Android™ delivers a complete set of software for mobile devices: an operating system, middleware and key mobile applications. It is posssible to create your own apps using the open source application.
Possible to use the application with all phones. Primarily a self-development tool see: http://www.android.com/about/
Could it be possible to develop an app for the MMU????
TP can be used where you want to test a concept and can be used in a class as a real time formative assessment tool. TP results can be exported to Excel which is not a feature of Promethean.
The option you choose when a poll is opened can be changed until the poll is closed. This will then be the answer taken. Data can be analysed with SPSS.
Dylan Wiliam used a hinge question process which states that a hinge question requires a deep undertanding of the subject knowledge
The Library could develop a loan option for the TP devices which cost £30.00/handset, £1100.00 for a licence.
30 different types of report can be generated from the results obtained. TP allows devices to be registered on different channels thereby there should be no problem using different devices in proximity.
One receiver can accept 1000 devices but you can plug in another receiver if you use more than 1000 devices.
Responseware (webresponse service) can be used to interact with wireless machines – www.rwpoll.com Responseware can be used if students are geographically dispersed e.g. if videoconferencing. Responseware is a licence/service and payment is for the number of concurrent users. i.e. 100 users would enable 100 people to use their mobile devices to vote. Can use TP and Responseware together.
TP Anywhere allows you to vote over any piece of software used with it.
Testing Point plugin for Word can be used to create a bank of questions which may be used where and when required.
The feedback from the meeting received was that the auidt was a success. From this has risen a number of issues:
- Change the order of the questions
- Can the student questions be analysed individually – email Brian Mills
- Code the questions e.g decimal questions N1, fraction N2
- Run the test in Respondus with the same questions to see how this will be different to WebCT
- A second set of questions are to be created for WebCT by Maths staff
- Can the audit be printed at home when completed by students – check?
- Will the audit be viable in terms of human resources and rooming – Frank Eade to contact KH
Currently Paul & Tony useWebCT to interact with their students but students have complained about the lack of interaction within WebCT. Thet wish to develop the use of technology but were not sure how to do this and what type of technology to use. From the discussion we held I asked them if they had thought of using a social network to communicate with the students.
Neither of them had thought of the use of this and I informed them that the nature of the beast was to interact with the students. Engagment is a key aspect of the student experience. Both tutors wanted to upload videos/prog clips and share files.
I showed them the Ning network currently used by the Pre-Nursing cohort and they were impressed as to what could be done. As non techies it was easy to setup by the tutor and allowed them to guide the forums, discussion groups, upload video and engage students. The need to develop the use of technologoy not just WebCT is paramount. They are to develop a a Ning network between the PDP tutors to trial the use of a social network. I informed the tutors that a social network should not be seen as a document repository – this is a fact students have expressed.
I also mentioned a concept mapping tool (Imagination Cubed) which could be used to interact with students no onsite. This would allow tutors to develop ideas online and engage students. As with the use of a discussion forum tutors could determine which students werecontributing to the process and which were not. Paul & Tony would look into this tool as well as the ability to share files with students e.g. using Dropbox.
All software is freeware and would be adaptable. I await their feedback on the software mentioned and will be working with them to engange and develop these tools.
“Two possible paths before us – one on which we destroy what is great about the Internet and about how young people use it, and one in which we make smart choices and head towards a bright future in a digital age” – a little spectacular but a true choice of direction
“Parents aren’t the only ones who fear the impact of the internet on young people. Teachers worry that they are out of step with the Digital Natives they are teaching, that the skills they have imparted over time are becoming either lost or obselete, and that the pedagogy of our educational system cannot keep up with the challenges in the digital landscape.”
Whiteboard Emulation – Mimio, I-Beam two systems which can be connected to any board to emulate a IWB
Use wireless keyboard and mouse with the teaching machine to help academics when using a IWB
Develop the dual use of Promethean board when brainstorming
The use of voting systems heps students in: motivation, attention and retention
Hot Potatoes – half baked software.com a number of free software which can be used in teaching and learning
Other resources: http://metaatom.net/words, http://elastoplaststories.co.uk, http://triptico.co.uk, RSC – http://northwest.ac.uk, http://www.ltscotland.co.uk
On Facebook is a puzzle option which is available
Prof Jim Boyle – http://www.engsc.ac.uk; Steve Draper – http://www.psy.gla.ac.uk
Reusable Learning Objects: www.rlo-celt.ac.ukjoomlaindex.php (good section on Referencing books), www.ucel.ac.uk/lros
RLO /OER (Open Educational Resources) are resources which are open courseware and can be freely modified and used where required.
OTTER – www.jisc.ac.uk/whatwedo/programmes/ocr/otter.aspx (look at Leicester Univ. project)
Create Web2.0 resources which are Engaging, Creative, Participative, Accessible and Simple
The use of a ‘spark‘ i.e. a statement, video, audio etc. which grabs the students attention initially when creating an etivity.
If you add material online students will not engage i.e. do not make it an online repository. Design online material so that they have to do something with the technology. Use assesment in clever ways and they will engage. Design online material and they will engage it. Get the design of online material correct and student involvement will be greater and your time reduced.
|Link between e-tivities and assessment
|All output of e-tivities summatively assessed
||All student work should count
|E-tivities are optional but their output builds assessment
||E-tivities are explicitly aligned with the requirements of a subsequent summative assessment
|E-tivities are compulsory and their output builds towards assessment. The tutor ‘ticks a box’ when each e-tivity is satisfactorily completed
||E-tivities are aligned with the requirements of a subsequent assessment. As they are compulsory, e-tivites generate additional learner engagement and participation
|All e-tivities are optional and not linked to assessment explicitly
||Ken students given the opportunity to learn more without proper assessment
- A synopsis is required of the project outline emailed by MH with a deadline 31/08/09. Write as far as possible with the heading outlined but adapt accordingly if not possible. Possibly add future requirements of LRS!
- Challenging Assessment Conference 09/09/09 – 2 or 3 lines about my use of the ActiveExpression LRS , see student feedback. Email MH about any ideas for the conference on LRS, could show video of LRS systems
- Stock check of LRS systems to MH.
- Spring LTiA newsletter dedicated to Assessment. MH needs examples of good practice and also allow the profile of me to be raised as a leader in technology. Provide some form of text on this and can use video (link to how to Register an LRS) and pictures.
Additionally write an article for Web2.0 CoP and upload onto Cop. Possbly ask JW to contribute on Second Life.