| Mobile learning and ESOL students studying Childcare show detail |
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| Introduction/overview: Newham College of Further Education is situated in the London Borough of Newham which is ranked as one of the most disadvantaged areas in the UK with relatively low levels of educational attainment and high levels of unemployment, one parent families and sub-standard housing. The on-going physical, economic and social regeneration of the borough is greatly assisted by the location of 2012 Olympics and Para-Olympics. The purpose or problem to be solved: how does the use of mobile learning outside the classroom impact on students’ E3 and L1 reading and writing skills and what does it take to make mobile learning sustainable? (Outside the classroom) |
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| added on 07 January 2010, Rebecca Douch, LSN (Ref: 25) | |
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| Mobile Works 2 show detail |
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| Introduction/overview: The National Star College is an independent, Specialist College providing for learners who have physical disabilities and/or acquired brain injuries alongside associated learning, behavioural, sensory and medical difficulties. This project aimed to support preparation for work and employment focussing on accessibility for these learners. The Project involved feedback from both learners and staff, collected via video and audio recordings, interviews and staff focus group. The eight participant students (five male, three female) were in the 19+ age group, with moderate and severe learning difficulties and mental ill health. There were four participant staff (one male, three female). Intended outcomes: To trial whether using mobile technology with learning objects focussing on specific tasks would allow learners to carry out work-related tasks with increasing autonomy. It sought evidence of transferrable skills, and increased student confidence and initiation of tasks. (Various classroom and work placement settings, work based learning) |
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| added on 18 December 2009, , LSN (Ref: 24) | |
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| Mobile Works show detail |
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| Introduction/overview: The National Star College is an independent specialist college providing for learners who have physical disabilities and/or acquired brain injuries alongside associated learning, behavioural, sensory and medical difficulties. This project aimed to support travel training, focussing on accessibility for these learners. The Project involved feedback from both learners and staff, collected via video and audio recordings, interviews and staff focus groups. The four participant students (three male, one female) were in the 16 – 18 years age group, with moderate learning difficulties. There were four participant staff (1 male, 3 female). Intended outcomes: To trial whether using mobile technology with learning objects focussing on specific tasks would allow learners to carry out travel routines with increasing autonomy. It sought evidence of transferrable skills, and increased student confidence and initiation of tasks. (Various classroom settings, journeys, work based learning) |
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| added on 18 December 2009, , LSN (Ref: 23) | |
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| Active Citizenship show detail |
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| Entry to Employment is aimed at 16-19 year olds that are looking to find full-time employment or want to progress onto Further Education courses. E2E works with learners of varing abilities (from Entry 2 up to Level 2). The programme has three core strands Basic and Key Skills, Personal and Social Development and Vocational Development. Learners partipicate in a 16 hour a week programme, whereby they work towards developing the core strands detailed above. In the context of this case study, learners were working towards an Active Citizenship programme, whereby they were required to take photographs of their local community and produce a poster. Learners were given the mobile phone devices and were tasked to go around Daventry and to take photographs of places/attactions in their local area. On completion of this task they were required to download the images and use 12 of the picture to produce a poster to promote Daventry. This activity was completed in pairs. (FE Classroom) |
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| added on 18 December 2009, , LSN (Ref: 22) | |
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| WILMA Work based individualised learning through MP4 Applications show detail |
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| The WILMA project at Hastings College involved 162 learners and 20 members of staff, of which 14 were teaching staff. The learners were drawn from 3 curriculum areas, Construction, Hair and Beauty, and Academy 6* (AS/A level learners) The learners were a mixture of levels, 1,2, and 3, and the majority were aged 16 – 19. The project was designed to investigate the use of MP4 (iPod touch) mobile technology to aid learning, supported by a Wiki to encourage social networking. Staff were trained to create media rich content to enable learning to take place anywhere at a time to suit the learners. The aim of the project was to demonstrate the use of personal MP3/4 players across a range of learning activities. It was intended to measure the impact of m-learning on learner success, and to analyse the results. A further aim was to demonstrate the ease with which Staff can learn to develop media rich learning content and how such content, once developed can be used in a variety of teaching and learning environments. (FE classrooms, workshops, work based learning, off site learning)) |
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| added on 18 December 2009, Rebecca Douch, LSN (Ref: 21) | |
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| Connect to Succeed show detail |
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| The Connect to Succeed project run by the Grimsby Institute of Further and Higher Education utilised mobile technology to improve retention and achievement within identified curriculum areas, through improved access to learning resources across the campus. This access utilised hand-held devices and new accessibility via WiFi on the Institute fleet of coaches and buses, which are used daily by learners who travel from rural locations up to 50 miles away. The project allowed the Institute to purchase mobile internet tablets for 250 learners, WiFi routers for 10 of the mobile fleet and build m-learning to enable students to access course information on the Institute’s VLE, Moodle, the internet and in user group portals created for their courses. (FE classroom, workshop, work-based) |
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| added on 18 December 2009, Rebecca Douch, LSN (Ref: 20) | |
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| Move industry into the classroom and the classroom into industry Flip It show detail |
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| A project that seeks to transform the learning experience of work based learners. Creating a community of empowered professionals, achievers and lifelong learners. The Partnership supplied, mobile, collaborative, personalised learning opportunities. Enabling flexible access through mobile digital inclusion to widen the participation of learners in rural communities or non-technology based vocational areas. The initial areas of work based learning were Hospitality Apprenticeship and Train to Gain and Health and Social Care Apprenticeship. (FE classroom, work based learning.) |
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| added on 18 December 2009, Rebecca Douch, LSN (Ref: 19) | |
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| Blackberry - Mobile Works! show detail |
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| This case study involves a broad cross section of the College community involved in the management and delivery of apprenticeships, including learners and assessors. The focus was a pilot for a mobile solution to improve timely communication across the organisation with a focus on the future use for work based learning. All involved with this case study had differing levels of ability in terms of the use and understanding of mobile technology, no training was given. Intended outcomes: The intention of the pilot was: • to explore the potential to make learning more accessible for work based learners and their assessors • to introduce the College Senior Management team to mobile technology • to trial the new Blackberry server (Senior Management Team, FE classroom, work based learning) |
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| added on 18 December 2009, Rebecca Douch, LSN (Ref: 18) | |
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| Using mobile technologies for induction show detail |
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| With the College moving into a new campus, the learners' learning resources induction was a challenge to both staff and learners. Staff were very much learning about their new environment and had to impart this information to learners through induction. We chose to experiment with QR codes for information dissemination and the student response systems (SRS) to make the induction evaluation process more interactive, and improve data collection efficiency. (FE learning resources digital, e-media and IT induction to all learners. Learner IT entitlement) |
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| added on 14 November 2009, Jayne Holt, Walsall College of Arts and Technology (Ref: 16) | |
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| Sampling sounds using mobile phones show detail |
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| We have used mobile phone technology within class to record samples for a unit on sound FX. Portable audio recording is quite expensive, needs safety forms completed, college licenses and electrical power to travel with. Students have this technology in their pockets with the audio recorders as mobile phones. On location, students have recorded doors slamming, keyboard taps, keys jangling and imported these sounds onto a computer. It was a quick and easily process compared to setting up location recording. (FE classroom) |
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| added on 13 November 2009, Costas Calcanis, Redbridge College (Ref: 15) | |
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| Enhancing College Induction show detail |
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| Induction to college is often seen as a one-way process during which information is down-loaded to students. This project set out to explore ways of using mobile technology to engage new learners using a more interactive approach. As well as gaining a better understanding of the college, it was hoped that students would get to know their tutors better and start building new friendships with fellow course members. Four different groups where targeted, each with a different enhancement. This allowed the true merits of each method or activity to be determined and evaluated in isolation. (Classroom, Induction) |
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| added on 13 November 2009, Mark Ayton, The Manchester College (Ref: 14) | |
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| Nintendo DS to support ASD diagnosed learner show detail |
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| Ewan(13)has a diagnosis of Autism with associated Speech and Language difficulties. He is in the ASD department which has a group of 14 pupils all with a diagnosis. The pupils have a key worker and there is a ratio of two pupils to one adult ratio. Ewan is a verbally able pupil who can read and write but has difficulties with social understanding. Ewan is working within the P levels and NC level 1 or 2 for some subjects. (On a one-to-one basis a key worker and secondary school pupil use Nintendo DS to communicate with each other using the Pictochat function.) |
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| added on 13 November 2009, Keith Burnett, Chichester College of Arts, Science and Technology (Ref: 13) | |
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| Play To Learn show detail |
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| This case study detials activities undertaken with 40 NEETS learners to support their engagemtn in learning and their wider social skilling (Engagement of NEETS learners using DS-Lite gaming devices to support development of basic numercy skills and to support enhanced progression, achievement and social interaction) |
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| added on 13 November 2009, Steve Blakemore, Stoke on Trent College (Ref: 12) | |
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| Plumbing with PSPs show detail |
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| At Bridgwater College this case study was one component of a number of different projects, these included the use of a variety of mobile devices including iPhones, PSP’s, Nintendo DS’s and mobile phones. The projects varied across a varied curriculum range that included entry level, Level 1 and 2 for Train2Gain, NVQ and Level 3 A level students.
The range of different elements of the project allowed Bridgwater College to experience and develop a variety of materials and to repurpose existing materials that can work with mobile technologies. In addition, the different groups allowed Bridgwater to investigate the effect that mobile technologies has on progression, success and retention.
(FE Classroom with work based learning NVQ level 1 and 2.) |
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| added on 13 November 2009, Max Sauter, Bridgewater College (Ref: 11) | |
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| Open Access Key Skills show detail |
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| Open Access Key Skills” project, led by Moulton College partnered with Northampton College and Tresham Institute, involved 450 learners, 41 staff and procured over 500 mobile devices. The project initially focused on raising achievement levels in Key Skills and later broadened to encompass wider curricula that used the embedded Key Skills model. (MoLeNET 2 FE Project) |
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| added on 13 November 2009, Andrew Bailey, Moulton College (Ref: 9) | |
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| Podcast Technology in Virtual Assessment show detail |
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| This case study focuses on the experiences of ESOL students and staff at Kingston College as part of a larger mobile learning project, using podcasts and i-pod Touches in fifteen different curriculum areas. (FE, ESOL) |
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| added on 13 November 2009, Nicky Read, Kingston College (Ref: 8) | |
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| An individual success story of m-learning show detail |
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| Leeds College of Art and Design (LCAD). MoleNET LCAD was a single institution project; the aim was to create a shift in curriculum away from an instructive to a constructive pedagogical model underpinning the teaching and learning. One of the objectives was to ‘strengthen learner skills and confidence in the use of etechnologies’ through increasing their accessibility to learning resources both in and outside of the classroom. In particular learner’s historical and contextual knowledge of Art and Design and critical thinking skills were targeted and the mobile devices were used in order to enable this increase in accessibility to all learners despite their socio- economic profile or learning style. This case-study takes place in both the Contextual Studies lessons (a core unit of study on the National Diploma) and the additional AS Art and Design studio lessons. The learner cohort was a particularly large group of 36 learners, the learning needs were to particularly facilitate visual and active learners and the (Key skills) literacy levels ranged from 1 to 3. Learner X was part of this learner cohort and his socio-economic profile (according to data collected by the National Arts Learning Network monitoring form) was a 6, which together with other indicators classifies learner X in the widening participation (WP) category. In addition learner X was described by his tutors (AS tutor and the CS tutor) as a quiet individual, who would often not engage within classroom discussions. Therefore learner X is the type of student that the project wanted to support and it is in this sense that learner X was selected as the case-study. Ultimately, this case-study suggests that learner X perhaps would not have achieved as well in the ND1/AS Art and Design course without the introduction of mobile teaching and learning this academic year. (FE classroom) |
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| added on 06 November 2009, File Administrator, LSN (Ref: 7) | |
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| Supported Employmobility show detail |
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| Wirral Metropolitan College is a general FE college based on the Wirral Peninsula in Merseyside. The college Molenet Project was called Employmobility as it wanted to research the impact of mobile learning and technology on Employability Programmes for learners with Learning Difficulties and/or Disabilities. The project was also looking to determine how such programmes could be personalised for these learners. Most learners were within Foundation Learning Tier. However an additional cohort of Level 2 learners were also examined who required access to mobile learning and the college intranet and VLE from a local Sports Centre and whilst on residential.
This case study focuses on a Pre Entry group of learners with complex learning difficulties who needed to develop their speaking and listening skills. (In the kitchen, out shopping for food) |
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| added on 06 November 2009, , LSN (Ref: 6) | |
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| Using Podcasting and Vodcasting to personalise learning and revision for students show detail |
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| Reigate College is a sixth form college located in south east Surrey, an area characterised by relative affluence and low unemployment, although there are pockets of relative deprivation within the college’s wide catchment area. In line with its mission, the college focuses on providing courses for students aged 16 to 19, mainly at level 3, with some provision at level 2. The key purpose behind the MoLeNET project was to engage learners in revision and personalise this process for them. At the College we have two Independent Learning Centres that houses the majority of the open access computers. However, these facilities are regularly full and booked out by departments / classes. Therefore, learners who are wishing to revise topics and exam techniques are often left without ILT facilities. The current College provision for revision is a fairly traditional one, consisting of lunchtime classes, revision courses and work packs. This restricts learners to fixed times of the day when staff are available to tutor them. Our MoLeNET project has addressed both of these issues. Handheld learning devices have enabled us to provide personal ILT access and provide learning and revision opportunities when and wherever learners prefer. The focus on podcasting and vodcasting has provided a useful platform for us to experiment with personalised learning and has provided the learners with an opportunity to access revision material 24/7. (Sixth Form classrooms, e-learning, home and college-wide access) |
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| added on 06 November 2009, File Administrator, LSN (Ref: 5) | |
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| Surveying techniques using mobile devices show detail |
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| Capel Manor College is the leading provider of land based studies in London with centres in the north, south, east, and west of the capital. This project was centred on learners at the colleges north London centre in Enfield, and further focused in on those students studying in the school of Arboriculture and Countryside. During the project 155 students (86 full time, 69 part time) used the newly acquired mobile technology to various extents. Some students had a few sessions with specific pieces of equipment, other students had more exposure to a wider array of the equipment. 68 of these students were studying level 3 courses and 87 were studying level 2 courses. Of these, 60 students were 16-18 and 95 were 19+, with the majority of 16-18 students studying full time (45 FT 16-18, 15 PT 16-18). The devices used were all pieces of mobile technical surveying equipment, and included the list above. The project was conceived to update surveying techniques from traditional pen and paper based recording towards more cutting edge and industry relevant hi-tech techniques. (FE classroom, field trips) |
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| added on 06 November 2009, File Administrator, LSN (Ref: 4) | |
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