The document discusses student feedback on using smart devices like netbooks, LiveScribe pens, and iPads for fieldwork. Some key findings include:
- Netbooks were convenient for tasks like tabulating results, backing up work, and presenting findings. However, some students disliked the software and sharing the devices.
- LiveScribe pens made note-taking and synthesizing notes easier by allowing students to easily find quotes.
- iPads made collecting, analyzing, and presenting data more convenient. Students found them easy to use for annotating maps and photos.
- Apps like Dropbox, GPS Log, and Splice were useful tools for fieldwork activities on tablets.
A walk through the many methods being used in the university's Health faculty to make teaching and learning richer by using iPads and apps. Robin was accompanied by staff (Melanie Lindley, Mandy Braisford and Dave Ridley) and students (Lizzie May and Ryan Morton) who talked about their many experiences of using this technology and their ideas for the future.
This session was from the 'Smart Devices for Learning' MELSIG event at Sheffield Hallam University on 8th February 2013. It considered how smart technologies and Apps stood to change existing ideas of learner engagement by using understandings of authentic learning (Herrington 2006) as a framework.
The document describes an activity called "Swap Shop" where participants will be divided into two teams, discuss potential solutions to various prompts using smart devices and apps, post their solutions to Twitter tagged with "#MELSIG" along with the prompt number and team, and view each other's responses in a Twitterfall display. The goal is to generate ideas for how smart device learning could help different scenarios and encourage the consideration and sharing of existing practices using technology.
The interactive whiteboard takes the traditional classroom whiteboard and integrates information and communication technologies. It has the potential to both enhance and replace some of the teacher's role in exciting students about learning. The document discusses the progression from blackboards to interactive whiteboards and whether this represents a positive step for education. It also provides examples of how interactive whiteboards can be used to support learning across different subject areas through viewing videos, presentations, group work and internet research. Legal and ethical considerations around issues like plagiarism, privacy and appropriate student use are also addressed.
This document summarizes a presentation about using pen-based tablet PCs and interactive software in a collaborative learning environment for teaching foundational mathematics. It outlines the development of a teaching collaborative using tablets, an online textbook, and learning objects. The technology allows for wireless mobile teaching labs, a collaborative interactive workspace, and two-way synchronous communication. Features of the software like sharing control, submitting work, and annotating diagrams support visual and collaborative learning. Evaluation found benefits like increased participation and organization, though technical issues need addressing.
This document provides information and guidance about designing blended learning experiences. It discusses blended learning and why it is effective. It also introduces two models - the Absorb-Do-Connect model and the ABC (Arena Blended Connected) model - that can be used to design the learning activities in a blended format. The workshop guides participants through creating a storyboard for a blended learning module or lesson by determining the learning outcomes, including different activity types from the models in the optimal blend, and testing the prototype with students.
This document discusses using multimedia like eBooks, podcasts, videos and screencasts to support instruction. It notes that multimedia engages students through multiple senses, provides mobile access, and allows for feedback. Different types of multimedia content from sources like YouTube, Khan Academy and universities can be used for differentiation based on content interest, learning preferences, and skill levels. The document also lists various tools that can be used to create multimedia content like podcasts, photo essays, and video pathways to support instruction in a learning management system.
This document discusses the need for technology in schools to enhance student learning. It outlines a technology wishlist including devices like laptops, projectors, and smartboards. The document then discusses how technology can support different learning styles based on Gardner's theory of multiple intelligences and constructivist learning theory by allowing students to learn through doing and making real-world connections. It provides examples of how different technologies can engage different intelligences, such as using podcasts, blogs and wikis for verbal learners or science tools and sensors for naturalists. The document concludes that technology can aid both student learning and teacher productivity when used appropriately.
A walk through the many methods being used in the university's Health faculty to make teaching and learning richer by using iPads and apps. Robin was accompanied by staff (Melanie Lindley, Mandy Braisford and Dave Ridley) and students (Lizzie May and Ryan Morton) who talked about their many experiences of using this technology and their ideas for the future.
This session was from the 'Smart Devices for Learning' MELSIG event at Sheffield Hallam University on 8th February 2013. It considered how smart technologies and Apps stood to change existing ideas of learner engagement by using understandings of authentic learning (Herrington 2006) as a framework.
The document describes an activity called "Swap Shop" where participants will be divided into two teams, discuss potential solutions to various prompts using smart devices and apps, post their solutions to Twitter tagged with "#MELSIG" along with the prompt number and team, and view each other's responses in a Twitterfall display. The goal is to generate ideas for how smart device learning could help different scenarios and encourage the consideration and sharing of existing practices using technology.
The interactive whiteboard takes the traditional classroom whiteboard and integrates information and communication technologies. It has the potential to both enhance and replace some of the teacher's role in exciting students about learning. The document discusses the progression from blackboards to interactive whiteboards and whether this represents a positive step for education. It also provides examples of how interactive whiteboards can be used to support learning across different subject areas through viewing videos, presentations, group work and internet research. Legal and ethical considerations around issues like plagiarism, privacy and appropriate student use are also addressed.
This document summarizes a presentation about using pen-based tablet PCs and interactive software in a collaborative learning environment for teaching foundational mathematics. It outlines the development of a teaching collaborative using tablets, an online textbook, and learning objects. The technology allows for wireless mobile teaching labs, a collaborative interactive workspace, and two-way synchronous communication. Features of the software like sharing control, submitting work, and annotating diagrams support visual and collaborative learning. Evaluation found benefits like increased participation and organization, though technical issues need addressing.
This document provides information and guidance about designing blended learning experiences. It discusses blended learning and why it is effective. It also introduces two models - the Absorb-Do-Connect model and the ABC (Arena Blended Connected) model - that can be used to design the learning activities in a blended format. The workshop guides participants through creating a storyboard for a blended learning module or lesson by determining the learning outcomes, including different activity types from the models in the optimal blend, and testing the prototype with students.
This document discusses using multimedia like eBooks, podcasts, videos and screencasts to support instruction. It notes that multimedia engages students through multiple senses, provides mobile access, and allows for feedback. Different types of multimedia content from sources like YouTube, Khan Academy and universities can be used for differentiation based on content interest, learning preferences, and skill levels. The document also lists various tools that can be used to create multimedia content like podcasts, photo essays, and video pathways to support instruction in a learning management system.
This document discusses the need for technology in schools to enhance student learning. It outlines a technology wishlist including devices like laptops, projectors, and smartboards. The document then discusses how technology can support different learning styles based on Gardner's theory of multiple intelligences and constructivist learning theory by allowing students to learn through doing and making real-world connections. It provides examples of how different technologies can engage different intelligences, such as using podcasts, blogs and wikis for verbal learners or science tools and sensors for naturalists. The document concludes that technology can aid both student learning and teacher productivity when used appropriately.
This document discusses principles and criteria for effective digital pedagogy and technology integration in education. It addresses the need for pedagogy to be learner-centered and support multimodal learning. Key principles discussed include clear learning outcomes, appropriate and engaging activities, valid assessment aligned to outcomes, innovative and purposeful use of technology, and support for inclusive practices. The pedagogy should provide formative feedback, opportunities for self-assessment and collaboration, and not be impeded by the technology. Effective technology solutions are described as justifiable, affordable, sustainable and scalable.
This document summarizes a webinar on introducing podcasting for educational purposes. It discusses:
- Introducing the presenters, Allan Carrington and Randy Meredith, and their backgrounds in educational technology.
- Setting learning outcomes around understanding the pedagogical potential of podcasting and learning to create an educational podcast.
- Discussing emerging technologies like podcasting, blogging, wikis and their uses for "rich instruction, reflection, collaboration and categorization."
- Providing an overview of why audio technologies are useful for education and the basic mechanics of what a podcast is and how they are distributed via RSS.
This document discusses assistive technology for students with special needs. It defines assistive technology as tools that help students with disabilities participate in activities independently. The document outlines different types of assistive technology for learning disabilities, auditory impairments, ADHD, and to aid with organization, note-taking, and academics. It provides examples such as noise-cancelling headphones, alarms, graphic organizers, speech-to-text software, and adaptive devices. The presentation recommends assessing students' strengths, needs, and environments to identify appropriate assistive technology solutions on an individual basis through trial and feedback.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
This document discusses how kindergarten teachers can incorporate technology into their classrooms. It provides examples of centers that students can run independently using programs like Starfall and TumbleBooks. It also describes creating paperless assessments by taking photos of student work and recording students responding to prompts. Students can create their own stories and books using apps like StoryKit on iPads. The document offers tips for teachers such as modeling computer use, building skills gradually, and finding online resources for lessons.
This presentation discusses a collaborative pen-based workspace used for teaching and learning mathematics at Seneca College. It utilizes DyKnow software and HP tablet PCs to allow for interactive lessons, collaborative practice between students, and asynchronous review of electronic notes. Evaluations found that the technology engaged visual learners and shy students, helped keep students organized, and improved focus and test performance compared to traditional lectures. However, consistent internet access and adjusting to digital notes instead of paper were challenges. The project was funded through various grants and aimed to enhance foundational math education through an innovative teaching methodology supported by technology.
1. The document discusses how iPads can support learning in the classroom by allowing students to access teaching materials, complete homework assignments, and participate more through mobile devices.
2. It describes how iPads enable mobile learning through location-based collaboration and on-site data collection with photos, videos, and location tags. iPads also support language learning and just-in-time content access.
3. Several iPad applications that can benefit learning are mentioned, including apps for reading, note-taking, exercises, learning management systems, social networking, document sharing, and language learning.
Lams101: Introducing the Learning Activity Management SystemAllan Carrington
This presentation is about the Learning Activity Management System (LAMS) developed at Macquarie University in Australia. It is a powerful tool to help teachers develop courses using student centric activity based social constructivism
The document summarizes various online tools that can be used for teaching. It describes the purpose and key features of tools for social networking, organization, file storage, presenting ideas, creating multimedia content, communicating with students, building websites, mapping ideas, and sharing files. Popular tools mentioned include Edmodo, Evernote, Dropbox, Google Apps, Remind101, Weebly, VoiceThread, and SlideShare.
Slides of paper presented at 1st International Conference on the use of iPads in Higher Education, Paphos, Cyprus, March 2014. paper by W.B. Whalley, D. France, J.R. Park, A. Mauchline, K. Welsh and V. Powell
Abstract
We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks. We have used questionnaires and interviews of tutors and students to elicit their views on technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether
in the classroom or on fieldwork. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science, and we see the iPad as the main ‘computing’ device for students in the near future. As part of Bring Your Own Technology/Device the iPad has much to offer, although both staff and students need to be guided in the most effective use for self-directed education via development of personal learning Environments.
Smartphone and tablet shipments exceeded PC shipments in Q4 2010, and tablet and smartphone installed bases are projected to exceed PCs by 2013. The document discusses using tablets like the iPad as multi-functional tools for consuming, creating, and collaborating on course materials and content. It provides examples of apps and digital formats that can be used to access, assemble, create and distribute course content on tablets. It also discusses pedagogical considerations, workshops and support available for faculty interested in using tablets in teaching.
An e-learning classroom offers several benefits for students including promoting independent learning, developing higher-order thinking skills, and providing global learning opportunities through increased access. Students have choice in what tools and materials they use to complete activities. E-learning curriculum and assessments look similar to a traditional classroom, but students have access to more digital tools like Google Docs, Mathletics, and iPads to demonstrate their learning. The classroom is equipped with devices like iPads, laptops, cameras and interactive whiteboards to facilitate digital learning.
This document summarizes emerging trends in educational technology. It discusses frameworks for 21st century learning skills like collaboration, critical thinking, and communication. Emerging technologies discussed include learning analytics, adaptive learning, location-based services, makerspaces, wearable devices, and the internet of things. The document cautions that technology alone does not guarantee improved learning outcomes and that teachers must craft challenging tasks to transform learning with technology.
This document outlines the concept of "Toolbelt Theory", which suggests that students should be taught to analyze tasks, environments, their own skills, and available tools to make their own decisions about which tools to use to complete tasks. The goal is to empower students by developing lifelong technology skills, limiting the impact of limitations, and preparing them for life outside of school. It provides examples of using various tools for reading, writing, displaying information, and spellchecking to demonstrate how students can develop their own "toolbelt" and learn to combine tools in "mash ups" to meet their individual needs.
The Accidental Instruction Librarian (December 2014)Kelly Woodside
This document outlines a workshop on instructional design for library staff. It introduces the ADDIE model of instructional design, which includes analyzing needs, designing content and outcomes, developing materials, implementing instruction, and evaluating results. The workshop covers how to analyze learners and goals, design meaningful learning outcomes, select appropriate formats and technologies, develop and implement the instruction, and evaluate its effectiveness. Participants work in groups to draft a proposal for a library instruction program.
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
This document discusses how tablets can be used for teaching mathematics. It outlines how tablets allow students to write math problems and diagrams easily, use interactive learning objects and apps, and collaborate in real-time classroom activities through software like DyKnow. Tablets were provided to a college through an education grant. Students reported tablets helped organization, attention, and anonymous participation. The document promotes pen-based tablets for math education.
Initial tangible benefits of mobile learning in contextsjshannon47
The document analyzes the features and benefits of mobile learning using mobile devices owned by a school. It finds that while school-owned devices limit personalization opportunities, they allow students to access learning materials and work anywhere in the school. The document also discusses how mobile devices can be used to capture student work and understanding, provide reminders and learning resources, and increase accessibility for students with special needs. However, it notes that contextual location features may be less relevant when devices are only used at school.
The Institute of Learning Innovation (ILI) conducts research on learning innovations to inform education policy and practice. ILI's research focuses on areas like open educational resources, learning design, mobile learning, virtual worlds, and social media. ILI also provides consultancy, hosts visiting scholars, and disseminates research findings. Looking ahead, ILI aims to address challenges like the changing nature of education, developing digital skills, and preparing students for an uncertain future.
This document discusses principles and criteria for effective digital pedagogy and technology integration in education. It addresses the need for pedagogy to be learner-centered and support multimodal learning. Key principles discussed include clear learning outcomes, appropriate and engaging activities, valid assessment aligned to outcomes, innovative and purposeful use of technology, and support for inclusive practices. The pedagogy should provide formative feedback, opportunities for self-assessment and collaboration, and not be impeded by the technology. Effective technology solutions are described as justifiable, affordable, sustainable and scalable.
This document summarizes a webinar on introducing podcasting for educational purposes. It discusses:
- Introducing the presenters, Allan Carrington and Randy Meredith, and their backgrounds in educational technology.
- Setting learning outcomes around understanding the pedagogical potential of podcasting and learning to create an educational podcast.
- Discussing emerging technologies like podcasting, blogging, wikis and their uses for "rich instruction, reflection, collaboration and categorization."
- Providing an overview of why audio technologies are useful for education and the basic mechanics of what a podcast is and how they are distributed via RSS.
This document discusses assistive technology for students with special needs. It defines assistive technology as tools that help students with disabilities participate in activities independently. The document outlines different types of assistive technology for learning disabilities, auditory impairments, ADHD, and to aid with organization, note-taking, and academics. It provides examples such as noise-cancelling headphones, alarms, graphic organizers, speech-to-text software, and adaptive devices. The presentation recommends assessing students' strengths, needs, and environments to identify appropriate assistive technology solutions on an individual basis through trial and feedback.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
This document discusses how kindergarten teachers can incorporate technology into their classrooms. It provides examples of centers that students can run independently using programs like Starfall and TumbleBooks. It also describes creating paperless assessments by taking photos of student work and recording students responding to prompts. Students can create their own stories and books using apps like StoryKit on iPads. The document offers tips for teachers such as modeling computer use, building skills gradually, and finding online resources for lessons.
This presentation discusses a collaborative pen-based workspace used for teaching and learning mathematics at Seneca College. It utilizes DyKnow software and HP tablet PCs to allow for interactive lessons, collaborative practice between students, and asynchronous review of electronic notes. Evaluations found that the technology engaged visual learners and shy students, helped keep students organized, and improved focus and test performance compared to traditional lectures. However, consistent internet access and adjusting to digital notes instead of paper were challenges. The project was funded through various grants and aimed to enhance foundational math education through an innovative teaching methodology supported by technology.
1. The document discusses how iPads can support learning in the classroom by allowing students to access teaching materials, complete homework assignments, and participate more through mobile devices.
2. It describes how iPads enable mobile learning through location-based collaboration and on-site data collection with photos, videos, and location tags. iPads also support language learning and just-in-time content access.
3. Several iPad applications that can benefit learning are mentioned, including apps for reading, note-taking, exercises, learning management systems, social networking, document sharing, and language learning.
Lams101: Introducing the Learning Activity Management SystemAllan Carrington
This presentation is about the Learning Activity Management System (LAMS) developed at Macquarie University in Australia. It is a powerful tool to help teachers develop courses using student centric activity based social constructivism
The document summarizes various online tools that can be used for teaching. It describes the purpose and key features of tools for social networking, organization, file storage, presenting ideas, creating multimedia content, communicating with students, building websites, mapping ideas, and sharing files. Popular tools mentioned include Edmodo, Evernote, Dropbox, Google Apps, Remind101, Weebly, VoiceThread, and SlideShare.
Slides of paper presented at 1st International Conference on the use of iPads in Higher Education, Paphos, Cyprus, March 2014. paper by W.B. Whalley, D. France, J.R. Park, A. Mauchline, K. Welsh and V. Powell
Abstract
We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks. We have used questionnaires and interviews of tutors and students to elicit their views on technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether
in the classroom or on fieldwork. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science, and we see the iPad as the main ‘computing’ device for students in the near future. As part of Bring Your Own Technology/Device the iPad has much to offer, although both staff and students need to be guided in the most effective use for self-directed education via development of personal learning Environments.
Smartphone and tablet shipments exceeded PC shipments in Q4 2010, and tablet and smartphone installed bases are projected to exceed PCs by 2013. The document discusses using tablets like the iPad as multi-functional tools for consuming, creating, and collaborating on course materials and content. It provides examples of apps and digital formats that can be used to access, assemble, create and distribute course content on tablets. It also discusses pedagogical considerations, workshops and support available for faculty interested in using tablets in teaching.
An e-learning classroom offers several benefits for students including promoting independent learning, developing higher-order thinking skills, and providing global learning opportunities through increased access. Students have choice in what tools and materials they use to complete activities. E-learning curriculum and assessments look similar to a traditional classroom, but students have access to more digital tools like Google Docs, Mathletics, and iPads to demonstrate their learning. The classroom is equipped with devices like iPads, laptops, cameras and interactive whiteboards to facilitate digital learning.
This document summarizes emerging trends in educational technology. It discusses frameworks for 21st century learning skills like collaboration, critical thinking, and communication. Emerging technologies discussed include learning analytics, adaptive learning, location-based services, makerspaces, wearable devices, and the internet of things. The document cautions that technology alone does not guarantee improved learning outcomes and that teachers must craft challenging tasks to transform learning with technology.
This document outlines the concept of "Toolbelt Theory", which suggests that students should be taught to analyze tasks, environments, their own skills, and available tools to make their own decisions about which tools to use to complete tasks. The goal is to empower students by developing lifelong technology skills, limiting the impact of limitations, and preparing them for life outside of school. It provides examples of using various tools for reading, writing, displaying information, and spellchecking to demonstrate how students can develop their own "toolbelt" and learn to combine tools in "mash ups" to meet their individual needs.
The Accidental Instruction Librarian (December 2014)Kelly Woodside
This document outlines a workshop on instructional design for library staff. It introduces the ADDIE model of instructional design, which includes analyzing needs, designing content and outcomes, developing materials, implementing instruction, and evaluating results. The workshop covers how to analyze learners and goals, design meaningful learning outcomes, select appropriate formats and technologies, develop and implement the instruction, and evaluate its effectiveness. Participants work in groups to draft a proposal for a library instruction program.
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
This document discusses how tablets can be used for teaching mathematics. It outlines how tablets allow students to write math problems and diagrams easily, use interactive learning objects and apps, and collaborate in real-time classroom activities through software like DyKnow. Tablets were provided to a college through an education grant. Students reported tablets helped organization, attention, and anonymous participation. The document promotes pen-based tablets for math education.
Initial tangible benefits of mobile learning in contextsjshannon47
The document analyzes the features and benefits of mobile learning using mobile devices owned by a school. It finds that while school-owned devices limit personalization opportunities, they allow students to access learning materials and work anywhere in the school. The document also discusses how mobile devices can be used to capture student work and understanding, provide reminders and learning resources, and increase accessibility for students with special needs. However, it notes that contextual location features may be less relevant when devices are only used at school.
The Institute of Learning Innovation (ILI) conducts research on learning innovations to inform education policy and practice. ILI's research focuses on areas like open educational resources, learning design, mobile learning, virtual worlds, and social media. ILI also provides consultancy, hosts visiting scholars, and disseminates research findings. Looking ahead, ILI aims to address challenges like the changing nature of education, developing digital skills, and preparing students for an uncertain future.
The document discusses the benefits and challenges of introducing iPads into classroom learning. It notes that iPads can positively impact student engagement, promote collaborative learning, and enrich learning connections. However, integrating iPads requires changes to curriculum, assessment, and educational theory to fully leverage their potential. A pilot study found that iPads increased student activity and independence but required more time for open-ended lessons and group work. Effective use depends on wireless infrastructure and app selection.
Classteacher's Classpad
Classpad, the latest innovation by Classteacher Learning Systems, is a personalized educational tablet for learning and assessment. Various learning modules and ebooks for K-12 are available on the Classpad which completely changes the experience of accessing learning materials for students. This handy gadget is a three- in- one combination learning device, reading device and an assessment device.
Classpad facilitates personalized and interactive learning and makes education accessible to every learner according to his/her individual intelligence level and talent. Students can now give undivided attention to learning modules, attempt assessments and get immediate results to further enhance their learning. Classpad can assist in reducing the monotony of repetitive study sessions, thereby making learning more interesting and engaging.
This document discusses the use of mobile devices for learning at the University of Leicester. It provides an overview of mobile learning and several case studies of iPad and tablet use including: (1) providing iPads to criminology students studying in conflict zones, (2) using tablets to collect data during archaeology fieldwork, and (3) employing Windows tablets to supplement museum studies lectures. Benefits identified include portability, immediate access to materials, and more active learning. Challenges involved device limitations and connectivity issues in some contexts. Overall, mobile learning was found to increase efficiency and better support learning anywhere, anytime.
This document summarizes a presentation about inspiring innovation in library instruction through the use of mobile devices and apps. The presentation discusses moving beyond an initial enthusiasm for technology ("technolust") to adopting mobile devices intentionally based on learner needs. It provides examples of how to integrate mobile apps and devices into instruction to meet objectives like organizing information, evaluating sources, and searching effectively. The presentation also covers strategies for instructional design, like chunking content and recognizing the cognitive limits of working memory. It aims to help libraries ask the right questions and apply best practices for meaningful mobile integration into their instruction programs.
Learning across contexts - Mobile for field and studio workAdel Gordon
Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
This document discusses using technology to support learning for students with autism. It provides an overview of best practices in behavioral treatment for autism and how technology can help implement these practices. Specific technologies are mapped to autism features and learning needs, including tools for data collection, visual supports, instruction, communication, social skills, and more. Examples of apps and software are provided. The document emphasizes using technology to individualize and personalize learning while also implementing principles of universal design for learning.
This document discusses how assistive technology can help students with disabilities achieve academic success by closing gaps. It provides examples of assistive technologies that can help with organization, time management, reading, writing, and learning across various subjects for students with disabilities like ADHD, auditory impairments, physical disabilities, or mild learning disabilities. The document emphasizes that assistive technology provides equal opportunities for all students to meet educational standards regardless of disability.
This Learning Forum session focused on new College initiatives to produce mobile-friendly learning content for students. Using a range of examples of apps in production (such a clinical skills apps being developed in collaboration with Russells Hall Hospital) and others in planning, John Couperthwaite, Marcus Belben and David Morley discussed the challenges of developing mobile technology, the new pedagogical considerations it presents, and the issues arising from publishing to a global audience.
This document discusses mobile learning and augmented reality applications. It describes a project called ARLearn that uses augmented reality for cultural heritage field trips. Students use smartphones to navigate locations, take notes, and receive assignments from tutors in real-time. An evaluation of a field trip to Florence found that the application was effective for situated learning, but faced challenges with GPS accuracy and battery life. The document also discusses a similar project called Streetlearn focused on the Amsterdam canal district cultural heritage site.
The document outlines a proposed framework for implementing mobile learning for a middle school science curriculum. Key elements of the framework include:
1. Using a flipped classroom model where students learn science concepts through short video lessons on their mobile devices before and after class.
2. In-class time would be used for discussion, activities, and experiments to reinforce concepts. Formative assessments would track student understanding.
3. A business model is proposed where students purchase mobile devices for learning, the school negotiates affordable internet access, and students pay an annual fee for the mobile learning program content and platform.
Presentation shared by author at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
The document discusses integrating mobile devices and apps into teaching. It begins by noting the need for educators to innovate and experiment with mobile learning rather than imposing traditional pedagogical models. The goals are to help educators ask the right questions about integrating mobile devices, apply best practices, and be inspired to lead conversations around learning environments and technologies. The document then covers observing students' existing mobile behaviors, intentionally designing mobile integration, evaluating resources, and considering cognitive limitations to ensure effective instructional design.
1) The document discusses the author's exploration of mobile learning technologies over the course of a class, including determining his learning preferences and how different technologies align with them.
2) The author found that microblogs, tablets, and MP3 players best fit his visual learning style and allowed easy access to information.
3) Going forward, the author plans to continue using microblogs and tablets for learning and career purposes due to their visual interfaces and growing capabilities.
This document summarizes a lesson plan for a Year 3 science class on leaf shapes. The lesson plan aims to help students identify the external features of plants, specifically leaves and their various shapes, in line with the Malaysian science curriculum. The lesson will utilize tools like PowerPoint, videos, and online resources to engage students and teach them about common leaf shapes like round, oval, lance, and butterfly. The document discusses the advantages, appropriateness, and potential of using emerging technologies and online tools to enhance science teaching and learning.
Ipad use testing - Sustainable mobile learninglnash
Presentation at Sustainable Mobile learning conference around the research and work being done at Catholic Education Diocese to support quality learning outcomes from the use of iPads in teaching and learning.
The document discusses Universal Design for Learning (UDL) and its application at Wood-Ridge High School. UDL originated from universal design, which created accessible structures for all users, including those with disabilities. UDL extends this concept to education by designing flexible curricula that meet the needs of diverse learners. The three principles of UDL are providing multiple means of representation, action and expression, and engagement based on the three brain networks of recognition, strategic, and affective learning. Technology plays a central role in implementing UDL and supporting different learning needs. UDL aims to create an inclusive learning environment and customized education through flexible goals, tools, teaching methods and assessments.
Similar to Focus on Fieldwork- Opportunities, problems and solutions (20)
Claire Rayner is recognized for providing excellent support, encouragement, and help to her students whenever they email or call her. She responds rapidly and fully to any enquiries, and her devotion to her students is truly inspirational. Students recognize her as dedicated, efficient, and for providing truly excellent customer service.
The document contains profiles of 22 teachers who have been nominated for awards in 2011 for their exceptional teaching skills. Each profile contains 3 bullet points highlighting qualities like making complex topics accessible and engaging, developing student confidence, going above and beyond to support students, and inspiring passion for their subject.
Each year, students at ABC University nominate and vote for the professors they feel are most inspirational and deserving of recognition through the Student Nominated Inspirational Teaching Awards. This year's nominees and award recipients are being highlighted through a photo album that showcases the honored professors. In brief, the document announces an awards program that acknowledges great teachers, as identified by the students, and commemorates the 2011 winners.
This document recognizes recipients of inspirational teaching awards and outstanding student support awards from 2012. It provides short nominations for each recipient highlighting how they inspired and supported students. The nominations describe how recipients demonstrated enthusiasm, made learning engaging, encouraged students to achieve their potential, and provided helpful guidance and support.
The document summarizes a Twitter event with the hashtag #melsig that discussed smart devices for learning. There were 636 tweets from 68 users, with 224 tweets being categorized into topics. The top 10 most active users that tweeted on the event ranged from 65 tweets to 16 tweets. Common categories of tweets included retweets, links, and conversations. Linked tweets shared URLs to resources like articles and photos from the event.
This document summarizes an event hosted by the Media-Enhanced Learning Special Interest Group (MELSIG) at Sheffield Hallam University. The event will discuss how smart devices can enhance learning by making connectivity ubiquitous and personal. It will include a morning session together, an afternoon session at Aspect Court, and a launch of a new book called "Digital Voices" that discusses how recorded voices can change learning.
This document describes an activity that uses collaborative learning through reflection and dialogue to discuss topics related to teaching and learning. Participants will break into groups to discuss issues around a topic, how some could be resolved through mobile apps, and which apps could provide solutions. Groups will capture their discussions on flipcharts and then share with another group. The activity format is inspired by the World Cafe method and aims to promote engagement, interaction, and learning among both small and large groups.
Focus on Fieldwork- Opportunities, problems and solutions
1. Focus on Fieldwork –
Student use, uptake &
feedback
#MELSIG
Friday, 15 February 2013
2. Students who use
Smart Devices
• Undergraduate and masters students
• UK, Spain, Italy, USA
• Netbooks, Servers, LiveScribe Pens, iPad2s, BYOD
• Camera, audio, video, GPS
• Dropbox, GPS Log, GeoSpike, Skitch, Splice, browsers
Friday, 15 February 2013
3. Netbooks
• "Convenient, small device to travel with"
• "Easy to tabulate results and present findings"
• "Able to backup work"
• Resource gathering for presentations
• Used for Internet, ARCGIS, spreadsheets, PDFs
• Disliked software choice - Open
Office
• Disliked sharing the devices
Friday, 15 February 2013
4. LiveScribe Pens
• Easy dictionary tool
• "Made synthesising notes easier"
• "Got key quotes for our presentation
by referring back to the pen"
• An inexpensive tool students may
decide to purchase for note-taking
in lectures or interviews
Friday, 15 February 2013
5. General iPad2 Use
• Easier data collection and instant
data processing
• "Collating, analysing and
presenting data was more
convenient and appealing"
• "Easier to use than expected"
• "Really useful for annotating maps
and photos"
• "Over the week I got used to using
the iPad at every chance and it
enhanced my learning and skills"
Friday, 15 February 2013
6. Camera, audio &
video
• Photographs used as a reflective
tool
• Simple to take photos, record
audio and display data
• Easy to add data to a video
• Splice was an easy app to create
videos with
• Difficult to access camera with
Griffin Survivor cases on
Friday, 15 February 2013
7. Protecting
Technology
• Protected against most accidents
• Weather-protected
• Glare from screen
• Access to camera
• Added weight
Friday, 15 February 2013
9. Tentative Issues
• Risk - dependent on device ownership, location, activity,
personal risk
• Web access
• Unfamiliarity
• Need for a back-up plan - light interference, risk, weather,
malfunction
• Overuse of technology
• Distraction
Friday, 15 February 2013
10. Do students want
BYOD?
• Buying their own iPads
• As long as apps were available
• Set up in advance
• Students already using their own devices
• Own device is "easier to handle"
• Limitations/availability of devices
• Distraction - a personalised device
• Risk
Friday, 15 February 2013
12. Tablets as field note books and
Personal Learning Environments
Brian Whalley
b.whalley@sheffield.ac.uk
Vicky Powell
v.powell@chester.ac.uk
Derek France, Chester University
Julian Park, Reading University
An HEA-Funded project Alice Mauchline, Reading University
Katharine Welsh, Chester University
Friday, 15 February 2013
13. Personalised learning?
in personal learning spaces?
How do we
personalise?
and in what
learning
spaces?
Friday, 15 February 2013
14. And for learners:
‘Everyone should be able to participate and
control their own learning process’
(Knowles, 1987)
How can we use ‘tablet’ computers to help?
We think of pervasive computing as a move
from an interaction between an individual and
a single device to an abundance of networked
mobile and embedded computing devices that
individuals and groups use across a variety of
tasks and places
(Dryer et al., 1999)
Friday, 15 February 2013
15. Identities: preferences, needs motivations.
Competencies: skills knowledge, abilities
Roles; Approaches and modes of participating
Learners
Learning Specific interaction of learners with other
people, using specific tools and resources, Learning
Environment oriented towards specific outcomes Outcomes
Tools, resources, artefacts
affordances of the physical Learning activity New Knowledge, skills
and abilities. Evidence of
and virtual environment for This and/or artefacts of the
learning learning process
An outline for a learning activity,
Helen
Beetham 2007
Others
Other people involved and the specific role they
play in the interactions, e.g. support, mediate,
change, guide
Friday, 15 February 2013
17. Educational Spaces
Personal
space Other
Personal
In the field Team space
Trip
Field PLE
Student
Rich Internet
information
Applications
environmen
Knowledge
Student +
Computer
(desktop,
… lab, home, library …. laptop,
‘netbook’)
Friday, 15 February 2013
18. Computers in Fieldwork –
Lyngen Alps, North Norway, 1984
Apple IIe + HDD + CRT Screen +
generator+ people to carry them
Friday, 15 February 2013
19. as Personal Learning
Tablets Environments for students (and
fieldworkers in general)
Friday, 15 February 2013
20. Notebooks in the field
• Can they displace (water-resistant) paper notebooks?
• What basic apps do you need?
• What 'extra' apps can provide
• Can tablets support disabilities - and make things easier
in general?
• Can you use tablets anywhere?
• Challenge me, what do you want e-field notebooks to do?
Friday, 15 February 2013
21. iPad use and usage….
And it does not have to
be internet connected
Friday, 15 February 2013
24. Geologically-useful apps
basemap
photographed
by Camera,
stored in
Photos
exported to
Skitch for
annotation
(then shared
or mailed on)
Friday, 15 February 2013
25. Aids to field sketching
Always a problem with students
Sketching helps observation
- photos alone are poor
Apps like Skitch (from Evernote)
help observation and scaffold sketching,
easily sent to electronic notebook
Easy to make observations and records at
different scales (Mike De Freitas’ point)
Easy to share images with students
add images from field microscope
(Proscope)
Analyse video clips taken with a tablet or
smartphone or exterior camera using
Coach’s Eye
Friday, 15 February 2013
26. Geologically-useful apps
Camera
used for a field
photo
can be
exported to a
notebook app
(Penultimate,
Moleskine,
AudioNote,
Gusto,
Notability )
BTW, anybody know
what the fish is?
Friday, 15 February 2013
32. Other useful bits
• Add a microphone (‘desk’; lapel/lavalier)
• Add a thermometer (iCelsius)
• Add a (2-3m) GPS (BadElf)
• Camera/video download
• Solar Panel for remote fieldwork
• Display on TV with HDMI or AppleTV
• Extra external memory (Airstash)
Friday, 15 February 2013
33. Aiding student accessibility
• Easier note taking
• Voice recognition
• Field prompts (written, voice)
• Sharing data
• Signing
Friday, 15 February 2013
34. Disruptive* Devices?
Disruptive Technology?
Disruptive Innovation?
‘Disrupting Class - How disruptive innovation will change the way the
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world learns’ Christensen, Horn and Curtis, 2011
Friday, 15 February 2013
35. Yes, iPads work well in the field
They can be personalised,
associated with specific tasks
and do the job better than
‘traditional’ notebooks.
Friday, 15 February 2013