Another infographic, this time looking into how we can tap into mobile learning. Some figures from the infographic for you:
Only 17% of surveyed schools state that children are required to use mobile or portable devices in the classroom, and only 16% allow BYOD (Bring Your Own Device). Whether this is 16% of the previous 17% who allow the use of mobile devices or 16% of everyone surveyed is not clear.
Parents view the use of the use of mobile devices are used more effectively in early years classrooms to promote curiosity than in later years, but it is still significantly higher than for other uses, e.g. to foster creativity, to teach languages or reading.
Parents of children who are being encouraged to use mobile devices are more positive about the learning and educational potential of mobile learning. Notable differences in how parents view their child’s performance between those classrooms where mobile learning is required, to those where it is not, shows the biggest divide.
2/3 or parents think schools should help students use devices safely.
2/3 also agree that the very same mobile devices can distract children from learning.
Every so often I’ll have a discussion with an academic around “this facebook thing” or “what’s the point of Twitter”. Each time it’s for a different reason or coming from a different perspective or background. But each time it also comes down to two main areas of interest: time and effort. How long will it take or how much effort will they need to put into it for it to become a worthwhile enterprise.
I always say it will come down to what they want to get from the experience. Do they want to get hits or recognition, do they want to build a social profile and/or ‘digital footprint’? Do they want to manage or improve an existing profile or footprint, or eradicate a negative one? Is it to be able to connect with colleagues and peers through LinkedIn or Google+, or to increase conference speaking requests? Is the reason for signing up to Facebook or Twitter for student engagement or because you can only really understand how the students use it if you use it yourself? Is their need to be ‘there’ one of inclusion or monitoring? Often the reason is just one where they see someone else using it, probably successfully, and therefore “want some of that”.
In most cases it is nearly always ‘some of the above’, and in very few cases ‘all of the above’ (even if it’s not acknowledged to be this). I can’t say “you should start here … ” as each person should start where it is more appropriate: LinkedIn for professional reputation, SlideShare for conference and/or learning resources, Google+ or Twitter for networks and Personal Learning Networks (PLN), etc. Continue reading →
This is the twelfth part in my series of ‘What is a Learning Technologist?’ I have collected the series to date in a downloadable eBook – an update will be submitted to the online stores very shortly.
CMALT – The beginning
I joined Bournemouth University (BU) in 2007, fresh into the role of a Learning Technologist (LT) from 10 years as a commercial web designer. In all honesty I didn’t really know much of what I’d be expected to do but I knew my experience with online communities and techniques in developing and fostering them was key to my appointment. It just goes to show the faith and vision my interviewers had to see me for my potential and offer me the job! I joined ALT shortly after starting, which is where I first heard about CMALT. Continue reading →
Enjoy this video from Educause. I hope you can see where I am coming from and why I’ve added this video to the #LTHE project as I see the Learning Technologist as an enabler, facilitator, manager, specialist, and even student in these ‘connected age’ Education settings:
“Higher Education is a connected community, and connections can do transformative things. When education is connected it forms a pathway; formal and informal learning are no longer separated. Learners can connect to an ever-widening circle of mentors, peers, experience, knowledge, games, simulations, collaborations tools, and augmented reality can help learners connect the dots in ways never before possible.”
Many of us have talked and written about the benefits of part-time learning, either online and at a distance or in the classroom. Now we have something to reference that can give our own views credibility, or something to argue against (whichever your standpoint).
“This report has been developed as part of Flexible pedagogies research project. Part-time learners and learning is one of five main focus strands embedded within the theme of flexible learning.”
Authored by Michael McLinden the report focuses on the types of flexibility that can enhance part-time study, including:
identifying drivers for an increase in part-time learning,
literature review to highlight the challenges and opportunities created by part-time learning,
current activities, relating to pedagogical theory and practice, are surveyed, collated and evaluated with the focus on part-time learners,
relevant pedagogies and approaches identified and analysed within the context of flexible learning and delivery for part-time learning,
a selection of case studies presented which illustrate and support part-time learning pedagogies, and
recommendations made about why, and how, institutions “might work towards the implementation of these pedagogies and approaches within the context of flexible delivery.”
An excellent introduction for Twitter and teachers or educators, from Alec Couros:
“Since then  I’ve seen this huge growth of teachers really adopting Twitter and using it for amazing purposes. For the most part when you see good practice on Twitter you’re seeing, first of all, teachers develop a personal learning network (PLN) over a long period of time, so they find people who are interesting, who are leaders, whether they are admin people, whether they are subject area specialists, whether they are teachers from a broad spectrum. And it’s not just teachers who are located close, it is teachers from all aspects of the world.”
“Through the use of Twitter teachers are able to connect, see better practice, see what other teachers are doing and share lesson plans, and teachers are doing it in a lot of different ways.”
Thanks to Sue Beckingham (again) I now have a natty shortened URL for my Google+ account. Using GPlus.to website you can create a nickname and have a shortened web address for what is, let’s face it, a fairly unfriendly and unmemorable G+ web address.
Which would you rather use / show on a profile page or business card?
With discussions taking place around the College and University about the merits and technicalities of providing students with recorded materials, the timing couldn’t have been better for this workshop.
Hosted by Loughborough University with keynotes and sessions from leading users and supporters of lecture capture technology, the event was a good introduction to what experienced users are doing with he established technology, and how these enhancements are being vowed and used by students.
What do I want to get from today? I’ve used and been a supporter of lecture capture for many years now, and am enthusiastic for its introduction at Leicester. I want to build on my existing knowledge and understanding, how this has changed in the year or so since I moved to Leicester, and how established users of lecture capture technology are taking things forward and developing the techniques and pedagogy surrounding the technology.
We also need to be careful we do not ignore the ‘other’ questions that need asking: it’s not only about the students and pedagogic use of the technology, it’s also about how it’s implemented. We need to be sure to address the resources and resourcing, the implementation, the strategy surrounding its installation and use, the pedagogy, the support, etc. It is not about how we use it, it’s about how well we use it.