3. Associate Prof David Kennedy. Mobile eLearning for language enhancement (Nov 2010)
VV
4. There are common themes as people seek to define
mobile learning
It could take place
anywhere and at
any time, and so could
encompass both formal
and informal learning,
where the knowledge is
situated in a context.
Savill-Smith, C., Attewell, J. & Stead, G (2006 )
Mobile Learning in Practice(LSN)
www.jisctechdis.ac.uk/UpwardlyMobile/
5. For many learners it is important to
have devices that don’t say
“I have a disability!”
as soon as you walk into a
room with one.
Rummel-Hudson, R.
Making weird cool 5 April 2010,
http://tinyurl.com/3236qbq
17. • Devices for disabled people
• Devices for everyone
• Mainstream not specialist
18. Communication/Visualisation Tools
Supporting users with communication & dexterity
• Proloquo2Go AAC
Software
• Support for people with
communication
difficulties.
• Contains built in
communication library
with around 7,000 items
which can be
expanded/personalised.
22. Case Study
Using my iPhone at College: A visually
impaired student’s story
http://bit.ly/aps4zY
23. Case Study - John
• I work part-time for City Building Glasgow, run
my own consultancy and training business and
last but certainly not least support a charity
which assists people with sight loss.
• Oh yes I am married with two children which
keeps me occupied too!
• I use the Apple iPhone 3GS which is central to a
lot of what I try to achieve and strive to do. The
iPhone includes a screen reader, and other
innovative accessibility features that make it
easier to use for those with impaired vision.
24. Case studies
• Using iPhones to support skills for life in driver
training at West Nottinghamshire College
www.moletv.org.uk/watch.aspx?v=3BNJD
• Using the iPhone with Autism using shake a face
app
www.moleshare.org.uk/case_studies.asp?ID=114
• Using iPhones in music production courses
www.moletv.org.uk/watch.aspx?v=FJZAG
25. Case Studies
• Using the iPhone as a Timer - selecting alarm sounds from
the iPhone in order to time brushing their teeth for one
minute
www.moletv.org.uk/watch.aspx?v=PATVC
• Using the iPhone to support numeracy skills with deaf
students
www.moletv.org.uk/watch.aspx?v=O27XL
• Using Ice Breaker App during a performing Arts Session
www.moletv.org.uk/watch.aspx?v=BWQP4
26. Case Studies
• Using the iPod as a prompt to carry out work
placement tasks independently
http://www.moletv.org.uk/watch.aspx?v=T1V1H
• My iPhone has revolutionalised my reading: A
dyslexic perspective
http://bit.ly/cVMmfT
• Blind bloggers feedback on iPhone and VoiceOver
http://podcast.cbc.ca/spark/plus-
28. Further links
iPhone and Refreshable Braille Display
http://bit.ly/9Xgxsi
http://bit.ly/aB6ksc
http://bit.ly/ccLpbF
JISC TechDis Blog
http://techdis.ac.uk/blog/?p=203
Dragon Dictate
http://elearningstuff.net/category/accessibility/
29. Further Links
iPads are game changers - why ? Because all the
accessibility features are built- in.
www.abilitymagazine.org.uk/Articles/Article-
109-3.aspx
Mobile learning: the great accessibility enabler
http://elearningstuff.net/2009/07/14/m-
leaning-enabling-accessibility/
30. • Wonderful range of articles about why and why
not Apple products are making a difference
http://atmac.org/
Hinweis der Redaktion
VoiceOver
Zoom Features
Large text
Keyboard with predictive text entry
Voice Control – make calls, find music (in 21 languages)
Ross, a 21 year-old student at Treloars College, has been looking at communication aids to assist his intelligibility for 3 years. He just couldn’t accept the kind of device that drew further attention to his disability but this meant that he had difficulty communicating with people who don’t know him, particularly when using the phone. With the arrival of the new Proloquo2Go communication app for the i-phone his search has ended. Ross trialled the app on the i-pod touch initially, and loved it from the outset. He found it easy to use and easy to program and quickly overtook his speech and language therapist in his knowledge of the device!
His motivation to use AAC soared and an i-phone with the software was purchased for him. He has demonstrated the device to other students and uses it successfully to make phone calls using a page that he programmed himself.
Treloars Speech and Language therapy department now has an assessment device for students to trial and has already supplied 2 students with i-phones. Not only have they proved effective and motivating as communication aids they also have lots of other useful apps to support students such as voice reminders for appointments and GPS.
Using it in a way that others aren’t
So many uses within an education environment – art apps - masterpieces
Communication difficulties - using Proloquo to go – using as their main communication instead of a specified device
Its just not cool – barrier to communication cutting edge cool - it is a brilliant symbols based resource, comparing with a symbols based AAc change to your own symbols – communication and making phone calls
Value for money for learners – funding is being cut left right and centre
Get this all in
Use with Dragon Dictate –
Audio books – far outweighs a kindle or e Reader – only do what they do
Level English –
If any of us were coming down
This study looked at how the use of Smartphones could enhance the acquisition of literacy and numeracy skills within bus driver training. It was intended to utilise both free applications which could be downloaded from either the Android market or apple's apps store and then utilise those to engage the students and e-books which were to be created by out ILT team at West Nottinghamshire College. These e-books would be made available via a dedicated web space and the information about them distributed via an RSS feed. There were 10 learners and one Union Learning Rep (ULR) involved in this case study at a learning centre in York. The candidates were all working towards a skills for life literacy or numeracy qualification either at L1 or L2.
This case study details the use of the iPhone in recognising different facial expressions and the emotions they imply. The learner was a young man with social, emotional and behavioural difficulties (autistic spectrum) and learning difficulties. He finds it difficult to recognise facial expressions and respond appropriately. This case study details the use of the iPhone in recognising different facial expressions and the emotions they imply. The learner was a young man with social, emotional and behavioural difficulties (autistic spectrum) and learning difficulties. He finds it difficult to recognise facial expressions and respond appropriately. His difficulties with social skills have led Andrew into difficult situations and conflicts with friends, family and public
The aim of the project was to support employability skills, communication and numeracy skills, work based learners, and foster engagement to learning through the use of mobile devices. Teacher’s and learners reported that the mobile technology did support work-based learning, basic skills and ultimately employability. The project increased the learner voice and engagement, which resulted in some changes in teaching methods.
