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The i phone in education
- 1. The iPhone in Education Margaret McKay eAdvisor: Inclusion JISC RSC Scotland South & West
- 2. James Clay, Mobile:The State of Play University of Bolton 15 June 2010
- 3. Associate Prof David Kennedy. Mobile eLearning for language enhancement (Nov 2010) VV
- 4. There are common themes as people seek to define mobile learning It could take place anywhere and at any time, and so could encompass both formal and informal learning, where the knowledge is situated in a context. Savill-Smith, C., Attewell, J. & Stead, G (2006 ) Mobile Learning in Practice(LSN) www.jisctechdis.ac.uk/UpwardlyMobile/
- 5. For many learners it is important to have devices that don’t say “I have a disability!” as soon as you walk into a room with one. Rummel-Hudson, R. Making weird cool 5 April 2010, http://tinyurl.com/3236qbq
- 6. Reading Tools Alternative Interfaces Recording Tools Planning Tools Visualisation Tools Writing Tools Communication Tools
- 8. iPhone: A Blind Users Perspective http://bit.ly/cfs1qs
- 10. Reading Tools -eBook Readers iBooks Stanza
- 11. Reading Tools Connecting the iPhone with the Alva Braille Display
- 12. Writing Tools
- 14. Writing/Recording Tools Supporting people with print difficulties
- 15. Writing/Recording Tools Supporting People with writing or dexterity issues SoundNote ShapeWriter
- 16. Writing/Recording Tools Supporting People with dexterity issues - Dasher Keep an eye on the text box
- 17. • Devices for disabled people • Devices for everyone • Mainstream not specialist
- 18. Communication/Visualisation Tools Supporting users with communication & dexterity • Proloquo2Go AAC Software • Support for people with communication difficulties. • Contains built in communication library with around 7,000 items which can be expanded/personalised.
- 19. Communication/Visualisation Tools British Sign Language Apps • Sign 4 me a signed English translator • An Introduction to BSL Level 1
- 20. Communication/Visualisation Tools Supporting People with Hearing Difficulties FaceTime on iPhone 4
- 21. Case Study Doncaster College for the Deaf
- 22. Case Study Using my iPhone at College: A visually impaired student’s story http://bit.ly/aps4zY
- 23. Case Study - John • I work part-time for City Building Glasgow, run my own consultancy and training business and last but certainly not least support a charity which assists people with sight loss. • Oh yes I am married with two children which keeps me occupied too! • I use the Apple iPhone 3GS which is central to a lot of what I try to achieve and strive to do. The iPhone includes a screen reader, and other innovative accessibility features that make it easier to use for those with impaired vision.
- 24. Case studies • Using iPhones to support skills for life in driver training at West Nottinghamshire College www.moletv.org.uk/watch.aspx?v=3BNJD • Using the iPhone with Autism using shake a face app www.moleshare.org.uk/case_studies.asp?ID=114 • Using iPhones in music production courses www.moletv.org.uk/watch.aspx?v=FJZAG
- 25. Case Studies • Using the iPhone as a Timer - selecting alarm sounds from the iPhone in order to time brushing their teeth for one minute www.moletv.org.uk/watch.aspx?v=PATVC • Using the iPhone to support numeracy skills with deaf students www.moletv.org.uk/watch.aspx?v=O27XL • Using Ice Breaker App during a performing Arts Session www.moletv.org.uk/watch.aspx?v=BWQP4
- 26. Case Studies • Using the iPod as a prompt to carry out work placement tasks independently http://www.moletv.org.uk/watch.aspx?v=T1V1H • My iPhone has revolutionalised my reading: A dyslexic perspective http://bit.ly/cVMmfT • Blind bloggers feedback on iPhone and VoiceOver http://podcast.cbc.ca/spark/plus-
- 27. The iPhone in Education Thank You Questions?
- 28. Further links iPhone and Refreshable Braille Display http://bit.ly/9Xgxsi http://bit.ly/aB6ksc http://bit.ly/ccLpbF JISC TechDis Blog http://techdis.ac.uk/blog/?p=203 Dragon Dictate http://elearningstuff.net/category/accessibility/
- 29. Further Links iPads are game changers - why ? Because all the accessibility features are built- in. www.abilitymagazine.org.uk/Articles/Article- 109-3.aspx Mobile learning: the great accessibility enabler http://elearningstuff.net/2009/07/14/m- leaning-enabling-accessibility/
- 30. • Wonderful range of articles about why and why not Apple products are making a difference http://atmac.org/
Notas del editor
- VoiceOver Zoom Features Large text Keyboard with predictive text entry Voice Control – make calls, find music (in 21 languages)
- Ross, a 21 year-old student at Treloars College, has been looking at communication aids to assist his intelligibility for 3 years. He just couldn’t accept the kind of device that drew further attention to his disability but this meant that he had difficulty communicating with people who don’t know him, particularly when using the phone. With the arrival of the new Proloquo2Go communication app for the i-phone his search has ended. Ross trialled the app on the i-pod touch initially, and loved it from the outset. He found it easy to use and easy to program and quickly overtook his speech and language therapist in his knowledge of the device! His motivation to use AAC soared and an i-phone with the software was purchased for him. He has demonstrated the device to other students and uses it successfully to make phone calls using a page that he programmed himself. Treloars Speech and Language therapy department now has an assessment device for students to trial and has already supplied 2 students with i-phones. Not only have they proved effective and motivating as communication aids they also have lots of other useful apps to support students such as voice reminders for appointments and GPS. Using it in a way that others aren’t So many uses within an education environment – art apps - masterpieces Communication difficulties - using Proloquo to go – using as their main communication instead of a specified device Its just not cool – barrier to communication cutting edge cool - it is a brilliant symbols based resource, comparing with a symbols based AAc change to your own symbols – communication and making phone calls Value for money for learners – funding is being cut left right and centre Get this all in Use with Dragon Dictate – Audio books – far outweighs a kindle or e Reader – only do what they do Level English – If any of us were coming down
- Ical Voice memos Notes Dragon Dictation Voice contol Ibooks/stanza GPS
- This study looked at how the use of Smartphones could enhance the acquisition of literacy and numeracy skills within bus driver training. It was intended to utilise both free applications which could be downloaded from either the Android market or apple's apps store and then utilise those to engage the students and e-books which were to be created by out ILT team at West Nottinghamshire College. These e-books would be made available via a dedicated web space and the information about them distributed via an RSS feed. There were 10 learners and one Union Learning Rep (ULR) involved in this case study at a learning centre in York. The candidates were all working towards a skills for life literacy or numeracy qualification either at L1 or L2. This case study details the use of the iPhone in recognising different facial expressions and the emotions they imply. The learner was a young man with social, emotional and behavioural difficulties (autistic spectrum) and learning difficulties. He finds it difficult to recognise facial expressions and respond appropriately. This case study details the use of the iPhone in recognising different facial expressions and the emotions they imply. The learner was a young man with social, emotional and behavioural difficulties (autistic spectrum) and learning difficulties. He finds it difficult to recognise facial expressions and respond appropriately. His difficulties with social skills have led Andrew into difficult situations and conflicts with friends, family and public The aim of the project was to support employability skills, communication and numeracy skills, work based learners, and foster engagement to learning through the use of mobile devices. Teacher’s and learners reported that the mobile technology did support work-based learning, basic skills and ultimately employability. The project increased the learner voice and engagement, which resulted in some changes in teaching methods.