Pecha Kucha Mole
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A pecha kutcha made for RSC NW 09 conference: 26/06/09. MoLeNET is a mobile learning initiative in the UK. www.molenet.org.uk. Pictures are mostly Creative Commons share and share alike from Flickr - check before re-using
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Pecha Kucha Mole
- 1. PechaKucha David Sugden MoLeNET Mentor 07717 341 622
- 2. Staff are enthused http://feconnect.blogspot.com/
- 4. What is mobile? Communication SMS Text The Learner Learning environment Creation of resource Delivery of resource Assessment
- 5. Text Services Used for reminders Used for ‘where are you?’ Used for room changes
- 6. Text Wall Allows 2-way communication Used for simple communication Used for reflection Used for elucidation Used as a voting system T E X T
- 7. Using ‘kit’ in class - 1
- 8. Using ‘kit’ in class - 2
- 9. Using ‘kit’ out of class - 1
- 10. Using ‘kit’ out of class - 2
- 12. Accessibility - 2 GoMobile Wakefield Spinvox iPadio / Audioboo
- 13. Creating Audio and Video
- 14. iPods (MP3 device) page
- 15. MoleTV page
- 17. Nintendo DS(i)
- 18. PSP
- 20. PechaKucha David Sugden MoLeNET Mentor 07717 341 622
Notes de l'éditeur
- Most images are the author’s own, supplied via MoLeNET Projects or culled from the RSC NW. Others are donated by projects themselves.Mainly but not all MoLeNET stories. All are of Mobile learning opportunities and techniques
- Images used are microsoft clip artTower Hamlets: after ITT lesson … A few weeks later I heard from the main course tutor that this member of staff had that light bulb moment I’m sure we all seek and was getting his students to use their own mobile phones to record and make motor vehicle clips, blu-toothing them to each other and loving it! It’s not necessarily the quality or learning benefit of the particular clip shown here that’s most important but the learning journey the member of staff and his students have now begun.Subsequently the head of that programme area has attended a mobile learning staff development session and is now very keen to broaden the use across the programme.
- “Our staff and students are testing the latest gadgets for interacting, studying and accessing and sharing information.They include portable and compact personal computers, digital video cameras, head cameras, games consoles and mobile phones.More than 100 staff and 250 learners have piloted the devices in a broad range of ways, and the college is collecting feedback on this.”
- Communication – as you might expectTexting – both corporate and learner/learning centered Mobility of the learner and of the learning environment
- Many institutions only use Text in an administrative manner. This, over the years has become the norm – but teachers have yet to take up the challenge of SMS usage as part of a 2-way communication.
- Can be used by learners who are stuck in class, but don’t want to ‘put their hand up’. It takes no time to send a text to the text wall – which can be discreetly viewed and responded to by the tutorLearnerscould also text any query they had about the lesson to the wall and the tutor could open the next session then by discussing any queries as part of the overview of previous sessions.It is also a useful reflective tool for the tutor: whilst walking home and thinking about something they can simply text the thought to the wall for later access‘Jonny Wathen’ ... Icebreaker tasks such as 2 truths and 1 lie, this not only allows numbers to be stored on the system during a session but allows you to check all learners can use the system correctly to send a txt to the wall.
- Various activities have been designed for use on devices:e.g.Snap games; Hangman games; flash card activities etcThese have resulted in increased attention and ultimately, engagement with course. Sheffield CollegeHairdressing students are testing smartphones to Internet search for hairstyles. They then arrange them on a training dummy head and take photos of each stage for their portfolio. Maths students are testing a training programme on games consoles, designed to improve mental arithmetic. Construction students have used head cameras to gather evidence for practical assessments.