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Web browser and mobile authoring events
See information about mobile/web authoring events during 2010/2011. Events include introductory courses for beginners in ASP.NET, Flash Lite and application development using iOS for iPhone, IPod Touch and iPad.
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Increase Independence and Employability Skills |
| Learners used mobile phones to be able to plan, record, evidence and self assess their work for their portfolios.
Mobile phones were used on and prior to field trips taking place, learners were able to plan journeys (by train), use the GPS and Google Maps to navigate to a particular destination amd use the camera facility to record evidence, thus promoting independent learning. (The project aimed to increased independence and employability skills through a personalise curriculum using mobile technologies, namely HTC Hero, HD2 and HTC Advantage Mobile Phones. The student cohort consisted of LDD and NEET's with a range of learning needs and at various levels of attainment.) |
| added on 05 August 2010, Gary Musham, Guildford College of Further and Higher Education (Ref: 87) |
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| Using mobile devices in the 14-19 Diploma in Business Admin and Finance |
| Students had to work independently, in teams, to plan and organise an event to promote their business enterprises. Mobile learning technology was used to: record meetings; email documents; search for products online; plan and log personal task lists using calendars and reminders. On the day itself, Flip cameras and Blackberries were used to take photographs and vox pops for promotion, evaluation and evidence. (Classroom meetings; personal research/study time) |
| added on 30 July 2010, Kirk Hookham, Plymouth College of Further Education (Ref: 86) |
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| Using Nintendo DSis and FIFA 10 in a Sports Studies Classroom |
| Case study supporting and explaining the benefits of using mobile technology within a sports course. (This Study was focused on a class of 20 National Diploma Football Studies students. They are mostly kinaesthetic learners who like to be engaged in practical activities. As such, it was designed to engage the learners using new mobile technologies to help improve motivation, namely Nintendo DSi's and iTouches.) |
| added on 30 July 2010, Andrew Bailey, Moulton College (Ref: 85) |
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| Using QR Codes at Moulton College |
| This case study details the work done at Moulton College with QR codes and how they have been used to improve students access to the online database resources stored in MOODLE whilst being "mobile" around the college estate. The QR codes have been included into the current generation of the College's "interpretation boards" so that students using various mobile technologies can link through to information stored online about particular horticultural speci. The "interpretation boards" are graphical representations of particular beds, positioned in a suitable location that allows the contents to be referenced and then located. The "interpretation boards" themselves are a well established feature, providing information about beds, trees and even the fifty plus fields the College farms. However what is new is the inclusion of QR codes that allow learners to access further information on MOODLE including, in the case of the lower beds; Latin name, Common Name, Height x Spread, Type, Location and British Native (see appendix2). See example of interpretation board in file appendix 1. (QR codes were used to link the online flower and plant database stored in the College's VLE, MOODLE with the information found be each flower bed (see appendix 1)) |
| added on 29 July 2010, Andrew Bailey, Moulton College (Ref: 84) |
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| Using Pre-Installed Learning Resources ATT Automotive Training System with Netbooks |
| This case study surrounds the learning undertaken by several groups of Auto Mechanical apprentices who were issued with MoLeNET funded Netbooks to support independent learning and study when away from College. The apprentices attend College on a part-time basis (one day per week) and spend the remaining time at work, in an auto mechanical workshop environment. Assessment for the technical certificate part of their framework is largely by completion of specified practical activities and online exams that test technical knowledge. The College has subscribed to the resources produced by ATT for a number of years with tutors and students using them mainly in class, accessing the content directly from our intranet. The ATT system comprises of a comprehensive collection of materials mapped to the qualifications offered by the main awarding bodies at levels 1, 2 and 3. The resources included images, text explanations with audio, animations, video files and both quiz and test type activities that provide feedback and map areas for further development. Staff had voiced concerns that access to the resources was limiting their potential for impacting on independent learning and assessment for learning. Individual access to gain the most from these resources had previously been quite limited. (Mobile learning using Netbooks with pre-installed learning resources (multimedia and self checking quiz/tests) to develop independent learning and exam preparation when away from College (apprentice mechanics).) |
| added on 28 July 2010, Nigel Proctor, Chesterfield College (Ref: 83) |
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| Using Web 2 file share technology Dropbox for improved resource/ evidence sharing |
| Staff and students used the Dropbox file share application - www.dropbox.com - to distribute resources and establish one-to-one student/tutor file sharing for submission of skills evidence. Centred on the potential benefits afforded by the use of a simple, freely available Web 2.0 file share technology (Dropbox) to support simplified access to file based learning resources, the gathering and submission of learner skills evidence, and improvement of tutor/student communications. (Work based learning, using Netbooks to communicate and gather evidence) |
| added on 28 July 2010, Nigel Proctor, Chesterfield College (Ref: 82) |
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| Using wireless routers in the classroom |
| This case study illustrates how we used wireless routers/netbooks/laptops in classrooms which did not have any internet access or static IT resources. (FE Classroom) |
| added on 26 July 2010, Ussman Zafar, Castle College, Nottingham (Ref: 81) |
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| Pinball and Parties - netbooks as a learning resource |
| This case study illustrates how netbooks were introduced as a learning resource to two groups of learners on Castle College’s e2e programme. e2e is designed to engage your people classed as Not in Employment, Education or Training (NEET); the Castle College programme works with those NEET learner who are categorised as being most at risk of disengaging from learning. The first group in the project is a construction group (10) – all male between the ages of 17-19 working towards a BTEC qualification in construction as well as City and Guilds qualifications in literacy and numeracy. The second group is a Care group(9) – all female between the ages of 17-19, some of whom have children, working towards an BTEC qualification in Health and Social Care as well as City and Guilds qualifications in literacy and numeracy. Three of the group do not have English as their first language. (FE Classroom) |
| added on 26 July 2010, Ussman Zafar, Castle College, Nottingham (Ref: 80) |
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| Qwizdom in the classroom |
| This case study illustrates how we used a hand held voting system in the classroom. The Qwizdom was used as part of the assessment which the students have to complete through out the course - the advantages of using Qwizdom was to be able to get individuals results and be able to store them online instead of using paper based assessments. The results could be accessed and extra work could be set where needed. (FE Classroom) |
| added on 26 July 2010, Ussman Zafar, Castle College, Nottingham (Ref: 79) |
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| Nintendo Wii in community learning |
| This case study illustrates how we delivered a 'Movement to Music' course in the community using a Nintendo Wii as the main teaching resource to a grooup of 8 students all over the age of 59. The course was named 'Wii Fit Exercise' and we used a Nintendo Wii and Wii Fit board as our main teaching tool. The project was to introduce modern technologies to mature learners and to introduce a new and exciting way to keep fit. (FE/Community Learning) |
| added on 26 July 2010, Ussman Zafar, Castle College, Nottingham (Ref: 78) |
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| Developing a sustainable IT/VLE Platform through MoLeNET |
| Throught MoLeNET, Castle College Nottingham has been able to invest in developing a more robust and sustainable computer network and expand wifi capacity. In addition to extended wifi/3g coverage throughout the college the servers allow for remote access to applications and data in a secure way to students. By using this technology we have been able to provide the students with a way to access all of their college data and systems from anywhere in the world as if they were using a computer within the college. This has facilitated in the development of e-classrooms. (FE College) |
| added on 26 July 2010, Ussman Zafar, Castle College, Nottingham (Ref: 77) |
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| Mobile Leadership of Teacher Training |
| David Holloway is a new lecturer on the Teacher Training DTLLs course at Barnet College. In 2009/10 David has not only managed delivery of a course new to him but has also pioneered the use of Mobile technologies in teaching and learning through the College’s Molenet project. On presentation of his iPhone in January, David’s response was “How do I use this, I’ve never had a mobile phone”. This case study details David’s journey from technophobe to technical revolutionary, demonstrating that the success of technological pilots often rely upon the leadership of class lecturers. (Classroom) |
| added on 26 July 2010, Paul Nazarkardeh, Barnet College (Ref: 76) |
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| Accessibility and the iPod Touch |
| The case study was carried out on a visually impaired learner on a L1 Basic Skills course. The learner’s condition was degenerative but had become reasonably stable recently. The learner’s visual impairment was such that it was difficult to view the board. This was overcome by simple adjustments such as sitting near the board, using larger than average print with a good contrast pen colours. Throughout the year the learner had access to, and successfully used, a CCTV in class and for exams. The learner was also introduced to Zoomtext to allow the learner to use the internet effectively for research work, and to view any electronic worksheets prepared by the teachers. However, the learner found orientation on computer screen at desired magnification level frustrating. In addition to this, the learner had been issued with a handheld magnifier (Optelec Compact+) by the RNIB and carried this with him at all times. The case study was more concerned with investigating to what extent the iPod Touch might improve accessibility to learning resources and research activity more than the learner’s current use of technology. The learner was issued with the device (iPod Touch) for a 12 week period. (Accessibility in learning) |
| added on 26 July 2010, Paul Nazarkardeh, Barnet College (Ref: 75) |
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| Y7 Speaking and Listening - using iPods |
| Students used the 'voice memo' function to record themselves practicing presentations, speeches and audio guides. Aims included reflection on their own strengths and areas for development specifically in speaking and listening. (Students used the 'voice memo' function) |
| added on 20 July 2010, Dave Pickersgill, Sheffield College (Ref: 74) |
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| Literacy E3 |
| Literacy Entry 3 class. Using Netbooks and Flip cameras to support literacy activities. (Classroom) |
| added on 16 July 2010, Perin Sarosh, Working Men's College (Ref: 73) |
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| Health and Fitness for SEN students using Nintendo Wii |
| Motivating SEN students to plan and Carry out a health and fitness programme. Using mobile technology in a claassroom setting to encourage teamwork and collaberative learning (FE classroom) |
| added on 14 July 2010, Alex Kourpas, Castle College, Nottingham (Ref: 72) |
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| Use of Net Books to facilitate language learning - Level 1, The |
| ESOL L1 Reading and Writing. (FE Classroom. Outside classroom.) |
| added on 14 July 2010, , City Literary Institute (Ref: 71) |
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| Use of Net books to faciliate language learning - Entry Level 3, The |
| ESOL E3 Cambridge Reading and Writing (FE Classroom. Outside the classroom.) |
| added on 14 July 2010, Verity Greaves, City Literary Institute (Ref: 70) |
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| Using Flip Ultra Video Camera with Health and Social Care Apprentices |
| Through the MOLENET project, I have the use of four hand held Flip Ultra video cameras that at present I have used with the Apprentice students. The students have used them in two practical assessments. The first was a simulation where they had to use the “acrophonic” alphabet. The students recorded each other carrying out the simulation and then converted the movie files and uploaded them as assignments on to MOODLE. The students stated that this was a more realistic assessment and saved them time and effort of having to write up how the simulation was set up and what they have achieved through it. The video evidence has replaced this for them. As a tutor, it has been of benefit as we have been able to replay the videos and then analyse the role-play, stopping at relevant points for learners to make comments or suggestions. (Two practical assessments with the apprentice students. The students recorded each other carrying out the simulation and then converted the movie files and uploaded them as assignments on to MOODLE.) |
| added on 12 July 2010, Mary Ramsden, Dearne Valley College (Ref: 69) |
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| Netbooks in an ESOL Literacy community based class |
| This case study was carried out with a group of ESOL Literacy learners working towards Entry 1 Reading and Entry 1 Writing. Their oral skills ranged between E1-E2. The class met 4 times a week in a community centre in Camden for 10 hours a week. The primary objectives of the project were as follows • To introduce students to IT, gain familiarity with the keyboard and enable access to the Internet and college resources • To familiarise students with using computers to enhance employability • To enable students to become more independent learners • To enhance classroom practice • To build students' confidence by involving them in Mentor groups. (Community based class in Camden.) |
| added on 11 July 2010, Gina Herrmann, Westminster Kingsway College (Ref: 68) |
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