The document discusses the pedagogical uses of iPads in education. It outlines how iPads can change where, when and how learning occurs through their ease of use, reliability, and wide range of apps. The document then examines specific uses of iPads for productivity, research, teaching, communication, and collaboration. Examples are provided of apps that can enhance note taking, content management, data collection, presentations, messaging, video conferencing, and real-time collaboration. Activities are suggested for attendees to explore different iPad apps and brainstorm ways to incorporate iPads into their own teaching practice.
Apple-tudes are contagious!
Our Apple-tude can determine our success in using iPads in the classroom. You all heard: there’s an app for that. In fact, there are hundreds of thousands of apps on the market designed for teaching and learning. In this workshop we will explore apps available for instruction and for all curriculum areas. You will see examples of how they can be used successfullly in a collaborative, academic setting.
Hacking Homework - AR triggered by GPS locations, tactile objects or printBrendan O'Keefe
The idea for Hacking Homework came from two experiences I had in early 2012.
First was my teenage daughter with her continued poor homework experiences and second was when I began to really think about incorporating Augmented Reality into school environments with the idea that learning opportunities could use location based technologies and AR to connect to the real world spaces.
Last year I attended AR camp in Canberra Australia and this is where I solidified my ideas into something I believe can work for many teachers.
Why Hack Homework?
Homework happens outside of school so this works for students and teachers with no BYOD policy for students. Students can use their own devices and local areas to access this new way of connecting with learning outside the classroom.
Homework is in dire need of reinvention and the 'Flipped Classroom' model is ideal for this kind of treatment. Recent technology and accessibility to it means most students have access to a smart phone, tablet, iPad or iPod touch.
AR is now available for most all mobile devices and suited for bundling rich media online content.
I believe homework bundles can be placed virtually in public spaces or around a school to further engage students in movement, technology fueled quests and learning trails.
Homework bundles can be triggered by GPS locations, tactile objects or printed materials with reference images or QR codes.
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Apple-tudes are contagious!
Our Apple-tude can determine our success in using iPads in the classroom. You all heard: there’s an app for that. In fact, there are hundreds of thousands of apps on the market designed for teaching and learning. In this workshop we will explore apps available for instruction and for all curriculum areas. You will see examples of how they can be used successfullly in a collaborative, academic setting.
Hacking Homework - AR triggered by GPS locations, tactile objects or printBrendan O'Keefe
The idea for Hacking Homework came from two experiences I had in early 2012.
First was my teenage daughter with her continued poor homework experiences and second was when I began to really think about incorporating Augmented Reality into school environments with the idea that learning opportunities could use location based technologies and AR to connect to the real world spaces.
Last year I attended AR camp in Canberra Australia and this is where I solidified my ideas into something I believe can work for many teachers.
Why Hack Homework?
Homework happens outside of school so this works for students and teachers with no BYOD policy for students. Students can use their own devices and local areas to access this new way of connecting with learning outside the classroom.
Homework is in dire need of reinvention and the 'Flipped Classroom' model is ideal for this kind of treatment. Recent technology and accessibility to it means most students have access to a smart phone, tablet, iPad or iPod touch.
AR is now available for most all mobile devices and suited for bundling rich media online content.
I believe homework bundles can be placed virtually in public spaces or around a school to further engage students in movement, technology fueled quests and learning trails.
Homework bundles can be triggered by GPS locations, tactile objects or printed materials with reference images or QR codes.
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
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A link to the Mobile App Study Guide created using Microsoft Sway is provided in the presentation slides. Licensed as an OER CC BY SA 4.0
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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3. Why iPads?
• Changes how, where and when
• Easy to use, reliable, instant
• Apps
• Connects us to wider world
• Tool for consumption, discovery, creation,
communication and collaboration
6. Discuss:
• What area of your teaching or
students’ learning would you
like to improve?
• Do you want to change your
practice and /or that of your
students?
Develop
graduate
digital skills
Promote
student
engagement
Assist
collaborative
work
Improve
student
communications
Make
lectures
more
interactive
Share
resources
Innovate
assessment
Change in
time or
place
What are you hoping to achieve?
9. • Applicable to your own and students work
• The iPad comes with some excellent apps for
time management and proof reading:
– Mail
– Calendar
– Notes
– UniLeeds for timetables
• “There’s an app for that” - Many third-party tools
for:
– Planning (Getting Things Done)
– Content Management
Productivity / Study Skills
11. Demo of Things
• A Getting Things Done methodology based-
app
Demo of ‘Things’
12. Productivity / Study Skills
• Typing
– Can get a separate physical keyboard
– Can be used for essays or extended marking
• Remote Desktop on the iPad
– Access to your PC on your iPad
Productivity / Study Skills
13. Productivity / Study Skills
• iPad has no file system for content
• Each app provides own methods (Mail/Things)
• How:
– Sharing Documents
• DropBox
• Google Drive
– Organising and Commenting
• GoodReader
• MobileLearn (VLE)
Content Management
15. Productivity / Study Skills
Activity
• Access the shared DropBox Folder at:
http://db.tt/qoMTlx4N via the app (will send
out invite)
• Open the documents in GoodReader and
annotate
Activities
17. • Find and collect
– Searching
– Annotating
– Bespoke apps
– Data collection
Research
“iPads reduce the journey
time to information”
James Clay, ALTC 2012
Research
18. • News feeds / reading lists
– Example
http://padlet.com/wall/c0x9s80867
Research
My
iPad
News
papers
Videos
Twitter
feeds
Blogs
Podcasts
Images
Research
20. Capture and create
• Light, camera, action
• Recording notes
• Screencasting – multimedia presentations
Capture and Create
21. • Evernote – notetaking ++
• Skitch – annotate images, screenshots etc
• Explain Everything – whiteboard and screencasting with
ability to import and annotate just about anything
• Annotate student work and record voice at same time
• Create teaching materials for students to review in own time
• Student presentation
• Students record group work processes
Capture and Create
22. Activities
Choose one of the following:
1. Create your own Flipboard and magazine to share with
your students
2. Create a 1 min presentation / handout using more than
one of the following: camera, video camera, voice
recorder, screenshots, Skitch, Explain Everything,
Evernote
3. Design a task which requires students use their iPads to
find and engage with content during a lecture
27. Overview
• iPads all come with cameras (excl. 1st gen),
speaker and a microphone.
• Built-in Apple software for communication
• Many third-party options
• Can enhance existing communications:
– Text message
– Phone call
– Videoconferencing
Overview
28. Messaging
• How:
– Apple iMessage
– Skype Messaging
– ‘WhatsApp’
• Why:
– Informal
– Group work spread over a location
– Free
– On-going/asynchronous
Messaging
30. Video Conferencing
• How
– Apple iMessage / FaceTime
– Skype
• Why
– Small group work over distance
– More personal than phone or email (personal
support)
Video Conferencing
32. Communication - Transformation
• Twitter
– Can be used in a ‘traditional’ way to communicate
directly with individuals or
– Transform interaction at events:
• Share ideas
• Highlight thoughts
• Connect with people
• Hashtags #HEAconf13
• Conference ‘backchannels’
• Storify
– Collate and make sense of stream of information
Transformative
34. In Addition…
• Any websites or services you already use may
have an iPad application
• Blogging:
– WordPress
Blogging
35. Communicate Activities
• Either:
– Use Twitter to find a hashtag for an event or topic
of interest
– Use Storify to collate relevant information and
publish.
• Or:
– Start using iMessage to communicate with
colleague(s) in the room about a topic of your
choice.
Activities
37. Collaborate
• Great opportunity to collaborate as you will all
have access to the same options
• Many collaboration apps and services have
iPad-specific applications:
– Adobe Connect (writing whilst videoconferencing)
– Google Docs/Drive (writing)
– BaiBoardHD (whiteboard ideas-generating)
Collaborate
42. Collaborate Activities
• Either:
– Join the MoPad document at:
https://etherpad.mozilla.org/Ha2fjCap9f and
write about your ideas for collaboration and the
iPad
• Or
– Join the BaiBoard HD session and explore the
options, adding your ideas for collaboration
possibilities.
Activities
43. Collaborate Activities
• Lots of possibilities. Can be overwhelming.
• Focus on what you want to achieve. Then find
apps / use.
• iPad seems to encourage interaction rather than
passive situations.
• Can enhance or transform activity
• Some apps are counterparts/companions to web-
based services.
• A great opportunity for staff and students.
Conclusion
44. Collaborate Activities
• Q1) How would you go about evaluating the
use of apps, or issues to identify, when using
for teaching, research or administrative
activities?
• Q2) What potential and idea do you have in
using the iPad for your and student's work?
• Using Padlet:
– http://padlet.com/wall/94u8tje4a2
Moving forward…
Editor's Notes
Intros. Asked to do this session by Kate Hardy to introduce some of the pedagogical uses of iPads. Teaching jointly with James.
Not really why iPads but possibilities afforded by being able to have access to mobile computers.
Potential to change how, where and when students learn and how, where and when we teach.
Also, common experience
Apps provide specific tools for specific task
Increased opportunity for interaction with non-uni staff
Imagine being able to give your students all of these tools and more to carry around with them everywhere and always available in the teaching room. What might you do differently?
Given enormous toolbox it is worth stopping and thinking about what you are hoping to achieve with it. SAMR model is useful in helping us think about this.
SAMR = Substitution Augmentation Modification Redefinition
offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology. As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning
e.g. substitution – wordprocess report, print and hand in
Augmentation – wordpress report, use spell checker, smart art etc and email electronically
Modification – collaborate with experts across the world on report
Redefinition – collaborate with experts across the world on report, blog about report, receive feedback, others repeat same work and contribute to bigger results – contributing to and collaborating with a much wider community that the leeds uni one
Structure of rest of session
The iPad comes with some excellent apps for time management and proof reading:
Mail
Calendar
Dictionary
Translations.
Many third party apps available (Things)
DropBox
GoodReader
Mail
Syncs with University’s e-mail
Can pickup dates/times in e-mailsDemo of Date/Times in E-mail leading to Calendar.
Calendar
Syncs with University’s e-mail
Notes/Dictionary
Paste e-mail into notes and demo dictionary and spellcheckCan export notes to e-mail
UniLeeds – Provides timetabling and lots more information for students
Things demo and overview / projects.
Order of priority. Sync with calendar
Content can be shared easily between colleagues and students using DropBox and the VLE.
Dropbox Intergrated into upcoming MobileLearn application
Be aware of how students may want to consume content now they have access to this.
Could use Dropbox
Could use VLE / MobileLearn
See the University Cloud computing policy http://iss.leeds.ac.uk/downloads/cloud.pdf
Demo of opening and annotating a file in Dropbox and then GoodReader.
Open file in dropbox using opening..
Then annotate using GoodReader.
Why:
Students can use this to work on documents that you send them – or vice-versa!
Demo of Date/Times in E-mail leading to Calendar
An iPad gives us access to most of the content we could access on a PC via google and subject specific search engines. Has the disadvantage that not all web pages render well and can’t access FLASH content (web designers are adapting).
FIND
Has advantage of being able to access content any place and time and quickly (how many of you have used iPad to google some info on TV for e.g?). Changing the way we engage with knowledge – I wonder if… back up memory
Additionally can use bespoke apps to find content and combine with other tools – e.g. do a quick calculation or translation.
e.g. holiday – Google earth and maps, and Traintimes – on holiday currency conversion, watch the train travel. Will be discipline specific apps that can help your students piece together information to tell a story e.g. stock exchange, Wolfram alpha (describe)
Data collection – researchers using social media crowd sourcing via Twitter (not specifically iPad), survey apps (or use web site – check mobile friendly), bespoke apps for certain disciplines – possible to be out on location, record experimental data, take photos, geo tag etc
Given that iPad can do all this with speed we can invite students to find and work with content in a lecture or seminar
An iPad gives us access to most of the content we could access on a PC via google and subject specific search engines. Has the disadvantage that not all web pages render well and can’t access FLASH content (web designers are adapting).
FIND
Has advantage of being able to access content any place and time and quickly (how many of you have used iPad to google some info on TV for e.g?). Changing the way we engage with knowledge – I wonder if… back up memory
Additionally can use bespoke apps to find content and combine with other tools – e.g. do a quick calculation or translation.
e.g. holiday – Google earth and maps, and Traintimes – on holiday currency conversion, watch the train travel. Will be discipline specific apps that can help your students piece together information to tell a story e.g. stock exchange, Wolfram alpha (describe)
Data collection – researchers using social media crowd sourcing via Twitter (not specifically iPad), survey apps (or use web site – check mobile friendly), bespoke apps for certain disciplines – possible to be out on location, record experimental data, take photos, geo tag etc
Given that iPad can do all this with speed we can invite students to find and work with content in a lecture or seminar
FEEDS
Specific apps e.g. from newspapers, apps that read feeds e.g. Flipboard (demo) bbc n channel behind them is journalists sourcing news rss makes process visible
Kelly Preece example This would be great. Here’s a link to my wall on the dance piece ‘Trio A’, which was used as part of a specific preparation task http://padlet.com/wall/c0x9s80867 and on the choreographer Merce Cunningham
Next year plans to get her students to create
Reference to tool box – Write, draw, photograph, video, record activities host of video and audio editing tools
Recording notes – text, audio or video.
Evernote – does it all..(demo, take picture, document camera, add recording, write notes, tagging, reminder) – is there scope here for preparing handouts for students or in asking students to prepare a multimedia document.
Demo soundnote (record your own notes, students use to record their own). Many audio recorder apps, some with editing features. I’ve used in car, we use in meetings, I’ve used for oral assessment. Record a summary of a seminar and share it – podcasting.
Audioboo – student use? Student interviews, reflective diaries?
Range of tools allow us to create multimedia presentation (demo Skitch – works nicely with Evernote and Explain everything)
How to connect iPad to computer
Airplay – allows students to share their work too.
All class activities:
Rather than presenting info get them to look at it in class
Can pay attention to detail, move content around, follow links
Compare different sources discussing same content
Set individual and small group tasks using apps – calculations, wolframa
Consider flipping your classroom
Activity:
e-voting - InteractHE
Substitution and Enhancement of Communication
iPads all come with a cameras (ex 1st gen), speaker and microphone. This means that they can be used to replace the activity of a text message, phonecall or videoconferencing on a computer.
Why not use existing devices? Of course you can, but the iPad enables you to access these options all in one device.
Communication can be enhanced
Video conferencing (Skype). Adobe Connect…
Twitter back chashnnel conference
Example…. Use Storify to search for an event or topic that you like and create a story.
Then share with others.
iMessage is tied to your Apple ID. You can add people by adding their AppleID, or if this associated with a phone number on an iPhone their mobile number.
iMessages:
Are encrypted and are free to send/receive.
Can be send to multiple people at once
Can include pictures
A conversation can be shared to other services, such as e-mail
(Demo: message between Jane and me)
More personal small group information.... Better for tutor support or close knit group work.
Me to call jane. Jane to call me
FaceTime is tied to your Apple ID. You can add people by adding their AppleID, or if this associated with a phone number on an iPhone their mobile number.
FaceTime calls:
Can be initiated via an iMessage conversation or through the FaceTime app.
Are encrypted and are free to send/receive.
Can be one-on-one or multiple people at once
(Demo ring Jane whilst out of the room to show the experience on iPads)
This starts linking from Communication to Collaborating in terms of notifying the Storyfy Contributors….
Twitter and Storify are also available on the web and other devices.
Demo covers:
Twitter App on iPad tweeting at a conference
Collating the experience through Storify (can log in through Twitter)
Stofiry also enables you to add content from other services such as YouTube, Flickr or webpages.
BaiBoardHD is a whiteboard-style collaboration app that enables real-time collaboration.
Can be used within one or multiple locations
Secure or open setting
Great for small group work / task based activity
Requires a Google ID to edit documents on the iPad. Best experienced via the GoogleDrive App.
Google Docs works across platforms – can enable collaborative editing/creating in real time or asynchronously.
Similar to Google documents – but can use this without a Google ID.
Similar to Google documents – but can use this without a Google ID.
Lots of possibilities, can be overwhelming, but it's about making and finding methods that work for you and the purpose you wish to achieve. Similar to what can I do with my desktop/laptop computer but...
You and students all have the same device.
Apps are much more focused on a purpose, often simpler but more effective. A standard set of information /hardware. Do have limitations.
Play and experiment with what is possible. It may seem easy to stick to known uses (link to augmentation model of samr) but this device /ecosystem is only 3-4 years old... What can be transformative about this.... To be discovered.
A great opportunity to do this... As a school.
Lots of possibilities, can be overwhelming, but it's about making and finding methods that work for you and the purpose you wish to achieve. Similar to what can I do with my desktop/laptop computer but...
You and students all have the same device.
Apps are much more focused on a purpose, often simpler but more effective. A standard set of information /hardware. Do have limitations.
Play and experiment with what is possible. It may seem easy to stick to known uses (link to augmentation model of samr) but this device /ecosystem is only 3-4 years old... What can be transformative about this.... To be discovered.
A great opportunity to do this... As a school.