3. 2 MAIN MODES
RESERVE A COMPUTER LAB, AND
DO A COMPUTER-CENTRIC
CLASS
DO REGULAR ACTIVITIES IN A
CONVENTIONAL CLASSROOM
AND SET COMPUTER-BASED
HOMEWORK
Thursday, September 29, 11 3
4. 2 MODES OF BLENDED
LEARNING
RESERVE A COMPUTER LAB, AND
DO A COMPUTER-BASED CLASS
→ COMPUTER-CENTRIC MODE
Thursday, September 29, 11 4
5. 2 MODES OF BLENDED LEARNING
DO REGULAR ACTIVITIES IN A
CONVENTIONAL CLASSROOM
AND SET COMPUTER-BASED
HOMEWORK
→ DISCRETE MODE
Thursday, September 29, 11 5
6. BLENDED LEARNING
WITH TABLET
COMPUTERS
Thursday, September 29, 11 6
7. WEIGHT & PORTABILITY
SHAREABILITY (TIM BRAY)
SPEED → CASUAL USE
COST
CONNECTIVITY
Thursday, September 29, 11 7
8. A 3
MODE OF BLENDED
RD
LEARNING
LEARN IN REGULAR CLASSROOMS
USE TECHNOLOGY
OCCASIONALLY & CASUALLY
SHARE
INTEGRATED MODE
Thursday, September 29, 11 8
9. INTEGRATED MODE
COMPUTERS MAY BECOME LIKE:
WHITEBOARDS
OHP/OHC
Thursday, September 29, 11 9
10. ANOTHER VIEW
E-LEARNING (AND MOST LEARNING) IN JAPAN TENDS TO BE
SOLITARY AND COMPETITIVE
SHARING IPADS CAN ACT AS A STIMULUS TO GROUP LEARNING.
REMINISCENT OF KEN BEATTY'S* FOCUS ON TANDEM LEARNING
WITH COMPUTERS.
VIRTUE OF NECESSITY.
Ken Beatty. 2003. Teaching and researching computer-assisted
language learning. Pearson Education.
Thursday, September 29, 11 10
11. Internal Research
Grant
• Received a university-internal grant
of 500,000 yen
• Bought 7 Wi-Fi iPads with cases
and software
Thursday, September 29, 11 11
13. Internal Research Grant
• Used iPads in groups in Integrated
Skills & Oral Presentation classes
• Usually 4 to a group
Thursday, September 29, 11 13
14. • What activities is it possible to
do using iPads?
• What activities is it useful to do
using iPads?
• What transformative activities are possible
using iPads?
• What practical and pedagogical
challenges do iPads present?
Thursday, September 29, 11 14
15. Activities
• Creating presentations
• Delivering presentations
• Reading e-books
• Creating podcasts
• Creating mind maps
• Playing word games
• Creating surveys
• Creating library tour guides
Thursday, September 29, 11 15
17. • Used Keynote for iPad.
• Students worked in groups to make (a) a
simple presentation about a country of their
choice; (b) a more complex presentation on a
linguistic or cultural topic related to the same
country.
• Students presented to the whole class after
finishing their presentations, connecting their
iPad to a TV.
Thursday, September 29, 11 17
22. • Used Google Docs outside of class to
create a group presentation.
• In class, one student from each group
visited the other groups on rotation to give
their presentation.
• Students presented to the whole class after
finishing their presentations, connecting
their iPad to a TV.
Thursday, September 29, 11 22
23. • More traditional activity: most of the
e-learning part of the activity is
handed off to students to do as
homework.
• The iPads potentially serve as an
enhancement to the actual
presentation in class.
Thursday, September 29, 11 23
30. • Traditional word games:
Crosswords, Word associations,
Shiritori, Scrabble
• The iPad has a great variety of
games: Wordflick HD, Words HD,
WSolitaire HD, Scrabble, Boggle,
Ultimate Hangman, Word Abacus,
Wordlands, Word Zapper, Word
Magic
Thursday, September 29, 11 30
38. • Potentially useful for extensive
reading
• Books available include Oxford
Bookworms (at present Stages 1 &
2)
• Lots of enhanced e-books available
Thursday, September 29, 11 38
46. • Lots of dedicated mind map software
available: iThoughtsHD, iMindMapPro,
MindMeister. MindMeister offers free
accounts and has a browser-based edition.
• Mind maps can also be created with general
diagramming software: OmniGraffle
Thursday, September 29, 11 46
58. • Students created episodes for a new
podcast (the PUK Review Cast), reviewing
iPad software
• Groups of 2 or 3 recorded a semi-prepared
discussion in class, using VoiceRecorder.
• The instructor uploaded episodes to the
podcast site after class.
Thursday, September 29, 11 58
65. • Students used mobile Safari to create a
survey on Polldaddy.
• They used the Polldaddy app to record
other students’ answers and collate them.
• They examined the collated answers on the
Polldaddy site in mobile Safari and used the
data to create a presentation.
Thursday, September 29, 11 65
78. • Viewing angle (number of iPads)
• Sharing, transferring files
• Efficiency of group work
• Charging & syncing
• Time management
• Ownership, and problems with lending
in lessons only
Thursday, September 29, 11 78