash drive•Digital camera•Mobile phone (sms only)•Laptop•Digital voice recorder•Netbook•iPod or MP3/MP4 player•Smart phone (iPhone etc)•Reader e.g. Kindle•Tablet e.g.
  6. 6. The 2011 Horizon Report •According to an Ericsson Study: • By 2015, 80% of people accessing the Internet will be doing so from mobile devices. • Internet-capable mobile devices will outnumber computers within the next year. • In Japan, over 75% of Internet users already use a mobile as their first choice for access.; •Mobiles embody the convergence of several technologies that lend themselves to educational use, including electronic book readers, annotation tools, applications for creation and composition, and social networking tools. •Poll Everywhere, turns mobiles into personal response systems, enabling teachers to quiz students, assess their understanding before, during, and after a lesson, and reveal patterns of thinking in the classroom. Any mobile will work for these purposes; all that is required is the ability to send text (SMS)
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  8. 8. Watch votes as they are received in real
  9. 9. Kinds of activity •Brief interactions (5 mins or less) for quick review e.g. status check, request for just-in-time info or as student response tool in class. •M-Learning Projects (may use multiple applications include mobile cam) to complete assignments. •Collaborative elements or game play •Social networking, calendars, calculators, simulated reality. •Data collection or application of location-based info e.g. checking a map to see if project team members are
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  11. 11. Shelly’s Tips - Mobile learning is effective when... Learners choose the learning content. Learners are integrating artifacts, realia, objects, and experiences that surround their daily lives (real world learning). Learners are moving around with the device. Learners are motivated to expand the learning outside the classroom walls. Learners work collaboratively to explore the world around them. Learners are motivated to search for several possible options, solutions, and answers to problems. Learners are presented with problems in which they must find many possible solutions and are able to test out these
  12. 12. Shelly’s Tips - The Bring Your Own Devices/TechnologyMovementCreate a code of conduct with the learners to ensure guidelinesare followed.Get parents on board and have them sign Acceptable UsePolicies (AUPs).Have a safe place where students can lock up the devices duringthe school day.Plan to collect the devices then distribute them when they willbe used. Each device must be labeled properly with the studentsfirst and last name.Discover what various types of mobile devices learners have byhosting a Mobile Device Show and Tell. Students will each sharewhat their device does by creating a presentation of their favoritehobby, describing their family, or telling a story.If some students lack devices, consider fundraising or asking theother parents to contribute to a fund to get every student
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  14. 14. Transactional Distance Model (Park, 2011) Transactional distance is the extent of psychological separation between the learner and the instructor (Shearer, 2007)
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  16. 16. Personalisation Linking m-Learning activity to coursebook content Inviting someone Use Culturas mobile to send a text message to someone in the class, inviting him or her to a party at Cultura. Lets throw a bash! Bring some food/ drinks AND YOUR MOBILE to a cool party at Cultura! Use the camera to take photos of the party! Debriefing session Use your mobile to record your impressions on the party! Send your recording to your teacher via bluetooth. - Xavier & da Costa (2010), Cultura Inglesa Rio de
  17. 17. Sending links and comparing registers SMS texting to 16-19 year-olds: Task 1 – T sent sms in English, inviting Ss to watch Shania Twain video “Ka-ching “ ( Task 2 – T sent sms in Txtng English, asking if Ss preferred spending money on frivolities or on travel. Classroom discussion about the video and comparison of sms English with more formal register in office environment. - Villas-Bôas (2010), Cultura Inglesa Rio de
  18. 18. Homework SMS Scavenger Hunt with teens Ss divided into 3 groups; T sent sms with instructions to one member of group; this S sent sms to other group members. Letter sent to parents to explain the use of this tool. 8 tasks: (i) Pls brn songs w so+adj; (ii) Pls brn songs w any food word; (iii) Pls brn songs w a celebrity name; (iv) find ex of pres perf in the txt and justify its use [Ss given copy of magazine page]; (v) Pls brn songs about films; (vi) Pls brn ex of SMS language; (vii) Pls write a film review 4 nxt class; (viii) Pls brn titles spooky films. - Gisele Grangé Levy Teles Barbosa, Cultura Inglesa Rio de
  19. 19. Digital Integration – Camila Santos, 2012 “My Junior A class (aged 9-10) had just learned how to ask and answer questions about people’s possessions using “whose”. They had also learned some parts of the body the previous week. The initial idea was to make them use their own phones but some of them did not have them there so I used my mobile. I showed them a video on the board in order to catch their attention for some minutes while I was taking pictures of some parts of their bodies, one student at a time behind the group so that the others could not see. Then, I presented one of the pictures I had just taken and asked them, for example, “whose arm is that?” and they answered “it’s Camila’s, oh’s Jessica’s” and so on. After I modeled, they were able to ask their friends by themselves. It was funny and very fruitful as they laughed every time they saw a picture of themselves. If I had had more time the following class, I would have repeated this activity but with their phones (or with somebody’s mobile if they did not have one). All in all, it was a great experience! =)”
  20. 20. Mobile Glossaries “Another simple and effective way of using the mobiles in class is to create mobile glossaries. In one class, I asked the students to use the “notes” application in their mobiles/iPods to keep record of new words (and also example sentences). After we had done that the first time, many of them started doing this naturally, and used the application to take notes not only on vocabulary, but also on grammar and homework. ” - Maria do Carmo Xavier, Cultura Inglesa Rio
  21. 21. Sue Lyon-Jones’
  22. 22. References •Baldwin, C. (2011), British Council •Caroll, D. (2011), Learning through digital media •Chief Learning Officer Magazine •Digital Immersion Project, Cultura Inglesa Rio de Janeiro •Hockly, N., e-Moderation Station •Horizon Report on Mobile Phones •LearnEnglish (2011), British Council •Lyon-Jones, S (2011), PLN Staff Lounge Jones •Park, Y. A Pedagogical Framework for Mobile Learning •Stanley, G. (2011), EFL Blogspot
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  24. 24. Thank you!