M learning bt belem

www.learningfactory.ne graeme.hodgson@learningfactory.net

What to expect

•Common myths
•Interesting facts
•Types of hardware
•Kinds of activity
•Real life examples
•Evaluating m-learning tools


Common myths
•M-learning is all about mobile phones
•Ss need state-of-the art technology
•Only works with teens
•Focus is on technology not learning
•Every S must have their own device
•Too expensive

In other words…

•M-learning uses anything portable!
•Ss can use whatever is at hand
•Any age group can benefit
•No prior knowledge needed
•Learning is S-centred and collaborative
•Ss can use own or share institutional
equipment in pairs/groups
•Most technologies have no usage cost


Some interesting facts
•There are now 5 billion global mobile
users and 20% of them use their phone
to access the web (1 billion!);

•Some African regions have 100% mobile
phone penetration and many countries
have jumped the PC generation;

•Brazil has 205 million mobile phones
(against population of 193 million);

•more than 35 percent of the global
workforce will be considered mobile
workers by 2013 — some 1.3 billion;


Types of Hardware
•Radio
•CD-ROM
•Flash drive
•Digital camera
•Mobile phone (sms only)
•Laptop
•Digital voice recorder
•Netbook
•iPod or MP3/MP4 player
•Smart phone (iPhone etc)
•Reader e.g. Kindle
•Tablet e.g. i-Pad


The 2011 Horizon Report
•According to an Ericsson Study:
• By 2015, 80% of people accessing the Internet will be doing so from
mobile devices.
• Internet-capable mobile devices will outnumber computers within
the next year.
• In Japan, over 75% of Internet users already use a mobile as their first
choice for access.;
•Mobiles embody the convergence of several technologies that lend
themselves to educational use, including electronic book readers, annotation
tools, applications for creation and composition, and social networking tools.
•Poll Everywhere, turns mobiles into personal response systems, enabling
teachers to quiz students, assess their understanding before, during, and after
a lesson, and reveal patterns of thinking in the classroom. Any mobile will work
for these purposes; all that is required is the ability to send text (SMS)
messages.

www.culturainglesa.net graeme.hodgson@learningfactory.net

Watch votes as they are
received in real time


Kinds of activity
•Brief interactions (5 mins or less) for
quick review e.g. status check, request
for just-in-time info or as student
response tool in class.
•M-Learning Projects (may use
multiple applications include mobile
cam) to complete assignments.
•Collaborative elements or game play
•Social networking, calendars,
calculators, simulated reality.
•Data collection or application of
location-based info e.g. checking a
map to see if project team members
are nearby.


Shelly’s Tips - http://shellyterrell.com/
Mobile learning is effective when...

Learners choose the learning content.
Learners are integrating artifacts, realia, objects, and
experiences that surround their daily lives (real world learning).
Learners are moving around with the device.
Learners are motivated to expand the learning outside the
classroom walls.
Learners work collaboratively to explore the world around
them.
Learners are motivated to search for several possible options,
solutions, and answers to problems.
Learners are presented with problems in which they must
find many possible solutions and are able to test out these
solutions.


Shelly’s Tips - http://shellyterrell.com/
BYOD/BYOT: The Bring Your Own Devices/Technology
Movement
Create a code of conduct with the learners to ensure guidelines
are followed.
Get parents on board and have them sign Acceptable Use
Policies (AUPs).
Have a safe place where students can lock up the devices during
the school day.
Plan to collect the devices then distribute them when they will
be used. Each device must be labeled properly with the student's
first and last name.
Discover what various types of mobile devices learners have by
hosting a Mobile Device Show and Tell. Students will each share
what their device does by creating a presentation of their favorite
hobby, describing their family, or telling a story.
If some students lack devices, consider fundraising or asking the
other parents to contribute to a fund to get every student a
device.

http://www.technologybitsbytesnibbles.info

Transactional Distance Model (Park, 2011)

Transactional distance is the extent of psychological separation
between the learner and the instructor (Shearer, 2007).


http://www.scoop.it/t/digital-integration-ci


Personalisation
Linking m-Learning activity to coursebook content

Inviting someone
Use Cultura's mobile to send a text message to someone in the class, inviting him or her
to a party at Cultura.

Let's throw a bash!
Bring some food/ drinks AND YOUR MOBILE to a cool party at Cultura! Use the camera to
take photos of the party!

Debriefing session
Use your mobile to record your impressions on the party! Send your recording to your
teacher via bluetooth.

- Xavier & da Costa (2010), Cultura Inglesa Rio de Janeiro


Sending links and comparing registers
SMS texting to 16-19 year-olds:

Task 1 – T sent sms in English, inviting Ss to watch Shania Twain video “Ka-ching “ (
http://www.youtube.com/watch?v=I42c6RP04xU)

Task 2 – T sent sms in Txtng English, asking if Ss preferred spending money on frivolities
or on travel.

Classroom discussion about the video and comparison of sms English with more formal
register in office environment.

- Villas-Bôas (2010), Cultura Inglesa Rio de Janeiro


Homework
SMS Scavenger Hunt with teens

Ss divided into 3 groups; T sent sms with instructions to one member of group; this S
sent sms to other group members. Letter sent to parents to explain the use of this tool.

8 tasks: (i) Pls brn songs w so+adj; (ii) Pls brn songs w any food word; (iii) Pls brn songs w
a celebrity name; (iv) find ex of pres perf in the txt and justify its use [Ss given copy of
magazine page]; (v) Pls brn songs about films; (vi) Pls brn ex of SMS language; (vii) Pls
write a film review 4 nxt class; (viii) Pls brn titles spooky films.

- Gisele Grangé Levy Teles Barbosa, Cultura Inglesa Rio de Janeiro


Digital Integration – Camila Santos, 2012
“My Junior A class (aged 9-10) had just learned how to ask and answer questions about
people’s possessions using “whose”. They had also learned some parts of the body the
previous week. The initial idea was to make them use their own phones but some of
them did not have them there so I used my mobile. I showed them a video on the board
in order to catch their attention for some minutes while I was taking pictures of some
parts of their bodies, one student at a time behind the group so that the others could
not see. Then, I presented one of the pictures I had just taken and asked them, for
example, “whose arm is that?” and they answered “it’s Camila’s, oh no...it’s Jessica’s”
and so on. After I modeled, they were able to ask their friends by themselves. It was
funny and very fruitful as they laughed every time they saw a picture of themselves. If I
had had more time the following class, I would have repeated this activity but with their
phones (or with somebody’s mobile if they did not have one). All in all, it was a great
experience! =)”

http://www.scoop.it/t/digital-integration-ci


Mobile Glossaries

“Another simple and effective way of using the mobiles in class is
to create mobile glossaries. In one class, I asked the students to
use the “notes” application in their mobiles/iPods to keep record
of new words (and also example sentences). After we had done
that the first time, many of them started doing this naturally, and
used the application to take notes not only on vocabulary, but also
on grammar and homework. ”

- Maria do Carmo Xavier, Cultura Inglesa Rio
http://digitalimmersion2011.weebly.com/mobiles.html


Sue Lyon-Jones’ Criteria


References
•Baldwin, C. (2011), British Council
http://www.teachingenglish.org.uk/try/tips/mobile-learning
•Caroll, D. (2011), Learning through digital media
http://learningthroughdigitalmedia.net/
•Chief Learning Officer Magazine
http://clomedia.com/articles/view/mobile-learning-the-next-evolution
•Digital Immersion Project, Cultura Inglesa Rio de Janeiro
http://digitalimmersion.weebly.com/mobile.html
•Hockly, N., e-Moderation Station
http://www.emoderationskills.com/?tag=mobile
•Horizon Report on Mobile Phones
http://wp.nmc.org/horizon2011/sections/mobiles/
•LearnEnglish (2011), British Council
http://learnenglish.britishcouncil.org/en/mobile-learning
•Lyon-Jones, S (2011), PLN Staff Lounge
http://the-pln-staff-lounge.blogspot.com/search/label/%C2%A9%20Sue%20Lyon-
Jones
•Park, Y. A Pedagogical Framework for Mobile Learning
http://www.irrodl.org/index.php/irrodl/rt/printerFriendly/791/1699
•Stanley, G. (2011), EFL Blogspot
http://blog-efl.blogspot.com/

Thank you!

www.learningfactory.net


M learning bt belem

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