Handheld Learning - learning with mobile and ubiquitous technologies

REALLY like the "Brain, Buddy, Book, Boss" - where did that come from (wish I'd thought of it first, but, hey, it's good to share !) ?

Aliterative "B" for the net...?   "Backwoods" (as the antonym ? as it certain isn't)....

Got it ! "BROWSER"

How about that ?

(but does it come Before the "book" or after !)

Does the poll setup allow (eg:) "select up to 3", so the top 3 each of us uses would give a more representative picture of what we feel is beneficial to us in the classroom ?

Not very surprised at the way the poll has shaped, but I am surprised how few forum members have responded - could it be placed on the HHL's home page to achieve a higher profile ?

Anyone else seen this ?

What implications for the future ? (is it Orange ;-)

>>>
.mobi was approved by ICANN last year and is intended to be the first - and only - domain suffix dedicated to delivering internet content to mobile devices. .mobi is backed by some of the biggest mobile phone manufacturers, network providers and internet companies and is designed to revolutionise internet use on mobile devices, by giving users the confidence that when they access a .mobi website using their mobile device, they will be served with made-for-mobile internet content and services.

The public launch process for .mobi begins on Monday, 12th June with a Sunrise period during which trademark holders can apply to protect their trademarks in .mobi. This Sunrise period will continue until 21st August 2006 and is open to all national trademarks including European Community Trademarks (CTMs).
<<<

source easily.co.uk - through which I purchased my domain name

Sounds like a good strategy.

This has a resonance with the problem that the Open University had (has ?) in delivering "lectures" to students who were not on campus - excellent, purpose written texts, tv programmes with active visual demonstration, and audio tape talks (lectures but in a "one to one" voice modulation)... (even flimsy pressed vinyl 45 rpm discs on one course I did - mid'70s technology !) - in short, utilising a variety of technologies as were available at the time.  None of these enabled interactive feedback, to query points and clarify issues - that's what "self-help" group meetings and tutorials were for.  The discussion board (or email list ?) would be a contemporary equivalent (with the benefit of reducing the carbon emissions involved in getting to a single location for a meeting).

Although my school is not yet geared up for wifi networking and the use of handheld computers as learning devices (I'm working on them), I have a range of resources available.

These have been developed using Serif PagePlus desktop publisher, which has "Export to pdf format" facility, and in conjunction with Adobe Acrobat for Palm, this makes them readable on hhc.s (Albeit quite small - but they can, with the right hook up, be projected to screen

Time to adjourn to the thread Graham started, I think ! ("Do PDAs promote lonely learning")

When Graham posted the link I looked at the "exchange" and responded, but for some reason it didn't come up in the right thread - starting a new one...    Having rediscovered this thread, I'm catching up on the comments.

My points then were:
I feel that podcasting has significant potential in the "teaching and learning" context, but with reservations.

First, it is a medium primarily accessible to the "auditory learner", and whilst that comprises a valuable group, it does not necessarily include the majority.  Further, without a proficient structure to the podcast and effective "delivery" by the speaker(s), it will have little more impact on learning, even for auditory learners, than background "musak" - the eyes of the listener have, potentially, too many available distractions, and only if their attention is fully retained will the "message" be absorbed.  However, a podcast does have the advantage that it can be "wound back" and replayed, either to cover those parts missed through distraction, or not fully understood.

Secondly, as a learning tool, it could be useful for instructional material - the content could be step by step instructions which are followed sequentially, with the option to step back and re-run the stages if necessary.  The content is instructor focussed; how it is used is learner focussed.  Appropriate learning is dependent on the learner interpreting the instructions correctly. There is no opportunity for dialogue between the two, so misunderstandings and misperceptions are not correctible. It is therefore critical that the script of the podcast is able to be understood in only a single way.

A further use in learning would be for the podcast to pose questions that provoke investigative thought, so the learner considers alternatives and draws conclusions;  these conclusions may be the basis of further actions or analyses.  However, unless there is later scope (eg: in tutorial) for discussing these conclusions, they will be undirected (possibly misdirected, assuming certain definitions of the "right" view).  As learning is normally associated with assessment of some type (whether formal or informal), it is axiomatic that there will be a perceived view of what is the "right" learning outcome.  So this application of podcasting could either release a new level of thinking, or be simply misleading.  Leaners appreciate feedback, and this is lacking in the podcast medium - but then, so it is in the traditional learning medium - books !

Mark (mvanthoo) responded with some constructive thoughts, including the use of vodcasting, and with student creating the podcasts (he may need to clarify this precis !), and I felt the need to clarify my context:

Prof O'Brien's correspondence resonated with me because I've been thinking about a "library" of auditory reference podcasts that pupils /students can access whenever they need to develop a new technique or revise one they've not used recently (my thinking is coloured by the subject I teach ["Design & Technology"]).  They can then download the appropriate file(s) - if they don't already  have them on their mp3/4 device - and listen to it at whatever pace they chose (using the pause button at each stage, and re-run sections as they need).  So the choice on what is studied, and the pace at which it is studied are entirely pupil/student centred.  In this context the learner could be seen as "lonely".  However, they may be solitary (insofar as following their own study needs of the moment), but within the context of a whole class, each similarly occupied with the opportunity to break from their solitude to discuss issues with others and seek help, whenever they feel the need.

Certainly vodcasting would be an advantage, as they could see the process under instruction as well as hear it.  However, as you say, the development time for this is significant - I have edited instructional VTs, and getting (eg:) 8 minutes run time from 40 minutes raw video is reckoned to be good going - the editing took many hours !

Whilst the concept of pupils/students creating the podcasts is an exciting approach, I have reservations about it being an efficient use of time in the context of the acquisition of techniques in the focussed area of D&T.  My interpretation of the scenario would be that they would discover how to do something and make a podcast to summarise their experiences and their conclusion of the best way to so it - a very sound learning method in some arenas, but could lead to the loss of several fingers if learning how to use machinery !

We are at the dawn of a new era in learning, and (as we are now using the skills we learned in a previous century !) we will undoubtedly discover new (and, hopefully, better) ways of using technological developments to present learning experiences to the pupil/student.  However, that discovery may be (if history is to be any indication) a stumbling affair, with numerous obstacles and false tracks !

- But the more we seek, the more likely we are to find !

Some good thoughts there, Mark.  (I was responding to Prof Tom O'Brien's correspondence with Prof Dr. Heinrich Bauersfeld, but the response didn't come up on the same thread for some reason.)

That correspondence resonated with me because I've been thinking about a "library" of auditory reference podcasts that pupils /students can access whenever they need to develop a new technique or revise one they've not used recently (my thinking is coloured by the subject I teach ["Design & Technology"]).  They can then download the appropriate file(s) - if they don't already  have them on their mp3/4 device - and listen to it at whatever pace they chose (using the pause button at each stage, and re-run sections as they need).  So the choice on what is studied, and the pace at which it is studied are entirely pupil/student centred.  In this context the learner could be seen as "lonely".  However, they may be solitary (insofar as following their own study needs of the moment), but within the context of a whole class, each similarly occupied with the opportunity to break from their solitude to discuss issues with others and seek help, whenever they feel the need.

Certainly vodcasting would be an advantage, as they could see the process under instruction as well as hear it.  However, as you say, the development time for this is significant - I have edited instructional VTs, and getting (eg:) 8 minutes run time from 40 minutes raw video is reckoned to be good going - the editing took many hours !

Whilst the concept of pupils/students creating the podcasts is an exciting approach, I have reservations about it being an efficient use of time in the context of the acquisition of techniques in the focussed area of D&T.  My interpretation of the scenario would be that they would discover how to do something and make a podcast to summarise their experiences and their conclusion of the best way to so it - a very sound learning method in some arenas, but could lead to the loss of several fingers if learning how to use machinery !

We are at the dawn of a new era in learning, and (for the exact reason you mention) we will undoubtedly discover new (and, hopefully, better) ways of using technological developments to present learning experiences to the pupil/student.  However, that discovery may be (if history is to be any indication) a stumbling affair, with numerous obstacles and false tracks !

- But the more we seek, the more likely we are to find !

Regarding teachers' uses of HandHeld Computers (HHCs) I only partly agree.  Certainly, constructing a whole course and lesson plan would be tedious on and HHC, but it is very useful to have the files available on HHC for reference and "on the go" modifications (for later synchronising with the desktop version).  A similar argument applies to (eg:) Pro/Desktop files (I speak as a DT teacher with current PDT experience).

As someone who abhors repetitious tasks, I have developed an Excel format for course and lesson planning, where anything is one entered ONCE, and copied, in different formats, to all relevant lesson plans, and to (what used to be) OHP format (but could now be IR beamed from HHC to data projector or i/a whiteboard) showing the Lesson Objectives, Starter tasks, Homework, and Main Actvities (which enables these to be on display instantly the class enters the room - no "back to the class" hurriedly writing it on the board).  Having this on HHC is useful (and impresses Ofsted inspectors ! ).

I believe we are only just dicovering the ways in which HHCs could ease the workload of the teacher, and the sooner "we" are adequately equipped the better.

ps: Welcome to the Handheld Learning Forum !

What a fabulous site & resource - so many thanks !

I lost my Greek translation program when Palm OS upgraded and Interpilot didn't, so I'm especially pleased to see this (even if my Greek isn't as fluent as it once nearly was !  ;-)

Thanks again !

Tiny Red Book looks interesting, although I have to be convinced why I should spent $25 when the Excel spreadsheet I have developed on my T3 mostly suits my needs.  An on-screen demonstration would be useful, as I dislike loading trial software only to have to remove it later (with the attendant suspicion that the clean up has not been entirely debris-free).

However, I still have misgivings about the Excel format, as it is quite possible for a pupil to be on two (or more) lists, and a fortnightly timetable (which I presently endure) does give scope to not notice that the pupil has shown up twice in parallel groups (because they have "sussed" the loophole, and are avoiding another subject).

My T3 does not directly access the internet through wifi, and, although it can via "bluetooth" to my mobile phone, the call charges inhibit my use of this !

An excellent analysis of the issues, and what looks like a valuable scheme.

I feel that podcasting has significant potential in the "teaching and learning" context, but with reservations.

First, it is a medium primarily accessible to the "auditory learner", and whilst that comprises a valuable group, it does not necessarily include the majority.  Further, without a proficient structure to the podcast and effective "delivery" by the speaker(s), it will have little more impact on learning, even for auditory learners, than background "musak" - the eyes of the listener have, potentially, too many available distractions, and only if their attention is fully retained will the "message" be absorbed.  However, a podcast does have the advantage that it can be "wound back" and replayed, either to cover those parts missed through distraction, or not fully understood.

Secondly, as a learning tool, it could be useful for instructional material - the content could be step by step instructions which are followed sequentially, with the option to step back and re-run the stages if necessary.  The content is instructor focussed; how it is used is learner focussed.  Appropriate learning is dependent on the learner interpreting the instructions correctly. There is no opportunity for dialogue between the two, so misunderstandings and misperceptions are not correctible. It is therefore critical that the script of the podcast is able to be understood in only a single way.

A further use in learning would be for the podcast to pose questions that provoke investigative thought, so the learner considers alternatives and draws conclusions;  these conclusions may be the basis of further actions or analyses.  However, unless there is later scope (eg: in tutorial) for discussing these conclusions, they will be undirected (possibly misdirected, assuming certain definitions of the "right" view).  As learning is normally associated with assessment of some type (whether formal or informal), it is axiomatic that there will be a perceived view of what is the "right" learning outcome.  So this application of podcasting could either release a new level of thinking, or be simply misleading.  Leaners appreciate feedback, and this is lacking in the podcast medium - but then, so it is in the traditional learning medium - books !

(That's a start to the responses, so sit back and await incoming fire !)

As will be witnessed by the wide range of mobile device applications used in schools (and discussed on many of this forum's pages) the "lack of versatility" is clearly not a function of the PDAs.  There have been myriad examples cited.  The initial comment could only have been made by someone who had NOT attended last October's HHL conference at Goldsmiths !

The lack of versatility is most likely to be found in the imagination of the people who have the opportunity to utilise the technology - the teachers (et al ?).  This lack is likely to be founded (or dumbfounded ?) on the lack of time for each of them to sit quietly and engage in "blue-sky thinking".  The time constraints imposed by (an excess of ?) required documentation, for National Curriculum, for school management, and so the right boxes can be ticked for school inspections.

Most teaching colleagues I have known, over a number of decades, are imaginative and would embrace opportunities if they felt it was (a) likely to make learning more engaging, (b) likely to be easy to implement (without adding greatly to the planning process), (c) likely to have no more than a small logistical impact (eg: the maintenance & security of the devices), and (d) likely to gain the support of those with decision-making and financial power (who are conservative by nature - "the system can't be wrong ...it produced me").

To change the attitude of the person / group who suggested that PDAs lack versatility there needs to be a body of wide ranging examples of uses with clear learning advantage.  That, plus the significantly lower cost per unit (vs. desktop PCs) should lead to a change of attitude.

Just my twopenny worth !