Mobile teaching and learning
inspirations and ideas
Teaching staff taking part in the third phase of MoLeNET contributed a number of simple tried and tested mobile teaching
and learning inspirations and ideas, and these have been collated in this book. In total there are 95 separate examples and ideas,
spanning across a range of programme areas and utilising a variety of handheld technologies. The ideas have been categorised into 11 areas, with a matrix of contents enabling quick reference to each
Matrix of contents
Enhancing classroom based learning through audio-visual media #1 Developing cookery skills on TV #2 Enhancing dancing personalising creative learning #3 ESOL teaching and learning #4 Learner created media using digital cameras and voice recorders #5 Making the learning context familiar when teaching literacy #6 Max your marks mobile learning activities #7 Non-gaming functionality of games devices for maths development #8 Replacing practical demonstrations with video #9 Using multimedia to enhance wider key skills #10 Video and audio recording to promote literacy
Enhancing learning through gameplay
#11 Informal numeracy training in form time #12 Numeracy and literacy training as a break in lessons #13 Simulating archery to introduce concepts #14 Understanding differentiation through engagement in activity
#15 Blogging from the building site #16 Evidencing numeracy with video cameras #17 Flip cameras for learners with learning difficulties and/or disabilities #18 Mobile learning with the animals
Getting to know each other and the institution
#19 Introducing visitors to the college #20 Games club to encourage use of the LRC #21 Induction activities for disengaged and LDD learners #22 Induction exercise using the Sony PSP
Holistic use of mobile technologies
#23 Improving access to learning with the iPod Touch #24 Introducing technology across a variety of courses #25 Mobile devices to develop skills relating to event organisation #26 Organising and supporting learning with the iPod Touch #27 Supporting ESOL learners with a range of technologies #28 Using mobile technologies to promote anti-discrimination
Introducing and experimenting with mobile technology
#29 An exercise to introduce mobile devices to trainee teachers #30 Brain training with learners aged 60+ #31 Exploring the benefits of mobile technologies #32 Informing and engaging staff regarding mobile learning #33 Providing a forum for m-learning experimentation #34 Using mobile devices in the library
Learning outside the classroom #35 Capturing data from historical sites #36 Capturing memories on a field trip
#37 Creating an online community for learners in the workplace #38 Developing ICT skills by integrating UMPCs into classes and communication #39 Dropbox as a communication tool and alternative VLE #40 Engaging ESOL learners in written communication #41 Engaging learners in language learning outside the classroom #42 Enhancing a museum visit and surrounding activities #43 Enhancing writing skills development using a digital camera #44 Evaluating weather damage using mobile technologies #45 Games technologies support practical tasks #46 Helping learners to become independent #47 Increasing LDD learner independence using mobile devices #48 m-Learning in the garden: accessing information using the iPhone #49 Orienteering using mobile technologies #50 Promoting learning and confidence in learners with LDDs #51 Providing resources and learning opportunities to apprentices #52 Technologies to support land based studies #53 Using video capture and instructional videos outside of the classroom
New ways of accessing information #54 Accessing resources in the workshop #55 Art History goes mobile #56 Bringing mobile technologies to the construction site #57 Developing costings using the iPod Touch #58 Engaging learners by acquiring data with a Smartphone #59 Facilitating autonomous research using the iPod Touch #60 iPhone applications to simplify research #61 Recording interviews to improve various language skills #62 Research, resource creation and discussion with the iPhone #63 Researching sporting heroes via the internet #64 Sourcing food prices in the kitchen #65 The iPhone as an assistive technology in the community
Reflection and assessment #66 Assessing learners through activity instead of written essays #67 Capturing video evidence for assessment #68 Challenging learners to quizzes #69 Creating safety videos in the workshop #70 Improving language pronunciation without classroom pressures #71 Integrating iPod Touches and the VLE into peer assessment #72 iPhone as an ice-breaker and for video questionnaires #73 PictoChat to promote discussion amongst learners lacking confidence #74 Recording and sharing stories in foreign languages #75 Recording learners in the workshop #76 Self and peer assessment using digital cameras #77 Self assessment with Sony PSPs #78 Self/peer trainee teacher assessment using recorded real life examples #79 Sharing learning opportunities and peer assessment #80 UMPCs to improve IT provision #81 Using the head cam for instruction and assessment #82 Viewing animations and providing feedback all in one device
Revision and homework
#83 Creating flashcards for revision purposes #84 Enhancing recording mechanisms with mobile technologies
#85 Enhancing study leave with podcasts and applications #86 Facilitating independent learning through audio advice and guidance #87 Improving independent learning with the iPod Touch #88 Learner-created video in the workshop and the classroom #89 Revising with handheld voting systems #90 Testing comprehension through regular interactive quizzes #91 Using cameras to create revision resources #92 Using the Flip camera to quickly record and upload resources
Specific software applications
#93 Creating cartoons to liven up theory #94 Speech recognition/Text-to-speech software on UMPCs #95 Using Audio Notetaker to facilitate note taking
Agriculture, horticulture and animal care 18, 48 52 52 18, 52 52
Arts, media and publishing 26, 55, 87, 93
93 2 77 2
Basic/functional/key skills 38, 95 12 9, 17, 38, 43 12 90
Business, administration and law 25 25 23 8, 25, 76
Construction, planning and the built environment 15 56 57 44 44, 53 44, 45
Education and training 24, 47,
72 32, 64 32
29, 32, 33, 78
24, 29, 32, 33
19, 24, 29, 33, 47, 64, 79, 92
20, 24, 32
24, 32, 33
24 78, 84
Engineering and manufacturing technologies 37 39, 51, 75, 88
75, 88 51, 75, 81, 88
Health, public services and care 31, 60 31 67 31, 73
History, philosophy and theology 86 35 35 35
Information and communication technology 49 49 71, 82 71 49, 71 30, 49
Languages (inc. ESOL), literature and culture 27, 36, 40, 58,
74 42 41, 59
4, 27, 61, 70
3, 4 27 27
Leisure, travel and tourism 63 63
Preparation for life and work 1, 46,
65 5, 10, 49, 54
28, 49, 65, 80
1, 16, 21, 28, 46,
49, 65, 69
21, 49, 50
21, 49, 50
28, 46, 49
Science and mathematics 91 11 11 83 6 7, 11
Social sciences 85 85 66
Other 62 34, 62,
ENHANCING CLASSROOM BASED LEARNING
THROUGH AUDIO-VISUAL MEDIA
This section includes 10 ideas and focuses on ways in which digital cameras/video cameras, PSPs, MP3/4 players etc. have been used to enhance the learning experience through the medium of audio and visual
media. This includes teacher and learner generated media and media as a stimulus for learning.
Developing cookery skills
The lesson aims to teach learners to cook a basic meal (pasta and sauce). This means that the learner must be able to measure liquids and look at temperatures on the oven/hob, both requiring reading and numeracy skills.
WHAT WE DID
Learners used iPhone applications containing recipes and videos showing kitchen tasks. The learners have memory difficulties, so they were videoed completing the task and could then watch it back. These videos were stored by the learner so they can look back over the course to see their progress.
Learners exhibited greater levels of interest in what they were doing as they wanted to see themselves 'on TV' and teachers could praise what they did correctly and talk through what went wrong.
Ensure learners are comfortable with the use of the devices before leaving them to work independently.
Preparation for life
To work as part of a small group to devise, refine and rehearse one piece of dance based on one other professional dance work for performance. To evaluate the rehearsal process and progress, identifying your strengths and weaknesses and those of the group and the work.
WHAT WE DID
Learners were required to watch DVDs of professional dance works and analyse the content in terms of action, space, dynamics and relationships. This information was then used to either recreate the dance or create a new piece in the style of the work. Similarly, learners were required to watch DVD footage of their own choreographic and performance work. This is vital so they can analyse and evaluate their work, pinpoint strengths and weaknesses and set targets for improvement.
Individual access to DVD players means the learners have carried out tasks at their own speed, pausing, rewinding, forwarding when they need to and not having to wait for other members of the group to be finished. It also allowed paired and small group work to take place more quickly, saving waiting time. As a result, learning was more immediate and learners engaged with and focussed on the tasks set for longer. Learning was more convenient, accessible and sensitive to individual needs and circumstances and encouraged and supported independent and collaborative learning. Access to the portable players allowed the tutor greater scope to set each learner specific tasks related to the DVD content. Activities were differentiated and tailored to learners styles, preferences and abilities more easily. When a learner had been absent, access to the portable player allowed them to catch up quickly and work independently.
Make sure there are enough plug sockets or battery life!
Arts, media and
Digital video camera
Portable DVD player
An example video of learners
using cameras to record a
dancing session is available
ESOL teaching and
To support teaching and learning in ESOL sessions, using a video camera.
WHAT WE DID
I teach ESOL. I used video at the end of a course
to get authentic student voice feedback on experiences at the college. I had also used them before to record exam practice and highlight pronunciation issues. We plan to use them in interview practice and to show good practice in use of language. I am also going to use the videos during induction to let new learners know what they can expect and to introduce the technology so they are aware it will be used in the classroom.
This is really new territory so anything we produced was rough and in need of editing and re - shooting, however the spontaneity comes through. The learners said they felt good having done it and some were tempted in by others and said it gave them confidence seeing themselves on the screen, not looking too bad!
Introduce the video camera a few days before you want to use it so the students can get used to the idea, then use them often.
Training on editing the videos would give a better end result.
Digital video camera
Learner created media
using digital cameras
and voice recorders
Both AS and A2 needed to create a project with text, sound and moving images to pass the module.
WHAT WE DID
Prior to the introduction of mobile technologies learners only used PowerPoint presentations to
address this particular aspect of their course. However since the introduction of the digital video cameras at the college, learners have been able to use these to create their own videos. Many have used the video for basic interviews with friends, relatives and people on the street, and some have created scripts and made documentary style videos which created an A* product.
The quality of work produced has increased as a consequence of using the digital cameras, with many learners gaining A and A* grades. Examiners commented on the high standard of the work submitted in their reports. Learners really enjoyed these projects and were keen to keep borrowing the equipment to improve on their work.
It is important that learners know how to use the equipment and software effectively. Lack of resources can cause a queue of learners waiting if learners do not bring equipment back on time.
Digital video camera
Making the learning context
familiar when teaching
The objective of the session was to improve the learners ability to use present perfect tense and past tense in relation to their favourite possessions.
WHAT WE DID
Learners were encouraged to take a photo of one of their favourite possessions with their mobile phone. They then shared their photo with their partner, describing the item and discussing why it is important to them. They were also encouraged to use present perfect to say how long they had owned it. The activity could be extended, for example the pictures could be uploaded to the class website and students could be encouraged to write a description of their item for the others to match to the photos.
The use of the mobile phones personalised the learning for the students. It enabled them to use items which were important to them in the classroom. This enhanced their motivation for the task and enabled them to use the grammar in a familiar context.
Learners should be reminded to choose items appropriate to the classroom setting.
Preparation for life
Max your marks
mobile learning activities
To revise the key points of aseptic (microbiology) technique and be able to 'Max your Marks' when answering exam questions.
WHAT WE DID