IPad Academy

Steve Molyneux (iPad Academy CEO)

student_ipad_school - 233, a photo
by flickingerbrad on Flickr.

Started with a history of education. Argued that the industrialised model of education was about automating rather than innovating. He says we are now in the age of the individual with mobile and personal devices. Need to move beyond just automating what has gone before.

Mobile devices are taking over. {From earlier session, Edinburgh predict there will be more mobile devices than PCs in schools by Christmas 2013.} What is preventing use of mobile devices in schools? Partly fear. We want to know we can control. We also want to know they can access and make use of appropriate content.

Do we (as teachers) need to understand the technology in order for children to use it to learn? Sugata Mitra's Hole in The Wall work suggests not necessarily.

Duality equation: ((r+c)/x)t=innovation
Means research plus collaboration when interpreted by a person over time leads to innovation.
In education, it tends not to be called "innovation" - rather. it is called "cheating".

Guttenberg 1.0 - it's just a sheet of paper. But it's what you do with it that makes a difference. Do we write music on it? Do we make an origami model? Do we write an essay...?

Guttenberg 2.0 - it's just a sheet of glass. But how do we use it? Don't look for apps to teach reading. You're a teacher - look for a game and see how you can use that. {Reminded me of Tim Ryland using Myst.}

How do we enhance learner experience and increase learner engagement at the same time? Need to do more than replace existing methods. Move from Exchange, to Enrich, to enhance, to extend and finally empower. Should aim to empower learners - allow the user to not just consume content but to create and distribute it. The tipping point, where things really change is when we change our teaching and start to extend the learning. In the SAMR model, it's at the Modification stage, when we start to do new things, things that couldn't be done before that the tipping point happens.

Examples given of using mind map to plan essay, ComicLife to storyboard. Best example was an eighty-four year old Latin teacher who found an entertainment app that allows you to take a picture and make it into a postcard. {This app perhaps? --DDM} Pupils might be told they were a soldier on Hadrian's Wall and were writing a letter home - had to find picture and create a stamp with the right emperor as well as write in Latin.

Digital story telling. For example, create an eBook after a field trip where audio and video are embedded. Web links are also easy to create. I Can Animate used to animate - example shown was the Calypso video. Or creating a trailer using iMovie - example given was where the classroom was flipped and the children researched the Great Fire and then am a film trailer about it.

GreenScreen FX lets you do chroma key in real time. Mixing technologies - using QR Codes. Every book in the library has two QR codes: one takes them to a blog where they write a review and one to a comprehension test.

Also trialled screen-recorder to highlight and comment on pupils work on the iPad. Pupils we happy for the video marking to be shared with the class. {Used Explain Everything... I think. -- DDM}

NearPod app let's you share a presentation to individual devices rather than to a screen. Software alerts teacher when pupil goes off topic. Can share pupils work/answer.

Mobile platforms are on the rise. Like a high speed train: some are on board, some a on station platforms and will board train soon but some are on the tracks and will be hit!

Need to re-engineer education. Need to give pupils the skills that will let them enhance their learning. Provide a learning environment that matches the functionality of their social environment.

Needs a paradigm shift in classroom practice.

Need to use the tool appropriately.

How do you manage the change?
Need vision to avoid confusion.
Need skills to avoid anxiety.
Need incentives to avoid resistance.
Need resources to avoid frustration.
Need planning to avoid chaos.

Guttenberg 2.0 - Just getting started!

Professional Development

Gillian Penny - Apple Professional Development

Teacher Development in a Post PC Era

Buying the technology is the easy part. Making a difference to pupil education is tricky!

Apple are keen that good use is made of their technology so they have developed material. Hands on workshops that address school needs. Designed to enable educators to transform teaching and learning. Taught by educators not sales team.

Three pillars: pedagogy; content; and technology - the technology shouldn't be bolted on or added extra but part of the process.

Professional Development will be negotiated and personalised for schools by educators. Some money from iPad sales is given to support this education process.

CALL Centre

Paul Nisbet described how CALL centre and SFL more generally have made use of 1:1 technology for years.

Challenge1:

A photo by nikkorsnapper on Flickr.

Pointed out that there are issues about getting access to electronic versions of Scottish text books. Gave the example of a boy who could not access textbooks and they discovered he needed 28 textbooks but none were available electronically. By approaching publishers, they were able to get electronic versions of seven. The rest they had to scan. Of the list of Scottish texts identified for English, none were available electronically.

Challenge 2: Training
What do newly qualified teachers identify as their biggest needs? Number 1 is ICT and number 3 is SFL!

Challenge 3: Accessible ICT
In general, using school equipment is made very difficult because they can't even do something as basic as adjusting the mouse speed because the control panel is locked down. Basics such as text to speech with a Scottish voice (free to schools) is missing. Getting specialist software installed is very difficult.

Challenge 4: Difference
Quality of work is clearly better but pupils may choose not to use because they don't want to be seen as different. For example, in some schools the AlphaSmart device has been re-christened the AlphaThick.

Use of 1:1 devices such as iPads help. They are considered cool. They can be personalised. They are a practical solution - small, light and easy to use. (Apparently iPhone is the most popular smartphone with the visually impaired because can be accessed using the built in tools.) Built in camera and microphone provides great opportunities - especially when we look at a broader definition of literacy.

Less difference - More inclusion.

For SLF, the iPad is a low cost solution - especially with Procurement Scotland prices. ReadWrite Gold for iPad is relatively cheap compared to PC version.

If all students are all using digital resources, more likely that the materials will become available in digital format.

The pace of technological change does cause problems. How do you recommend the best solution when that technology changes on a daily basis. Although 1:1 makes many things easier, there are still accessibility problems and so one size does not fit all and you can easily find yourself back in creating differences.

Edinburgh Digital Learning Team

Jenni Robertson talked about what they did to support the development and deployment of 1:1 model. They set up a blog, Digital Learning Team, to support teachers in the authority. Some great videos (created with VideoScribe) for example: The getting to know the iPad series.

Promote SAMR Model to show enhancement rather than just replace old ways.

{Jenni was hugely enthusiastic, very knowledgable and the blog is a great resource! Really annoyed that I didn't take more notes because this was a really good session. Not sure why I didn't. I guess I was enjoying it too much. -- DDM}

Developing Teachers in a Post PC Era

Anna Love - Apple

The future of books, a photo
by Johan Larsson on Flickr.

Technology and education - the technology supports and underpins, it's not the focus

2009 - 8.5 million people using mobile technology. By 2011 - 17.6 million mobile users.

Internet use on phone 44% to77% from 2010 to 2011
{May have got years wrong but think percentages are right. -- DDM}

"If we teach today as we taught yesterday, we rob our children of tomorrow" 

-- John Dewey

Enabling personalised learning. Children want instant information. Can be more self-directed. Can develop Independent learning. Students need to be able to personalise and take ownership of material. They live in a connected world.

As educators we need to consider the devices, the content and the personalisation. Devices exist and pupils are already using. ITunesU and iBooks already make vast quantities of content available for free. How do we construct courses? How do we enable learners to benefit from this content? How do we personalise it to their needs?

It is all about excellent learning and teaching.

All sorts of positive benefits can accrue. For example, device deployment can lead to closer home/school links. Schools can add content to iTunesU.

Talks For Computing Teachers - Mobile Software Engineering

Professor Rod Murray-Smith Speaking at the first Glasgow University Talks For Computing Teachers

Talks For Computing Teachers a photo by DavidDMuir on Flickr.

Not just mobile phones but can include arrange of devices including technology such as RFID. The Glasgow research group and course looks at aspects such as ubiquitous computing and mobile HCI.

Mobile Internet becoming increasingly important, for example in 2008, mobile broadband overtook fixed broadband connections. in the developing world, the difference is even more pronounced. It is a rapidly moving area which makes it difficult to keep up with the pace of change. For example, Android OS for phones came from 0% to 25% Market share in a ridiculously short time.

What makes developing for mobile technology different? One key aspect is context. Mobile technology tends to be used in areas where there a many distractions (e.g. noise) and where you cannot give it your full attention. Battery life is also a problem. You may be able to develop a stunningly useful application but if it hammers battery life it is likely to be rejected. (Battery life seems to be the weak link. Processing power and memory are growing but nobody sees a huge leap in battery technology in the near future.) Data charges can also be problematic and mobile applications should aim to be parsimonious in relation to downloading data.

Important not just to try and replicate desktop application. Mobile applications need to be simpler and more focused on the key information. (Compare for example a standard web page with a mobile web page.) Other constraints on programming for the mobile environment are limited memory and large fingers controlling small screens. Current generation of programmers have learned to program in an environment that effectively has infinite resources. It can be a good discipline therefore to learn to program in the restricted environment of mobiles.

Impact on human life. Worth reading Natural Born Cyborgs by Clark. See also Microsoft advert - Really?



Mobile technology is increasingly using sensor based interactions using accelerometers, GPS, cameras, proximity, etc. For example, Shoogle, developed at Glasgow to provide a way of interacting with email.

Talked about Anglepose, a method of calculating angle and orientation of the finger used to control a touchscreen. Shows how you can create "virtual sensors" which opens up new possibilities in how we interact with devices, e.g. your finger could be used like a joystick.

Augmented reality - building a digital overlay on the physical world. Example was given of the difference between vehicle navigation (where audio directions are highly desirable) and pedestrian navigation (where audio directions are generally unwelcome), so other methods of giving directional information is necessary.

Large number of videos from Glasgow University that shows what their students are doing with mobile technology. A useful resource for schools to show pupils what Computing Science is like. The jobs Market for mobile developers is booming. Tools are available, such as Flowella that allows pupils to crate interactive prototypes without having to code the mobile device.

Mobile browsers are now based on WebKit. This allows you to develop rich mobile web applications which give cross platform development possibilities.

Interesting possibilities exist in the area of mobile devices interacting with other devices in the environment. Cheap devices, such as the Kinect, also open up interesting possibilities. Augmented reality applications, such as BuildAR make it easy to develop virtual reality applications. App Inventor from Google is also a tool to support mobile application development.


{Comments: Really interesting night. The talk filled in detail on, and gave examples of, current and future developments. Also some great ideas for classroom work, e.g. BuildAR and App Inventor. Really interesting to hear the contrast with the car industry where it can take seven years for ideas to find their way into cars. In contrast, mobile phone developers are building the future and can see their ideas in action within months. - DDM}

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.

BEd, Handheld Learning and Frozen Laptops

Today I intended to talk to the BEd 4 group about handheld learning. I was talking mostly about mobile phones but touched on Nintendo DS, iPhones and a few other bits and pieces as well. Unfortunately, the session started badly and went downhill from there! The ultimate fail happened when my laptop froze completely because the hard disc was full.

I said I'd try to note down a few of the things I talked about (or meant to talk about) and pass them on.

For information about Nintendo DS and handheld gaming, I of course referred them to Derek Robertson, the Consolarium as well as his Brain Training research and Nintendogs activities. I also talked about a couple of mobile phone based games that I like: Myst and Guitar Hero. For more information on Myst in education, have a look at the stuff Tim Rylands did and for the Guitar Hero, see the Guitar Hero @ MSG page.

I also talked about mobile blogging - or moblogging. I referred to some commercial tools but tried to emphasise how much could be done free (or next to no cost) with a moblog - see for example the PGDE(P) moblog as well as do it yourself solutions with Twitter and TwitPic.

I also spent a bit of time talking about how mobiles could be used as Interactive Voting Systems and demonstrated Poll Everywhere (with the students voting via Twitter) but should also have mentioned SMSPoll, Powerpoint Twitter Tools and TwEVS.

I also did a quick demonstration of QR Codes and described how you could use a QR Code generator to make codes for classroom posters, homework sheets and letters to parents. With the right software on your phone (I use i-nigma) you can use its camera to take a picture of the code to connect to an associated website. For example, the above code will take you to my Delicious page.

Towards the end of the session, I sent the students out on a "field trip". They were to find a janitor and send his or her name back by texting a message to Twitter from their mobile phones. I didn't spend long enough explaining the exercise so it didn't quite go to plan but we got a few messages before the end of the class.

Finally, some reading. For more details on mobile gaming, see TeachMeet08@SLF: Mobile Games and for advice on how to build a good personal learning network on Twitter, see Nine great reasons why teachers should use Twitter and Seven Ways to Find Teachers on Twitter.

So have I missed anything? What do you think the key aspects of handheld learning are?

Questions from the back-channel

I recently gave a lecture where I had a back channel for students to make comments and ask questions. I was arguing that schools should be more open to using technology like pupils' mobile phones to support learning and teaching.

Noo Possession
Originally uploaded by Saad.Akhtar

However, in the back channel there were a number of comments/questions expressing concern about the potential disruption this could bring. Some of the messages are copied below.

• do you not think mobie phones used in the class distract pupils from learning ?
  
  
• phones maybe a useful piece of kit but as proven wit happy slappin it is a dangerous piece of kit
  
  
• is this not open to abuse such as 'sir your a pure knob'?
  
  
• the porn comment is why we switch off phones
  {Note: Concerns about accessing pornography were raised verbally as well as in at least one other message. Given the recent court case, should we add taking inappropriate pictures to this comment? - DM}
  
  
• What about child protection stuff? Are pupils and parents happy for photos and videos to be taken on phones in class and posted online?

I've already responded to all the comments but how would you answer these concerns?

AppleRTC: Handheld learning

The future is not in education specific stuff but in consumer devices such as iPhone.

CAL 2009: Mobile Learning

Captured live at #cal09, posted late.

Context sensitive mobile learning: Adding relevant information on the move to objects and activities to augment understanding Carl Smith*, John Cook, C. Bradley; London Metropolitan University

CONSENS project. Vocational, context based mobile learning. Attaching information to space - "The world itself becomes the interface". Knowledge formation in the clickable world. There is an increase in scanning and capturing real world. You can then look at overlaying multiple views of real world objects to reveal more information. The hope is that the data can be interrogated rather than just passively viewed. Learner control of the objects - linking 2D, 3D representations of objects with real world.

Reflection in context. For example, accessing data about a street while you stand in the street and record thoughts on phone as a sound file or by creating video podcasts. Reflection in situ - no written notes. Used Mscapes to overlay digital information based on GPS positioning material. Also looked at QR codes and pattern recognition as well as technology such as Photosynth.

Researcher described how they investigated the technology - described how students first went on an "analogue tour", that is a lecturer walked round a city with them and told them about what they were seeing.

Question was also asked about what was meant by "context" - more than just location or even location + time. Do you tell the system you are an architect or does it work it out?

For more detals, see the M-Learning pages at CETL Reusable Learning Objects site or go to the researcher's web page.