Mobile Learning Workshop @ gls conference 6.0

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As a precursor to the gls conference 2010 there was a half day workshop on developing games and especially mobile games.

The workshop was opened by Kurt Squires who spoke on the Mobile Learning Device Project which used following format:

1. Explore area of interest, collect data using sound + images

2. Design a game based on area of interest

3. Actually make the game

Squires recommended using Game Designing programs: MITAR, ARIS, 7scenes use web editor so there is little need for programming language skills.

Then we went through the process of developing our own mobile games in teams. The important things we had to remember:

  • Framing Questions help with setting goals
  • Creativity flourishes under constraints
  • How might we, How do we do  . . .
  • Quantity is valued over quality

We worked in teams. The process we went through follows:

All group members were given index cards to write on. Each person in the group had to:

1. Determine an age group to work with
2. Choose a quality teaching strategy
3. Suggest a concept.

Once this was completed the cards were put in 3 piles, a card was blindly chosen from each card group. This was contextualised in a sentence.

Each individual in the group had to silently brainstorm and write as many ideas as possible in 15 mins. I thought this would be difficult . . . my post-it pad was nearly empty by the time was up.

We had to abide by the following Brainstorming rules:

  1. quantity over quality … authenticity, purpose and mastery
  2. no judging
  3. go wild
  4. no buts (just ands)
  5. combine ideas
  6. get visual

Talking out ideas and using group consensus building followed and our group very quickly developed a concept and began working on and storyboarding our ideas.

This was a truly exciting session in which to participate. We worked our tails off and I feel the ideas our group of 5 produced could be translated very readily into a mobile learning experience for students.

Our target group was teens; however, the ideas developed could be adapted/negotiated from K to 12

See the following pictures which for our results.

ARIS . . . Mobile Learning Programming

What does the acronym ARIS mean? It stands for Augmented Reality & Interactive Storytelling. It is being trialled and developed at U.Wisconsin Madison.

How do we access and manage ARIS?

  • downloadable to the iphone.
  • over time more features will keep coming through Apps Store.

ARIS Program allows non-programmers to make mobile games this includes using QR codes
ARIS Alpha Editor is open source under MIT licence. It has two components:

  1. Switch iphone settings – arisgames.org/stageserver1
  2. Laptop programmer- arisgames.org/alphaeditor

It is best to test directly on the device.

This workshop was great and even a technomoron like me had developed a small game and trialled it in the 2 hour workshop. It is a program that can be used by students and teachers to share learning and understandings across all KLA’s.

Where to next?

As we are all aware. The pace of change is so rapid that as soon as you purchase an item be it IT based or for the kitchen the car etc it is has been superceded.
We will be trialling and action researching the following in the next little while:
  • Ipads will be released in the 3rd week of April cost approx $599 with same apps available to it as to iphone
  • 3D media viewing
  • Virtual learning Environments

There is a world of wonder for our students out there. We have to teach them how to be critial discerning lifelong learners.

The future is what we make of it so please don’t teach for the tests.

A box by any other name . . . 10 tips for motivating teachers to use ICT.

Click here to access video showcase

1.    Blogs: model, mentor, support with scaffolding and training offer the Challenge
2.    Wikis for TPL
3.    Podcasts Radio Station BSPS 1186 in the planning stages for Term 2
4.    Online Games

5.    Console Games

  • Ds Lites
  • Wii’s
  • Playstation 3

6.     Interactive Whiteboards

  • Engagement, talking, cooperation, collaboration, display for whole class or groupwork
  • Storyonline
  • Tumblebooks

7.   Ipod Touch – listening post
8.   Robotics

9.     Animation
10.   Photostories
11. Web 2.0 tools

  • Voki
  • Voicethread
  • Animoto
  • vimeo
  • slide.com
  • flikr
  • photobucket

Our 21st Century learners should be . . .

Our World is forever changing and Futurelab has tried to capture the essence of it with this recent video

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

  • apply existing knowledge to generate new ideas, products, or processes.
  • create original works as a means of personal or group expression.
  • use models and simulations to explore complex systems and issues.
  • identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

  • interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
  • communicate information and ideas effectively to multiple audiences using a variety of media and formats.
  • develop cultural understanding and global awareness by engaging with learners of other cultures.
  • contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

  • plan strategies to guide inquiry.
  • locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
  • process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

  • identify and define authentic problems and significant questions for investigation.
  • plan and manage activities to develop a solution or complete a project.
  • collect and analyze data to identify solutions and/or make informed decisions.
  • use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

  • advocate and practice safe, legal, and responsible use of information and technology.
  • exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
  • demonstrate personal responsibility for lifelong learning.
  • exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

  • understand and use technology systems.
  • select and use applications effectively and productively.
  • troubleshoot systems and applications.
  • transfer current knowledge to learning of new technologies.

Adapted from: International Society for Technology in Education 2007

Well how do we get there?

How do we do get there?

Supporting and participating in professional learning, a responsibility to be the leading learner, the role model.

  • Have a clear purpose. Share the vision with the staff, cultivate their thoughts, understand coersion doesn’t work, respect their need to progress at their own pace.
  • Provide personal and professional support , workplace structures and lots of encouragement.
  • Model the behaviours you want to achieve.
  • Be seen as a risk taker . . .  don’t always do things the way others might expect you to.
  • Keep focus . . . never waiver from the direction you’ve taken be confident.
  • Build relationships
  • Encourage co-operation and collaboration
  • Give everyone a chance to lead
  • Work and socialise while sharing and learning
  • Encourage knowledge and skill sharing among colleagues
  • Keep the implementation grounded in teaching and learning
  • Keep the goals and the vision clear.

The school leader must be prepared to take a risk in order to lead a 21st century school and even more supporting an environment that encourages and supports all teachers and all students taking risks.

Characteristics of 21st Century ect teachers and students

Raines, C. (2002) Managing Millenials. Generations at Work has made an extensive study of the generations working and learning in schools.

What are the characteristics of our students?

  • Grown up digital surrounded by technology
  • Thrive on the opportunity to customise nearly everything they do . . .  their contact lists, photos, ringtones, mobile phone skins, web sites, blogs, and social network sites accounts
  • Networked all their lives
  • “twitch speed” video game players
  • Don’t read textbooks
  • Bored by lecture style delivery
  • Want to create
  • Multitaskers

What are characteristics of the new generation of teachers?

  • Smart
  • Tech savvy
  • Inclusive
  • Tolerant
  • Confident
  • Optimistic
  • Civic minded
  • Group oriented
  • Goal and achievement oriented
  • Good at multitasking
  • Expect a great deal from their leaders

What the new generation of teachers want:

  • Leadership. Looking for leaders who are great role models displaying honesty and integrity.
  • Challenge. They want learning opportunities to be given the chance to participate in projects where they try new things and learn from these. They are looking for personal growth and a career path
  • Collaboration. They prefer to work with people they like and enjoy the social aspects of work.
  • Fun. A sense of humour and silliness are important elements of their workplace.
  • Respect. They wanted their ideas to be treated with respect even though they are novices.
  • Flexibility. Busiest generation ever don’t necessarily like the rigidity of the job.

This group will leave a position

  • If it does not meet their high expectations
  • When their ideas are discounted simply because of their lack of experience
  • Because they ill not tolerate negativity
  • If co-workers are intimidated by their technical skills (Raines, 2002)

What challenge does this present for school leaders?

  • Support the older generation of teachers in the implementation of change which will enable them to engage and work with today’s learners
  • Learn how to maximise the skills and characteristics of the new digitally aware teachers

while continuing to achieve student learning outcomes and excellence.

Are there any standards to guide us?

The International Society for Technology Educators has developed a series of standards known as NETS for

What skills do you think 21st century students are going to need to survive and thrive (Fullan 2008).

People in the 21st century live in a technology and media-suffused environment, marked by access to an abundance of information, rapid changes in technology tools, and the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.

Partnership for 21st Century Skills www.21stcenturyskills.org

What are 21st century skills?

  • critical thinking
  • Problem solving
  • Creativity and innovation
  • Communication and
  • collaboration

Defining knowledge of this era

knowledge does not and cannot reside in any one individual text, object or tool. It is distributed across members of a group (both novice and expert) and across the many objects and tools and processes the group uses.

A great resource to expand your knowledge and understanding in this area is The Future of Education.