Over the past month I have had meetings with my Dean and instructors interested in developing external studies programs at Langara. While working with this group I thought that mobile learning might have and interesting place within this type of program. For example, you have twenty students visiting a variety of localities. At each locality they could focus one a one defining element and post it on a site.
First Mobile Learning Idea…
From June 24, 2011 COMMENTS section
Hi Everyone, I welcome your comments regarding my pre-activity mini-survey. It’s for my BUSM2200-Organizational Behaviour online course (Summer term). Thanks, Linda Alexander
Nora’s mobile learning
After being prompted by Jacqueline to start our idea sharing, here is my list of activities that I plan to try (well, do) in the Fall:
I have chosen my course MATH1190 – FUNDAMENTAL CONCEPTS & PRACTICES OF MATHEMATICS.
It is a course primarily designed for future elementary school teachers – other students take it too, since it is a UT course.
Mobile Learning project for a regular in-class French course
Mobile Learning project for a regular in-class French course
Blog: “Qu’est-ce que ça veut dire?” (What does it mean?)
Gene, Genetics, and Genomes
This LIF Mobile project is intended for an online non-science majors introduction to biology class.
Learning Objective:
By the end of this learning module students will be able to:
1- Define the following terms – Gene, allele, genotype, phenotype, genome.
2- Explain the relationship between a genotype and phenotype using the examples discussed in class
3- Predict the phenotype and genotype of a mating using a Punnet Square.
5- Describe the Human Genome Project and then discuss the possibility of having their own genome sequenced.
4- Discuss current topics including genetic disease, genetic modification, etc.
Tablets in Chemistry Classes
Project Abstract: “The HP Technology for Teaching grant has given Bluegrass Community and Technical College the ability to offer access to high quality mobile technology and to gain immediacy in collection, analysis and sharing of data. The General Chemistry Lab courses have begun using mobile tablet PC technology to perform experiments where data is collected in real-time, students assist each other in analysis of data and results are shared. The use of mobile technology has allowed the chemistry faculty and students to move the laboratory outside the walls of the institution making our chemistry courses less abstract and more meaningful. “
Journalism Class uses iPad for Reporting
A USC Annenberg journalism class used the iPad as a reporting tool. According to Wendy Chapman, “As a school that’s trying to imagine and help create the future of journalism, testing the boundaries of a new and powerful mobile device is important,” she said. “It’s vital to push the boundaries and demystify technology. Students need to be comfortable trying new things.”
See the full article at http://uscnews.usc.edu/digital_media/journalism_class_to_test_ipad_as_reporting_tool.html
Digital Storytelling
Steve & I were just at a BC Educational Technology Group Spring Conference, and there heard about and met some folks that were running a digital storytelling course that was offered via traditional classroom registration, but also via an open course that anyone in the world could register for. Grant Potter, from UNBC, who is collaborating with us on another project, set up an Internet Radio station for participants to “tell their stories” either live or recorded on the open Internet. This is of massive interest to us because Steve’s triple loop process easily incorporates the “storytelling” process. Jonathon Dueck from Kent also referenced storytelling in his session with us.
Loop 1: Where does the learning “live”?
- Where can students go to be closer to the learning and/or the phenomenon-under-study?
- Imagine students taking your course. Where (what specific locations or situations) could they be situated that would allow them to learn something better than, or different than in, say a classroom?
- Now…go farther into your imagineering. What could they be doing with the mobile devices? Could they be writing a note, making an aaudio file, taking a picture, making a short video, texting?
Please share your ideas with us by clicking on the “Comment” link.
Explanation of Loop 2
Loop 2 involves the delivery of course concepts.
While Loop 1 focuses on the student’s personal experiences, Loop 2 contains concepts that will help the student to better understand and appreciate those experiences in relation to the learning outcomes of the course.
In Rec 2295, for example, I will be delivering about 20 course concepts. You can think of these concepts as bite-sized bits of course material.