Microsoft interactive classroom

A month or so ago, CED replied to a memo from IT with regards to installing technology into classrooms, with the suggestion that the institution explored more ‘student centred’ rather than teacher centred forms of technology.  Basically, we were not keen on seeing more smart ‘interactive’ boards and data projectors being installed, let alone, ‘lecture capture’ systems!!

In response, our IT department have suggested an evaluation of the Microsoft interactive classroom. There is a twee offical video and this one from University of San Diego, provides the lecturer's perspective.

What microsoft interactive classroom allow for is using powerpoint and onenote to provide for student input. A bit like ‘classroom presenter’ but using desktops or laptops instead of having to use tablet computers and utilising Microsoft tools.  A trawl of reviews via Google reveals a mostly positive response with some emphasis on free download.

There is a video on how to maximise the use of microsoft interactive classroom plus resources on using onenote for enhancing learning, including this one, on teaching with onenote. Of relevance to our 'interactive etextbook projects'.

Visit by Paul Levy from Swinburne TAFE

Paul Levy from Swinburne TAFE visited yesterday to do a catch up on e & mlearning projects at CPIT. We started with the HP tablet project run by Dave Kennnedy & Daphne Robson. Daphne provided a good introduction to the capabilities of using tablet PCs to enhance learning of mathematics and statistics fro pre-health & nursing students. There are inherent advantages to using this form of technology in association with class presenter. Students are able to work on ‘problems’ which have been collated using powerpoint. When they have solved the ‘problem’ they are able to sent their answer to the tutor. All of the answers from the class can then be compared, discussed, analysed etc. In all, an excellent example of social & participative learning in action In the near future, I will need to explore the possibility of using class presenter with mobile devices.

Paul & I then had a chat about his projects. He recommended the Nokia Omnia as an alternative to iphones plus also demonstrated the use of livescribe to archive and document the various conversations & meeting we were having.

We next called on Nick Ford to discuss elearning and how to enthuse reluctant educators into making use of ICT. A good discussion followed by Nick sharing resources relevant to the teaching of electrotech including crocodile clips absorb electronics and designing circuits using yenka electronics.

After lunch, we travelled across to the Sullivan Avenue CPIT site to visit the Technical Innovation Institute tutors. First up, a good chat with Cameron Wright from carpentry about how they use etxt to support workplace based apprentices along with assessment processes used by carpentry. Carpentry also uses student diaries to good effect to journal workplace based skill acquisition.

Then a fruitful conversation with Sean Flanagan, faculty academic coordinator & automotive tutor and Stephen Price, programme manager for engineering & electrical. The main objective was to learn about how best to cluster competency based units into manageable learning clusters, modules and in particular to explore how the concept of ‘projects’ could be useful. Stephen also took us around the electrical training areas which had lots of good resources for students to learn about the practical aspects of electrical trades. Andrew Massie, electrical tutor then showed us his Moodle site & had a chat with Paul with regards to collaborative activities that could involve students from both CPIT & Swinburne.

All in a good day for me to catch up on various activities at CPIT, have in-depth discussions with Paul on e & mlearning and to find out how others approach the teaching of trades content.