Doing a catch up on mlearning resources this morning. A copy of paper presented at efest / teaching and learning conference at Ucol in October last year now archived along with several others via Ako Aoteoroa. Ones pertinent to mobile learning include Kathryn McCallum’s paper on ‘student characteristics & variables which determine mobile learning adoption’ and Thom Cochrane’s & Roger Bateman on their mLearning journey.
In addition, Thom has provided an overview of the Unitec mlearning projects in developing eportfolios using social networking sites using mobile phones as one of the many interesting projects to enhance student learning in the Ako Aoteoroa ' good' practice ebook.
Always good to check up on web based educational resources on Jane Hart's site. There is a compendium of mobile learning tools which provides a good list for use with iphones/ipod touches, blackberrys and windows mobile phones.
A more theorectical aspect on mobile learning, which I have recommended our library purchases is a book on mobile learning:structures, agency & practice edited by Norbert Pachler, Ben Bachmair and John Cook. There is a preview of this book on Google books.
Mobile learning is no longer seen as being something which is still emergent. There is now greater recognition of the advantages in investigating the use of mobile technology in enhancing learning opportunities for students. Part of this is the greater access everyone seems to now have to mobile phones. Using increasingly sophisticated mobile phones does assist educators in becoming more familiar with the use of this form of technology and awakens awareness of it's possibilities for learning.
Showing posts with label eTLC09. Show all posts
Showing posts with label eTLC09. Show all posts
Monday, February 08, 2010
Friday, October 02, 2009
efest - eTLC2009 - day three
My workshop went well with just over a dozen keen people attending & participating. We explored possibilities A 9am start after a very late finish at yesterday’s conference dinner. Convivial community, good food, a nice merlot & a hypnotist for entertainment.
Professor Tai Black keynote on relevance, research outcomes of Tuhoe oral & written literature as a continually expanding commentary on Tuhoe people’s infinitely varied lives of yesterday, today & tomorrow’ dedicated to Sir Howard Morrison.
Dr Black began with a story about how he first met Sir Howard. His first meeting was to bring Sir Howard out hunting & fishing into the Ureweras. Hi grew up in the Bay of Plenty / East Coast where much of the ‘literature’ he encountered was oral & not written. Hi provided examples of the oral richness of Maori literature & provided these within the context of why & when these were coined. An example is:
‘Hokia ki o maunga kiap urea koe e nga hau Tawhirimatea’ (John Rangihau) Return to your mountains that you may be cleansed by the winds of Tawhirimatea. In order to find out about yourself, you have to go home. There is a need of Maori academics to assist Maori (especially urban Maori) to find where they come from, the land & people they are connected to, to help them ground themselves for life. The presentation provided a good background on an aspect of multiliteracies valued by Maori but generally well known or appreciated by the wider NZ population.
Second keynote of the day from Dr. Peter Coolbear from Ako Aotearoa. Peter spoke about the ‘meaningful reflective practice: the mark of a professional tertiary teacher. The recent Tertiary education strategy emphases quality of teaching and learning framed in value for money terms. Increasing whole-of-institution perspective on completions/outcomes, performance based funding framework, self assessment & evaluation review (SAEER) & governance accountability. Tertiary teachers (should be in leadership position to make changes to teaching & learning), are they professionals (have power & influence) or journeypersons (skills & buffeted by policy changes etc)? Critical reflective practice through reflection in action and reflection on action. Need to move from self reference/self reflection towards meaningful critical self-reflection. High performing professional tertiary teacher has empathy, utilises reflection-in-action, able to use critical self-reflection & emancipatory. Evidence based research informs what tertiary teachers to do, how it is done & how they are valued.
Last conference keynote from Dr. Lisa Emerson on ‘teaching for excellence – excellence in teaching’ picks up on the conference theme. What is excellence in teaching? How can it me measured quantitatively – retention, success rates, student evaluations, compliance measures, willingness to engage with new technologies, willingness to engage in professional development & willingness to disseminate good practice? Used the consequences game process to collect & share participants’ thoughts on teaching excellence.
Conference closed by Bonnie Dewart, deputy chief executive at UCOL.
Professor Tai Black keynote on relevance, research outcomes of Tuhoe oral & written literature as a continually expanding commentary on Tuhoe people’s infinitely varied lives of yesterday, today & tomorrow’ dedicated to Sir Howard Morrison.
Dr Black began with a story about how he first met Sir Howard. His first meeting was to bring Sir Howard out hunting & fishing into the Ureweras. Hi grew up in the Bay of Plenty / East Coast where much of the ‘literature’ he encountered was oral & not written. Hi provided examples of the oral richness of Maori literature & provided these within the context of why & when these were coined. An example is:
‘Hokia ki o maunga kiap urea koe e nga hau Tawhirimatea’ (John Rangihau) Return to your mountains that you may be cleansed by the winds of Tawhirimatea. In order to find out about yourself, you have to go home. There is a need of Maori academics to assist Maori (especially urban Maori) to find where they come from, the land & people they are connected to, to help them ground themselves for life. The presentation provided a good background on an aspect of multiliteracies valued by Maori but generally well known or appreciated by the wider NZ population.
Second keynote of the day from Dr. Peter Coolbear from Ako Aotearoa. Peter spoke about the ‘meaningful reflective practice: the mark of a professional tertiary teacher. The recent Tertiary education strategy emphases quality of teaching and learning framed in value for money terms. Increasing whole-of-institution perspective on completions/outcomes, performance based funding framework, self assessment & evaluation review (SAEER) & governance accountability. Tertiary teachers (should be in leadership position to make changes to teaching & learning), are they professionals (have power & influence) or journeypersons (skills & buffeted by policy changes etc)? Critical reflective practice through reflection in action and reflection on action. Need to move from self reference/self reflection towards meaningful critical self-reflection. High performing professional tertiary teacher has empathy, utilises reflection-in-action, able to use critical self-reflection & emancipatory. Evidence based research informs what tertiary teachers to do, how it is done & how they are valued.
Last conference keynote from Dr. Lisa Emerson on ‘teaching for excellence – excellence in teaching’ picks up on the conference theme. What is excellence in teaching? How can it me measured quantitatively – retention, success rates, student evaluations, compliance measures, willingness to engage with new technologies, willingness to engage in professional development & willingness to disseminate good practice? Used the consequences game process to collect & share participants’ thoughts on teaching excellence.
Conference closed by Bonnie Dewart, deputy chief executive at UCOL.
Thursday, October 01, 2009
efest - eTLC2009 - day 2 afternoon workshop
Thom Cochrane presents on mobile learning with Roger Bateman (Design tutor) from Unitec. Demonstrated use of poll everywhere again which also allows you to embed into a powerpoint. Short history of cell phones including short clip from Lethal Weapon (1987) compared to what is now possible via vodaphone ad. (2008).
Followed by a demonstration of live video feed via qik. Live feed followed by video playback on qik almost immediately. Question followed on privacy on youtube. Students tend to enjoy sharing their work with others online but also important to form community of practices in the form of study groups which assist students in using the technology. Students choose technology based on the context they are working in. Eg. Design students rejected iphones as they did not have good cameras & could take videos which was part of design students’ specific learning direction.
Student work was showcased. Video of a students’ mlearning scenario with photos of drawings etc. on a Nokia N95. Students’ organisation of the end of year grad design show focused on mobility on Prezi including using a qik video, using GPS to show people how to get to the show & photos of how to collect evidence using camera, microphone for her studies. Using fring to chat, twitter etc. Site on ning to archive student work to build sustainable habitats which included discussion forums etc. Mobile integration provides an email link for students to email photos etc. into the site.
Important to find the correct hardware which matches the requirements of the course and the students’ expectations. Use of the technology needs to be seen to be an advantage for the student. WiFi capability on mobile phones or devices important to cut down on costs related to mobile web browsing. Support sites set up on Unitec LMS along with the weekly meetings with students to help with technical challenges.
Thom also showed livestream as a way to store & show case videos. Costs of pre-data is dropping esp. for Vodaphone allowing for photos & videos which cost less than txt messaging.
Followed by a demonstration of live video feed via qik. Live feed followed by video playback on qik almost immediately. Question followed on privacy on youtube. Students tend to enjoy sharing their work with others online but also important to form community of practices in the form of study groups which assist students in using the technology. Students choose technology based on the context they are working in. Eg. Design students rejected iphones as they did not have good cameras & could take videos which was part of design students’ specific learning direction.
Student work was showcased. Video of a students’ mlearning scenario with photos of drawings etc. on a Nokia N95. Students’ organisation of the end of year grad design show focused on mobility on Prezi including using a qik video, using GPS to show people how to get to the show & photos of how to collect evidence using camera, microphone for her studies. Using fring to chat, twitter etc. Site on ning to archive student work to build sustainable habitats which included discussion forums etc. Mobile integration provides an email link for students to email photos etc. into the site.
Important to find the correct hardware which matches the requirements of the course and the students’ expectations. Use of the technology needs to be seen to be an advantage for the student. WiFi capability on mobile phones or devices important to cut down on costs related to mobile web browsing. Support sites set up on Unitec LMS along with the weekly meetings with students to help with technical challenges.
Thom also showed livestream as a way to store & show case videos. Costs of pre-data is dropping esp. for Vodaphone allowing for photos & videos which cost less than txt messaging.
efest - eTLC2009 - day 2 afternoon keynote
Joyce Seitzinger from EIT presented on "You are not alone" centred on social networking sites including twitter and blogs. We are able to connect & contribute but there are thousands of web 2.0 sites, too much information to access!
Where to start? Join a community of practice. Find a community which appeals eg everybody, trademe. Ning was used as a site for the eTLC09. This is more than a website as it includes many opportunities for networking. Examples of smaller communities include online conferences & Special interest groups.
Start a personal learning network. Maybe based on a blog, wiki or a social networking site.
Where to start? Join a community of practice. Find a community which appeals eg everybody, trademe. Ning was used as a site for the eTLC09. This is more than a website as it includes many opportunities for networking. Examples of smaller communities include online conferences & Special interest groups.
Start a personal learning network. Maybe based on a blog, wiki or a social networking site.
Helen McPhun presented on engaging, motivating and assessing learners.
Opportunity one – cultural diversity should be used to enhance classroom learning. Move out of your comfort zone, bring learners together, challenge them & work with what results from the challenges. Employers need knowledge, skills & right attitude = cognitive (in context & memorable), psychomotor (realistic & practiced) & affective (fun & engaging) domains.
Need to bring separate units together into an integral part of the programme. Current assessments tend to assess declarative knowledge (what & why – algorithmic approach), how about the procedural knowledge (how & when – heuristic approach). Which one engages learners? Therefore best to provide opportunities of what & what if, why & why
not, how to & then what, when to & what happens, who does what but what if?
Project based learning recommended eg. To complete 6 units on communications, work in two teams to plan a real ‘school excursion’ working within real parameters, budgets etc. Mon – Wed. = teach led interactive lessons, Thurs. group time to do ‘research’, Fri.was run as a formal meetings in board room over the course of 8 weeks with last Friday being a formal presentation. Week nine, winning team subcontracts the logistical dogsbody work to the other team. Week 9 ended with THE TRIP. Week 10 focused on review of the trip & ended with where to from here session.
Formative assessment formed the background of the project. Summative assessments were also completed to reflect individual evidence of understanding and performance. Other evidence including audience feedback, peer assessments, personal reflection & teacher observations. Weekly self assessments were provided to assist with the reflective learning process.
Opportunity one – cultural diversity should be used to enhance classroom learning. Move out of your comfort zone, bring learners together, challenge them & work with what results from the challenges. Employers need knowledge, skills & right attitude = cognitive (in context & memorable), psychomotor (realistic & practiced) & affective (fun & engaging) domains.
Need to bring separate units together into an integral part of the programme. Current assessments tend to assess declarative knowledge (what & why – algorithmic approach), how about the procedural knowledge (how & when – heuristic approach). Which one engages learners? Therefore best to provide opportunities of what & what if, why & why
not, how to & then what, when to & what happens, who does what but what if?
Project based learning recommended eg. To complete 6 units on communications, work in two teams to plan a real ‘school excursion’ working within real parameters, budgets etc. Mon – Wed. = teach led interactive lessons, Thurs. group time to do ‘research’, Fri.was run as a formal meetings in board room over the course of 8 weeks with last Friday being a formal presentation. Week nine, winning team subcontracts the logistical dogsbody work to the other team. Week 9 ended with THE TRIP. Week 10 focused on review of the trip & ended with where to from here session.
Formative assessment formed the background of the project. Summative assessments were also completed to reflect individual evidence of understanding and performance. Other evidence including audience feedback, peer assessments, personal reflection & teacher observations. Weekly self assessments were provided to assist with the reflective learning process.
efest - eTLC09 - day two debate
A debate on ‘the web: End fo the classroom era’ was adjudicated by Alan Caldwalder. Affirmatives on the motion by Stephen Bright, Joyce Seitzinger & Leigh Blackhall. The Negatives represented by Helen McPhun, Bonnie Dewart & Colin Cox.
Stephen began by stating the affirmatives case. Online school students on the increase. Evidence provided by increases in students, courses & teachers using Moodle. Helen approached the debate from the point of ‘sensing human instead of insensitive technology’. F2F affords PRESENCE both for the learner & for the teacher. Joyce countered with the need to provide students with a voice using technology so that learning is not teacher-led. Recommends we check out youtube video – Mr Winkle wakes up where all of society apart from education has engaged with technology. This was followed by Helen J. with the trivialising of knowledge by twitter & other web 2.0. Leigh provided a rebuttal to the negatives case & brought the affirmatives case by stating that school as being interdependent & does not meet learning needs of students but the internet is where the student connects with experts, other kindred spirits etc. Colin closed the debate of how effective elearning / simulators may be in training pilots & dentistry?
Interesting points of views from the audience & rebuttals from both the affirmatives & negatives. Alan provided a quick summary. Votes counted indicate a DRAW!!
Stephen began by stating the affirmatives case. Online school students on the increase. Evidence provided by increases in students, courses & teachers using Moodle. Helen approached the debate from the point of ‘sensing human instead of insensitive technology’. F2F affords PRESENCE both for the learner & for the teacher. Joyce countered with the need to provide students with a voice using technology so that learning is not teacher-led. Recommends we check out youtube video – Mr Winkle wakes up where all of society apart from education has engaged with technology. This was followed by Helen J. with the trivialising of knowledge by twitter & other web 2.0. Leigh provided a rebuttal to the negatives case & brought the affirmatives case by stating that school as being interdependent & does not meet learning needs of students but the internet is where the student connects with experts, other kindred spirits etc. Colin closed the debate of how effective elearning / simulators may be in training pilots & dentistry?
Interesting points of views from the audience & rebuttals from both the affirmatives & negatives. Alan provided a quick summary. Votes counted indicate a DRAW!!
Wednesday, September 30, 2009
Efest eTLC2009 - day 1 afternoon – keynote – Derek Wenmouth
A much anticipated keynote from Derek Wenmouth (only 30 minutes long :( on "the changing role of the teacher in the 21st century".
Set the scene with a presentation with using his grandsons, born beginning of 2008 who will start school in 2013 & tertiary study in 2027. What will learning (& teaching be like)?
In 2027, the world will be increasingly globalised, population increase projects 9 billion people in 2048, increased competition for everything, increased diversity of cultures, etc.
So important to account for changing nature of tertiary education (growth of mass education, international groups, increased participation & access). Alongside unpresented rise of ICT (digitalisation & Web 2.0). From analog to digital to connected / ubiquitious - virtual reality, wearable computers, ubiquitious idenity, voice recognition, agents & avatars, miniaturisation, reusable paper, sematic web, personal learning environments.
Need to integrate pedagogy & technology & important for individual educators to keep up with the play. "ICTs can enable teachers to transform their teacher practices." Need to think not as individuals but as a network. These assist with meeting changing student & institutional expectations. Changes include those to be brought about by the shift to the new NZ school curriculum.
Set the scene with a presentation with using his grandsons, born beginning of 2008 who will start school in 2013 & tertiary study in 2027. What will learning (& teaching be like)?
In 2027, the world will be increasingly globalised, population increase projects 9 billion people in 2048, increased competition for everything, increased diversity of cultures, etc.
So important to account for changing nature of tertiary education (growth of mass education, international groups, increased participation & access). Alongside unpresented rise of ICT (digitalisation & Web 2.0). From analog to digital to connected / ubiquitious - virtual reality, wearable computers, ubiquitious idenity, voice recognition, agents & avatars, miniaturisation, reusable paper, sematic web, personal learning environments.
Need to integrate pedagogy & technology & important for individual educators to keep up with the play. "ICTs can enable teachers to transform their teacher practices." Need to think not as individuals but as a network. These assist with meeting changing student & institutional expectations. Changes include those to be brought about by the shift to the new NZ school curriculum.
efest - eTLC2009 - day one afternoon workshop one
First workshop of the conference from Karen Young & Fred Koenders from Eastern Institute of Technology (EIT) on “ whole of organisation engagement in effective learning”.
Both Karen & Fred are not involved in teaching but in the development of teaching & learning at EIT. EIT began two & a half years ago to improve both learning & teaching within the institution. Started with setting up innovation & learning group (19 staff) who set up parameters. In 2007, first ever half day professional development day for all staff was organised to collect ideas on how to improve learning. Data collated & initial model develop & presented to 19 focus groups. End of 2007 model developed to provide direction. Innovation & learning group then critiqued. Sub group formed to improve which emerged with EIT model of effective learning. Each of the titles in the model expand to provide guidelines. All pertinent to ITPs in NZ.
Both Karen & Fred are not involved in teaching but in the development of teaching & learning at EIT. EIT began two & a half years ago to improve both learning & teaching within the institution. Started with setting up innovation & learning group (19 staff) who set up parameters. In 2007, first ever half day professional development day for all staff was organised to collect ideas on how to improve learning. Data collated & initial model develop & presented to 19 focus groups. End of 2007 model developed to provide direction. Innovation & learning group then critiqued. Sub group formed to improve which emerged with EIT model of effective learning. Each of the titles in the model expand to provide guidelines. All pertinent to ITPs in NZ.
efest - ETLC2009 - day one morning
The conference officially opened with a powhiri from UCOL welcoming the conference delegates to Palmerston North.
The conference was officially opened by the chief executive of UCOL, Paul McElroy. He made a good point about the need to support good learning & teaching with infrastructure including good ICT, learning resource & support centres. The ICT (desktops & WIFI) provided at UCOL has been very good so far.
Opening address was provided by Dr. Roy Sharp, chief executive of the Tertiary Education Commission. He provided a good background on the fiscal constrains imposed by the current economic climate. The challenge is to maintain & improve tertiary education given limited resources. Themes of the current government were summarised. These include value for money = improved graduate outcomes, high trust + high responsibility ITP system = need to ensure graduates attain skills which will assist future development of individuals and the country. TEC will work at incentivising outcomes & completions as a means to meet government direction. ITPs need to maximise outcomes /completions without compromising quality of learning. One way is to support excellence in teaching. He encouraged the participants to follow the developments on the Amendment to the Education Act (polytechnics) plus look at the draft Tertiary Education Strategy which is open for consultation yesterday & to register comments by Nov. 6th.
Opening keynote address was from Dr. Angie Farrow. A teacher & a playwright. Presented on the concept of teaching as a art form. She told the story of how she got into teaching after a dysfunctional childhood in the East End of London. The decision to go to teachers college was motivated by not having to work in very boring job. She advocates a kinaesthetic and connected form of teaching and learning, based on the concept of ‘presentness’ which she learnt from here experiences in the theatre.
Recommends techniques which can be used to prepare ourselves for teaching which allow us to get into the zone (flow) when we teach. Interactive sessions to assist the opening of new neurological pathways between brain & body were practiced throughout the session. A passionate & enervating presentation providing a good start to the conference.
The conference was officially opened by the chief executive of UCOL, Paul McElroy. He made a good point about the need to support good learning & teaching with infrastructure including good ICT, learning resource & support centres. The ICT (desktops & WIFI) provided at UCOL has been very good so far.
Opening address was provided by Dr. Roy Sharp, chief executive of the Tertiary Education Commission. He provided a good background on the fiscal constrains imposed by the current economic climate. The challenge is to maintain & improve tertiary education given limited resources. Themes of the current government were summarised. These include value for money = improved graduate outcomes, high trust + high responsibility ITP system = need to ensure graduates attain skills which will assist future development of individuals and the country. TEC will work at incentivising outcomes & completions as a means to meet government direction. ITPs need to maximise outcomes /completions without compromising quality of learning. One way is to support excellence in teaching. He encouraged the participants to follow the developments on the Amendment to the Education Act (polytechnics) plus look at the draft Tertiary Education Strategy which is open for consultation yesterday & to register comments by Nov. 6th.
Opening keynote address was from Dr. Angie Farrow. A teacher & a playwright. Presented on the concept of teaching as a art form. She told the story of how she got into teaching after a dysfunctional childhood in the East End of London. The decision to go to teachers college was motivated by not having to work in very boring job. She advocates a kinaesthetic and connected form of teaching and learning, based on the concept of ‘presentness’ which she learnt from here experiences in the theatre.
Recommends techniques which can be used to prepare ourselves for teaching which allow us to get into the zone (flow) when we teach. Interactive sessions to assist the opening of new neurological pathways between brain & body were practiced throughout the session. A passionate & enervating presentation providing a good start to the conference.
Tuesday, September 29, 2009
efest unconference -afternoon session - LMS & eportfolios
Attended the session on LMS is dead. The other session was actually for 21st century libraries (not learners!).
Is the LMS wagging the dog?? Do we need an LMS? Is cloud computing an alternative or are we moving from one app to another, just the provider is different! Alternatives to LMS include synchronous tools, Google apps & other Web 2.0 tools.
Whatever is decided on, there is still a need for the institution to provide sufficient formal /structured training to ensure staff are upskilled sufficiently to be able to use ICT appropriately. There seems to be a lack of understanding from higher levels as to what is involved in changing staff culture to accept & work with the chosen tool. Discussion centred around how to bring the majority of staff on board.
The next session was on eportfolios. Facilitated by Justin from Ako Aoteoroa & Hazel from Unitec. A round of introductions established that most of us were very interested in eportfolios. Justin is encouraging the group to connect via the Ako Aoteoroa eportfolio group. Many of the challenges faced by the group were similar. There was discussion on how to aggregate, what to collect, where to store, how to assess the evidence, security issues, what to do with multi-media/ multi modal evidence, how to support students with collating and compiling eportfolios, diversity of options available (closed, open source Mahara, free flow using social networking sites), opportunities for research as eportfolios are relatively new, not only student but staff use, potential for recognition of prior learning, meeting cultural diversity, what is the eportfolio for, who owns it etc., portability.
Ako is able to fund the group to meet again in the near future if there was a reason to meet. For example, is a national eportfolio system way to go? Should institutions actually make decision as to the which eportfolios to use?
Discussion also on the depth of reflection possible. Formative assessments of the evidence important to assist students in gauging the level of their own progress and this sometimes encourages the whole group to lift their performances. Useful also for workplacements where students are able to share their work with tutors, employers and other students.
Is the LMS wagging the dog?? Do we need an LMS? Is cloud computing an alternative or are we moving from one app to another, just the provider is different! Alternatives to LMS include synchronous tools, Google apps & other Web 2.0 tools.
Whatever is decided on, there is still a need for the institution to provide sufficient formal /structured training to ensure staff are upskilled sufficiently to be able to use ICT appropriately. There seems to be a lack of understanding from higher levels as to what is involved in changing staff culture to accept & work with the chosen tool. Discussion centred around how to bring the majority of staff on board.
The next session was on eportfolios. Facilitated by Justin from Ako Aoteoroa & Hazel from Unitec. A round of introductions established that most of us were very interested in eportfolios. Justin is encouraging the group to connect via the Ako Aoteoroa eportfolio group. Many of the challenges faced by the group were similar. There was discussion on how to aggregate, what to collect, where to store, how to assess the evidence, security issues, what to do with multi-media/ multi modal evidence, how to support students with collating and compiling eportfolios, diversity of options available (closed, open source Mahara, free flow using social networking sites), opportunities for research as eportfolios are relatively new, not only student but staff use, potential for recognition of prior learning, meeting cultural diversity, what is the eportfolio for, who owns it etc., portability.
Ako is able to fund the group to meet again in the near future if there was a reason to meet. For example, is a national eportfolio system way to go? Should institutions actually make decision as to the which eportfolios to use?
Discussion also on the depth of reflection possible. Formative assessments of the evidence important to assist students in gauging the level of their own progress and this sometimes encourages the whole group to lift their performances. Useful also for workplacements where students are able to share their work with tutors, employers and other students.
efest unconference - morning session
Plane arrived 20 minutes late at Palmerston North & then no taxis at the airport! So had an impromptu tour of PN before getting to UCOL for the annual efest teaching & learning conference. Got in at the end of Peter Mellow’s opening presentation & morning tea.
Unconference involved breakout into 3 rooms to discuss a range of issues. I stayed pretty much in the one room where we had sessions on Smartphones, 21st century literacies & eportfolios.
Other sessions on learning management systems, teaching with technology, learning design & virtual worlds (the SLENZ project). Sessions were supposed to be consolidated and shared with other groups using the conference wiki, twitter, a info. wall etc.
Smart phones session facilitated by Thom Cochrane from Unitec. We all shared our experiences working with mobile projects & Thom did an overview of mobile possibilities.
We explored bluetooth then a play with texting to poll everywhere (Aussie site)
Then a quick tour of qik (which allows many mobile applications to run on it) eg, videos, photos, GPS which can be streamed in live & once captured can be uploaded up on youtube. The collate on lifestream which allows live streaming as well as chat.
We also cruised through geo tagging, micro blogging, txt notifications (possible within Moodle but costs!), student podcasting (Mac or iphone only).
Unconference involved breakout into 3 rooms to discuss a range of issues. I stayed pretty much in the one room where we had sessions on Smartphones, 21st century literacies & eportfolios.
Other sessions on learning management systems, teaching with technology, learning design & virtual worlds (the SLENZ project). Sessions were supposed to be consolidated and shared with other groups using the conference wiki, twitter, a info. wall etc.
Smart phones session facilitated by Thom Cochrane from Unitec. We all shared our experiences working with mobile projects & Thom did an overview of mobile possibilities.
We explored bluetooth then a play with texting to poll everywhere (Aussie site)
Then a quick tour of qik (which allows many mobile applications to run on it) eg, videos, photos, GPS which can be streamed in live & once captured can be uploaded up on youtube. The collate on lifestream which allows live streaming as well as chat.
We also cruised through geo tagging, micro blogging, txt notifications (possible within Moodle but costs!), student podcasting (Mac or iphone only).
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