Jisc RSC Eastern 'E-Guides continued'
•Descargar como PPT, PDF•
0 recomendaciones•386 vistas
To investigate the synergy that exists between Mobile and Web 2.0 technologies To underpin pedagogical theory and practice associated with Mobile and Web 2.0 techniques.
![“Traditional teaching methods and
e-Learning can and should
complement each other. The new
E-Guides Continued
technologies are capable of creating
real energy and excitement for all age
David Sugden...
groups. Used well they should
motivate, personalise,
[&]stretch”.Page 9.
25.
Harnessing Technology
Transforming Learning and Children’s Services
DfESPublished Tuesday 14 March 2005
th](https://image.slidesharecdn.com/rscemweb2-131201125151-phpapp01/85/Jisc-RSC-Eastern-E-Guides-continued-1-320.jpg)
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Destacado
Destacado (7)
Similar a Jisc RSC Eastern 'E-Guides continued'
Similar a Jisc RSC Eastern 'E-Guides continued' (20)
Más de JISC RSC Eastern
Más de JISC RSC Eastern (20)
Último
Último (20)
Jisc RSC Eastern 'E-Guides continued'
- 1. “Traditional teaching methods and e-Learning can and should complement each other. The new E-Guides Continued technologies are capable of creating real energy and excitement for all age David Sugden... groups. Used well they should motivate, personalise, [&]stretch”.Page 9. 25. Harnessing Technology Transforming Learning and Children’s Services DfESPublished Tuesday 14 March 2005 th
- 2. Aim Aims and Objectives To increase awareness of pedagogical uses for and of ‘M’odern technologies. Objectives During this session you will: • Experience active learning • Identify pedagogical ways of engaging learners • Discuss appropriate uses of and for ‘m’ technology • Use at least three of your text credits
- 3. 3 billion people use SMS globally * a. What does that mean? For us in Education How do these technologies fit pedagogically? MMS picture messaging [is] *http://www.sociallyminded.co.uk/2009/03/3-billion-use-sms-what-does-that-mean/ used by 1.35 billion people.
- 4. SMS . . . Text Messaging 1999 2000 2001 2002 2003 2004 2008 12.2 16.8 text 26.2 56.75 millio 78.9 billion millio messages 56.75 20.5 2005 2006 1.1 6.1 29 41.8 Billion Billion Billion Billion Billion Billion Billion Billion were sent, (6.5b per month) Compare 2000 Source: http://www.text.it/mediacentre Quoting from http://www.mda-mobiledata.org/mda/ http://snipurl.com/k87ig&http://snipurl.com/lrbrv David Sugden – Mobile Learning – the possibilities
- 5. The numbers are hard to grasp – but for picture messaging: MMS they are easier to understand 57 million
- 6. SMS Task 1 If I hear a fire alarm (right here and now) I should …? Complete the sentence by sending a text to 07797 885151, starting your message with the letters vel followed by a space. If necessary use: http://tinyurl.com/textweb instead of phone We will view the results later by going to the web site: http://www.xlearn.co.uk/sms
- 7. SMS Task 2 What is the correct way to deal with a fire caused by an electrical appliance? Complete the sentence by sending a text to 07797 885151, starting your message with the letters vel followed by a space. If necessary use: http://tinyurl.com/textweb instead of phone We will view the results later by going to the web site: http://www.xlearn.co.uk/sms
- 8. Bloom’s Taxonomy? Bloom's Taxonomy ...is a taxonomy of activities and behaviours that exemplify higher order thinking skills (HOTS) and lower order thinking skills (LOTS). ...Bloom's allows us to rank and structure different classroom activities (and the associated tools) and to plan the learning process. http://edorigami.wikispaces.com/Bloom's+and+ICT+tools
- 10. Which isMoving onone out? the odd … Moving on … A C B D D - of course. It is the only OUTPUT device 10
- 11. Odd one out A B Mmm – This was much harder? C http://school.discovery.com/clipart D 10
- 12. So we can see that when the task engages at the right level – the technology becomes less of a barrier Even texting can engage at higher levels ... HOTS LOTS
- 13. Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form 3.5 3 this really happened Assess whether or not you think 2.5 Evaluate: Task 3 to Goldilocks Analyze: - Read the Newspaper handout – Differentiate between how Goldilocks reacted and how you would react in each story event. • alone (2.5 mins) - Discuss it Apply: • - Compose a TEXT MESSAGE (each pair) Understand: • and send as per printed instructions (3.5 mins) with a colleague (3 mins) Construct a theory as to why Goldilocks went into the house. Summarize what the Goldilocks story was about. Remember: Describe where Goldilocks lived.
- 15. Nintendo DS Social Networking QIK Video We now have a We now have a YouTube Asus eee much bigger much Audio bigger PS and ever evolving and ever evolving P WiKi Blogs Tool Kit Tool Kit Mobile Phones
- 17. Web 2.0 • Photo hosting • Video hosting • Blogs and Wikis • Social Networking http://etherpad.com/blackpool6th260809
- 18. Take 20 minutes now to investigate some of these Web 2.0 sites. Discuss ideas for use with your table... Discuss ideas for use with your table... Task 4 www.flickr.com – photo hosting, could it be a gr8 resource bank? www.youtube.com – video hosting, can you use it? How? www.moletv.org.uk – Will convert and host all YOUR Videos www.videojug.com – Can you find a useful clip – resource bank www.mindomo.com – online mind mapping tool www.mind42.com – online mind mapping tool www.piratepad.net/ – a collaborative Wiki (this link is for today) http://del.icio.us – social bookmarking site – gr8 resource? Also ... www.ning.com – have a go at making your own social networking site. – will need more time but have a look anyway 1.Post your table’s ideas on one face of your Pyramid Pyramid according to your understanding of Blooms Taxonomy.
- 19. Task 4b Now have a look at the other teams’ pyramid positioning. Is it the same as yours? Spend 3 minutes discussing with other teams 3
- 20. Mobile Handout Multimedia access tools Communication tools Capture tools Representational tools Analytical tools Assessment tools Task management tools http://www.ascilite.org.au/ajet/ajet25/cheung.html PLUS you've seen some potential for the web ...
- 21. another Task (5) Now you've seen some potential for the web .. 1. Take the cards (on their way now...) 2. In small groups, decide what you might do with each of the example 'm' tools (how might you use them in conjunction with Web 2.0 maybe?) 3. Using the small video cameras - one of you record the results of your discussion (just discuss one on video). We’ll use the video later 4. Makes notes on the rsce PiratePad We’ll also discuss your responses on screen
Notas del editor
- Aim To increase awareness of pedagogical uses for and of Handheld devices Objectives During this session you will: Experience active learning Identify pedagogical ways of engaging learners Discuss appropriate uses of and for ‘m’ technology Use at least three of your text credits
- Image credit: http://www.flickr.com/photos/jamesclay/2871753359/sizes/m/in/set-72157601000304491/ 3 billion people use SMS globally* MMS picture messaging [is] used by 1.35 billion people. *http://www.sociallyminded.co.uk/2009/03/3-billion-use-sms-what-does-that-mean/ What does that mean? For us in Education How does these fit pedagogically?
- This page shows some statistics of SMS usage since 1999. 1999 1.1 Billion 2000 6.1 Billion 2001 12.2 Billion 2002 16.8 Billion 2003 20.5 Billion 2004 26.2 Billion And offers links to the source of data. http://www.text.it/mediacentre http://www.mda-mobiledata.org/mda/ Click on image of rugby ball for video clip.
- Texting activity: If I hear a fire alarm (right here and now) I should …? Complete the sentence by sending a text to 07786 204949, starting your message with the letters vel followed by a space. We will view the results later by going to the web site: http://www.xlearn.co.uk/sms
- Texting activity: What is the correct way to deal with a fire caused by an electric appliance? Complete the sentence by sending a text to 07786 204949, starting your message with the letters vel followed by a space. We will view the results later by going to the web site: http://www.xlearn.co.uk/sms
- Bloom's Taxonomy ...is a taxonomy of activities and behaviours that exemplify higher order thinking skills (HOTS) and lower order thinking skills (LOTS). ...Bloom's allows us to rank and structure different classroom activities (and the associated tools) and to plan the learning process.
- Blooms Taxonomy
- Blooms taxonomy via Goldilocks story
- Let’s start by establishing what we mean by active learning - on the slide are 4 computer parts, a keyboard, a mouse, a webcam and a monitor. Circle the odd one out. The answer is the printer because the others are input devices and the monitor is an output device. This activity illustrates an exercise that is testing the learner’s recall and maybe comprehension, the lower end of Bloom’s taxonomy.
- In this slide are another four pictures: one of George Bush, a cartoon dinosaur, a cartoon pair of smiling balloons, and a cartoon bee. Again, people are asked to choose the odd one out. Some model answers include: Balloons are in black and white, inanimate George bush is the only human, photo Dinosaur cannot go up in the sky, doesn’t have the letter b in its name/word, not smiling, no longer exists Bee is the only thing with wings. Balloons don’t have legs There is no clear cut answer, and even though it’s the same activity, it’s stimulating thinking at a higher level. This illustrates the point that developing higher order thinking skills isn’t about how much technology you employ or how complicated the task is. Sometimes, it’s just a matter of using the simple tools but working out how to make them stimulate learning.
- From http://www.infobarrel.com/Marshall_Mcluhan downloaded 25/2/9 - image