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.
Tutorial Builder (Adobe Photoshop)
I came across this software that allows for easy building of tutorials in Adobe Photoshop. Tutorial Builder
Although limited to creating tutorials for Photoshop, I thought it may be of interest to those instructors teaching software courses. Perhaps this might be a preview of things to come.
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.
QR Reader
Jacqueline asked me to post this
QR Code generator:
http://zxing.appspot.com/generator/
Maybe QR codes can be used to give individual students access to answer keys on the overhead screen in class, once they have completed an exercise.
Or if students are out in the field, QR codes can be placed at specific locations that they need to get to, giving hints to the next location they need to find (treasure hunt).
Could QR codes be used to enhance learning and improve access to learning resources?
BUSM2200 (Org Behav) Mobile Device Use Survey & Mobile Learning Assignment
I’ve refined my pre-assignment survey for my two online courses. The survey focus is how students use mobile devices – I also ask them how they’d like to use MDs in the course. Survey closes 23 September. I’m getting some interesting responses. I’ll summarize the survey later. I’ve attached it here – .docx (excuse the formatting – it’s in Blackboard style). Please feel free to use it as is or modify it. I’m interested in enhancements you might make or recommend for the second round.
Mobile Learning Module for Geography 1190 – Exploring Coordinate Systems Using a Mobile Device
The purpose of this module is help students make a connection between the coordinate systems they use on a map in the classroom and how those coordinate systems describe locations in the real world. It would supplement material that is normally taught in GEOG 1190 lab assignments #1 and #2.
To prepare for this module:
- Students will need to be familiar with how a location’s coordinates (latitude and longitude; and UTM) are determined using a map.
- Students will need to be familiar with how distances between locations are determined using a map.
- The instructor will need to identify students with GPS equipped iPhones and create small groups (3 – 5) centred on those phone owners.
- The phone owners will need to install Fugawi iMap on their phones. The app is $5.00, so we may need to consider some sort of reimbursement.
Mobile Devices in PHOT2338
One of the major assignments in PHOT2338 is architectural photography. There are several components, however one of the key parts is to capture a compelling image of a building exterior.
Even with all the technological advancement in the photographic industry of the past decade, if a photographer does not understand the qualities of light, they will always have a weak image. When creating images outdoors, we need to be aware of the position of the sun to best illustrate shape and texture. Of course this changes throughout the day and also at different times of the year.
Library Tech / Mobile Learning
Below are a couple of ideas I will be including in both a first-year and a second-year course. I would like to experiment with them in the classroom, but will likely add them to the online section as well, making it an optional activity.