Mobile teaching and learning inspirations and ideas Teaching staff taking part in the third phase of MoLeNET contributed a number of simple tried and tested mobile teaching and learning inspirations and ideas, and these have been collated in this book. In total there are 95 separate examples and ideas, spanning across a range of programme areas and utilising a variety of handheld technologies. The ideas have been categorised into 11 areas, with a matrix of contents enabling quick reference to each numbered idea.
CONTENTS Matrix of contents Enhancing classroom based learning through audio-visual media #1 Developing cookery skills „on TV‟ #2 Enhancing dancing – personalising creative learning #3 ESOL teaching and learning #4 Learner created media using digital cameras and voice recorders #5 Making the learning context familiar when teaching literacy #6 „Max your marks‟ mobile learning activities #7 Non-gaming functionality of games devices for maths development #8 Replacing practical demonstrations with video #9 Using multimedia to enhance wider key skills #10 Video and audio recording to promote literacy Enhancing learning through gameplay #11 Informal numeracy training in form time #12 Numeracy and literacy training as a break in lessons #13 Simulating archery to introduce concepts #14 Understanding differentiation through engagement in activity Evidence collection #15 Blogging from the building site #16 Evidencing numeracy with video cameras #17 Flip cameras for learners with learning difficulties and/or disabilities #18 Mobile learning with the animals Getting to know each other and the institution #19 Introducing visitors to the college #20 „Games club‟ to encourage use of the LRC #21 Induction activities for disengaged and LDD learners #22 Induction exercise using the Sony PSP Holistic use of mobile technologies #23 Improving access to learning with the iPod Touch #24 Introducing technology across a variety of courses #25 Mobile devices to develop skills relating to event organisation #26 Organising and supporting learning with the iPod Touch #27 Supporting ESOL learners with a range of technologies #28 Using mobile technologies to promote anti-discrimination Introducing and experimenting with mobile technology #29 An exercise to introduce mobile devices to trainee teachers #30 Brain training with learners aged 60+ #31 Exploring the benefits of mobile technologies #32 Informing and engaging staff regarding mobile learning #33 Providing a forum for m-learning experimentation #34 Using mobile devices in the library Learning outside the classroom #35 Capturing data from historical sites #36 Capturing memories on a field trip
#37 #38 #39 #40 #41 #42 #43 #44 #45 #46 #47 #48 #49 #50 #51 #52 #53
Creating an online community for learners in the workplace Developing ICT skills by integrating UMPCs into classes and communication Dropbox as a communication tool and alternative VLE Engaging ESOL learners in written communication Engaging learners in language learning outside the classroom Enhancing a museum visit and surrounding activities Enhancing writing skills development using a digital camera Evaluating weather damage using mobile technologies Games technologies support practical tasks Helping learners to become independent Increasing LDD learner independence using mobile devices m-Learning in the garden: accessing information using the iPhone Orienteering using mobile technologies Promoting learning and confidence in learners with LDDs Providing resources and learning opportunities to apprentices Technologies to support land based studies Using video capture and instructional videos outside of the classroom
New ways of accessing information #54 Accessing resources in the workshop #55 Art History goes mobile #56 Bringing mobile technologies to the construction site #57 Developing costings using the iPod Touch #58 Engaging learners by acquiring data with a Smartphone #59 Facilitating autonomous research using the iPod Touch #60 iPhone applications to simplify research #61 Recording interviews to improve various language skills #62 Research, resource creation and discussion with the iPhone #63 Researching sporting heroes via the internet #64 Sourcing food prices in the kitchen #65 The iPhone as an assistive technology in the community Reflection and assessment #66 Assessing learners through activity instead of written essays #67 Capturing video evidence for assessment #68 Challenging learners to quizzes #69 Creating safety videos in the workshop #70 Improving language pronunciation without classroom pressures #71 Integrating iPod Touches and the VLE into peer assessment #72 iPhone as an ice-breaker and for video questionnaires #73 PictoChat to promote discussion amongst learners lacking confidence #74 Recording and sharing stories in foreign languages #75 Recording learners in the workshop #76 Self and peer assessment using digital cameras #77 Self assessment with Sony PSPs #78 Self/peer trainee teacher assessment using recorded real life examples #79 Sharing learning opportunities and peer assessment #80 UMPCs to improve IT provision #81 Using the head cam for instruction and assessment #82 Viewing animations and providing feedback all in one device Revision and homework #83 Creating flashcards for revision purposes #84 Enhancing recording mechanisms with mobile technologies
#85 #86 #87 #88 #89 #90 #91 #92
Enhancing study leave with podcasts and applications Facilitating independent learning through audio advice and guidance Improving independent learning with the iPod Touch Learner-created video in the workshop and the classroom Revising with handheld voting systems Testing comprehension through regular interactive quizzes Using cameras to create revision resources Using the Flip camera to quickly record and upload resources
Specific software applications #93 Creating cartoons to liven up theory #94 Speech recognition/Text-to-speech software on UMPCs #95 Using Audio Notetaker to facilitate note taking
Basic/functional/key skills
9, 17, 38, 43 8, 25, 76
25
23
Construction, planning and the built environment
15
56
57
29, 32, 33, 78
24, 29, 32, 33
Engineering and manufacturing technologies Health, public services and care
39, 51, 75, 88
37 31, 60
Languages (inc. ESOL), literature and culture
Preparation for life and work
44, 53
24, 33, 47, 72 51, 75, 88
19, 24, 29, 33, 47, 64, 79, 92
Science and mathematics 85
Other
62
Other
Assistive technologies
Scientific/specific land-based mobile device
Handheld voting system
Nintendo Wii
Sony PSP
90
44, 45 20, 24, 32
45, 53 24, 32, 33
67
31, 73
22
35
68, 89 24
78, 84
19
14
35
49
49
71, 82
71
49, 71
27, 36, 40, 58, 74
42
41, 59
4, 27, 61, 70
3, 4
27
35 49
49
27
63 5, 10, 49, 54 91
Social sciences
2
12
30, 49
63 1, 46, 65
77
51, 75, 81, 88
86
Information and communication technology
Leisure, travel and tourism
44
31
History, philosophy and theology
52
2
12
25
32
93
38, 95
Business, administration and law
32, 64
Nintendo DS
18, 52 26, 55, 87, 93
24, 47, 72
Digital still/video camera
52
Arts, media and publishing
Education and training
Other MP3/MP4 recorder/player
iPod Touch
52
Ultra Mobile PC or Netbook
Any Smartphone
18, 48
PDA
iPhone Agriculture, horticulture and animal care
28, 49, 65, 80 11
11
1, 16, 21, 28, 46, 49, 65, 69 83 85
34, 62, 94
34
6
21, 49, 50 7, 11
21, 50
21, 49, 50
6, 7
66 34, 45
34, 45
13
28, 46, 49
ENHANCING CLASSROOM BASED LEARNING THROUGH AUDIO-VISUAL MEDIA This section includes 10 ideas and focuses on ways in which digital cameras/video cameras, PSPs, MP3/4 players etc. have been used to enhance the learning experience through the medium of audio and visual media. This includes teacher and learner generated media and media as a stimulus for learning.
Developing cookery skills ‘on TV’
Subject Preparation for life and work Technology
#1
LEARNING OBJECTIVE The lesson aims to teach learners to cook a basic meal (pasta and sauce). This means that the learner must be able to measure liquids and look at temperatures on the oven/hob, both requiring reading and numeracy skills.
WHAT WE DID
iPhone
Learners used iPhone applications containing recipes and videos showing kitchen tasks. The learners have memory difficulties, so they were videoed completing the task and could then watch it back. These videos were stored by the learner so they can look back over the course to see their progress.
OUTCOMES Learners exhibited greater levels of interest in what they were doing as they wanted to see themselves 'on TV' and teachers could praise what they did correctly and talk through what went wrong.
Digital still/video camera
KEY TIPS Ensure learners are comfortable with the use of the devices before leaving them to work independently.
Enhancing dancing – personalising creative learning Subject Arts, media and publishing
Technology
#2
LEARNING OBJECTIVE To work as part of a small group to devise, refine and rehearse one piece of dance based on one other professional dance work for performance. To evaluate the rehearsal process and progress, identifying your strengths and weaknesses and those of the group and the work.
WHAT WE DID Learners were required to watch DVDs of professional dance works and analyse the content in terms of action, space, dynamics and relationships. This information was then used to either recreate the dance or create a new piece „in the style of‟ the work. Similarly, learners were required to watch DVD footage of their own choreographic and performance work. This is vital so they can analyse and evaluate their work, pinpoint strengths and weaknesses and set targets for improvement.
Digital video camera Portable DVD player Media An example video of learners using cameras to record a dancing session is available here
OUTCOMES Individual access to DVD players means the learners have carried out tasks at their own speed, pausing, rewinding, forwarding when they need to and not having to wait for other members of the group to be finished. It also allowed paired and small group work to take place more quickly, saving waiting time. As a result, learning was more immediate and learners engaged with and focussed on the tasks set for longer. Learning was more convenient, accessible and sensitive to individual needs and circumstances and encouraged and supported independent and collaborative learning. Access to the portable players allowed the tutor greater scope to set each learner specific tasks related to the DVD content. Activities were differentiated and tailored to learners‟ styles, preferences and abilities more easily. When a learner had been absent, access to the portable player allowed them to catch up quickly and work independently.
KEY TIPS Make sure there are enough plug sockets or battery life!
ESOL teaching and learning
Subject ESOL Technology
#3
LEARNING OBJECTIVE To support teaching and learning in ESOL sessions, using a video camera.
WHAT WE DID I teach ESOL. I used video at the end of a course to get authentic student voice feedback on experiences at the college. I had also used them before to record exam practice and highlight pronunciation issues. We plan to use them in interview practice and to show good practice in use of language. I am also going to use the videos during induction to let new learners know what they can expect and to introduce the technology so they are aware it will be used in the classroom.
Digital video camera
OUTCOMES This is really new territory so anything we produced was rough and in need of editing and re - shooting, however the spontaneity comes through. The learners said they felt good having done it and some were tempted in by others and said it gave them confidence seeing themselves on the screen, not looking too bad!
KEY TIPS Introduce the video camera a few days before you want to use it so the students can get used to the idea, then use them often. Training on editing the videos would give a better end result.
Learner created media using digital cameras and voice recorders Subject Languages, literature and culture
#4
LEARNING OBJECTIVE Both AS and A2 needed to create a project with text, sound and moving images to pass the module.
WHAT WE DID
Technology
Prior to the introduction of mobile technologies learners only used PowerPoint presentations to address this particular aspect of their course. However since the introduction of the digital video cameras at the college, learners have been able to use these to create their own videos. Many have used the video for basic interviews with friends, relatives and people on the street, and some have created scripts and made documentary style videos which created an A* product.
Digital video camera OUTCOMES
Voice recorder
The quality of work produced has increased as a consequence of using the digital cameras, with many learners gaining A and A* grades. Examiners commented on the high standard of the work submitted in their reports. Learners really enjoyed these projects and were keen to keep borrowing the equipment to improve on their work.
KEY TIPS It is important that learners know how to use the equipment and software effectively. Lack of resources can cause a queue of learners waiting if learners do not bring equipment back on time.
Making the learning context familiar when teaching literacy
Subject Preparation for life and work Technology
Smartphone
#5
LEARNING OBJECTIVE The objective of the session was to improve the learnersâ€&#x; ability to use present perfect tense and past tense in relation to their favourite possessions.
WHAT WE DID Learners were encouraged to take a photo of one of their favourite possessions with their mobile phone. They then shared their photo with their partner, describing the item and discussing why it is important to them. They were also encouraged to use present perfect to say how long they had owned it. The activity could be extended, for example the pictures could be uploaded to the class website and students could be encouraged to write a description of their item for the others to match to the photos.
OUTCOMES The use of the mobile phones personalised the learning for the students. It enabled them to use items which were important to them in the classroom. This enhanced their motivation for the task and enabled them to use the grammar in a familiar context.
KEY TIPS Learners should be reminded to choose items appropriate to the classroom setting.
‘Max your marks’ mobile learning activities
Subject Science and mathematics Technology
Sony PSP
#6
LEARNING OBJECTIVE To revise the key points of aseptic (microbiology) technique and be able to 'Max your Marks' when answering exam questions.
WHAT WE DID First learners watched a video clip showing the aseptic technique that had been preloaded onto their individual PSPs. Next, learners were asked to work on their own listing the key techniques that they had seen in the video. Learners then worked in groups to produce their own short video clip demonstrating the techniques in the lab and attempting to better the original video they had watched. Once this had been completed learners worked on their own to answer an exam question on the key techniques they had been studying. Finally the learners marked one another's work using the marking scheme and discussed the answers in pairs.
OUTCOMES The learners enjoyed the activities and were able to work together to create their own video clips. The activities enabled the learners to recall and explain the aseptic techniques and 'max their marks' in the exam question set.
Digital video camera
KEY TIPS Video clips produced were of variable quality, but all the students engaged with the activity; some preferring to stay behind the camera. As this was one activity amongst several others taking place concurrently in a 'Max your Marks' revision circus, the teacher needed to provide considerable support to all the groups and this worked best as a team-teach session. Planning and prep time was considerable but the session was rolled out across all AS Biology groups.
Non-gaming functionality of games devices for maths development
Subject Science and mathematics Technology
Nintendo DS
#7
LEARNING OBJECTIVE To improve engagement and encourage independent learning amongst low level learners.
WHAT WE DID Learners had access to a Sony PSP and Nintendo DS. The PSPs were provided with video footage pre-loaded, demonstrating mathematical principles such as how to bisect a line and how to enlarge a shape. They watched the videos and simultaneously worked to complete tasks related to the videos. The PictoChat feature on the Nintendo DS was used in class to complete informal assessments with the learners to test progress. The teacher posed maths questions and the learners responded through their DS.
OUTCOMES
Sony PSP
Using the PSPs with pre-loaded videos allowed learners to take control of their learning and work at their own pace. Assessment through PictoChat allowed learners to respond to questions posed by the teacher without the fear of making mistakes in front of their peers.
KEY TIPS Ensure all devices are loaded with the correct resources and functioning properly before the start of the session.
Replacing practical demonstrations with video
Subject Business, administration and law
#8
LEARNING OBJECTIVE The session aimed to introduce new alternative practices for health treatment, specifically acupuncture.
WHAT WE DID
Technology
Digital still/video camera
Learners studying alternative health treatments were introduced to acupuncture. This is traditionally done by involving a practitioner carrying out a treatment in front of a small group. As an alternative, a video camera was used by a tutor to record the practitioner performing the treatment. This video was then made available to the learners to review as needed.
OUTCOMES The video camera was unobtrusive and captured the session well. Where the session is taught through practical demonstration, cohorts can often be nervous and unproductive, where contact with the client and needles can cause distress in some cases. The cohort taught using the video were far more relaxed as they were separated from the aspects that are distressing to some.
KEY TIPS Excellent way to demonstrate physical use without having to repeatedly need a client or practitioner.
Using multimedia to enhance wider key skills
Subject Basic/ functional/ key skills
#9
LEARNING OBJECTIVE Learners had to discuss, agree, communicate, plan and undertake tasks as a team. This was part of a wider Key Skills course.
WHAT WE DID
Technology
Video was used as a platform for students to practice team working as part of a Wider Key Skills course. During the project students had to gain technical skills, share information and knowledge, plan visuals and content and present their ideas in PowerPoint format.
OUTCOMES
Digital video camera Project objectives displayed as slides on PowerPoint file, Internet connection.
The cameras provided an opportunity to work easily in media that many students had used before on mobile phones, but which they had little opportunity to use as an expressive tool. The project aim was to complete a video presentation or short film, neither of which were achievable in the time available. However work achieved indicated a real potential to develop the project either for a larger group or as a longer term „scrapbookâ€&#x; of clips made by students in E2E. Students worked together successfully as they were motivated to express their ideas in video and were mostly able to share tasks effectively.
KEY TIPS The project would work better with a structure that allows students to contribute at any stage of the course so that they were not hindered by absent team members. A project handbook would also enable students to become involved in a team occupied with a particular aspect of the project more easily.
Video and audio recording to promote literacy
Subject Preparation for life and work
#10
LEARNING OBJECTIVE The objective was for learners to improve their knowledge of, and ability to use, descriptive words for rooms and buildings in advance of their E2 literacy exam.
Technology WHAT WE DID Learners were set the task of describing their college environment. To aid the process learners used the video functionality of their phones to film the areas they were to describe. Once they had composed their descriptions they used the voice recorder function to capture their work orally.
Smartphone
Media A selection of videos of learners describing their college environment is available here
OUTCOMES For learners taking the E2 literacy exam it proved to be a very useful exercise. It gave a concrete basis for their descriptions and also a means to show the rest of the group. The voice recordings could be analysed and listened to repeatedly for students to self assess for accuracy or for peer assessment. The students had a solid base for their written task and the activity helped to extend vocabulary and grammatical structures.
KEY TIPS When recording in a college environment the results will be more successful if the work is carried out during a quiet time of day.
ENHANCING LEARNING THROUGH GAMEPLAY 4 ideas in this section focus on learners using the Nintendo DS, Nintendo Wii and Sony PSP to enhance and support their learning through gameplay. For more information and detailed case studies relating to game-based learning see Douch, Attewell and Dawson (2010: „Games technologies for learning; more than just toysâ€&#x;) available to download for free at www.molenet.org.uk/pubs and searchable on www.moleshare.org.uk.
Informal numeracy training in form time
Subject Science and mathematics Technology
#11
LEARNING OBJECTIVE The aim was to use mobile technologies to improve engagement and enhance numeracy skills.
WHAT WE DID Students used the Nintendo DS on a weekly basis in form time in place of maths workbooks as part of a weekly numeracy session. Students were required to test their 'brain age', complete two brain training exercises and then compete against each other on different numeracy tasks.
Nintendo DS OUTCOMES The technology has and is providing total engagement for all students during the session and basic numeracy skills (arithmetic) have developed because of this.
PDA KEY TIPS Be sure students are using the device for the intended functions and not spending time using the camera or other functions unless stated.
UMPC Media A video illustrating this learning example is available here
Numeracy and literacy training as a break in lessons
Subject Basic / functional / key skills
#12
LEARNING OBJECTIVE The objective of the sessions was to provide learners with a break from their regular class activity, while developing numeracy skills with the Nintendo DS and literacy skills using the iPod Touch.
Technology WHAT WE DID
iPod Touch
Nintendo DSs were used with „Brain Academyâ€&#x;, offering learners different ways to understand mathematical formulas and providing a change from traditional ways of teaching. iPod Touches in conjunction with applications providing comics allowed learners to read English material using visual cues. This was especially useful as English is not their first language. As understanding increased the amount of visual cues were reduced.
OUTCOMES
Nintendo DS
Learners demonstrated improvement in understanding of maths, with a greater number of requests for higher level maths activities. There was an increase in levels of English understanding and writing.
KEY TIPS Do not underestimate the ability of learners to adapt to new technologies once the basics have been explained.
Simulating archery to introduce concepts
#13
Subject
LEARNING OBJECTIVE
Archery
To improve learner response to given instruction and to allow comparison between real-life and artificial situations.
Technology WHAT WE DID
Nintendo Wii
Learners completed an introductory session where they took part in archery activities after completing basic archery training. Learners were able to develop an understanding of some basic archery principles before taking on the complex real-life equipment. Teachers could also use the Wii exercise to gain an insight into the personal preferences of the learner prior to allocating equipment.
OUTCOMES Learners gained a greater understanding. The class also exhibited enhanced levels of social interaction and an ability to follow given instruction.
KEY TIPS For the session to be a success teachers must ensure that their learners are engaged in the process at all times.
Understanding differentiation through engagement in activity Subject Health, public services and care
#14
LEARNING OBJECTIVE To demonstrate differentiation through physical activity.
WHAT WE DID
Technology
The learners used the Nintendo Wii to play the bowling game in teams. They were then asked to think how they could differentiate this activity for people of differing levels of physical ability.
OUTCOMES This learning activity promoted both physical activity and team work and enabled learners to achieve the intended learning outcomes.
Nintendo Wii Smartboard, relevant cables, extra remote controls.
KEY TIPS This activity works best with small groups.
EVIDENCE COLLECTION In this section there are 4 ideas detailing ways in which the process of evidence collection can be made more effective and easier for the learner. This includes using a range of handheld technologies to enable learners to collect evidence of their work and their progress through audio, visual and other electronic means.
Blogging from the building site
Subject Construction, planning and the built environment Technology
#15
LEARNING OBJECTIVE To use mobile technology to collect on-site evidence for the NVQ element of the learnersâ€&#x; qualification as well as for the associated technical certificate.
WHAT WE DID Learners were encouraged to create blogs based around specific trades or aspects of a trade, which were then populated with data and evidence created and captured in the work place.
OUTCOMES Smartphone
Learners developed a competency using the devices and the online technology, as well as advancing their subject-specific knowledge and skills. The system could also be used to keep learners informed and up-to-date.
KEY TIPS It is important that the structure of the system in which the learners operate is set up before the devices are distributed.
Evidencing numeracy with video cameras
Subject Preparation for life and work
Technology
#16
LEARNING OBJECTIVE Utilise video cameras to allow E3 Numeracy learners to demonstrate their ability to weigh different items and identify/record using metric scales.
WHAT WE DID The cameras were used by the teacher to record learners completing the required tasks. This made usage simple and avoided introducing additional complications for the learner. As an alternative, other learners used the equipment to record their group. This gave the learners ownership and control of the outcomes.
OUTCOMES
Digital still/video camera
The response from learners was good, expressing and discussing, not only what they had achieved, but where they could have improved. Videos were also uploaded to the internet, enabling internal and external verification of evidence if required.
KEY TIPS This is an excellent little tool. One is able to gain instant video evidence of learners work. It's very unobtrusive so learners are not intimidated. Results are instant and with a Smartboard available one can plug in and review instantly with learners.
Flip cameras for learners with learning difficulties and/or disabilities Subject Basic/ Functional/ Key Skills
#17
LEARNING OBJECTIVE To gather evidence of achievement for e-portfolio submission accredited courses (e.g. functional skills, arts awards) and blogging. To provide an alternative method of recording work, other than the written word.
Technology
To act as a prompt for learners.
WHAT WE DID
Digital video camera Wheelchair clamp for Flip camera, Quicktime software, tracker ball or other appropriate mouse, appropriate keyboard, usual hardware (including possibly moveable arm for screen).
Learners were provided with a flip camera and wheelchair mount where necessary, to use throughout their timetable. This ensured they were able to capture evidence of achievement whenever it occurred naturally. The cameras also acted as a memory prompt which gave the learners support to recall and therefore record their evidence more accurately.
OUTCOMES The learners enjoyed using the flip cameras, especially the simplicity of them which enabled greater autonomy when recording. The evidence that the learners were able to gather from a range of settings was invaluable, and could be burned to disc and stored for review (e.g. for OFSTED etc) as required.
Media KEY TIPS Click here for a video showcasing this work.
Install QuickTime for easy downloading and work with learners on the benefits of „smartâ€&#x; capturing of video, (not recording until ready, only recording relevant information). Providing wheelchair clamps allows learners easier more professional capturing of video. Label individual cameras allocated for students for easy identification.
Mobile learning with the animals
Subject Agriculture, horticulture and animal care
#18
LEARNING OBJECTIVE Learners were encouraged to collect visual evidence, enabling them to review their findings/outcomes to improve learning/skills, and for future reference.
WHAT WE DID
Technology
Digital still/video camera
Video presentations were produced and edited by the learners. Video footage was collected to enable the assessment of animal behaviour, and to share with a wider audience. Recordings of sound were played to gain a reaction from animals during behaviour observation. Learners accessed web technologies within the college, and used specific applications to gain information and check on knowledge and understanding. Cameras were used to gather evidence to meet required practical outcomes set by the examination board.
OUTCOMES
iPhone Media An example of footage captured by learners is available here
Learners take ownership of the devices, utilising the iPhone in a variety of ways. Animal related applications allowed learning of taxonomy any time, anywhere. Evidence collection was enjoyed by the learners as it gave the opportunity to review the activity and improve on the findings by evaluating what went well and what could have been improved. Rare or useful video/pictures were also captured for future teaching and learning (creating a database of useful evidence and resources).
KEY TIPS Videos may require format conversion. Be strict with deadlines as learners may be so engaged as to not want to move on to another subject.
GETTING TO KNOW EACH OTHER AND THE INSTITUTION 4 ideas in this section describe how handheld technologies can be used as part of the induction process and to help learners and staff to get to know each other and the institution.
Introducing visitors to the college
Subject Education and training Technology
#19
LEARNING OBJECTIVE The aim was to use the cameras and key rings to improve communication and to act as a memory aid for the learners.
WHAT WE DID College ambassadors took photos of locations they need to show visitors around the college and put them on digital photo key rings as a memory aid.
OUTCOMES
Digital video camera Digital photo key rings
The college ambassadors were more confident in their ability to show visitors around and were able to conduct the tours independently with the help of the memory aids.
KEY TIPS Use paired groups to complete the activities.
‘Games club’ to encourage use of the LRC
Subject Education and training
#20
LEARNING OBJECTIVE The objectives were to improve learner interaction with the college‟s Learning Resource Centre and improve learners‟ skill sets using Brain Training and other games.
Technology WHAT WE DID
Nintendo DS
Media A video of learners describing the use of the Nintendo DS for numeracy and literacy is available here
A lunchtime „games club‟ was instigated making use of Nintendos, initially with such games as Brain Training, Maths Training and Scrabble. We intend to purchase more games such as Big Brain Academy, Football Manager and Driving Test. These will enable students to understand more about the world of sport and business, assist them to take the real driving test and improve their word power and spelling.
OUTCOMES The „games club‟ encouraged a number of reluctant learners to make increased use of the LRC. Positive interaction between staff and learners resulted, as learners assisted staff to negotiate many of the available games.
KEY TIPS Learners often have a good knowledge of available games, so use that knowledge when making future purchasing choices.
Induction activities for disengaged and LDD learners
Subject Preparation for life and work
#21
LEARNING OBJECTIVE The objective of the session was to allow the cohort to become familiar with the college and get to know each other. It also aimed to make the learners aware of the effects of alcohol.
Technology WHAT WE DID
Digital still/video camera
A variety of mobile devices were made available to a cohort consisting of disengaged students and learners with learning difficulties. As well as being given the opportunity to experiment with the devices independently, quizzes were preloaded onto the DSs and an induction quiz was carried out with learners using the PSPs.
OUTCOMES
Nintendo DS Sony PSP
Disengaged students were excited at the prospect of using tools they were "experts" in and enjoyed teaching the tutors. For learners with learning difficulties paper based exercises were formed to help with the transition to technology. All learning outcomes were achieved and objectives met. Engagement was high and learner confidence increased.
KEY TIPS
Nintendo Wii
The process of creating a “character� on the Nintendo Wii may distract from the games themselves.
Induction exercise using the Sony PSP
Subject Health, public services and care Technology
Sony PSP
#22
LEARNING OBJECTIVE The objective of the session was to introduce learners to the college and make them familiar with the staff and their roles.
WHAT WE DID This was an activity used in an induction event. The aim was for learners to work in small teams, using the PSP to read encrypted messages which contained pictures of teaching staff and their job title. The learners hunted around the division to find the clues and then completed a directory of support for when they start their course. Preparation for the session involved creating a PowerPoint presentation with the staff pictures and names which were then encrypted.
OUTCOMES The session enabled the learners to work in teams and form new relationships. The PSPs helped the learners to overcome initial first day nerves. They had an opportunity to find out who would be teaching them and ask further questions regarding the course and content.
HOLISTIC USE OF MOBILE TECHNOLOGIES In this section there are 6 ideas, each describing how one or many devices can be used in numerous ways, for multiple purposes, therefore really making the most of the functionality of the technologies available.
Improving access to learning with the iPod Touch Subject Business, administration and law
#23
LEARNING OBJECTIVE To improve learner engagement.
WHAT WE DID Learners used the devices to: access the online VLE for lesson materials
Technology
access their college internal email accounts and college intranet access iTunes U for relevant podcasts for their subject area to aid their knowledge and understanding of lessons and research projects conduct research for assignments using the internet.
OUTCOMES
iPod Touch
All students benefited from learning to use a mobile device to aid their learning and improve opportunities and potential. They were able to access the online VLE and blog, gaining instant access to important announcements they needed to be aware of as well as important emails. This proved particularly beneficial when college computer resources were stretched.
Introducing technology across a variety of courses Subject Education and training
#24
LEARNING OBJECTIVE To use the mobile device to contribute towards raising attainment, enhance learning opportunities and engage pupils both inside and outside of the classroom.
Technology WHAT WE DID Nintendo DS Sony PSP iPhone iPod Touch
Staff used a variety of approaches, including the use of iPod Nanos to create podcasts and to listen to pre-prepared audio work to aid revision and preparation for examinations. In PE and DT head cameras have been used to record activities which were then analysed to improve performance. In Music and MFL pupils have been able to compose and share audio and video of their work for peer learning and assessment purposes.
MP3/MP4 player Digital still/video camera Scientific/specific landbased mobile device
Media A guide to the use of head cameras in teaching and learning is available here
OUTCOMES Staff and learner skills and confidence in using the technologies has increased. Learners have appreciated having up to date technology and they have appreciated the teacher planning to incorporate the technology into the lesson. We have observed how engaging the use of mobile technology has been, team working is developing in some classes, appreciation is high and there is evidence appearing that it positively contributes to pupil independence.
KEY TIPS Staff responded well to being asked for an action plan to help them schedule activities into the curriculum. This smoothed the process of introducing the technologies into lessons.
Mobile devices to develop skills relating to event organisation
Subject Business, administration and law Technology
UMPC
#25
LEARNING OBJECTIVE The objective was for learners to develop the skills to plan an event as part of a team.
WHAT WE DID The learners used the mobile technologies to contact staff members; book equipment needed; develop promotional materials; email each other and staff to make arrangements for the day; set targets and coordinate meetings using calendars on the mobile phones; capture evidence for portfolios; and maintain diaries/blogs tracking progress towards the objectives of the event.
OUTCOMES Smartphone
Flip camera
Media The assignment brief relating to this lesson is available here
A culture of working beyond the timetable, in a realistic working pattern, has been engendered by the presence of the devices. They also allow the learners to take leadership of the project. These are fundamental aspects of event management, and are skills that will prove very useful for the learners in the future.
Organising and supporting learning with the iPod Touch Subject Arts, media and publishing
#26
LEARNING OBJECTIVE To help students with organising an event and managing their workload during units 2 and 3 of their AS Performing Arts course.
WHAT WE DID
Technology
Students used iPod Touches to: set deadlines and reminders in the calendar downloaded the 'To Do' list app to help keep track of tasks and action planning for each session check emails relating to their work, including contacting outside parties while in the dance studio where there is no access to student computers
iPod Touch
store group music for assessment performances and whole class warm-ups record meetings using the voice recorder function then use the recording to write up minutes and action planning agreed in the session take notes in class or read scripts.
OUTCOMES Some individuals particularly enjoyed having their own iPod and used them consistently however they would have been more useful if they had cameras on them so learners could film/photograph practical work for self/peer assessment.
Supporting ESOL learners with a range of technologies Subject ESOL Technology MP3/4 player
Nintendo DS Sony PSP
#27
LEARNING OBJECTIVE To improve ESOL learnersâ€&#x; English listening and speaking skills in the context of a real environment and not a simulated environment like the classroom.
WHAT WE DID MP3 players were used to record conversations and interviews that students had with each other. Not only did students benefit from listening back but were motivated to do the task using the technology provided Text messages were used to send out homework and asked students to prepare for speaking and listening tasks in the classroom. They were also used to send out puzzle questions in team communication games. The Nintendo DSi was used for written and spoken communication activities in class using the PictoChat feature. Sony PSP devices were used to make films and movies as well as take pictures. These encouraged students to speak and work together as they captured the images and films as well as talking about their work after they had finished.
OUTCOMES
Mobile phone for SMS Media For a range of supporting information and feedback visit MoLeSHARE and search using the keyword Hull.
Students felt motivated and enthused by the technology and the tasks given. They were better able to work together in teams and speak English in these teams and they learned to develop their internal voice and plan what they were going to say by using text message prompts.
KEY TIPS Thoughtful planning and guidelines for learners are crucial to ensure activities are purposeful, meaningful and culturally appropriate. For this objective the journey was also more important that the end product (e.g. with videos).
Using mobile technologies to promote anti-discrimination Subject Preparation for life and work Technology Fizzbook Talking photo album
#28
LEARNING OBJECTIVE The students‟ main objective was to personalise a Communication Passport (a practical and personcentred way of sharing key information for people who cannot easily speak for themselves); produce posters on the theme of „anti-discrimination‟; compile a rap song; and produce a diary of the project.
WHAT WE DID Students personalised a Communication Passport using the Fizzbook, produced their posters around the „don‟t discriminate‟ logo, produced a rap song which was recorded on a FLIP camcorder and produced a diary of the project on a Talking Photo Album.
OUTCOMES
Digital video camera A rap beat to enable the students to produce a rap song on the theme of „Don‟t Discriminate‟
This discrete group of LDD Learners first took on a deep understanding of the meaning of antidiscrimination. They then used the technologies to access a unique and collaborative way of learning, which enabled them to express their own ideas and learn about different ways of presenting information (this conveniently linked into their ICT course work). As a lot of the work involved the sharing of ideas and information and included a lot of group and pair work, I noted a development of the students‟ social and communication skills.
Media To view the accompanying lesson plan click here. To view a full case study click here.
KEY TIPS Although the core project was to personalise the Communication Passport, by working on additional smaller projects and around the central subject of „antidiscrimination‟, a deeper level of learning was enabled.
INTRODUCING AND EXPERIMENTING WITH MOBILE TECHNOLOGY In some MoLeNET projects the institution was in the early stages of introducing and experimenting with mobile technologies for teaching and learning, and the 6 ideas in this section describe ways in which teachers went about doing this.
An exercise to introduce mobile devices to trainee teachers
Subject Education and training Technology
#29
LEARNING OBJECTIVE The session was an introduction to ILT resources as part of teacher training. The session incorporated a number of tasks for groups to undertake using different ILT resources. One of the session objectives was to use a range of ILT resources. The specific objectives for the element described here was to use mobile technology to create a virtual tour of the campus.
WHAT WE DID
iPod Touch
The task instructions were preloaded onto the iPod Touch using the Voice Memos application. Learners used video cameras to create a virtual tour of the campus and to create a movie from the footage using the Tablet PCs. The students had 90 minutes to complete the task.
OUTCOMES
Digital video camera Tablet PC
The learning was active and self directed. The equipment was simple to use and required no training. Each student was able to take part in selecting areas to video and they worked as a team to make sure that all elements were included. The group shared their skills in the movie making section; files had to be uploaded, converted and exported. They were able to answer questions about the hardware and software that they had used as well as how they might use it in their own classrooms.
KEY TIPS Ensure that the movie software is compatible with the device outputs or that conversion software is available.
Brain Training with learners aged 60+
Subject Information and communication technology
#30
LEARNING OBJECTIVE Nintendo DSs were used to introduce technology and Brain Training exercises to a group of beginners IT learners aged 60+. The aim was to show them what software and equipment is out there. This was extended by using some internet sites which also offered similar training and tests.
Technology WHAT WE DID The technology was used to introduce the idea of Brain Training and was used in a whole group "test and play" session by the learners.
Nintendo DS
OUTCOMES I have never seen the room so quiet - except for the odd "blue", "yellow" as they were doing the initial tests. The students thought it was valuable to test their mental arithmetic and to show progress, as some of them did multiple tests. This nicely led on to the programmes available on the internet which do similar tests. They were also very supportive of each other and there were some interesting conversations comparing each others results!
KEY TIPS Voice tests will only work successfully in a quiet room.
Exploring the benefits of mobile technologies
Subject Health, public services and care
#31
LEARNING OBJECTIVE Ultimately the learning outcome was to just use the technology, play with it, learn from the students how and what they use it for and build on this for the future.
Technology WHAT WE DID
iPhone
UMPC Nintendo DS Ensure all the devices are charged and that the iPhones are loaded with some interesting apps.
Media Go to MoLeSHARE and search for Doncaster to see a range of information and feedback on Doncaster College for the Deafâ€&#x;s use of mobile devices.
The netbook was easy to use, up to date and portable and students enjoyed using it for assignment work saving their work on a memory stick. The DSi is good fun with a good range of games of different types to suit age, ability and interest. There are many ways in which the DS could be used, for example in numeracy a PowerPoint presentation could be used by the tutor to set a question that students could answer using Pictochat. It would be useful to set up break time/lunchtime clubs where the DSi could be used by the learners. The iPhone provides lots of flexible learning opportunities including gathering evidence of progress, which can be annotated by the learner, to support a learnerâ€&#x;s portfolio, and one student preferred to look up words using the device rather than using paper based resources.
OUTCOMES The biggest benefit is motivation, which seems to stem from instant access to information.
KEY TIPS One of the tips I would say is not to try too hard to make the technology fit a specific way but to let ideas develop. As with all things the more you use it the more it has a place.
Informing and engaging staff regarding mobile learning Subject Education and Training
Technology Smartphones UMPC iPod Touch
#32
LEARNING OBJECTIVE Introduce staff to a range of mobile learning devices, providing an opportunity to experiment and provide feedback.
WHAT WE DID Staff were introduced to the mobile devices in a very informal manner. All the devices were laid out for staff to be able to 'play' with at their leisure. Discussion was then encouraged about their thoughts surrounding the ways in which mobile learning devices could be used positively in the teaching and learning environment. Demonstration was then given on each device of ways they could be used to aid teaching and learning in the classroom environment.
PDA Nintendo DS Sony PSP
OUTCOMES Staff were enthused about the possibilities of mobile technologies for learning, having been informed about the functionality of the devices and the innovative ways in which they could be utilised to enhance lessons.
Media A video from the MoLeNET conference regarding the use of the PSP at Sheffield College is available here
KEY TIPS Some staff may not want to give the devices back!
Providing a forum for mlearning experimentation
Subject Education and training
#33
LEARNING OBJECTIVE The general objective was to enhance the learning experience. This was to be achieved by increasing the confidence and competence of both teachers and learners.
Technology WHAT WE DID
UMPC iPod Touch MP3/MP4 player
A variety of mobile technologies were provided to a cohort. Learners were given tasks to complete, and asked to use the cameras to record their work. The learners were able to develop competence through experimentation in an open environment where they could film whatever they wanted as a practice. During this activity footage of the group activity was taken and later played back to demonstrate possibilities.
OUTCOMES
Digital still/video camera
The technologies were used by the learners to provide evidence for assessment purposes. The work also allowed opportunities for both peer and self review. Confidence levels in terms of using various mobile technologies increased for staff and learners.
KEY TIPS
Sony PSP
Ensure that a structure is in place within which learners can experiment with the devices, and provide a forum for learners to evaluate the devices and share ideas.
Using mobile devices in the library
Subject Learning Resource Centre Technology
#34
LEARNING OBJECTIVE We established a games club in the Learning Resource Centre in order to engage with students and introduce them to the technologies. We also loan out the netbooks when all the static PCs are being fully used, increasing the capacity of the college facilities.
WHAT WE DID
Nintendo DS
Over the lunch time break we encourage students to get involved with the games as a way relaxing from their studies. They were given the opportunity to utilise the varied functionality of the devices, play games, study and socialise, while developing their skills.
OUTCOMES Sony PSP More interaction with and between students.
KEY TIPS iPod Touch
UMPC
The enthusiasm of staff is very important. Keep smiling even when the students get loud!
LEARNING OUTSIDE THE CLASSROOM This section looks at how learners have used mobile technologies to support their learning outside the classroom, whether that be on excursions, whilst travelling, at home or in the workplace or workshop. 19 scenarios describe different ideas for how mobile technologies can be used to extend the reach of learning in this way.
Capturing data from historical sites
Subject History, philosophy and theology
#35
LEARNING OBJECTIVE The objectives were to investigate the History of Chichester, and to use the learnersâ€&#x; knowledge to inform a target audience (year 6) of their learning via the Sony PSP and eventually GPS systems.
Technology WHAT WE DID
Sony PSP
The devices were used to film and take photographs of various historic sites in Chichester. The learners also filmed themselves standing at the sites, explaining a little about their historic background. These video clips and photographs were then evaluated in class and were used to compile a record of some of the main 'hot spots' in Chichester. This information will then be transferred onto the Ipaqs (a GPS system) for use with the younger pupils in the school.
OUTCOMES
Digital still/video camera GPS
Media A lesson plan for a similar session is available here
Most learners found the equipment engaging and exciting to use. They enjoyed watching their video footage and using their photos and footage to complete the final project. The learners worked more independently using the devices and they enabled them to investigate their local area without having to do a great deal of reading or writing.
KEY TIPS It may take time for learners to be comfortable with the devices, with some aspects of the PSPs being complicated to use.
Capturing memories on a field trip
Subject Languages, literature and culture Technology
#36
LEARNING OBJECTIVE The objective was for learners to describe their journey to the National Portrait Gallery in Central London.
WHAT WE DID A cohort of learners was taken on a trip to the National Portrait Gallery. Each learner was provided with a Smartphone that they could use to take photos and video footage and make notes from their journey. They gathered data to refer to when writing about their visit and to enhance their final submissions.
Smartphone
OUTCOMES Learners showed an increased ability to recall key vocabulary as a result of having the photographic memory aids. They could exchange information with peers, and look at other learnersâ€&#x; photos and videos. The data collected also provided a memento of their trip.
KEY TIPS Memory capacity on some devices is limited, so be sure to make learners aware of the space they have for taking photos and video.
Creating an online community for learners in the workplace
Subject Engineering and manufacturing technologies
#37
LEARNING OBJECTIVE The objective of the project was to improve communication and understand the experiences of different learners in the workplace.
WHAT WE DID
Technology
Smartphone
The teacher created a blog on which was posted information and regular podcasts for the learners to access from their phones. Learners could interact with the blog by commenting. A Facebook group was also created for learners to post photos and video and comment on each otherâ€&#x;s work. Teachers also communicated with learners on a daily individual basis via text.
OUTCOMES It has brought all learners together no matter where they are in the world or skill level. Accessing the various technologies was a help on a daily basis for learners who did not always have the confidence to interact within the classroom. The use of Facebook has proved very popular as it is a forum the learners are already familiar and confident with.
KEY TIPS Ensure learners are aware of what is considered an appropriate comment. Motivate constantly but as the teacher try not to get too involved, but facilitate.
Developing ICT skills by integrating UMPCs into classes and communication
Subject Basic / functional / key skills Technology
UMPC
#38
LEARNING OBJECTIVE The devices were used to complete many of the core curriculum objectives. They were also used to practise speaking and listening skills.
WHAT WE DID Skype calling was used, initially with the tutor facilitating talk. Learners then became more independent and much communication was exchanged outside class using Skype. Students emailed both their class and home work to the tutor. Many written documents were created on the netbooks. Learners used spell-check and proof read their work to a much higher degree. Flip cameras were used in speaking and listening modules for learners to assess their own performance and also for peer assessment.
OUTCOMES
Flip camera
Teachers have identified improvements in attendance and learner confidence as a result of being trusted with the devices. Learners have also shown improvements in their ICT skills, suggesting improvements in their employability.
KEY TIPS Classes were easier to manage when learners were grouped on tables with one “mentor� to each table. Allow ICT support to be student-led.
Dropbox as a communication tool and alternative VLE
Subject Engineering and manufacturing technologies Technology
UMPC
#39
LEARNING OBJECTIVE The aim was to encourage part-time learners through technology-based individual tutorials.
WHAT WE DID An online file-sharing system called Dropbox was employed to give part-time learners a means of communicating with their personal tutor during the time away from college. This is a facility that usually is primarily enjoyed by their full-time counterparts. Tutorial sheets were placed in the communication portal and used as a means of identifying problems, whether at work or college.
OUTCOMES This allowed both parties, but mainly the learner, to make contact and initiate an electronic or face-toface meeting. For example, where a learner had missed a particular piece of information in a lesson a supplementary resource could be placed into the Dropbox to aid them.
KEY TIPS File-sharing websites can be used as an alternative where learners show reluctance to access and interact with virtual learning environments (VLEs).
Engaging ESOL learners in written communication Subject
#40
LEARNING OBJECTIVE To improve ESOL learnersâ€&#x; written communication with each other and their teachers.
ESOL
To improve ESOL learnersâ€&#x; engagement at the end of the course but before exams.
Technology WHAT WE DID Learners used the phones to tweet each other; to access the Internet to find out about their local area; and to take photos to be uploaded into a presentation. They also used online dictionaries and Google translator.
Smartphone
OUTCOMES The learners were highly motivated and engaged throughout these activities. Their written tweets developed in accuracy as the project went on, thus helping to develop written communication skills.
KEY TIPS Make sure learners have already set up relevant accounts and know their passwords.
Engaging learners in language learning outside the classroom Subject Languages, literature and culture Technology
iPod Touch Wi-Fi connectivity needed, also access to college podcast server and to Moodle network. Some free apps used (vocabulary), use of Dropbox or similar required to access PowerPoint presentations.
Media
#41
LEARNING OBJECTIVE The aim was to improve engagement with language learning and to encourage learners to practise their speaking and pronunciation.
WHAT WE DID Learners were encouraged to download useful free apps (including Spanish national radio) onto their devices and also to access the online dictionary and Open University listening material as an extra challenge. They were also encouraged to record themselves practising oral material and listen critically for pronunciation and intonation. All of the course listening material was uploaded onto the college podcast server and to the Moodle so that it could be downloaded by students onto their devices.
OUTCOMES The devices helped learners to increase their confidence in oral language skills and provided a fun element which engaged the learners. Access to the college Moodle enabled learners to watch film and programmes, and practise vocabulary through hot potatoes exercises etc. There were also opportunities for stretch and challenge for more motivated students.
Access the full case study here.
KEY TIPS Clear direction as to what to download and how to do it is needed. These activities took place outside of the classroom so acted as a useful and engaging supplement to taught sessions.
Enhancing a museum visit and surrounding activities
Subject ESOL Technology
UMPC
Media More details about how UMPCs can be used with ESOL learners, and a video from the museum trip, are available here
#42
LEARNING OBJECTIVE The objectives were to enable the students to use photographs taken during the British Museum visit and workshop as visual prompts for a past tense narrative and illustrated writing in preparation for their writing exams.
WHAT WE DID First the learners researched their trip arrangements to the museum using the British Museum access pages and the Transport for London website. The pre-trip teaching consisted of key-word vocabulary exercises, directions details, and group historical and contextual researches on the netbooks in class. At the museum, students used their netbooks in several ways: (i) to take permanent notes of what they saw, heard, experienced and learnt from the museum guide, (ii) to take photos on their integrated webcams of what they saw, (iii) to take photos of people and objects they wanted to use in either their Photostory narrative or in their descriptions. At home, learners then used the email facility of their netbooks to share photos, and to complete their two homeworks (both related to writing exam tasks of narrative and description) – the Photostory in past simple, and an illustrated narrative or illustrated description of their museum trip. These were then sent to the teacher as email attachments.
OUTCOMES All students felt engaged in the learning process and in the museum trip. Lower literacy students were not disadvantaged in the note-taking procedures, as they were able to take visual photographic notes, and those absent could easily be prompted into producing third-person pieces of writing through the sharing of photos. Feedback could be conducted as a peer activity (teacher-led) on a class projector.
KEY TIPS Allow students to use their mobile phones for photo-taking if they find this simpler to use than the webcam. Obtain museum permission for taking photographs. Encourage the sharing of photographs between the students in the class, and have these sent to absent students to allow them to participate in the homework activity. Oversee email attachment activities to allow lower-IT skill students to be able to participate fully.
Enhancing writing skills development using a digital camera Subject Basic/ functional/ key skills Technology
#43
LEARNING OBJECTIVE Students were working towards improving their writing skills in order to help them pass their entry level 1 writing exam.
WHAT WE DID Students took photos outside of the classroom (of people, their home, their neighbourhood, the college etc.) and then downloaded the photos and wrote descriptions of the photos based on tasks in the skills for life entry level 1 exam. They also made a PowerPoint presentation and wrote a sentence about each photo.
Digital camera
OUTCOMES All students practised writing and developed their writing sub skills. They were able to work on their use of capital letters, commas and full stops.
KEY TIPS With a low level ESOL class it would be very useful to have an introductory lesson on how to take photos using the cameras.
Evaluating weather damage using mobile technologies Subject Construction, planning and the built environment Technology
#44
LEARNING OBJECTIVE The main learning objectives are to maintain good working relationships by working in small groups and to enable learners to evaluate information gathered on the devices.
WHAT WE DID The devices were used to gather evidence of weather damaged brickwork. The evidence was downloaded and played back in the classroom for the learners to discuss and document the causes, effects and remedies for this process.
OUTCOMES
Digital video camera MP4 player
By using the cameras the aims and objectives of the lesson were met. The students were able to participate in gathering the evidence, downloading it and playing it back, which improved their IT skills. The studentsâ€&#x; knowledge and understanding of the subject matter was improved and reinforced by these activities.
KEY TIPS The students must have some prior training on how the devices operate, even those who say I have used this equipment before.
Nintendo DS
Games technologies support practical tasks
#45
LEARNING OBJECTIVE
Subject
To develop independent management of the learning process for learners.
Food Technology Any workshop environment Technology
WHAT WE DID PSP: In the workshop, a demonstration of making part of a finger joint had been recorded by staff. After showing the pupils this demonstration the film was then shown via the interactive whiteboard, on a constant loop throughout the lesson for the pupils to refer to. Pupils had a go at using the PSPs the following lesson to record their own practical demonstration. DSi: Pupils were given a lesson to search for a recipe in pairs, using The Cooking Guide software, with given criteria (time scale, limited ingredients etc). Once the pair had chosen a recipe they recorded the required ingredients which were then bought in to school the following week. Each pair followed the steps given on the guide to produce a cooked meal/product.
Nintendo DS
OUTCOMES PSP: The teacher was able to assess learners within a lesson as time was not taken fully with re-demonstrating a task. Learners have more responsibility for their own learning and less reliance on the teacher. DSi: As above, plus learner confidence also improved when learners found they could successfully follow a recipe without teacher support. Learners with a low reading ability were also able to achieve as the DSi has speech recognition and instructions can be relayed using audio.
Sony PSP
KEY TIPS DSi: We made acrylic stands for them, to avoid damage from spills etc when cooking. When given time to search a recipe, ensure pupils are given specific limitations on choice. A class where each pupil is cooking something different can be challenging, particularly if they choose a recipe for which they need skills not yet learnt!
Helping learners to become independent
Subject Preparation for life and work
Technology
#46
LEARNING OBJECTIVE To support and further enhance individual learner independence for learners with a range of physical and learning difficulties.
WHAT WE DID All learners chose an area of independence where they required support and would benefit from use of assistive technology. Learners had photo stills of important landmarks on their journeys put onto digital key rings so that they could scroll through them and see when to get off the bus.
iPhone Digital photo key rings
Digital camera
The learners were also able look on their mobile phones at preloaded images/ sequences created to support activities such as work experience and undertaking their own laundry.
OUTCOMES Support for short term memory, planning and organisation was provided through the use of the mobile technologies. Learners were less reliant on care staff and tutors and this helped to enhance self confidence. This use of technologies could also help to support the transition to independent living for learners as they prepare to leave the college.
Increasing LDD learner independence using mobile devices
Subject Education and training Technology
#47
LEARNING OBJECTIVE The aim of the sessions was to encourage and enable learners with learning difficulties or disabilities to operate more independently. The devices were used to equip learners with the ability to make requests for equipment and access a Building Society without the need for support.
WHAT WE DID
iPhone MP3/MP4 player
Learners have used the iPhone/digital voice recorder to go to the Business Bureau and make requests for equipment. Also, a mute student has taken a picture of the amount of money needed from her building society, i.e. three ÂŁ20 notes. The Tutor has recorded "can I have ÂŁ60 please?" The student has taken the iPhone to the counter independently and withdrawn money, while staff waited in the vestibule.
OUTCOMES
Flip camera
Learner confidence is soaring and they are consistently agreeing to make arrangements more independently using a quick recorded sentence to back them up.
Digital voice recorder KEY TIPS Battery levels require monitoring. Also, include some fun and games involving the devices to capture learner interest.
m-Learning in the garden: accessing information using the iPhone
Subject Agriculture, horticulture and animal care Technology
#48
LEARNING OBJECTIVE The objective was for learners to take responsibility for set tasks; to develop skills that will enable them to become more independent i.e. planning and preparing for tasks.
WHAT WE DID Learners used the iPhone to access weather and geographical information from internet sources and also through applications. Learners also accessed information relating to plants and planting, and the benefits of using them.
OUTCOMES
iPhone
Learners were comfortable and confident using the device. Its size and portability is of huge benefit as most horticulture teaching is based outside. Being able to store photographs of tools and equipment enables students to build a cache of photos from which they are able to select when planning activities. The additional camera, sound recorder and video facilities proved an added bonus. Applications enable learners to search for any additional information needed. The cohort has wide-ranging additional needs and each one has benefited from using the technology in some shape or form.
KEY TIPS The key to making the best use of this technology is to provide a structure for its use and then encourage students to initiate their own uses for it as their confidence builds. This encourages informal learning, peer learning and the technology being embedded into the sessions.
Orienteering using mobile technologies Subject Information and communication technology Preparation for life and work
Technology
UMPC/Netbook Nintendo DS
#49
LEARNING OBJECTIVE Entry to Employment (E2e) is made up of a fluctuating number of learners some of whom have not completed mainstream education by finishing Year 11. The aim is to transform their learning experience, thus creating a community of empowered achievers and lifelong learners.
WHAT WE DID Different activities have been used to encourage learners to engage in outdoor orienteering. Initially sessions were undertaken using OS maps to understand the co-ordinate system and how to read features on a map. The next stage allowed the learners to set up the Garmin GPS sets and practice setting way points. This was down using four groups. The groups would set six way points and then the GPS units were swapped around. The group then set out to follow the way points and record the landmark or location. The next stage was to use a competition: „Bread Crumbs‟. A series of clues were provided to a certain position or landmark. The team had to decipher the clues to locate the position or landmark and mark the way point using the GPS units. The team with the greatest number of accurate way points was declared the winner. The Flip cameras allowed the learners to conduct interviews with each other and to gather feedback. For example discussing their educational experiences and how e2e was helping them to develop their confidence and wider skills.
OUTCOMES
Nintendo Wii GPS
Smartphone Digital video camera
Mobile technology can support our learners in informal and lifelong learning outside the formal curriculum enhancing social inclusion and their lives as a whole. All the learners were very impressed by the Flip cameras, which are easy to set up. Its simple use encouraged the learners to produce short videos and the software provided, allowed them to edit and compile their videos in a very short space of time, providing them with instant feedback. This feedback has encouraged the learners to reflect on their work and look for ways of improving their final product as well as developing reflection technique. The Bread Crumbs competition proved a hit with the learners. It promoted good team work, communication and problem solving skills. It allowed more energetic learners to run ahead to solve the clues ahead of the main team and guide them to the locations. The quieter learners were able to solve some of the more complex clues. We have also used Mount Edgcumbe Park‟s orienteering trail.
KEY TIPS Allow the learners to use the equipment straight away so they get a feel for it and develop ideas for its use. Whenever possible use outdoor activities as this provides a more relaxed atmosphere for teaching and learning to take place.
Promoting learning and confidence in learners with LDDs Subject Preparation for life and work
#50
LEARNING OBJECTIVE To enable students to gain in confidence when using mobile learning devices. To assess learner skills and underpinning knowledge.
Technology WHAT WE DID
Nintendo DS Sony PSP
Learners with learning difficulties and/or disabilities entered a sports competition at the Institute of Sport, participating in a wide range of sporting activities. Members of the group not participating in that event took video footage and still pictures using the PSPs. These were then downloaded by students back at college and entered online into a MENCAP photo competition.
OUTCOMES
Nintendo Wii Media For the full case study click here.
The learners gained experience in using mobile technology in an educational setting and transferring skills they already had. The exercise also helped improve fine motor skills and speech improved as students socialised on a wider scale and in a different environment.
KEY TIPS Staff requirements need to be relevant to group size and ability of students involved. Students with LDD need 1 member of staff to no more than 3 students. A written hand out is helpful to help staff and students use equipment.
Providing resources and learning opportunities to apprentices
Subject Engineering and manufacturing technologies Technology
UMPC MP3/MP4 player
Flip camera
Media A video of a tutor discussing the use of Dropbox is available here
#51
LEARNING OBJECTIVE The main objectives were to improve the achievement rate for the learners on apprenticeship programmes. This was for their technical certificate and also for the Key skills required at all levels.
WHAT WE DID To improve the achievement rates, each UMPC was loaded with automotive learning software, which enables the student to study away from college. The software has learning packages for each subject area as well as assessments to track progress and understanding. The devices were also used in class to assess students. Dropbox software was used for file sharing, enabling the learners to upload evidence of work completed on placement, helping to build an electronic portfolio. The UMPCs also assisted in the delivery of Key skills, as students could access on-line material away from college, i.e. practice tests, portfolios.
OUTCOMES The course saw improved success rates, with higher achievement and more high grades (above pass). Learners were more involved in classes. For the teacher, it was easier to produce individual action plans and monitor student progress away from college.
KEY TIPS It is important to track the location and state of devices to ensure any damage or loss is reported quickly.
Technologies to support land based studies
Subject Agriculture, horticulture and animal care Technology
#52
LEARNING OBJECTIVE To acquaint students with the use of mobile technology in data collection in the field. To instruct students on how to use GPS. To provide a way in which student work can be manipulated in a safe environment in order to increase creativity.
WHAT WE DID
Smartphone UMPC/Laptop
The use of the technology was aimed at increasing awareness of the potential use of IT in an agricultural/horticultural setting. Data collected in the field was uploaded into the college's IT system and saved in a secure environment, which introduced good practice in the use of data security. Back in the classroom students could annotate and share data and/or sketches via an interactive whiteboard.
OUTCOMES
Digital video camera
The introduction of mobile technology into what has been a traditional curriculum area in terms of the use of ILT has enabled accurate data collection in terms of spatial recording and freedom to make mistakes in a safe environment when developing work further.
GPS KEY TIPS Fully plan the activity in the scheme of work. Ensure that the technology is appropriate for the activity. Ensure Wi-Fi or mobile reception is available.
Using video capture and instructional videos outside of the classroom Subject Construction, planning and the built environment Technology
#53
LEARNING OBJECTIVE At the end of the sessions the learners will be able to set out a building to the tolerances required, demonstrating the correct methods.
WHAT WE DID The learners were given a theory lesson on setting out a small building. This included watching a video explaining the correct method. After this initial session they were taken outside and given a PSP loaded with the video and a video camera. They were then challenged to re-make the video and set out the building in their assessment pack.
OUTCOMES
Digital video camera
The learners really enjoyed the chance to use technology and embraced the challenge. The exercise offered a chance for them to collaborate with their peers and work as a team.
KEY TIPS
Sony PSP
Make sure that there is an appropriate level of supervision for the learners involved. The best results were with one learner and one member of staff videoing and assisting. This meant that the learner had to lead the exercise and really demonstrate their understanding. It also allowed for further observation to take place. The PSP screen can be difficult to see outside and headphones would be beneficial in terms of hearing the sound.
NEW WAYS OF ACCESSING INFORMATION In some cases handheld technologies have been used to enable access to technology in the classroom, where previously learners would have had to book into an ICT suite, or have been used to enable learners to access additional information more easily and in a more engaging way than with traditional textbooks or worksheets. 12 ideas in this section explain how this has been done.
Accessing resources in the workshop
Subject Preparation for life and work Technology
#54
LEARNING OBJECTIVE The session involved students learning about the flags of various countries of the world.
WHAT WE DID Learners used Android phones to access the internet and search out the flags of specific countries. These resources could then be kept with them to aid in drawing their own designs.
OUTCOMES
Smartphone
Visual images available in colour were accessible in a workshop environment, without needing to access the college computers and network systems.
KEY TIPS The workshop environment means extra care must be taken to keep the device clean and safe.
Art History goes mobile
Subject Arts, media and publishing
Technology
#55
LEARNING OBJECTIVE AS Art History lesson: The objective of the lesson was to help the students improve their analytical and aesthetic vocabularies in Art History.
WHAT WE DID In an AS level Art History lesson students were asked to access the internet via their iPod Touches to identify one painting which they think is good art and one painting which is bad art. Students then were asked to mingle in the classroom with the two paintings on their iPod Touches sharing and comparing choices with 4 or 5 other students and discussing the reasons for their choices.
iPod Touch
OUTCOMES The activity involved visual, independent, interactive, and collaborative learning. Full use was made of the visual quality of images on the iPod touch. The size of the iPod Touch allowed students to move flexibly around the classroom talking to each other with the paintings on in front of them.
KEY TIPS Quick login is essential, good wireless network and knowledge of accessing the internet using iPod Touch technology also important.
Bringing mobile technologies to the construction site Subject Construction, planning and the built environment Technology
#56
LEARNING OBJECTIVE To use the internet to research materials for an assignment project; detect the nearest and cheapest supplier; and send an email order to an organisation.
WHAT WE DID The learners used the devices to compile an order for a set list of materials, work out quantities and cost, and calculate distances using Google maps. All of these targets have the potential to be used as competitive drivers between students – i.e. who can find the nearest supplier, cheapest materials etc.
OUTCOMES
UMPC/Netbook
This activity demonstrated the benefits of having mobile technologies on site.
KEY TIPS Keep the material list short and simple.
Developing costings using the iPod Touch
Subject Construction, planning and the built environment
#57
LEARNING OBJECTIVE Learners were to use the internet to find out prices for different building materials as part of diploma unit 2002.
WHAT WE DID
Technology
Students worked in pairs accessing the internet through the college Wi-Fi with iPod Touch devices. Each pair was given a separate material to price up. They were then required to find out the area that a unit of material would cover, for example a litre of paint covers x square metres.
OUTCOMES
iPod Touch Hand outs or blank paper, depending upon the level of the learners, to record their findings
The learners were actively engaged and found it a challenge to find out the cheapest prices available. This also led to students finding out information that was not originally required. Learning outside of the classroom took place with learners doing private study reinforcing what they had learnt.
KEY TIPS Ensure that there is a good level of Wireless Internet access, as intermittent signal can cause frustration.
Engaging learners by acquiring data with a Smartphone
Subject Languages, literature and culture Technology
#58
LEARNING OBJECTIVE The objective was for learners to improve their speaking, listening, reading and writing grammar and specifically their use of comparatives.
WHAT WE DID Smartphones were used in classrooms to acquire data from which various exercises could be completed. The learners accessed weather forecast information for their chosen location and then compared this with data from other locations. They then discussed this data with a partner and followed this up with writing activities.
Smartphone
OUTCOMES The sessions resulted in learners demonstrating more accurate usage of comparatives when speaking and writing. The devices promoted collaborative work through group/pair discussions of the data. As a secondary benefit the sessions increased learners' general knowledge regarding cities in the world and different weather patterns.
Facilitating autonomous research using the iPod Touch Subject ESOL Technology
#59
LEARNING OBJECTIVE To develop learners' research skills using the mobile device. To develop learner autonomy.
WHAT WE DID Learners were given tasks relating to websites and apps and were required to either research and then feedback, or answer specific questions from the task using the website.
iPod Touch Good Wi-Fi connection required.
OUTCOMES The iPod Touches enabled learners to develop their research skills and to work autonomously on the tasks set.
iPhone applications to simplify research
Subject Health, public services and care Technology
#60
LEARNING OBJECTIVE The learner was researching psychologists and their theories. This was to further their knowledge after a taught class.
WHAT WE DID After the tutor had delivered a lesson to the learner they then used psychology-based applications to further their knowledge and do the necessary background reading.
OUTCOMES iPhone
The response from the learner was very positive. It was felt that using the device was engaging, and “it makes you want to learn”. The subject area being studied was vast and so the use of iPhone applications allowed the learner to search for information in a more focussed way, rather than searching across the internet. For a learner without extensive research experience this was very valuable.
KEY TIPS The quality and validity of the applications used is important – applications with insufficient or incorrect information may be damaging rather than helpful.
Recording interviews to improve various language skills
Subject ESOL
#61
LEARNING OBJECTIVE The aim was for learners to improve their knowledge of question forms, reading (scanning skills), speaking practice, and written summaries.
Technology MP3/MP4 player
Media A video of a teacher discussing the use of MP3 players with ESOL learners is available here
WHAT WE DID In a multilingual class of EFL (English as a Foreign Language) learners, learners were given a country to research. They found out facts about that country (not their own) and then interviewed someone from that country to discover the 'real' story behind the facts. The interviews were recorded, and uploaded to a wiki where everyone in the class could listen and find out about different countries. As a follow-up activity learners summarised a recording in the style of a newspaper comment article.
OUTCOMES The varied activities accessed a range of learning styles and brought many different focuses to the class. The topic was engaging for the learners and the activities encouraged learner autonomy and strengthened cross-cultural engagement within the class.
KEY TIPS When uploading a recording to a wiki it may be necessary to convert the file format.
Research, resource creation and discussion with the iPhone
Subject Anti-discrimination Technology
#62
LEARNING OBJECTIVE The objective was to encourage learners to think 'outside the box' when creating ways to promote anti-discrimination. It was hoped that mobile technologies would help to engage learners in their research and produce outcomes.
Tablet PC WHAT WE DID
iPhone
Learners were given a type of discrimination (for example gender) and had 7 minutes to research online using their devices. A text wall was then used to collect ideas from the learners (through the iPhones). Learners then took photos and found images to use to promote their campaign against this discrimination.
Media
OUTCOMES
A larger case study relating to this lesson is available here
Learners were engaged and motivated by using the mobile technologies for research. It both encourages and inspires them to be independent learners. Using the text wall meant that learners who would normally be shy about saying anything were confident to contribute. Using the iPhone for research really motivated the learners to be creative. Learners posted resources created with their iPhones to the Facebook page created for the project.
KEY TIPS Keeping to timing is important, as the amount to be covered in one session is great.
Researching sporting heroes via the internet
Subject BTEC Sport, level 3
Technology
#63
LEARNING OBJECTIVE The learners were tasked with conducting research about past sporting heroes.
WHAT WE DID The learners used the mobile devices to access Pathe News, and other search engines on the internet, to enable them to identify and describe short biographies of past sporting heroes from a given list.
OUTCOMES
iPhone Fizzbook
This activity can be completed in class and can be used as a small group task for learners who are less confident. Access to the internet in the classroom enabled the learners to improve their research technique and the level of enquiry. The camera on the iPhone also enabled the learners to record their oral presentations of their research findings so that these could be presented to the rest of the group.
KEY TIPS Prepare a list of past sporting heroes beforehand. Development can include a discussion on how, with the development of the digital age, history is easily recorded.
Sourcing food prices in the kitchen
Subject Education and training Technology
#64
LEARNING OBJECTIVE The objective of the session was to teach learners about calculating the cost of ingredients when constructing menus in a restaurant.
WHAT WE DID Learners used the camera to photograph ingredients and completed dishes. They then used their Smartphone to access the internet and find the appropriate recipe. They then calculated the approximate cost of the ingredients that were used to create the meal.
Smartphone OUTCOMES The use of the devices made delivering the session more engaging for learners. It also introduced technologies that could be useful for learners in their future career when creating menus and pricing meals.
Digital still/video camera
KEY TIPS It is worthwhile carrying out some preliminary research prior to the session so as to be able to advise learners on the location of the best food prices.
The iPhone as an assistive technology in the community
Subject Preparation for life and work Technology
#65
LEARNING OBJECTIVE The objectives were to become familiar in using technology as an assistive method of support and to gain confidence in the community. Learners were to research and shop for specific items in specific shops, and have a plan B where items were unavailable.
WHAT WE DID
UMPC
Technology was used by learners to record their progress and to compare shop prices with those on the internet. They also used the internet to find the location of alternative shops. Learners used the mobile phone calculator to assist them as they were shopping to a budget, with a competition to see who could get the closest to their budget.
OUTCOMES iPhone
Digital still/video camera
Benefits included increased confidence in the community and development of the awareness to have to shop around for the best price. The secondary benefit was being able to use technology in the same way that anyone else would use it but for them to understand its use as an enabler to achieve a target.
KEY TIPS Allow learners to be creative and find the applications that can help them. That way they are contextual to their learning and they engage with the technology more quickly.
REFLECTION AND ASSESSMENT 17 ideas in this section describe how learners and teaching staff have been able to use mobile technologies to support the assessment process through learner reflection; self and peer assessment; and teacher led formative and summative assessment.
Assessing learners through activity instead of written essays Subject Social sciences
Technology
#66
LEARNING OBJECTIVE For an assessment requirement for the BTEC National Diploma in Forensic Science, students needed to demonstrate their knowledge of the 'Cognitive Interview Technique' (A type of police interview used to elicit more information from an eyewitness).
WHAT WE DID Students worked in pairs to conduct a Cognitive Interview (with one student being the Police Officer and the other being the eyewitness). They used the Vado video cameras to record this interview for the remaining members of the class to analyse in a later session.
Digital video camera
OUTCOMES This was an alternative way of assessing the students, as normally they would simply have needed to demonstrate their knowledge of the Cognitive Interview by writing out an essay-style description of it. By carrying out the interview and recording it the students gained a deeper knowledge of the topic area, and could demonstrate their knowledge without having to complete lots of written assignments. The videos could then be utilised for future teaching sessions with both this, and future cohorts. The activity was thoroughly enjoyed by all students who took part.
Capturing video evidence for assessment
Subject Health, public services and care
#67
LEARNING OBJECTIVE The learners were involved in a simulation activity as part of their assessment for the technical certificate element of their Apprenticeship framework.
Technology WHAT WE DID
Digital still/video camera
Media A complete case study relating to this lesson is available here
The learners used digital cameras to record their simulation. The videos were then converted and uploaded into a PowerPoint presentation which was then submitted for assessment. The videos were used to reflect on the activity, stopping the clips at appropriate points for learners to comment critically on the strengths and weaknesses of the simulation.
OUTCOMES The learners have developed their confidence in general presentations and in class activities. They have found the cameras useful for practising other aspects of their work to be reviewed at a later stage. The learners have become more analytical in critiquing their own and others performance based on actual evidence and this has helped them to structure self reflections and evaluations.
KEY TIPS Some practice with the camera is necessary before recording for evidence to ensure that the evidence is clear.
Challenging learners to quizzes
Subject Construction, planning and the built environment
#68
LEARNING OBJECTIVE To improve learner engagement and their knowledge of fixing kitchen units (health & safety and good practice) as part of site Carpentry Diploma level 2.
WHAT WE DID
Technology
Handheld voting system PowerPoint presentations with other learning materials (examples of worktop fixing devices etc).
Media For a full case study click here.
After taking part in a session including a PowerPoint presentation showing kitchen units being fixed each learner was issued with a handheld voting device (Qwizdom). At the end of the presentation each student responded to questions set by the tutor and displayed on the interactive whiteboard by inputting their answer into their voting device. Correct or incorrect answers were then visually represented through a picture of a racing car and its position on a track. Another display mode (baseball) encourages team voting games so that learners can be split up into groups.
OUTCOMES The use of this device brought fun into the classroom for the learners who clearly met the objectives of the session. Healthy competition has made the learners more eager to achieve these objectives. The tutor can also pitch the correct level of questions for the learners involved to increase confidence or challenge the more gifted students.
KEY TIPS Setting up PowerPoints and developing quiz questions is time consuming so sharing this among colleagues can save time and work. Make sure the devices are fully charged prior to the session – using a multi charger will speed this up.
Creating safety videos in the workshop
Subject Preparation for life and work Technology
#69
LEARNING OBJECTIVE The objective of the session was for the learners to work together by creating a video identifying specific safety issues relating to the workshop, and the safe use of tools and equipment. Learners should be able to recognise safe working practices and organise their own work area to suit the work being undertaken.
WHAT WE DID
Digital still/video camera
Media A larger case study about the use of video cameras in health and safety inductions is available here
The session began by addressing the objectives and how the equipment is used. The teacher then demonstrated the filming and play-back facilities. Staff recorded learners carrying out joinery work, capturing various angles to create a visually stimulating and clear video. Learners then assessed the video, making comments and suggestions on safety issues arising from work being undertaken.
OUTCOMES The learners felt confident that they could create their own video on workshop safety, they could voice over the main issues, and also re-deliver the video to others starting the course later.
KEY TIPS Keeping the camera relatively still makes the video far easier to follow. It is also necessary to be quite close to the subject of the video if audio is to be captured effectively.
Improving language pronunciation without classroom pressures
Subject Languages, literature and culture Technology Digital voice recorder
#70
LEARNING OBJECTIVE The lesson aimed to help learners improve their pronunciation in Spanish.
WHAT WE DID Digital voice recorders were used for learners to record themselves. The recordings varied from reading of set texts to learners talking freely in Spanish. Learners then submitted their recordings to the tutor who would listen to them and provide learners with individual audio feedback.
OUTCOMES Learners had the opportunity to practice pronunciation outside the classroom with less time and peer pressure. Individual recordings meant that learners could be supported individually and their needs incorporated into lesson planning. The fact that feedback was provided in audio form also meant that learners could hear pronunciation corrections and replicate them as many times as they wished outside the class.
KEY TIPS The initial response from learners was cautious as not all felt confident with using the technology, so support was provided regarding how to operate the digital recorders.
Integrating iPod Touches and the VLE into peer assessment Subject Information and communication technology Technology
#71
LEARNING OBJECTIVE To enable learners to peer assess animated films prepared to meet BTEC IT National Award Unit 24 & 26
WHAT WE DID Each student designed, created and uploaded to the VLE their Unit submission (an animated movie that included sound and images captured by the student). Each student then prepared and uploaded to the VLE an online survey form aimed at their peers to assess their film. Each student was then able to view each movie on their pc screen and use their iPod Touch to answer the survey questions.
Digital video camera
OUTCOMES Speed of peer assessment was increased compared with the previous paper version. There is a fairly confidential nature to the ranking of the film and a larger audience is reached as the films could be assessed by other groups of students. Furthermore, the films were available 24-7 for students who were absent.
iPod Touch or other MP4 player VLE course with student admin rights, animation software, movie software, sound recording hardware and software.
KEY TIPS In order for this all to work you rely on every student meeting the uploading deadlines and bringing in their iPod Touches.
iPhone as an ice-breaker and for video questionnaires
Subject Education and training Technology
#72
LEARNING OBJECTIVE The first aim was to improve engagement, interest, and spontaneity, and encourage teamwork through sharing and helping each other to read/use the iPhone. Secondly, the sessions aimed to evaluate and develop learners‟ speaking and reading skills by reviewing video footage.
WHAT WE DID
iPhone Digital voice recorder
Media A video of iPhones being used as an ice-breaker is available here
Sessions started with an ice-breaker activity using an iPhone application („Dramativity‟ had some great ideas). This helped the learners to work more easily as a team and engaged all learners in an interesting activity prior to learning. Learners created 'video questionnaires', filming the questions on the iPhone. Students worked in pairs to film or be filmed. This prompted peer and self evaluation.
OUTCOMES All learners became more confident with using technology and using the iPhone embedded functional skills (ICT by uploading videos off the iPhone and Literacy by reading the starting phrases and ice-breaker prompts) discretely, so the students developed these skills in a natural way that was in context with the session(s).
KEY TIPS Don‟t be scared to have a go! Experiment with the technology to become more confident with it, but do not hold back in using it through fear of a lack of understanding, as this is a great opportunity for your students to show you and each other what to do, or learn it from scratch together!
PictoChat to promote discussion amongst learners lacking confidence
Subject Health, public services and care Technology
#73
LEARNING OBJECTIVE The aim of the lesson was to support learners who lack confidence in contributing to class discussions. The sessions looked to promote learner understanding of various health care issues, and to encourage learner engagement and participation using the Nintendo DSâ€&#x;s PictoChat function.
WHAT WE DID The tutor conducted classroom discussion and testing using PictoChat. Following an initial question, learners could write their first thoughts and questions, promoting discussion in a way that may not be possible amongst learners lacking in confidence normally.
Nintendo DS OUTCOMES
Media A video of learners using PictoChat in a Sports Studies lesson is available here
The PictoChat facility allows each learner to write their answer at the same time. This enables the student to feel less self-conscious, at the same time encouraging their ability to work with their peers as part of a group thus supporting development of their social skills also. It was found that conducting sessions this way built self-confidence and esteem, with learners empowered to write their own answers. There was a great sense of achievement when the answer was correct, with the negative reaction of giving an incorrect answer diminished because the answers were not viewed by the learnerâ€&#x;s peers.
KEY TIPS Ensure learners have a good understanding of how the devices work, and the ground rules of appropriate use, at the start of the session.
Recording and sharing stories in foreign languages
Subject Languages, literature and culture
#74
LEARNING OBJECTIVE The objective was for learners learning a language to improve their speaking skills and ability to construct sentences in the past tense using the past simple.
Technology WHAT WE DID Learners narrated a short story or a description of an event. These stories were recorded on to their phones. The learner and their peers then listened and provided feedback.
OUTCOMES Smartphone
Media Some examples of learner created videos made using their mobile phones are available here
Learners were able to identify errors, correct pronunciation, improve their use of stress and intonation, and share experiences and skills with their peers. The phones provided an easy to use recording facility and made it easy for learners to share their recordings with their peers.
KEY TIPS The sensitivity of the recording facility means that it is important for learners not to speak too fast or too softly. A practice recording prior to completing the story may be of benefit.
Recording learners in the workshop
Subject Engineering and manufacturing technologies Technology
UMPC MP3/MP4 player
#75
LEARNING OBJECTIVE The objective was to be able to use video in the classroom as a training aid to show how the task of checking and setting valve clearances on an overhead valve petrol engine should be performed and to highlight any health and safety aspects that may need to be addressed. The video also displayed the use of technical information to access vehicle data.
WHAT WE DID The learners worked in pairs, with one filming whilst the other completed the task. This meant the task could be carried out without a break ensuring continuity and the video could be filmed from different angles for best effect. Once the video was complete it was reviewed and edited and then shown to the learners for comment and feedback. This gave them the opportunity to comment upon there own working practices and to indicate where improvements could be made in how the task was performed. The video can then be used as a teaching aid or as part of an induction for new learners to demonstrate the type of tasks that they will be performing.
OUTCOMES
Flip camera
Media A video of a tutor discussing the use of mobile devices with auto engineering students is available here
The learners enjoyed using the camera and found it very easy to use. They can use the camera unsupervised and work at there own pace. The video is editable, preventing long periods of film which others may find tedious. The learners can plan there own sequence of filming and decide whether to include a commentary or not. If learners find that they are not satisfied with the outcome, they can repeat the process which means a polished end product and also more practice of that particular task for the learners.
KEY TIPS It is important that the task is planned in advance and this process could be included in the video to show the importance of planning and preparation. Wherever possible use a tripod to prevent camera shake. The camera was not as useful for close up work so cannot be used for filming text from workshop manuals etc. The Flip is very easy to use and editing is simple.
Self and peer assessment using digital cameras Subject Business administration and law Technology
#76
LEARNING OBJECTIVE To enable students to reflect on their presentation delivery.
WHAT WE DID The students were involved in group work simulating a scenario whereby a tour operator was training their reps. The digital cameras were used to record the presentations so that the students could then reflect on their own and each otherâ€&#x;s delivery.
OUTCOMES
Digital video camera
The recording mechanisms enabled students to reflect on what they had done well and where they could improve. Learners were surprised to observe their own mannerisms and their eye contact with the audience.
A tripod would be useful
KEY TIPS Two video cameras may help to gain better coverage in a group situation.
Self assessment with Sony PSPs
Subject Arts, media and publishing
#77
LEARNING OBJECTIVE To enable learners to self assess and evaluate their own performances.
WHAT WE DID
Technology
The class were split into groups and each group had to film each personâ€&#x;s monologue. On completion, the group evaluated and assessed their own work by reviewing the footage.
OUTCOMES Using this mechanism helped to improve learnersâ€&#x; confidence with mobile technology and enabled them to review and self assess their work instantly.
Sony PSP
KEY TIPS Make sure the PSP batteries are charged!
Self/peer trainee teacher assessment using recorded real life examples
Subject Education and training Technology Tablet PC Smart pen
Media A larger case study relating to the use of mobile technologies with trainee teachers is available here
#78
LEARNING OBJECTIVE The objective of the session was for trainee teachers to use observed feedback as a basis for peer and self assessment.
WHAT WE DID Tablet PCs were used by trainee teachers as voice recorders when providing learners with 1:1 feedback. This was then used by the trainees individually and in small groups to peer and self assess. Similarly, smart pens were used to record feedback during tutorials, 1:1 discussions and during observations. All recordings were then uploaded to a PC and could then be recalled at a later date or played through a smartboard.
OUTCOMES The opportunity to peer assess using real life examples rather than pre-prepared video clips brings a far more engaging element to the process.
KEY TIPS Ensure students are all aware of the outcomes and are comfortable with peer assessment.
Sharing learning opportunities and peer assessment Subject Education and Training
Technology
#79
LEARNING OBJECTIVE Recapping previous learning on various topics. Sharing learning through mini presentations focusing on assessment. Extension and consolidation activity through Moodle.
WHAT WE DID Learners were given written questions in pairs and added their ideas to a PowerPoint presentation using the annotation tool. The other learners assessed the answers using the Flip video cameras to record their ideas. The video files were then uploaded onto Moodle where learners had an opportunity to critique each otherâ€&#x;s contributions.
Flip camera Access to interactive whiteboard, PowerPoint, and VLE.
Media To view materials captured in this session click here. To view the accompanying lesson plan click here.
OUTCOMES All learners were actively engaged in the recap exercise which included an element of self assessment. The learners liked using the flip cameras and sharing ideas. Learners subsequently swapped materials and engaged with the Moodle as it was part of the extension activity.
KEY TIPS Ensure that the PowerPoint presentation is clear with no extra graphics to enable use of the annotation tool. Have a variety of video cameras available from basic Flip cameras to more sophisticated camcorders to allow the more able an opportunity to be more creative. Encourage learners to support each other in the use of the technology as well as you!
UMPCs to improve IT provision
Subject Preparation for life and work Technology
#80
LEARNING OBJECTIVE The objective was to improve the learning experience by engaging learners with a diverse range of activities and resources.
WHAT WE DID Using UMPCs, learners accessed the internet in a community venue which was WiFi enabled but which had no IT facilities available for students to access. Learners accessed websites such as BBC Skillwise and Move On to complete quizzes used as formative assessments and online tutorials.
UMPC
OUTCOMES Learners were able to work independently through an online tutorial as help screens and instant feedback were available. The sessions provided a variation in formative assessment that enhanced lessons for the cohort.
KEY TIPS Some learners may find use of an integrated mouse pad challenging. In such cases it may be beneficial to acquire an external mouse.
Using the head cam for instruction and assessment Subject Engineering and manufacturing technologies
#81
LEARNING OBJECTIVE Pupils needed to learn how to set up and thread a sewing machine correctly and be able to perform this task independently.
WHAT WE DID
Technology
Head cam The activity fit into a programme of study where Y7 pupils were designing and manufacturing ecoT-shirts. The shirts had been prepared for assembly using sewing machines and pupils had some prior experience of using them, though this required development. The head-cam connected to the whiteboard prior to the lesson was required for the lesson starter.
Media See here and here for two guides from The Sheffield College on using head cams.
A video of the teacher setting up the sewing machine was created using the head cam and shown to the learners via the interactive whiteboard. The learners then discussed any pitfalls with the video (e.g. missing information) and how it could be improved. The teacher then demonstrated how to use the head cam and learners worked in pairs and recorded themselves setting up the sewing machines and beginning to use them to work on their T-shirt designs. The footage taken by the learners was then viewed by the class as a whole, via the interactive whiteboard, and the close up images captured by the head cams enabled the learners to identify any problems with the sewing machine set up.
OUTCOMES Students who used the head-cam showed greater engagement in learning about the machines than those that didn't. They were motivated by the desire to show off their skill in front of the class, and were fascinated by the technology. All students benefitted through a critical analysis of the process from different points of view, and the footage could be uploaded to the VLE for use in homework tasks and by teaching staff with other groups.
KEY TIPS Ensure that the camera itself is positioned correctly in the holder prior to filming.
Viewing animations and providing feedback all in one device Subject Information and communication technology
#82
LEARNING OBJECTIVE The objective was to enable learners to provide feedback about animations that their peers had created.
WHAT WE DID
Technology
The iPods were used instead of computers to view and provide written feedback via a questionnaire created prior to the session of animations created by the group.
OUTCOMES
iPod Touch
The benefit was that the students could move around the room and carry out the evaluation activity whilst doing so. They could view the animations more closely and complete the questionnaire at the same time.
KEY TIPS The wireless network needs to be stable.
REVISION AND HOMEWORK 11 ideas in this section look at how learners have used mobile technologies to consolidate and revise both in the classroom and as homework.
Creating flashcards for revision purposes
Subject
#83
LEARNING OBJECTIVE
Mathematics
To learn the laws of logarithms, required for ASlevel mathematics.
Technology
WHAT WE DID Flashcards were created using MS PowerPoint and were uploaded onto the collegeâ€&#x;s VLE. Students downloaded the flashcards onto the iPod Touches, and then used them to test their knowledge and learn the laws of logarithms prior to the exam. For more details see the media uploaded to MoLeShare.
iPod Touch
OUTCOMES
A VLE is needed to make this particular resource available for students to download.
It helped to focus students on the formulae they needed to learn for the exam, though at the time of writing exam results were not yet available.
MS PowerPoint for creating your own revision flashcards.
KEY TIPS
Media To view an overview document and instruction click here. To access a zip file with the flashcards click here.
This technique is really easy to set up, and can be used for any subject. In fact, the history department is following our example next year.
Enhancing recording mechanisms with mobile technologies Subject Education and training
#84
LEARNING OBJECTIVE To enable learners to audio record group discussions and link them to notes to facilitate more effective reinforcement of the discussion topics.
WHAT WE DID
Technology Pulse Smart Pen
Media For a video of teacher feedback on using the Pulse Smart Pen click here.
The trial involved discussion around teaching and learning approaches, models of CPD and reflective practice models. In one instance one person was asked to scribe (and audio record) the group composition of a scheme of work. This then enabled me to upload both the notes/comments and audio to the VLE.
OUTCOMES The resulting audio recording linked to the scheme of work enabled group members to review and revisit the activity after the session and remotely at home or in their workplaces. It also allowed the tutor to review and use aspects of the group work in later sessions. I intend exploring the potential of this device in observations of teachers next term. Being able to record the post session feedback should help extend the depth of the feedback itself though it may be that using a regular digital recording device or one of the iTouch devices may be more efficient and even more effective.
KEY TIPS Ensure the scribe actually writes and does not simply rely on the audio recording. Consider applications for individuals - the technology itself can become a distraction when several people are involved. Audio recording quality depends on group size and background noise.
Enhancing study leave with podcasts and applications Subject Social sciences
#85
LEARNING OBJECTIVE The objective was for learners to use mobile devices as a revision tool during an out-of-college study period.
Technology WHAT WE DID
iPod Touch
iPhone
The teacher communicated with learners via podcasts during their study leave period. Learners accessed the podcasts using iPhones and iPod Touches. As well as the podcasts, learners utilised applications such as Google maps to help locate geographical case studies and to examine the physical and human geography of particular locations. Photos taken at these locations were particularly useful. The calendar feature was used by learners to plan their private revision lesson, and an application called iMindMap was used by some learners to create topic mind maps.
OUTCOMES Having instant access to mapping locations has been beneficial and the ease with which learners could plan revision has been equally useful. Use of the devices has also promoted collaborative learning and sharing of resources. The tutor also used an iPhone to access lesson plans and related documents.
KEY TIPS When accessing large files, and even browsing the internet, a fast wireless network is very valuable.
Facilitating independent learning through audio advice and guidance Subject History, philosophy and theology
#86
LEARNING OBJECTIVE To encourage independent work and develop essay skills in A2 students.
WHAT WE DID
Technology iPod Nano Audacity, iTunes and multi docking station
Advice and guidance from the tutor was recorded and uploaded onto individual iPod Nanos so that learners could access this support when writing their essays.
OUTCOMES This technique increased the learnersâ€&#x; ability to work independently and allowed them to work at their own pace. In addition the support provided via the iPod Nanos helped the learners to develop a better understanding of essay structure.
KEY TIPS Time is needed to upload the recordings to the iPod Nanos. We could only transfer data to nine machines at any one time, and it took about 20mins per set so for a class of 30 it would take over an hour.
Improving independent learning with the iPod Touch Subject Performing arts Technology
#87
LEARNING OBJECTIVE To improve engagement with learning content and to use the device to assist with independent learning outside of the classroom (i.e. homework) by using it to take notes, conduct research and create voice memos.
WHAT WE DID
iPod Touch
The voice memo application that is integral to the device was very useful for the learners to complete podcasts or to record a speaker to help later work such as presentations or homework. Learners who are not as confident with written note taking were able to use the device and increase confidence; this also assisted personal development in written work in general. Access to materials and information on the internet was instant, which assisted the learning process and meant learners didnâ€&#x;t have to break their learning i.e. by asking to go to a computer room etc.
OUTCOMES The learners have shown an increase in confidence and felt valued by having the opportunity to have the device. The work completed by learners is a better standard than that at the beginning of the year and the learners have started to take responsibility for their learning and have developed independent learning strategies. Learner attendance has improved since the issue of the device and learners are focused in class and are keen to use the device to assist their learning.
Learner-created video in the workshop and the classroom
Subject Engineering and manufacturing technologies Technology
UMPC MP3/MP4 player
#88
LEARNING OBJECTIVE The learners were learning the practical and theory element of the City and Guilds 4101 Brakes assessment tasks and how they relate to each other.
WHAT WE DID The learners were given a UMPC and a Flip camera or iPod Nano per pair. They used the device to record a workshop task. This was then used in the classroom session to explain to other students what they were doing and what safety features they had to observe. The group then discussed the workshop task and answered questions to assess learning. The videos were completed and edited to share with other groups of students and to be able to watch them again in a classroom situation or for revision.
OUTCOMES
Flip camera
Learners demonstrated a better understanding of workshop tasks. They could use visual elements during theory classes. Activities were learner focussed and learner led, increasing levels of engagement.
Media A video of a tutor discussing the use of mobile devices with auto engineering students is available here
KEY TIPS Tripods make video quality a lot clearer. Groups need to be far enough apart to avoid background noise. Less able learners will need more time to plan the task before they go into the workshop. This can be achieved by making the more able learners complete a harder task.
Revising with handheld voting systems
Subject Construction, planning and the built environment Technology
#89
LEARNING OBJECTIVE To revise and prepare for exams.
WHAT WE DID All of the end tests that had been taken throughout the year were inputted into the Turning Point handheld voting system as quiz slides. The class then went through the slides test by test and discussed their answers as a group.
OUTCOMES This activity enabled learners to see where they were going wrong and to discuss any issues as a group, which resulted in class-wide distinctions.
Handheld voting system Slides prepared in advance
Testing comprehension through regular interactive quizzes
Subject Basic/Functional/Key skills Technology
#90
LEARNING OBJECTIVE Classroom-based revision sessions and other preparation for internal tests and formal examinations.
WHAT WE DID The class used handheld voting systems, enabling the teacher to investigate levels of comprehension using informal and rapid testing. These tests were used to cover the majority of the syllabus, providing the teacher with immediate feedback on understanding and weaknesses for all learners. Future sessions could then be tailored to address particular areas of concern.
Handheld voting system
Media A full case study relating to the use of Quizdom voting devices with Carpentry and Joinery students is available here
OUTCOMES Success rates in exams were excellent. Revision sessions were engaging and interactive. The teacher could avoid spending too much time on topics where learners were confident and achieving highly.
KEY TIPS Take time when preparing presentations and quizzes, as mistakes are easy to make and frustrating for teacher and learner alike.
Using cameras to create revision resources
Subject Science and mathematics Technology
#91
LEARNING OBJECTIVE Learners were producing a display of functional groups to use as a revision activity. Making the models themselves is a useful revision, but being able to have a record of them provided opportunities for later revision.
WHAT WE DID Learners built models to represent the various organic functional groups studied throughout the course. They took photographs of the molecular models on their phones and downloaded them before creating revision flashcards using PowerPoint.
Smartphone OUTCOMES Working in groups meant that the learners could share building the models and any student without a camera-phone could use the pictures taken by other learners. It meant they had a permanent record of the models they made which helped strengthen their understanding of how the atoms in the compounds are joined together.
KEY TIPS This lesson was completed using learner-owned devices. In a cohort where the number of learners with cameras on their phones is limited it would be necessary to consider this when creating working groups.
Using the Flip camera to quickly record and upload resources Subject Education and training
#92
LEARNING OBJECTIVE To record activities and presentations for future use.
WHAT WE DID
Technology
Learners or colleagues were given responsibility to video discussions, presentations etc. during an intensive week long training programme. The recordings were briefly edited (cropped and filtered) then uploaded directly from software that comes with Flip cameras to YouTube. The point was not quality video with titles and crisp editing, but to be able to speedily record, upload, review and use the videoed sessions for further discussion both within the classroom and beyond.
Digital video camera OUTCOMES
Media Click on the links below for a number of video clips. Clip 1 Clip 2 Clip 3 Clip 4 Clip 5 Clip 6
The ability to review discussions, reflect on how trainees come over to others and also enable deeper peer to peer feedback has been made significantly easier with this device. The real benefit is the almost idiot proof nature of the device. There is virtually nothing that you canâ€&#x;t work out how to do without the instruction manual!
KEY TIPS Edit as you can where you can. Keep clips short and link together later- itâ€&#x;s easier than cropping.
SPECIFIC SOFTWARE APPLICATIONS In this small category 3 ideas reveal how specific pieces of software have been used to enhance teaching and learning.
Creating cartoons to liven up theory
Subject Arts, media and publishing
#93
LEARNING OBJECTIVE To enable learners to develop an understanding of media theorists.
WHAT WE DID
Technology
The devices were used to firstly research media theorists through online book reviews and YouTube. The learners then scripted a dialogue between two characters to explain the theory they had researched and created a cartoon showing this dialogue using Xtranormal software on an Apple Mac. Once they had completed their cartoons the learners uploaded them to YouTube and shared links via Facebook. The cartoons were then evaluated using Google Docs.
iPod Touch OUTCOMES
Other MP3/4 player
Media Go to YouTube and search for Reigate College.
Media theory can be difficult to grasp, however the integration of the mobile devices made this aspect of the course palatable and memorable. The resources created were also useful for revision purposes.
KEY TIPS Make students aware they have freedom of speech but that the cartoons will be traceable to them so appropriate use of language is encouraged.
Speech recognition/Text-tospeech software on UMPCs
Subject Miscellaneous Technology
#94
LEARNING OBJECTIVE
The objective of the session was to improve learnersâ€&#x; essay writing skills and make them more independent learners. This was to be achieved using Dragon NaturallySpeaking speech recognition software to help overcome learner concerns about their literacy skills.
WHAT WE DID
UMPC Speech recognition / text-to-speech software
Learners used netbooks with a creative soundcard to enable the use of Dragon NaturallySpeaking. They had 10+ individual lessons of approximately 45 minutes each to learn how to use Dragon NaturallySpeaking. They then used the program for recording their work. They were also shown Read&Write GOLD text-to-speech software. Some students used this in lessons for the dictionary/glossary tool e.g. if their teacher was using subject specific vocabulary that they did not understand they could look this up. Some students used the reading tool on Read&Write GOLD. The same learners also used Inspiration, a visual learning tool, to do planning in lessons and a digital recorder with Audio Notetaker to help with note taking.
OUTCOMES Learners perceived that their reading and spelling skills had improved significantly in the period when these pieces of software were available to them.
KEY TIPS Specific training is required for learners to operate this software correctly. Also be aware of the processing speed required by the software.
Using Audio Notetaker to facilitate note taking
Subject Basic/ functional/ key skills
#95
LEARNING OBJECTIVE To learn how to use Audio Notetaker for effective note taking.
WHAT WE DID
Technology
The learner used Audio Notetaker to record part of the lesson only where there was lots of information to make note of. These recordings were then available to download as required.
OUTCOMES
UMPC Audio Notetaker
Completing this activity made the student realise that he didn't have to note down everything the tutor said, thus supporting him in his learning. This activity was straightforward and effective.