http://m.youtube.com/#/watch?desktop_uri=%2Fwatch%3Fv%3D18k3dsKpjZc&v=18k3dsKpjZc≷=CA
Mobile Learning for Photographers
As detailed in my July 21/11 post, I made use of an iOS app that allows for predicting the position of the sun on a given date, time and location. This information is overlaid on a Google map and can also make use of the built-in camera on many iOS devices to show the actual position of the sun in the sky.
From a photographer’s perspective, knowing where the sun will be is a key element in creating a successful image outdoors. I chose to incorporate this app in the architecture photography assignment that existed in the PHOT 2338 course.
Process
Step 1: Choose a compelling building to photograph.
Step 2: During a site visit, capture a range of images to explore various camera positions and how the objective viewpoint of the camera will affect the image versus our perception. While on location, use the Sunseeker app to visualize the angle of the sun and how it changes. The built-in GPS of the device will identify the location automatically.
MLIF in French : Project Review
Main Project: Explore the Francophone resources in Vancouver (using Blogs and Twitter)
Activity:
- Students chose a place (restaurant, coffee shop, cultural centre, chocolate shop, movie, etc.) to visit.
- They left a tweet the day before the outing and a comment on the class blog to announce to the class where they were going (others could join in if they wanted or if they hadn’t found a place to explore yet).
- I posted an example of my “Francophone outing” and interview on the class blog to give students an example.
- Students went on outing (alone or in groups), took photos and interviewed a Francophone.
Genes, Genetics and Genomes Summary
I started out making a project that was not mobile device dependent. I focused on an active learning assignment which took advantage of mobile technology if it was available.
The assignment was on Gene, Genetics, and Genomes and given to an Introduction to Biology class for science majors (BIOL 1115). I was not teaching the class at the time but had taught the first half of the course.
Nora’s Math1190 experience
My main concern at the beginning was the potentially “cranky” attitude of the students. 😥
That worked out just great – they were willing to do the mini projects as suggested. By the time the last project rolled up, they had their own ideas of how can they make things better.
Mobile Learning Module for Geography 1190 – Review
In earlier posts I outlined a prototype module for using mobile devices as tools for teaching topographic map skills and described the experience of testing the module with a GEOG1190 class. The following is my list of some of the benefits of the project.
Linda Alexander Mobile Learning Summary
Here’s my PowerPoint LInda Alexander-Mobile Learning Summary 14DEC11 summary that I presented at the LIF meeting in the Fall.
Mobile Learning in Physics, Fall 2011
This Fall I used an app called Vernier Video Physics with one class, PHYS 1101: Physics for Life Sciences. I joined the project partway through the term, so this is my first post. We used the app in two contexts; it was introduced in a lab, in which student groups needed to get qualitative results for the oscillation of a pendulum and the rotation of a turntable; and in a student project, to be done outside of class during the last few weeks of the term, then shared with the class in a sharing session during the last week.
Geog 2290 – Advanced Geomorphology
Hello Everyone.
Mobile learning for Geography 2290 – Advanced Geomorphology – has taken a two part approach. Early in the year – Sept – , the second lab assignment for the course was a three week assignment involving two field trips, collection of stream flow data, lab analysis of two river deposits and final write up of the material. The idea for mobile learning was that information collected in the field would be shared amongst members of the class so that everyone could a) have the information, b) analyse and interpret it and c) present it in a clear concise manner. I should note that half the students went on one field trip and half on the other. I deliberately posted some of the material detailing lab techniques used to analyse the data on the class blog and only on the class blog as a way to get the students to log on and get use to this particular format. The results were not very encouraging. Only a few students – 3 out of 27 – actually logged on. Only two made a comment. It seems that those who did log on simply downloaded the information and brought it to class for themselves and the other students. Any questions pertaining to this lab assignment were simply raised in class in person. So, mobile learning was not a huge hit.
Mobile Learning Module for Geography 1190 – Results of First Trial
In an earlier post (Mobile Learning Module for Geography 1190 – Exploring Coordinate Systems Using a Mobile Device) I outlined a plan for using an iPhone app (Fugawi iMap) in a learning module designed to reinforce first year geography student’s understanding of using coordinate systems and topographic maps. Over the past two weeks I have tried using a modified version of the module in two different classes. This post describes the experience of using the module in a first year physical geography class.