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.
from Guildford College of Further and Higher Education on 05 August 2010

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.
from Plymouth College of Further Education on 30 July 2010

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.
from Moulton College on 30 July 2010

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.
from Moulton College on 29 July 2010

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.
from Chesterfield College on 28 July 2010

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.
from Chesterfield College on 28 July 2010

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.
from Castle College, Nottingham on 26 July 2010

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.
from Castle College, Nottingham on 26 July 2010

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.
from Castle College, Nottingham on 26 July 2010

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.
from Castle College, Nottingham on 26 July 2010