Anytime, Anywhere Learners
A range of different insights into the digital world for our learners in schools, colleges, universities and at home - whether they are young or old.
This is our educational consultancy weblog, featuring a range of topics of interest to professional educators. New posts are added from time to time and are assigned to different categories (labels) such as mobiles, technology and protocols as well as educators, lecturers, professors, teachers and leadership.
We hope you find the following posts both informative and thought provoking!
Effective Mobile Communication
Date: 02 January 2012
In educational circles, smart-phones and web-enabled mobiles are either viewed as an opportunity or a threat. Which ever side of the argument you take, the reality is that more and more children and young people have access to and use these devices on a regular basis.
There are good examples of effective practice in schools where the opportunity to enhance learning by utilising mobiles. Take, for example, an English lesson with Y10 students who had pre-recorded accounts about themselves on their mobiles and used these as a basis for summarising key points from the narrative.
Increasingly, schools are beginning to make use of text messaging to alert parents to absences and other events in schools. The biggest challenge facing schools is the extent to which they embrace not only web-enabled mobile access via their websites but also the ways in which social websites such as Facebook and Twitter are used to create an online presence of the school as an organisation.
Tweets via Twitter, for example, can alert a wide audience to key events in school and reach out not only to pupils, students and parents but also to the wider community. Of course, posts on Twitter and Facebook require a concise writing style to convey clear messages with brevity. Usefully, posts can include links to further articles, documents or information on websites.
That neatly brings us back to where we started. Are school websites geared to detect mobile access and present a mobile website alternative?
Labels: educators professors mobiles teachers technology
Posted by Dave Jobbings at 14:00 PM
Mobile Inter-Connectivity
Date: 06 December 2011
Over the last decade most schools have created a presence on the Internet via their own website. Increasingly, such websites act as a portal for primary pupils and secondary students to access learning resources and "learning platforms".
Not so long ago, schools were often advised to survey those on roll to ascertain the extent to which students have ready access to the Internet from home. However, with the rapid take off of smart-phones and web-enabled mobiles, such surveys are now much too narrow in scope and need to be updated.
There has been a dramatic increase in the number of children and young people with either a smart-phone or web-enabled mobile means school websites ought to cater for such users. Loading a standard website on a small screen is often slow and reading content is not easy. For digital natives this is certainly a big turn-off!
The likes of the BBC, Google, Facebook, Twitter and other organisations have led the way - incorporating auto-detection of mobiles to present and communicate key information on a format suitable for a small screen. Adapting school websites in this way would not only make the content more accessible anytime and anywhere but could also play key role in reaching out to parents and the community.
Within the UK, it is really disappointing that almost all local, national government and educational organisations such as Ofsted also implement a traditional website paradigm.
The time has come for government, educational organisations and schools to broaden their website strategy and embrace the reality of a world in which web-enabled mobiles are the norm for parents and children alike.
Labels: educators professors mobiles teachers technology
Posted by Dave Jobbings at 16:00 PM
Gamification
Date: 28 September 2011
One of the buzz terms circulating in 2011 is gamification - use of game design techniques and mechanics to solve problems and engage audiences. In the world of enterprise, some companies are beginning to integrate gamification into their websites as well as other online and software products to provide a different experience for users.
Education has used similar techniques in the past to engage and motivate children and young people in their learning. This came to the fore in the 1908s with software designed to support teaching and learning became available on computers, notably the BBC Model B. Subsequently some products moved across to a few gaming platforms.
In his online article Engage Audiences with Gamification, Kevin Miller presents an interesting argument for embracing gamification techniques in the design of products for education, to stimulate and motivate learners.
Similarly, Andrew Proto in his writing about the Gamified Classroom sets out a series of points about the positive impact gamification can provide.
The education sector is often slow to take on board such developments. In part, this reflects the limited financial returns on investment for the education market without products adopting an edutainment format rather than an educational one.
Whilst gamification is not without its critics, it is something that educationalists need to consider in both pedagogical and resource terms if we are to promote effective anytime, anywhere learning in practice.
Labels: educators professors teachers
Posted by Dave Jobbings at 11:09 AM
Education versus Edutainment
Date: 20 November 2010
More and more creative apps are coming to the market place. How are educationally based apps actually used?
A recent trawl of iPad apps for early learning for young children revealed some interesting insights - not only about the apps but also the way in which these are used with children.
The tried and trusted "flash card" has been in existence for many years and a key resource in supporting the development of early reading. Some apps provide a wide variety of topic areas and options to create voice-overs and incorporate user images, providing creative solutions to producing a wealth of stimulus and learning material from the child's own realm of experience as well as the wider world.
However, the most interesting aspect often lies in the content of customer reviews. Apart from obvious issues of language localisation (many apps are often US-centric), some comments expose a misunderstanding about the nature of flash cards and the important pedagogy associated with using such a resource. In some cases it would appear that such apps are used as a form of self-help toy rather than an educational resource to use and share with a child!
Maybe the spectre of "education" versus "edutainment" may be emerging in the way apps are used with children in the home and elsewhere. Pedagogy app anyone?
Labels: educators mobiles teachers
Posted by Dave Jobbings at 11:18 AM
Apps are the future
Date: 23 August 2010
Over the past few years, access to a greater range of packages has been created on mobile phones. As ever with new technologies, these bring both advantages and disadvantages!
One of the most significant developments has been the introduction of software applications or Apps as they have become known. Many provide useful additionality to the array of functions on mobile devices, extending the range and variety of uses. The development of Apps has accelerated from fairly basic software products into quite sophisticated and useful programs. Apps have proved very popular, not least is the opportunity to tailor the range of functions and information sources readily available on the mobile.
Tablet based hardware, such as the iPad, significantly increases the educational potential of Apps with the much larger screen and depending on the device's orientation landscape or portrait formats. This software format offers designers and publishers more scope to integrate interactivity and visual impact through animation, audio and video than, say, e-books. Gradually, developers are beginning to produce educational Apps. However, the key test for good quality interactive Apps is the extent to which these interactive elements are appropriately deployed to capture interest, stimulate curiosity and generate genuine learning experiences for children and young people.
Some of the most interesting educational Apps so far appear to be designed for younger children. Leaving aside the ubiquitous array of generic applications (word processing, spreadsheets and presentation and creative art software), educational products designed specifically for young people appear rather thin on the ground at present.
For educators, it would seem that the development of Apps holds out the future for exploiting learning experiences using mobile devices, particularly the up and coming breed of tablet devices. As ever, the market for Apps is expanding quickly and this is yet another area to keep an eye on with the view of extending opportunities for anywhere, anytime learners.
Labels: educators professors mobiles teachers lecturers
Posted by Dave Jobbings at 13:42 PM
So the iPad has finally been launched!
Date: 05 February 2010
The long awaited iPad from Apple has finally been launched after much speculation.
The technology within the product is slick, taking forward the technologies that enables intuitive access to the software we have come to know from the iPhone.
The big plus, of course, is the size of the screen - opening a whole new way of interacting with information located on the internet and processed via the kind of applications we have come to expect.
Together with the standard range of goodies you would expect there is an integral ebook reader as well as the option to purchase word processing, spreadsheets and presentations using a multi-touch version of the iWork suite of software.
As well as the ease of use and improving access for learners with visual and hearing impairment or with physical or learning disabilities, the key to educational success will be the quality of applications to extend the potential as an educational device.
The integration with the Apps Store via iTunes means existing applications on the iPhone platform can be used straight away. However, these apps can be re-written to take maximum advantage of the technology built into the iPad. These will be appearing over the next 12 months or so.
As with any new product, the real potential can only become apparent once educators and learners have it in their hands to evaluate first hand. We have a while to wait before we have opportunity to explore the potential of this new product and decide whether iPad is now heading the list of the the ultimate "anywhere, anytime" learning device for learners both young and old.
Labels: educators mobiles teachers technology
Posted by Dave Jobbings at 11:57 AM
The ultimate learning device?
Date: 23 July 2008
The new Apple iPhone has many new features, bringing the spectre of the ultimate learning device ever closer. So, what is all the fuss about and is the new iPhone a step towards the ultimate "anytime, anywhere" learning device?
Technology features such as the G3 wireless technology, maps with GPS and numerous applications from third parties have been well publicised. A key point is the fusion of core technologies - the phone, iPod and access to the internet for web browsing and email into one with the option of iew and potentially creative applications to support learning.
Details about the range of features are contained in the iPhone User Guide - an essential read for the educator.
Whilst a number of these applications are already available (and some are free to download and install), those currently listed in the iTunes education category are somewhat limited in range and scope. A glimpse inside other categories reveals packages with more potential. With imagination, these can be used purposefully to create a number of anywhere, anytime learning activities.
Whilst the purchase price for new iPhone is less than the previous version, one of the major hurdles to overcome after securing availability is the overall cost. Not everyone is in the financial position to buy one of course. In the past, some schools and colleges have purchased a number of iPods for educational use. With the iPhone there are the recurring network costs to budget for as well as the initial cost of capital investment, raising a key question about value for money. Moreover, the use of the iPhone may also be open to abuse if the built-in features to restrict access to certain functions is not used.
Is the new iPhone a step toward the ultimate "anytime, anywhere" learning device? Based on our initial review, it certainly is a confident step forward in the right direction.
Labels: educators mobiles teachers technology
Posted by Dave Jobbings at 16:58 PM
Data: Public and Private
Date: 15 March 2008
Not a day goes by in the developed world when some form of interaction or transaction requires the sharing of personal information. We all take informed decisions about the information we wish to share - often our name, date of birth, address and contact numbers are high on the list. Increasingly, purchasing goods and services on the internet or join social networking sites will also require an email address too.
An increasing concern amongst parents and carers as well as educationalists is the apparent lack of awareness amongst children and young people about the boundary between private data and public data. Often, they appear all too willing to share what many would consider to be private data and information about themselves without understanding the short and long term consequences.
Social networks in particular have attracted a lot of attention recently as they become increasingly popular. However, as many have discovered, it is often very difficult to remove private information because it very quickly forms part of the public domain. Sometimes the facility to edit or remove data and information is extremely difficult after the event. In addition, search engines efficiently trawl and cache information from web pages - creating a secondary source or archive which is readily accessible to anyone, anywhere at anytime.
Just as in real life, we all have to think carefully about sharing our private information. Many children and young people need help and guidance to fully appreciate and understand the boundary between "private" and "public" when sharing electronic data and information. They need the confidence to act decisively before sharing private data and avoid this becoming embedded in the public arena for many years to come.
The challenge for parents, carers and educators would seem to be: How is it best to support and help children and young people in making decisions about sharing private data and information in our increasingly "virtual world"?
Are you ready to act?
Labels: educators teachers protocols
Posted by Dave Jobbings at 10:12 AM
Information literacy
Date: 15 December 2007
Everyone, everywhere makes use of the ubiquitous search engines to find and locate a wide range of information via the internet. The algorithms driving the listing of web content and search routines are very powerful and, above all, quick.
In educational settings, searching and locating information is a pre-requisite of the personalised learning agenda but developing the capacity of learners does not seem to feature highly, especially for children and young people. Often, the learner searches with just a few key words which, in turn, lead to an overwhelming and, sometimes, frustrating list of possibilities.
Where effective learners use of information literacy strategies they display cognitive and transferable skills - problem solving, evaluation and communication skills. The key to effective use of search engines in educational settings is for learners to apply such skills and associated information expertise in a systematic way.
There would seem, therefore, a clear role for developing at the very least awareness of information literacy. In the UK, information literacy is defined by the Chartered Institute of Library and Information Professionals as:
"Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner."
For educators, a useful starting point on this topic is the Information Literacy Website which features a good range of valuable resources and associated links, materials and links to other websites. These include a small number of case studies about the use of information literacy in schools, public libraries and higher education.
Using search engines to "turn up" the most useful information in the most accurate and efficient way via information literacy strategies is essential in our fast moving world. As educators, do we pay sufficient attention to sharing and using information literacy strategies with our anytime, anywhere learners?
Labels: educators professors teachers protocols
Posted by Dave Jobbings at 11:54 AM
Tuesday, 22nd May 2012
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