Handheld Learning - learning with mobile and ubiquitous technologies

Hi Jocelyn (et al),

Ref: Sharples et al 2007 - Google turned up 130,000 hits, of which presumably 129,000+ would be irrelevant.  However there are potentially useful references in the M-Learning conference call for papers (http://www.mlearning-conf.org/cfp.asp), and a possible contact at Birmingham University, viz: Susan Bull (http://www.eee.bham.ac.uk/bull/) who may be able to give more direct clarification.  HTH

I quite agree with Mark's points (similar in some ways to mine ;-) ).

I also agree that really good teachers find ways round the constraints. The problem is maintaining that circumvention day after day, year after year, and retaining the required resilience and enthusiasm for the benefit of the pupils we are helping develop.  This is even more difficult when "the goal posts" are moved, as new strategies have to be adopted, and that only after the new requirements are assimilated.

But at least we can keep trying.

Sometimes the best way forward is a different "forward" to everyone else.

Well chosen word, "Titanic"? 

...with the education system driven at speed through trouble strewn waters, chasing deadlines and inadequately considered targets, with  only a misty visibility of the possible outcomes ?

I hope, for all our futures, not so !  That "we" can steer clear of the dangers, or minimise the damage perhaps already caused.

What an amazing video !  And insightive thoughts !  (One to show colleagues on a training day ?)

When I stated teaching, in the mid 1960s, there was no National Curriculum, no League Tables, no SATs, and virtually no accountability.  This allowed poor teachers to continue unchecked (except by their head of department / SLT), but it also allowed good teachers (the majority) unfettered use of their imagination in educating their pupils.  It's what we came into the job to do.  We did not have to teach to the tests, in order to climb up or maintain our position in some button-counter's statistical hierarchy.

Certainly teachers should be accountable.  In the critical analysis we are accountable to our pupils and their future ( - did we do the best for them ?  Will society be a better place because we were involved in their learning ? Did we make a [positive] difference ?).

Most of the colleagues I have known in the past 41 years have been intelligent, creative people, whose enthusiasm and passion for education has been deep.  Frequently, I have seen that passion stifled by constraints imposed from beyond the school gates (mostly political).  I can't see that changing much in the next 50 years. A generation of conditioning will, by now, have entrenched habits.

Sir Ken's comments are absolutely spot on,  but, for the attitudinal changes he promotes to work on a daily basis in schools now, it will require equally imaginative leaders who can break out of their own constrained thinking.  Now that the accountancy  parameters [of leagues tables, SATs, Value Added, etc.] have been let out of Pandora's box, and imposed on schools, they will be difficult to put back.  Any new system will have to include some measuring system so as to demonstrate that *not* teaching to the test, and *not* being constrained to an externally imposed curriculum produces a better outcome and a better future.

Perhaps through the relatively recent recognition of multiple intelligences, and the opportunities for 24/7 learning, such as those offered through hand held "devices", we may be able to begin address this.

I'm no expert on SatNav kit, so wouldn't risk giving specific advice on that.

Can you use your PC to copy all the SatNav files to another card and either try the new card (it may clean up some files in the process, being digital), or reinstall the SatNav files from the installation CD/DVD (assuming it didn't come on the expansion card now in question - might have an influence on back-up procedures in future ;-)

Not sure what's causing this, other than the sync'ing hanging whilst trying to parse (computer grammar check) something that it can't work out (eg: a corrupted file).   

One possible option is to delete all recently installed application files, and see if that clears it, then (if it does) find out why they have had that effect (eg: quiz the supplier of the new software)

Another is more draconian. Copy all essential data files to the expansion card, and use Softick Card Export (which enables your Desktop computer to "see" the Palm's expansion card as an external drive) to connect to your desktop machine.  You could then copy the card files to a backup folder on your desktop. Then do a hard reset (which will clear out EVERYTHING) from the Z72 except what's in ROM.  You should be able to start reloading files from scratch.

The usual advice is to install everything, one by one, sync'ing after each one is loaded, and identify which application / file is causing the problem - which you'll only do once that has been put back onto the Palm - then you have to do it all again, but leaving out the one causing the problem ! Tedious, but practicable.  You might start with the files / applications that you think are at highest risk of causing the problem - then (if they do cause failure) you won't have wasted a deal of time on the known good stuff.

Data files could be simply copied back, but applications would be best re-installed (remember where you put the licence keys ?), possibly reloading their data files through them - they may not pick up directly recopied files.

HTH

All looks like a Psion revival !

What I'd find really useful in the classroom would be the ability to connect my Palm T3 either directly or through my "teacher's" desktop PC, presumably via Bluetooth, to the data projector.  It would enable me to be anywhere in the room, and "beam" the T3's screen to the whole class.

Whilst being useful for demonstrations, simulators wouldn't fulfil this need.

Any ideas ?

Sad to see the 76% (public?) vote against the idea, primarily quoting the old saw that the kids won't be using their brain so much (I paraphrase).

It reminds me of the 1970s when calculators were coming onto the market at affordable prices (ie: £20 for a 4 function + constant calculator).  Maths departments saw them as cheating, as did many of the uninformed / shallow-thinking public.  I said, "They help you make the same mistakes faster - so you can check the correct way more easily" - a much stronger educational experience, in my view.

I hope the proof of the councillors' initiative will show in the improved education of the pupils.

I should add that without the "technological obsessives" there is rarely any technological progress, so everyone remains in the mire.

Oh, and I know that "realise" has one L !

It's a phenomenon known in physics, in the electrical / electromagnetic field, whereby any change of emf [electo-motive force] ("current", if my memory serves correctly) will induce a "back-emf" that resists the change.

The reason is that we're asking people to step outside of their comfort zone, into areas of gadgetary use that they reallise they have little or no experience of controlling, or of coping with vagaries that may arise.  What they have is what they know, can control, and already which works for them (in most cases).  Especially in cases where there are a myriad of devices, each with its own command set and ways of going wrong, they are nervous about change.

They need to be able to see the pedagogic advantages, with assurances of minimal risk and disruption.  Sadly, they are rarely won over by the enthusiasm of those whom they see as technological obsessives.  Often it is not until they are forced into a situation in which (in this case) "mobile devices" are so incontovertibly the only feasible solution will they remove their blinkers, and consider utilising the gadget.

We, on the other hand, will be developing the next bit for them to be nervous about !

It was probably the same when someone came up with chalkboards.

Do you know of anything like that for Palm ?

Gerry,
Last year I ran a breakout session entitled "What's in it for me ?" - a teacher's perspective, outlining how I've used handheld computers to help me teach and organise my teaching & admin. Sadly, as I was too busy to write the brief soon enough, the option to run an update couldn't be fittedinto the conference schedule - maybe next year !

Last year's session was only attended by 3 people, partly due to it being at the same time as our charismatic keynote speaker, and partly due to the factors you mentioned (not many actual teachers there ?)

I can send you the powerpoint presentation of last year's session, if that would help, but it would miss the conversations we had. Contact me at hhc@galena.org.uk, if you'd like it.

Graham, Thanks for that.  I use the T3 to play audio podcasts (similar list to those in your screen clip ! Plus New Scientist's weekly podcast), but wondered about the videocast (vidicast ?)

Is there yet equivalent software for the Palm T3 ?