Active learning with mobile and Web 2.0

by Lilian Soon and David Sugden

Aims

To consider how to:• Engage learners using the learners’ own skills

and awareness• Encourage learners to be creators of

resources• Maximise the learning and assessment

potential of the mobile devices in their learners’ pocket.

Participation

• text in starting message with sugso to 07786204949

• twitter using #sugso• multimedia (we’ll come to that later)• coloured card and pen

30 things you can do with your mobile phone

Activity 1

• Do you ask your learners to use their mobile phones for learning purposes?

• What do you ask them to do?What do you ask them to do?

• Start a text with sugso• Followed by your answer• Send it to 07786 20 49 49

10

Odd one out

http://school.discovery.com/clipart 10

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

Bloom’s Taxonomy

Remembering

Understanding

Applying

Analysing

Evaluating

CreatingHOTS

LOTS

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

HOTS

LOTS

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 ...

Even texting can engage at higher levels ...

SMS Task 1

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 sugso followed by a space.

We will view the results later by going to the web site: http://www.xlearn.co.uk/sms

SMS Task 2

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 sugso followed by a space.

We will view the results later by going to the web site: http://www.xlearn.co.uk/sms

Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form

Evaluate:

Assess whether or not you think this really happened to Goldilocks

Analyze:

Differentiate between how Goldilocks reacted and how you would react in each story event.

Apply:

Construct a theory as to why Goldilocks went into the house.

Understand:

Summarize what the Goldilocks story was about.

Remember: Describe where Goldilocks lived.

Task 3

- Read the newspaper handout – • alone (3 mins)

- Discuss it • with a colleague (3 mins)

- Compose a TEXT MESSAGE (each pair)• and send as per printed instructions (4 mins)

3 3 4

Activity 2

• Design a learning activity that uses texting.

• Discuss this with the person next to you.

Collecting your discussions

+ data contract or wireless + + email

Activity 3

Share a learning activity that uses texting.

• email molenet1.altc2009@blogger.com• text 07786204949 starting with sugso• tweet with #sugso• phone and video interviews with David• photos and statements with Lilian

http://molenet.blogspot.com

Activity 4

• Could you use a Web 2.0 collection method to enhance your own learning activities? Give us some ideas, or share examples of how you already do this.

• Text, tweet, email or volunteer to be interviewed.

Activity 5

• Find out more about QR codes from the people around you or do a quick bit of research on the Internet.

• Upload your newly acquired information to the blog in the usual way: tweet, text, email or interview.

Active learning with mobile and Web 2.0

by Lilian Soon and David Sugden

A ppt quiz to download