Project Abstract: “The HP Technology for Teaching grant has given Bluegrass Community and Technical College the ability to offer access to high quality mobile technology and to gain immediacy in collection, analysis and sharing of data. The General Chemistry Lab courses have begun using mobile tablet PC technology to perform experiments where data is collected in real-time, students assist each other in analysis of data and results are shared. The use of mobile technology has allowed the chemistry faculty and students to move the laboratory outside the walls of the institution making our chemistry courses less abstract and more meaningful. “
Journalism Class uses iPad for Reporting
A USC Annenberg journalism class used the iPad as a reporting tool. According to Wendy Chapman, “As a school that’s trying to imagine and help create the future of journalism, testing the boundaries of a new and powerful mobile device is important,” she said. “It’s vital to push the boundaries and demystify technology. Students need to be comfortable trying new things.”
See the full article at http://uscnews.usc.edu/digital_media/journalism_class_to_test_ipad_as_reporting_tool.html
Digital Storytelling
Steve & I were just at a BC Educational Technology Group Spring Conference, and there heard about and met some folks that were running a digital storytelling course that was offered via traditional classroom registration, but also via an open course that anyone in the world could register for. Grant Potter, from UNBC, who is collaborating with us on another project, set up an Internet Radio station for participants to “tell their stories” either live or recorded on the open Internet. This is of massive interest to us because Steve’s triple loop process easily incorporates the “storytelling” process. Jonathon Dueck from Kent also referenced storytelling in his session with us.
Loop 1: Where does the learning “live”?
- Where can students go to be closer to the learning and/or the phenomenon-under-study?
- Imagine students taking your course. Where (what specific locations or situations) could they be situated that would allow them to learn something better than, or different than in, say a classroom?
- Now…go farther into your imagineering. What could they be doing with the mobile devices? Could they be writing a note, making an aaudio file, taking a picture, making a short video, texting?
Please share your ideas with us by clicking on the “Comment” link.
Explanation of Loop 2
Loop 2 involves the delivery of course concepts.
While Loop 1 focuses on the student’s personal experiences, Loop 2 contains concepts that will help the student to better understand and appreciate those experiences in relation to the learning outcomes of the course.
In Rec 2295, for example, I will be delivering about 20 course concepts. You can think of these concepts as bite-sized bits of course material.
Why Mobile?
From “Galvanizing Your Campus to Go Mobile”
Tim Flood, Stanford Mobile Program. ELI Educause Webinar May 26, 2011.
Loop #3 Learning Activity
Choose one idea from your group members and post it here. In three sentences or less, describe the idea:
- What does Loop One look like?
- What content could be part of Loop 2?
Please feel free to read and respond to the ideas posted here.
Biology Idea
Daryl Smith, Biology Dept, shares an idea:
Mobile Activity – Library Tech
Here’s an idea from Carol Elder, Library & Information Technology Program
Mobile Devices for Field Research: Conversations With Faculty 4 (pt 1)
At Duke University, a Sociology Field research course used iPads for research on Global Health fieldwork. Jen’nan Read, Professor of Sociology, and Marc Sperber, Educational Technologies Consultant, both with the Duke Global Health Institute, share their experiences.