I attended a workshop on innovative e-learning focusing on the use of mobile and wireless technology hosted by Leicester University. The first session looked at the reported use of this technology and pointed out the different way in which the terms mobile and wireless are used, but that what really matters is the underlying pedagogy.
A couple of texts in this area were mentioned:
Mobile Learning: A Handbook for Educators And Trainers: Agnes Kukulska-Hulme, John Traxler
Academic, edited book
Handheld technologies for mobile learning : Di Dawson
Practical guide aimed at adult learning sector, associated web site
We were also reminded of the JISC publication which is now nearly two years old, but nevertheless contains some interesting case studies (a hard copy and Cdrom are available from the engCETL library and online. Take a look at http://www.jisc.ac.uk/whatwedo/programmes/elearning_innovation.aspx also). One that may be of particular interest is the Log Book created by CETADL at the University of Birmingham to support team working of engineering students, Paul Newman is taking a look at it and we may invite someone to talk to staff if it looks like it might be useful and there is interest.
The middle part of the day was devoted to discussion groups and workshops. We were given a number of scenarios to think through and then, in the spirit of the day, asked to provide short solutions via SMS text message. The scenario were collected on a bulk mail site, replies can be found here
The last set of presentations before the wrap up were from members of the IMPALA group at the University of Leicester (see http://www.impala.ac.uk/ and http://www2.le.ac.uk/projects/impala). We heard about the use of "podcasts" from the rapping engineering lecturer and pro-vice chancellor, to the media & communications lecturers and the vets. There was some disagreement about the use of the term podcast as people pointed out that what we were really seeing was the use of audio files that were downloadable from a VLE site typically rather than the automatically regular received podcast. Semantics aside the most interesting uses were to enhance teaching by commenting on news items and actual events (such as a solar eclipse) in order to make teaching content more relevant and students were found to enjoy the possibility of listening whenever and wherever they chose, as often as they liked. We were counselled to keep make them regular, short (10 minutes maximum) and consider providing text support in the form of key points or a transcript (particularly to think about how students with disabilities may need extra help or find this form of content useful). Those of you keen to try out creating audio files are directed to the free software used by one of the participants: Audacity
¶ 3:51 pm
