Today I confirmed the abstract of my presentation to the eAssessment Scotland Conference, hosted by the  University of Dundee, on August 25/26, 2011 – www.e-assessment-scotland.org.

Here is what I will be delivering to the distinguished delegates:

Title: “24-hour Papers: the Open-Book Alternative to Exams for Online Assessment”

Abstract: “Common unit specifications covering delivery of subject-identical units across different courses, often with different delivery methods, are increasingly being implemented. The inclusion of a ‘coursework’ element of assessment allows for flexibility. This is different when an ‘exam’ is required; with students on a fully-online course, unable to attend an exam centre, due to differences in time zones and/or locations, the concept of an open-book exam is used. The exam paper is released to students through our VLE (Blackboard) at a time that is agreed and broadcast to students in advance. Submission of their work is required within a 24-hour window via an upload of their files to the VLE (using either the standard submission tool or Turnitin).”

“This presentation will draw upon the Bournemouth University’s substantial experience of presenting ‘Time-Constrained Papers’ to students studying at a distance and will consider the issues surrounding this approach. Particular consideration will be given to the importance of question design to limit scope for academic dishonesty and the University’s plans to modify this approach in the forthcoming academic year.”

I will be following Dr. Sharon Flynn on Friday morning (Parallel session A), where I will also talk about the use of Turnitin with distant learners within the scope of Time-Constrained Papers. I hope you can join us there.

Related posts:

1. Reading: "Developing a better understanding of technology-based pedagogy"
2. Reading: "Learning from the Learners' Experience"
3. Distance Learning / Distance Education

David Hopkins, Learning Technologist

Those of you who follow my blog, or follow me on Twitter (@hopkinsdavid), Academia.edu or LinkedIn, will know I continue to explore the role of Learning Technologists, and the discipline that is learning technology. Below are two links to my previous efforts in defining some of my thoughts:

• What is a Learning Technologist (Aug 2009)
• What is a Learning Technologist (part 2)? (Oct 2010)

In October 2010 I started studying the PG Cert Education Practice at Bournemouth University with a view to gaining valuable insight into the world in which I inhabit, support, and advise. I will post on the first two assignments at some time, but the final assignment is an ePortfolio of work (at the time of writing, June 2011, the marks are not back yet) and supporting evidence over the past year or so that fits the three themes, which are:

1. Self-awareness and Self-evaluation: Evaluating Development Needs
2. Managing Change: Response to Context
3. Evidence-based Practice in Relation to Discipline Needs

It is not possible to replicate the whole ePortfolio here, nor do I want to (yet), but I wanted to share a few sections that reinforce my ‘journey’ as a Learning Technologist. These come from the final section of ‘evidence-based practice in relation to discipline needs’ (and associated references):

“The discipline of Learning Technology is changing and growing as new ideas for existing tools and systems are developed or as new systems are introduced – the advances in mobile computing and geo-location is introducing a new world of ‘tagging’ yourself and your ‘updates’ (Facebook), your ‘tweets’ (Twitter), and your photos (TwitPic, Flickr, Instagram, etc). Being a Learning Technologist also means we are not limited to just playing a supporting role, but we involved in the “broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment” (Browne & Beetham, 2010, p6). This is our discipline and covers all aspects of subject areas from Health Care and Archaeology to Marketing or Computer Systems Designs.”

Browne, T. and Beetham, H. 2010. The positioning of educational technologists in enhancing the student experience. Project Report. Association of Learning Technology and The Higher Education Academy. Available from:http://repository.alt.ac.uk/id/eprint/831. [Accessed May 25, 2011].

“One aspect of my role that I have found invaluable is that I am able to bring my commercial background in web design and Internet technologies, as well as time as an employee and owner/manager of a small business, to the varied subject areas I support in the School; accounting, management, finance, law, contract, marketing, etc. It is this background that has given me the time to develop a professionalism that I pride myself with that has enabled invitations from different teams within the School, and other Schools, to be involved in teaching, research and projects. The concluding statements in the work by Neurmann et all (2002) state that a steady growth in staff development “has typically involved the central provision of short-courses … divorced from the specificities of the everyday academic context” but a “faculty-based [or] departmentally based provision could give promise of enhancing reflective practice, drawing on a recognition of specific cognitive and cultural factors rather than concentrating on generic teaching skills and presentational techniques.” I have found a School (departmentally)-based approach is able to factor a growth of a closer personal relationship with an academic or team and their subject area to be more valuable than a ‘point-and-click’ approach to the introduction of new tools and systems.”

Neumann, R., Parry, S., and Becher, T. 2002 Teaching and Learning in their Disciplinary Contexts: a conceptual analysis. Studies in Higher Education. 27(4). p405-417. Available from: http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=7362300&site=eds-live&scope=site. [Accessed May 25, 2011].

“Work by Browne & Beetham (2010, p6) highlights the impact technology enhanced learning has as a “major driver for enhancing the student experience”, but they acknowledge that literature is “relatively silent” on the role and impact Learning Technologist’s have on such objectives. Through my own day-to-day experiences I have found myself being invited to be involved in research, projects, presentations, workshops, conferences, etc that I would not normally expect to be asked to; I attribute this to my open and willing attitude and cultural change within the Business School that has improved relationships between myself and framework teams, and the understanding of the role a Learning Technologist. Questions on where a Learning Technologist should be “positioned” is a difficult one, say Browne & Beetham (2010, p13) which received mixed responses when they asked, and one I can see both sides to the argument; are we positioned in the School so we can maximise the relationships and knowledge of the disciplines of those we support, or are we a central resource that are shared among many different subject disciplines and School, but get the benefit of being kept up to date with system changes/updates? In my view there are positives and negatives to both arguments, but a School-based Learning Technologist has the best of the ‘local’ knowledge and the best of the collaborative environment a central position can offer, if working in a collaborative environment. The discipline of learning technology and the individuals who are part of this growing professional ‘group’, according to Peacock et al (2009), can have a valuable influence on all aspects of, for example, eResearch as we can demonstrate the role of support to help researchers “make informed decisions about whether and how to use e-learning tools to conduct qualitative e-research” and that a “more inclusive model of the Learning Technologist’s role in academia could help address the potential polarisation of the profession into researchers and practitioners”.”

Browne, T. and Beetham, H. 2010. The positioning of educational technologists in enhancing the student experience. Project Report. Association of Learning Technology and The Higher Education Academy. Available from:http://repository.alt.ac.uk/id/eprint/831. [Accessed May 25, 2011].

Peacock, S., Robertson, A., Williams, S, and Clausen, M. 2009. The Role of Learning Technologists in Supporting E-Research, ALT-J: Research in Learning Technology, 17(2). pp115-129. Available from: http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/09687760903033041 [Accessed May 25, 2011].

I conclude the portfolio saying that:

“the opportunity to reflect on the past year(s) has given me greater insight into my role within the Business School and wider Bournemouth University community, but also how I am able to shape the discipline of learning technology from workshops, research, and conversations I am involved in, and by engaging with like-minded professionals through social networks like Twitter and LinkedIn. From this reflection I am able to concentrate my work and reading with a view to develop my professional practice.”

My journey
I have been on a journey during this PG Cert course,. Not all of it has been pleasant but I have enjoyed it and realised that I don’t like the ‘getting by’ mentality: when I do something I like to do it properly and see it through to the end. The struggle has been finding a balance between work and home life AND being a student again. There were times when one had to be sacrificed, and it was always my studies and assignments that suffered. I am not sorry for this, just disappointed that, at times, I wasn’t able to put the effort and dedication I know I am capable of into my studies.

What next?
Well, I don’t know where I am going to go now, assuming I get the grades to pass (finger’s crossed) but there are many avenues open to me: further studies, CMALT application and accreditation (definitely), etc. One thing is certain: I have started something here I want to see grow and to see where it can take me, my work, and my job/discipline. As they say “watch this space …  !”

Please feel free to leave a comment about the above or about your experience as a Learning Technologist, or your experience of working with us.

Related posts:

1. What is a Learning Technologist (part 2)?
2. What is a Learning Technologist (part 5)?
3. What is a Learning Technologist?

Please take part in the poll below:

If you chose ‘Other’ could you please leave a comment below with where/how you host your videos?

Related posts:

1. Poll – “Which term do you like/use for your student-centred ‘learning environment’?”
2. If I was to change my Avatar … ? #avatar #edchat #poll
3. WordPress Plugin #11: Poll

David Hopkins, Learning Technologist

This is a question I always seem to be thinking about, probably because it’s something I get asked quite a bit.

We’re a month into the new Academic Year, we have new students at all levels of study and ages as well as new staff, also at all levels of capabilities, ages, and background. As soon as I introduce myself as a Learning Technologist they nearly all look perplexed and ask … “what’s one of them then?”

I typed out some thoughts back in August 2009 (in readiness for the start of that new Academic Year) in my post “What is a Learning Technologist?” and had a few replies through the blog as well as through Twitter. Not everyone liked or agreed with me, some people saw the similarity in roles between different Institutions and the different names we are sometimes called; Education(al) Technologist, Instructional Designer, etc.

So, what has changed? Well, nothing much other than I am clearer in my own mind what I am. This has come about purely by doing the work, talking about the work and reading about what other people in a similar position to me around the world are doing and talking about. To this end Twitter has proved to be a vast tool and ‘staffroom’ whereby I can get answers to all sorts of questions, and obtain insight into other Institutions ordinarily blocked to me.

I have also enjoyed reading the post on the eLearn Magazine website by Sirin Soyoz: “Identifying e-Learning Technologists” – please read it.

As per usual with me there are key quotes I’d like to bring to your attention;

“Education has seen big changes, many of which have been technology-driven: the rise of online collaboration tools, the expanding role of e-learning, sophisticated learning-management systems, and new communication tools. There has been a greater need for learning technologists to step in and help communities benefit from technology. The role of learning technologists is essential to integrate new technologies and education.”

This is especially important in recent weeks considering the proposed changes to the UK education in the Browne Review and future of UK University funding. Will higher fees mean fewer students, or more students Earn while they Learn (online programmes could be the future for traditional face-to-face Universities, in which case LTs are going to be extremely valuable!!).

“They [LTs] perform multiple roles and are responsible for many activities such as establishing e-networks, providing support for learning through technology, management, research, providing technical assistance, online tutoring and developing e-learning materials.”

Yes we do, and we’re not always the first people academics or administrative staff think to go to to help work out these issues, but we’re here and need to be used if we’re to still be here next year.

We are not IT specialists, and not normally part of the IT Team, but we have and need a good working knowledge of IT systems and applications. We are not academic either, but have (and need) a solid understanding of what the academic staff need to do in order to suggest the best or new way of achieving their goal … which, when talking about teaching, is always going to impact the student experience somehow.

Sirin brings some excellent quotes together from LTs (as I call us) around the UK and has come up with the following ‘key’ roles – I won’t re-publish them in full, only the ones I think are important (to me and my work);

• The work of learning technologists can be embedded in different roles …  such as management, development, research, marketing, decision-making, providing technical support, administration, and training levels.
• The nature of the profession is distant from a technical support service but more strategically, developmental, social and managerial.
• Learning technologists should definitely have broad knowledge of the current technologies and learning process.
• Willingness to learn and share with other colleagues and stakeholders are important characteristics.
• Learning technologists create opportunities and influence policy by following educational trends.
• There is an emerging pedagogical focus along with online learning phenomenon.
• The work is dynamic and varied; therefore professional development is crucial to keep up with the new technologies and trends.
• Staff support and continuing development are essentials for organizational success in the field.

This last one is possibly my favourite …

• … learning technologists’ core professional values are excellence in education, student learning, building networks, focusing on change, innovation, commitment to disseminate good practice, and understanding the relationship between technology and learning.

Learning Technologists are, as I’ve mentioned above already, not always located in the same place in the Institution’s structure; sometimes we’re employed and work in a specific School (like me), sometimes there is a shared ‘pool’ of knowledge in the IT Team(s), and sometimes we are split between LTs that have student, staff or research specific areas of responsibilities. What is common is the need to keep abreast of technology changes, new pedagogical styles and approaches, and to have a relationship with, and be professional with, the people we work with; whether that is other LTs, students, or academic/administrative staff. That is where we can make the difference.

“To provide excellence in educational services which reflects on the quality of service they offer and their operations.”

Do you see yourself in the above anywhere? Please share youer experiences of being a Learning technologist, or working with one, by leaving a comment below.

Related posts:

1. What is a Learning Technologist? (part 3)
2. What is a Learning Technologist?
3. What is a Learning Technologist (part 5)?

The iPad is here, and there seems to be no escaping the fact (even though it’s not in the UK yet). I wrote previously about links and resources I kept finding in a previous post – iPad, is it any good for the classroom or learning – at the beginning of April.

Here we are at the beginning of May and people are writing about it with more authority as they are actually using and trying it out. Here are a few I’ve found useful and think you might too.

Jodi Harrison; iPad on Campus:

“Within higher education, there are a variety of aspirations, expectations, skills, and abilities. The iPad will be helpful to some, and to others it won’t make the slightest difference. By focusing on what we do with technology, instead of the technology itself, we put our institutions in the best possible position to increase the value of what we provide to our students.”

Scott Weidig; Love your feedback – The iPad for English Language Learners:

“The overriding objective in providing the iPad, as opposed to a different computing platform, is to provide ELL [English Language Learners] students with current technology that will allow them to access thousands of learning applications. This access will positively impact their English language acquisition in ways that would not be afforded to them on conventional computing devices.”

Lauren Barak;  Educators weigh the pros and cons of the Apple device:

“But ordering the devices for every classroom? That’s not on the immediate agenda. Knowing that applications are still being developed—with just 310 educational ones available on a recent check of the iTunes store—[Beth] Knittle says it’s critical to try the devices on a smaller scale before committing to larger integration.”

Miss Signal; iPad in Education:

“For a piece of technology that has created such a buzz through the world and the education sector it has been interesting to read through many articles and see the difference of opinions that are circulating about the iPad. The key to this conversation though is the students – it will be about what students think about iPad in comparison to the technology they already have access to in our classrooms.”

DigMo; The iPad in your classroom:

“As a parent I see the iPad as the perfect solution for my own children. An affordable alternative to buying a laptop and a media player coupled with excellent parental controls it seems to make perfect sense.”

Nick Provenzano; The iTouch and iPad in the classroom:

“As teachers, our job is to make the information as accessible to the students. The information is out there and the students can get it without us if they really want to. We need to teach them how to find the information and the true capabilities of the devices the have. It will always be tough for teachers to learn and manage new technology in the classroom, but this movement toward free flowing, social networking, global education is not going to go away. The iPad and the iTouch could be used to knock down walls and introduce our students to a world they would never see otherwise.”

Nick Provenzano; The iPad in my classroom:

“I feel confident that I could run my classes effectively and have even more students engaged in learning if I had a full set of these in the room. I would no longer be chained to the computer lab sign up sheet. My lessons would be able to flow freely to my students and back to me without all of the walls that separate the free flow of information.”

iPad in the Classroom: First Impressions of iPad in Schools:

“My 5 year old picks the device up, navigates to an app he’s familiar with, and begins to play.  This bodes well for younger students who often spend a great deal of time learning what a mouse is, how to log in, how to open a program, and so on.  More time learning actual content is always a good thing.”

If you have any experience of using it, and even getting students working on an iPad, then please share and share alike.

Related posts:

1. iPad – is it any good for the classroom or learning?
2. Reading “The iPad for Academics”
3. Games in the Classroom … are you sure?

I have been writing this blog for almost 18 months now, and thought it time to reflect on whether I have stayed true to what I wanted to do here, and to see if ‘the art of blogging’ exists?

I started with a view to organising my thoughts and random reading materials in a vain effort to collate and share with anyone who was interested in the same things as me; eLearning, mLearning, eAssessment, Social Media and Networks, twitter, Web 2.0, etc … all these and more in the world of higher education. Where I have ended up is with a monthly readership of +7000 unique visitors and +500,000 hits, over 1500 people following me on Twitter, and +8000 views of my SlideShare presentations (not to mention 51 instances of the most popular presentation on Twitter embedded on other blogs).

Firstly, what is the ‘Art of Blogging‘?

I write for pleasure and to share my experiences, readings, and rambles around the Internet. Some people like it, some don’t, but blogging is so much more than this.

If you want to be a better blogger the least you should do is participate in ProBloggers “31 days to build a better blog“. The book is the result of a series of daily tasks I signed up to (with several thousand others) last year, covering all sorts of activities such as;

• Reader audit,
• Dead-link hunt,
• Post promotion,
• etc

While much of what is covered can be found elsewhere, and is a case of common-sense, the overall delivery and approach of ProBlogger’s work is bringing it all together, along with other uniquely insightful activities that I have not seen elsewhere.

Nicholas Cardot writes about his 6 sure-fire strategies for better blogging, listing;

1. Grammar,
2. Content (fresh),
3. Content (targeted),
4. Content (creative),
5. Content (original), and
6. Content (entertaining)

So, content is important then? Of course, without it there wont be any readers, but of the list above which is more important than others? Is targeted content more important than original, or entertainment over creative? In over 280 posts I’ve made here I’d say each blog entry has it’s own hierarchy from the list above, and no two posts should be looked at in the same way; the the content stand on it’s own.

Does this answer the point of the ‘art of blogging’; I don’t think so, no. I don’t know if there is such a thing as an ‘art’ to blogging that can be easily defined for each of us, other than we all have our own reasons to blog, our own individual need, as well as background and requirement to what we want to get from it.

At the same time as I started this blog entry off I also posted to Twitter;

Within minutes I had some excellent comments, and links, from my PLN including the following wonderful email from Anne-Florence Dujardin, Sheffield Hallam University (thank you Anne);

I’m an experienced e-tutor with Blackboard and Moodle, but it wasn’t always that way. I learnt a lot the hard way by trial and error (nothing unusual here), but didn’t record my journey and part of me regrets that. However, with the advent of social media, I am having to learn a lot of new skills – not so much in the moderation area, but in terms of design and integration of diverse media into a coherent learning ecology. Its to try and capture small moments of insight or difficulty that I have set up a blog. I write mostly about practice, but I throw in comments on readings too.

This blog is mostly for me, but a few colleagues look in and contribute, which I find really valuable. It’s also been used as part of a formal peer review exercise. Having a public to blog to is really useful, even if this public is largely imaginary in my case (I’ve set things up so that my blog can’t be found by search engines).

I am focusing on social bookmarking at the moment. I’ve been using Delicious for my own purposes, but bookmarking is quite a different experience when trying to make it social with students. So there is a lot of new learning for me here. There are practical considerations to using social media in education, which I am capturing on my blog, so that I don’t forget what to do in future, get inspiration when using other social media, and possibly share with colleagues too. Because I am essentially at the design stage right now and only have a small pilot one the go, I make a lot of comments that are practical in nature. I’ve provided a summary of such considerations about Diigo at http://escalate.ac.uk/6764.

I also comment on my teaching practice, to identify what works and what needs changing in future (I am a fan of action research). For example, I’ve written about the first time that I assessed a student’s work in Diigo. Some of the comments are obvious when I read them now, only a few days or weeks later, but they’re still valuable they are recording experience, and sometimes just writing things down pushes me towards new insights or new conundrums or even possible solutions. I also revisit old posts occasionally and comment on them – it may look a bit strange, but I’d rather work that way to try and track how my ideas develop.

Anne-Florence Dujardin, Senior Lecturer in Communication Studies, Sheffield Hallam University
Twitter: afdujardin

No related posts.

Well, it’s here; the iPad has finally landed.

I had said on Twitter that I wouldn’t blog about it until I actually had one (and I’m still thinking about it) but I have read quite a bit over the weekend about and wanted to bring together the various threads of thoughts and ‘research’ already out there on whether it will be good for students, and the classroom, or not.

I’ll start with my final words (!) and they are simply how can we be sure that the iPad will be any good if we’ve literally only just got it (not in the UK we haven’t!)? We may know how the theory fits in with technology and student fashion, but will it work, will the students buy one (or even can the afford one, given that they’ve already got a smartphone and high-end laptop?) and will they see the benefit to their education, or is it just another shiny Apple device? It could be that we, the educators and facilitators, are the only ones who see its potential, and talk to each other about it as the students carry on with their existing kit.

Anyway, here’s what I’ve found …

Tony Bates: Educational affordances of the iPad:

“Although the iPad suggests an exciting future for the design of teaching and learning, we need to bear in mind that many people still have limited broadband access, which is essential for such developments. So the iPad will at least initially further widen the digital divide.”

Elliot Masie: iPad First Look for Learning:

Frederic Lardinois writes on ReadWriteWeb: Colleges Give iPads to All Incoming Students:

“Seton Hill University plans to give every first year undergraduate student a 13″ MacBook and an iPad. Just last month, George Fox University in Oregon also announced that it plans to give its new students a choice between a MacBook or an iPad. The question, though, is if programs like this aren’t a bit premature, given that nobody has actually used the device yet and that we don’t really know how well the iPad will work for textbooks and other school-related activities.”

Brian Chen writes Colleges Dream of Paperless, iPad-centric Education:

“One hitch in the universities’ plans [see above by Frederic Lardinois] is that Apple has not inked deals with any textbook publishers to bring their offerings to the iPad’s iBooks store. So far Apple and publishers have only formed partnerships around e-books for fiction and nonfiction titles, like those available for the Kindle.”

Bridget McCrea writes Measuring the iPad’s Potential for Education:

“The fact that ninth graders like Nothstein are somewhat blasé about a device whose heavily anticipated launch attracted millions of eyeballs around the world isn’t exactly surprising. Call them jaded, but today’s K-12 students have the world at their fingertips when it comes to technology, and are only limited by budget when it comes to getting their hands on items like Apple’s new iPad.”

James Tubbs writes Powering Your Classroom with the iPad, Part 2:

“The effective uses of the iPad in the classroom will multiply as educators adapt to this exciting new technology and find ways to innovate their teaching methods accordingly. As Robert Reynolds notes in his article about the iPad’s future in education , the ultimate educational use of the iPad and similar technology will depend entirely on how students respond to it.”

iPad in the Classroom:

“Today, iPad is probably not the answer, but as a concept it is a stage-setter that gives us a glimpse of what the technological landscape may look like in the classroom of the not-so-distant future.   While the iPad may need several iterations before it becomes a sleek and elegant classroom solution (multi-tasking?!?), this should be a wake up call for the educational publishing industry.”

Bob Brogan writes First Look at the iPad for eLearning:

“Another drawback for eLearning and purely from my viewing the initial demonstration, was the appearance of a lack of multi-tasking capability. This may also be a hindrance. Quite often someone wants to working on a document or some other material as they are reviewing eLearning content or sessions.”

Steve Kolowich writes iPads on Campus:

“The e-learning giant Blackboard, meanwhile, today is announcing that it is launching an app for the iPad that will allow students to access their courses from the new device. “

WISE Pedagogy: iPads for Education: How Much is Hype?

“Unless you are a devoted Apple fan who would use a new Apple device anyway, or you teach at a school that is giving each student his or her own iPad, you might want to wait a few months before you buy one solely for pedagogical purposes. Time may tell whether this new device will have enough advantages to surpass the others that are already available. Even if you and some of your students already do have iPads, it may be a while before we can expect to design lesson plans that incorporate them into course activities.”

Robert writes Is education ready for the iPad?:

“iPads are been handed out to students from three universities and faculty with hopes that Apple’s tablet will transform education. These universites … pre-ordered bundles of iPads with plans to experiment with how the tablet could change learning in the classroom. Officials from each university saw the iPad as having potential to render printed textbooks obsolete. One dent in the universities’ plans is that Apple has not inked deals with any textbook publishers to bring their offerings to the iPad’s iBooks store. So far Apple and publishers have only formed partnerships around e-books for fiction and nonfiction titles.”

No related posts.

Even when I try and get on with something else, I keep finding excellent resources about game- and simulation-based learning. So, here we are again. Below are some links and choice quotes from the resources. Enjoy …

Jeffrey Young: “5 Teaching Tips for Professors—From Video Games”

“Learning is no game on today’s college campuses. It’s serious work that many students dread. Yet when those same students play video games like World of Warcraft, they happily spend hours on difficult tasks, and actually learn quite a bit in the process. Ms. Steinkuehler … noted how players in a chat room had used complex mathematics to argue for a certain plan of attack against some unruly beast.”

Abhijit Kadle: “Top 100 Learning Game Resources”

“So here they are – a Top 100 Learning Game Resource list. If you are already developing learning games, these links will broaden your horizons, as they did mine. If you are contemplating beginning – it might help to look at links that interest you to get some grounding ideas.”

Lucy Cockcroft: “Computer games should be used to assess pupils’ ability instead of traditional tests”

“Professor James Gee believes that the games are an aide to learning, a view that is at odds with that of many parents who consider them a distraction from school work. He has also suggested that the games should become part of the curriculum because they offer pupils a more efficient way of learning by not bombarding them with a large amount of information all at once.”

Karl Kapp: “Using Virtual Worlds in the Conspiracy to Create an ‘ah-ha’ Moment”

“Conspiracies take coordination, effort, planning and a deep understanding of what needs to be done. These adjectives rarely describe the level of effort dedicated to organizational efforts to change behavior through learning experiences. We need to stop creating awareness and start to create conspiracies. What better place to start than in a 3D Virtual Immersive Environment. Involving learners in a story where they can interact and react is the first step in the conspiracy in which we should all partake.”

No related posts.

Augmented Reality (AR) is still in its infancy, but as people like me look further afield to find interesting technology to use in (and out of) the classroom, it has been on my radar a bit recently. So, what is it?

“Unlike Virtual Reality (VR) that aims at replacing the perception of the world with an artificial one, Augmented Reality (AR) has the goal of enhancing a person’s perception of the surrounding world. Being partly virtual and real, the new interface technology of AR which is able to display relevant information at the appropriate time and location, offers many potential applications; these include aiding in education, training, repair or maintenance, manufacturing, medicine, battlefield, games and entertainment.”
Source: Asia Research News, Augmented Reality: The Future of Education Technology

Check out this YouTube video that demonstrates AR from the SMLXL blog;

It is also worth watching this video, this time from TED Talks: “Blaise Aguera y Arcas demos augmented-reality maps“. Here Blaise shows a new Microsoft online mapping enterprise called Bing Maps, which is amazing (dependent, I would think, on the quality of your Internet connection?) in the implementation and scope for it’s uses. How about a virtual tour around a museum, a building, or even an archaeological dig by a member of the team  or organisation involved (in a different country?) while the class stays in the classroom but interacts and even directs the proceedings – bring the field into the classroom:

But what of AR in the classroom? The wiki from Trends in EdTech for “Classroom Learning with AR” (currently) lists the following applications for Augmented Reality in the classroom environment;

• Learning styles: rich examples of complex phenomena (engineering, earth sciences, medicine, environmental applications to name a few) while being engaging.
• Authentic Learning: AR can tremendously enhance vocational studies for those wishing to enter the trades: auto and aviation mechanics, electricians, carpenters, etc… The ability to annotate real elements and the ability to add to reality by superimposing virtual aids, will aid in instruction and learning for those disciplines where a specific spatial configuration of elements must be learned and remembered (auto mechanics, medicine, chemistry).
• Realistic models: AR provides a means of “seeing” phenomena in 3D, thereby bringing the contextual three dimensional nature of the real world to the their learning. Textual and pictorial information in the typical 2 dimensional print-based resources loses much of the richness of the “real” world elements, and involves an element of interpretation that is difficult for some students.
• Engagement/Interactivity: Illustrations in books can come to life with AR technology and can captivate readers of all ages.

Rob De Lorenzo, on the Mobile Learner blog post “Augmented Reality and On-Demand Learning” says:

“… that using AR apps is unrealistic given the current reality of school board policies and certain teacher attitudes concerning the use of cell phones for learning. Granted, if students are not allowed to use their cell phone to help them learn then AR apps are useless.”

We have a huge shift in expectations to overcome before technologies such as AR, game-based learning, simulations, etc are accepted in anything more than a fad or ‘suck-it and see’ mentality.

Further reading:

• “Augmented Reality in Education”: Mark Billinghurst
• “Augmented Reality in the Classroom”: New School Technology
• “Cell Phones in Education Part 4: Learning on Location”: The Mobile Learner
• “Augmented Reality and On-Demand Learning”: The Mobile Learner

No related posts.

The subject of games and simulations in education and learning has been talked about quite a lot again recently. There is no way I can cover all the work that is being done in this area (or do it justice) so I’ll link to as many of the work I’ve been reading as I can remember and find, and point out some of the choicest quotes.

Ben Betts: “The problem with E-learning games”

“Where goals are included as a part of the Plaything a Challenge is created. Challenges played without Competition are defined as Puzzle’s. Typically, this is where the majority of E-learning games and interactions lie. Whilst many of these E-learning objects are goal orientated, they do not actively present a competitor for the user to play against. Crawford defines this competitor as “an active agent against whom you compete”. Where this agent is apparent we have defined a “Conflict”. Conflicts in which you cannot interfere with your opponent’s performance are defined as “Competitions”.”

Chris Brannigan: “Simulated Death”

“Simulations are all about performance; undertaking actions, behaviours and thinking in a situation that closely approximates the reality to promote understanding and transfer. A big focus has been on ’suspension of disbelief’ – the degree to which learners can engage with the authenticity of the experience and produce realistic behaviour.”

Real Projects: “Game-based Learning Resources for LT2010”

I was honoured to be in the audience for Scott’s seminar at the LT2010 exhibition. Scott showcased some well-received games / simulations, and the link above is to the list of resources he used or spoke about in his presentation. Well worth spending time looking over and through them, there are some gems in there.

Steve Wheeler: “Just a game?”

“Around the table at lunch, in the Headteacher’s office, we sat eating pizza and drinking fruit juice with five year 10 students. The talk inevitably turned to Internet games … and suddenly the students because very animated. They enthused over Farmville, the Sims and other long games and talked about how much they enjoyed playing them.”

These are extremely well defined, well documented, and well designed games (and quite expensive to develop too) that have managed to make the subject of learning enjoyable. It isn’t until quite far into the game that the player realizes that they’ve learned something (time and/or character management, organisation, planning, etc).

“Such games are often maligned by some teachers and parents as a ‘waste of time’ and children do, if allowed, play for long periods of time on such games. But doesn’t that tell us something about the power of these tools to engage, enthrall and educate? How can we harness this power in the classroom – that is the question…”

I find that the name ‘game’ has negative connotations for some, which can be overcome very simply by calling them a simulation. Similar is that some people don’t understand why children or students would want to play a simulation, but a game is a given. The wrong terminology can turn people on or off. Get this right and you could be over the worst hurdle in presenting the idea of these ‘games’ for education.

Tony Bates: Moving educational games forward

“A useful introduction to some of the issues around educational gaming.”

Paul Pivec: “Does Game Based Learning Really Exist?”

View more presentations from Learning Without Frontiers.

No related posts.