Torbay RTC: Personalised Pocket Learning

Live blog from #torbayrtc

Personalised Pocket Learning - making a distinction between handheld learning and netbook type devices. Studywiz uses a variety of interfaces to deliver their stuff. Can have Studywiz Mobile - browser based designed to work on mobile devices (e.g. iPhone) and also a portfolio iPhone App eLocker. Two way interactive products. eLocker and Mobile can be used as voting devices, camera, dictionaries, spirit levels... Teachers even saying they save on photocopying costs and can deliver content that might otherwise have gone on Interactive Whiteboards.

There is not a substantial body of research on mobile learning - partly because there is no stable mobile environment. Current mobile devices are convergent devices pulling in a range of functions and tools into one, pocket sized device.

Advantages include ubiquitous access - learning beyond the classroom. Includes home/school links and international links. See Travis Elis's (Ellen? - not sure of name) Travis Allen's YouTube video about the iSchool Initiative - he wants to see every school student with their own iTouch. {Update: Sorry about messing up Travis' name but I'm pleased he left me a comment that allowed me to fix it and add some other links. Clearly Louise's Australian accent threw me - "Allen" via Australian became "Ellen" :-) }

Children want to personalise their learning. Pupils want a space they can personalise and meet with other learners. Pocket Learning devices can increase motivation (speaker says the engagement lasts - not just novelty factor) and makes learning fun. Pupils are engaged but important to engage the wider community - parents and teachers need to know how the pupils will be using the devices educationally. It is not about goofing off in class to listen to music. Develop an Acceptable Use Policy and explain what you intend to do to pupils, parents, teachers, management...

Louise Duncan (the speaker) thinks that many paper handouts are lost or wasted but this doesn't happen to material delived to pocket devices.

Suggests that you implement in stages - don't try and do everything at once. Start small and build on successes. Asked how long it takes from discovering a piece of software to getting it installed and usable on school machines. It can take a long time! With pocket devices, such as iTouch, it is easy to get new apps onto all the devices - sync with teacher machine to share to all pupil devices. (As an aside, she said that searching YouTube with an application name often brings up video of applications in use - gives good idea of what they are like.)

Showed a slide with some iPhone/iTouch applications. Leaf trombone, classic books, story kit, Civilisation Revolution (history simulation), Wurdle, Geared (used in science classrooms). Strip Designer used to create activities based on screenshots and maps to create geography activities - three images side-by-side map/street view/pupil folder of same location. Google earth and virtual field trips, etc. Another simulation game for iPhone/iTouch is Virtual Villagers. Numeracy: iChoose random choice tool - great for probability. Timers, spreadsheets etc. Can also give gallery of images, e.g. coins, or images to represent fractions. Engaging students in science: TouchPhysics. Brushes: goes beyond the doodle - share and comment on other children's work. Also, can show animation with Brushes Viewer that plays back creation of picture. Literacy activities include podcasting, film as text, collaboration. Storynory allows ownload of audiobooks with online transcripts - words can be clicked on and defined. Etch-a-sketch lite.

Lyrics: tune wiki can bring up album art and lyrics as it is being played. Turn presentations to movies to the pupil's pocket devices. RSS feeds can pull relevant content directly n to pupil's devices. Can use flip style video recorders, bring into iMovie and then share out to pupil iPhones/iTouches. Sound recording directly onto device. Worth looking at iTunes U at least once a week {Must find chap from Cupertino who Tweets about good stuff happening on iTunes U - DDM}

Reflections
The age we are does not determine how we use technology but it is our role as teachers to ensure relevant learning takes place and that pupils don't use devices simply to have fun. Worth integrating the devices with school admin system to deliver daily bulletins etc. Give teachers the devices six months before the pupils! Teachers at Louise's school found that pupils very quickly integrated into their lives and used much more effectively than textbooks/notebooks. Notebook and pocket devices have a three year lifespan so sustainability is an important consideration. Need configuration tools to make it easy to set up devices and add certificates to allow school internet access and filtering. More generally, a strategy to sync devices is important (e.g. ParaSync for iPods). Even basic issues like how will pupils charge their devices.

Louise has a blog that details loads of information and you can find her on Twitter at LouiseEDuncan.

CAL 2009: Using an e-portfolio

Captured live at #cal09, posted late.

‘There was a lot of learning going on.’ Using an e-portfolio to support learning activities in a professional course for new HE lecturers
Sarah Chesney and C. Marcangelo, University of Cumbria, UK

Using e-portfolios with staff doing post-graduate certificate. The university uses PebblePad but realised what they were doing was creating a Personal Learning System rather than a simple ePortfolio.

Used a "patchwork text" technique where a number of short pieces are written over time and then sewn together using reflexive commentary at the end. {Fairly sure she said "reflexive" rather than "reflective". Is that right? - DM} Important that the drafts of their short texts were shared at regular intervals for comment from peers and tutors.

Feedback was gathered through online survey (anonymous) and focus groups over two different cohorts. Themes investigated included Formative Feedback and Use of the ePortfolio.

One danger of formative feedback raised was a concern that it would be plagiarism to use peer feedback to improve work. Also concern that formative feedback didn't match the summative criteria.

Use of ePortfolio - participants tended to critique the software rather than discuss the concept of learning portfolio. Also, some were concerned that concentration was on presentation rather than content.

Conclusions

Do we need to recognise process outcomes as well as final outcomes. From a course point of view, how do we deal with tools that will be in perpetual beta?

ECER 2008 - E-tutoring of e-portfolio’s: a feasible alternative for face-to-face contacts?

Live blog from a session at ECER 2008.

Presentation from Ann Maria Deketelaere, Faculty of Medicine, Katholieke Universiteit Leuven, Belgium.

Report of work in a medical school. Found e-tutoring to be effective in improving student learning. Use an e-portfolio to support learning and stimulate reflection. The portfolio includes CV and reflection on clinical experience. Eportfolio and ementoring useful because of medical students being on placement. It is time and place independent and easier to set up than face to face.

The tutors had two different interpretations of the eportfolio. One group saw it merely as a way of providing professional guidance to students. Others saw it as a means of stimulating reflection. This led to different approaches to giving feedback. Some tutors found it time consuming and didn't see the impact. However the second group saw the benefits of the portfolio feedback for them and their students.

The students: Most saw the eportfolio as a way to document of experiences rather than as a a tool for reflection. However students who received lots of feedback saw it as less of an administrative burden, were more satisfied with the experience and ... [missed next bit but there were five aspects where the second group was significantly hapier with the portfolio. Happier educationally and practically. - DM] Point is that more feedback from tutors has a positive impact even though the tutors may be unaware of this positive effect! Furthermore, the feedback has an effect that is independent of the quality! The presence of feedback has a significant positive impact on student perceptions. [Somebody is listening! :-) - DM]

The researcher concluded that to encourage tutors to give feedback, thereby creating a more positive experience for the students, give them feedback on the impact of their interventions. :-)