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How to use Quick Response Codes in teaching about the First World War
Leveraging mobile technologies and Web 2.0 tools to engage those with an interest in the centenary of the First World War in the stories of the people of the era using strategically placed Quick Response codes.
Open Education in an Open Landscape
Inclusion: Innovation: Implementation
An OULive presentation by Jonathan Vernon 17th February 2014 @20:45
I’d like people to add a Quick Response code to their Commemoration Poppy
Fig. 1. Mashup of a Royal British Legion Poppy with a Quick Response code that links to the story of a veteran of the First World War.
Who are them men and women whose lives are remembered on British War Memorials?
Fig. 2 First World War War Memorials in Lewes and Brigthon
The problem with war memorials is that those named on them risk becoming forgotten words on a list. By using the Web we can find out who these people were and where they lived: we can try to put a face to the name and a story to the name – and then we can share what we find online.
There are more than 54,000 war memorials in Great Britain, most of these put up after the First World War; there is barely a community without one. There are some 900,000 names. Significant interest already exists, especially as we approach the centenary of the First World War making this initiative a potentially easy one to add, to what is already taking place.
“Fast, cheap and out of control”
Brian Lamb (2010) described those technologies that ‘lend themselves to … the networked and open approach’ (Weller, 2012 KL 244) as ‘fast, cheap and out of control’. It was with this in mind, taking an interest in the centenary of the First World, that I started to think about using Quick Response codes as a personalized entry point to the Web that anyone could generate in order to share a story about someone who served in the conflict, and to do so both online and on the street.
Fig. 3 How a Quick Response code might be used on a Royal British Legion Poppy in order to personalise your commemoration.
Quick Response (QR) codes are fast – they are easy to use, they are free; however to be effective in learning there has to be a ‘ modicum of control’ – the initiative has to come from somewhere. Worn in this way, I’d like to think that you can share directly with others the person whose name you have researched and whose life you wish to remember, as well as directing people to the content online and inviting them to ‘adopt’ a name from a war memorial themselves. This is designed as a ‘blended experience’, that uses ‘face-to-face’, ‘community’ and ‘classroom’ experiences, trips to monuments … and qualities of being and going online.
Fig. 4 QR codes are a product of the car manufacturing industry
Faced with increasingly complex components, Denso, a supplier to Toyota, came up with what is a 2d barcode in the 1990s. (Denso, 2014) Made free of patent, and using free software anyone can now generate their own unique QR code; you can even print them out on standardized sticky label stationery. There are a myriad of uses for QR codes, from embedding information that is read and stored by the device to a quick link to rich content online. The interest here is to use QR codes to link to learning resources, in mobile, or ‘m-learning’ contexts in particular, and for users to both ‘read and write’ such content. I liken QR codes to using your phone as a remote control to click to a TV channel. You point a smartphone, or tablet at the QR code to read it and go instantly, pretty much, to a web page. Unlike a TV remote though, you can just as easily create and share your own content too.
The use of QR codes in education in the last decade has been limited
Refereed papers are few, but between these and other published reports, suggestions can be made regarding their strengths and weaknesses. If QR codes are to be used successfully then champions need to be identified to take up the cause. Whilst QR codes use the power of the Web to connect people to rich content, that they may create themselves, a good deal of thoughtful planning will be necessary, not just explaining how to make use of QR codes, but also working them in, where appropriate to current learning schedules where QR codes can contribute to meeting clear learning objectives.
The 2009 Horizon report identified six technologies that were expected to be significant in the following few years, of these, five relate to this proposed innovative approach to learning by wearing a personalised QR code:
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mobile devices,
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cloud computing,
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geo-positioning
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the personal web and
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smart objects.
Use of QR codes in learning has had mixed results
Simply putting a QR code in front of a museum artifact, as they’ve done at the Museum of London and did at the Design Museum does not work (Vernon, 2013) – there isn’t enough to attract or necessitate their use, not everyone has a smartphone or tablet, and the technology is often not robust. While outdoors QR codes added to signs in the South Downs National Park, (Kerry-Bedel 2011) for example, barely received a view a day during a three month trial and in some instances there was no signal anyway.
Where QR codes have been successful is in targeted learning experiences in schools (Gradel & Edson, 2012), where the affordances of the QR code have been exploited to form part of an engaging, constructive and collective learning experience.
To be effective this initiative with war memorials requires galvanizing people to take part in a joint exercise – easier with a class in school or college, less easy with the general public.
Examples where QR codes work include:
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where participants are ‘equipped’,
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where they can take an active role, such as with ‘on the spot’ surveys or quizzes,
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where they are prompted into cooperative learning
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and where timely ‘Frequently Asked Questions’ are given.
(Awano, 2007: Information Standards Committee 2008; So 2008; Robinson, 2010; Hicks & Sinkinson, 2011; Ryerson Library & Archives, 2012.)
Fig 5. A Simple Guide to Four Complex Learning Theories. Lepi (2012)
The theory behind the idea of using QR codes in a mobile and open way, is that in the digital age ‘connectivism’ is the modus operandi. In Fig. 3, an infographic produced by Edudemic (Edudemic 2012) traditional and digital theories are shown. All are relevant, each has its place, with the digital environment offering new approaches to learning.
Learning ‘in the digital age’ enables and benefits from a level and quality of interaction and connectedness that is easier to achieve on the Web. It is particularly effective where the body of learners is large, where ‘birds of a feather, flock together’ (Li & Chignells, 2010) at a hub (Efimova, 2009) and their behaviour is open and shared so that knowledge acquisition comes through the challenges and rewards of sustained interaction. (ibid)
Only a fraction of an online population are naturally inclined to generate content. Nielsen (1999) suggested that only 1% create content, 9% might comment, while the remainder are readers or viewers. Nielsen cites the Amazon book reviewer who wrote 1,275 reviews in one year. I liken these people to what advertisers call ‘champions.’ The key influencers of a cohort or group, early adopters, who innovate first and do so with conviction and passion. (Vernon, 2012).
Fig. 6. Creators, commentators and readers – how use of the Web stacks up. Vernon (2010) after Nielsen (1999)
So if we are to rely on participants to generate content the total numbers taking an interest as viewers and commentators needs to be large. Building on Nielsen, and authors who have called groups who identify with each other through connected blogs as ‘like minds’ and my own experience in advertising I devised Fig. 4 to suggest degrees of participation.
How I would see it work with War Memorials is that as well as the key creators, there would also need to be, say branch members of an organisation such as the Western Front Association, they have over 3,000 members with branches across the UK, as a body of ‘like minds’ supported to work on the content, a figure increased further by engaging local schools or colleges – especially where the work is made part of formal assessment.
A balance has to be found, I believe, between the qualities of a tool that is ‘fast’ and ‘cheap’, and where, if it is ‘out of control’ – but you want to use it, to do so by creating parameters or ‘scaffolding’.
Fig. 7. Following ‘City Walks’ near Bloomsbury Square, London.
The potential weaknesses of using QR codes include the requirement for participants to have a suitable device, say a smartphone or tablet and communication fees. QR codes may not be so easy to stick to, then read from, a standard Poppy either. Reading from and using a smartphone or tablet presents accessibility issues. Though these devices are also being used in resourceful ways to support people with disabilities, and an audio guide, say a minute per name, for a war memorial, has its appeal.
Fig. 8. A mash-up of old photographs overlaying a Google Map
In relation to creating and sharing content in an open culture, Robert Capps (2009) coined the expression ‘the good enough revolution’. This precludes being prescriptive or from expecting perfection. Whilst output on the First World War from the BBC and the Open University should understandably attain a certain professional standard, the kind of creation required of those researching names on war memorials themselves should take inspiration from this ‘good enough revolution’. Examples include ‘pinning’ names from a war memorial to a home address, sharing photographs in a Flickr gallery, ‘pinning’ World War One photographs to battlefield maps, sharing photographs on Pinterest, numerous inventive YouTube videos, shared documentaries and memoirs presented as blogs.
Fig. 9. A mash-up of War Memorial which featured a Poppy, adding a QR code and links to an interactive online activity and a blog.
What has been shown, in museums and ‘out in the field’, is that simply ‘put out there’ QR codes are ignored. This makes the idea of ‘wearing your Poppy featuring your QR code’ appealing, as each person becomes an ambassador on the ground, in the street, on site, for that nugget of information, especially so if they are also responsible for – and proud of creating the content you then link to. The opportunity exists to engage people in bringing the stories of those named on our war memorials alive and sharing this knowledge in an invigorating, dynamic and Web 2.0 way. As a result, a deeper and more meaningful connection is made with the past and our relationship to it.
REFERENCE
Awano, Y (2007). Brief pictorial description of new mobile technologies used in cultural institutions in Japan. The Journal of Museum Education, 32(1), 17-25
Capps, R (2009) ‘The GOod Enough Revolution: When Cheap and Simple is Just Fine’, Wired Magazine: 17.09. Avaialble at http://www.wired.com/gadgets/miscellaneous/magazine/17-09/ff_goodenough?currentPage=1 [accessed 18th February 2014]
Denso (2014). QR Code Standardization. Available at http://denso.com/ [accessed 18th February, 2014] also at http://www.denso.com.au/Products/Non-Automotive/Data-Capture/QR-Code
Edudemic. Traditional Learning Theories. Available at http://edudemic.com/2012/12/a-simple-guide-to-4-complex-learning-theories/ [Accessed 19th April 2014]
Efimova, L. (2009) Passion at work: blogging practices of knowledge workers. Novay PhD
Research Series 2009. Available at www.novay.nl.dissertations [Accessed 19th April 2014]
Gradel, K., & Edson, A. J. (2012). Higher ed QR code resource guide.
Hicks, A., & Sinkinson, C. (2011). Situated questions and answers: Responding to library users with QR codes. Reference & User Services Quarterly, 51(1), 60–69.
Information Standards Committee (2008) Section 3: QR code, Synthesis Journal. (From http://www.itsc.org.sg/pdf/synthesis08/Three_QR_Code.pdf )
Kerry-Bedel, A (2011) Smartphone technology – the future of heritage interpretation: Its in conservation. Avialable at http://www.kbstconsulting.co.uk/QR/images/ITIC.pdf [Accessed 14th February 2014]
Lamb, B (2010) ‘Open Contempt’. Available at http://wiki.ubc.ca/Open_Contempt [accessed 18th February 2014]
Li, J., & Chignell, M. (2010) Birds of a Feather: How personality influences blog writing and reading. Science Direct. International Journal of Human-Computer Studies 68 (2010) 589-602
Nielsen, J (1999) Web Usability
Robinson, K. (2010). Mobile phones and libraries: Experimenting with the technology. ALISS Quarterly, 5(3), 21–22
Ryerson University Library & Archives (2012). QR codes. Retrieved 6th Feb 2014, from http://www.ryerson.ca/library/qr/.
So, S. (2008). A Study on the Acceptance of Mobile Phones for Teaching and Learning with a group of Pre-service teachers in Hong Kong. Journal of Educational Technology Development and Exchange, 1(1), 81-92.
Vernon, J.F. (2012) How Blogging is going all TV. (Blog post) Available at http://mymindbursts.com/2012/01/06/how-blogging-is-going-all-tv/ [Accessed 18th February 2014]
Vernon, J.F. (2013) Mobile learning at the Museum of London: QR codes and NFCs. (Blog post) Available at http://mymindbursts.com/2013/11/10/molqr1/ [Accessed 14th February 2014]
Weller, M (2011) The Digital Scholar: How Technology is Transforming Scholarly Practice. 5% Loc 239 of 4873
25 benefits of mobile learning
Fig.1. Mindmap on mobile learning
Is learning support by text messaging mobile learning?
Must it be a smart-phone. I would have called taking an Apple Classic into the garden on an extension cable and using it in a cardboard box to shield it from the sun as mobility of some kind – indeed development of the use of laptops in the last 15 years has been mobile and in 1997 I shot a training video for the RAC on a roadside device called ‘hardbody’ that was a navigational tool to locate the breakdown, a database of parts, a diagnostic for fault finding and fixing and a way for customers to pay.
The prospects for and possibilities of mobile computing have been known for a long time.
Getting them into the hands of students has taken longer as prices have fallen and broadband made readily available.
Was a cassette on a Sony Walkman mobile learning, or more recently is something from iTunes U on an MP3 player mobile e-learning? Yes, surely if its function is educational or it is resource tailored for a specific module.
Fig. 2. From Agnes Kuklska-Hulme’s inaugural lecture on mobile learning at the Open University.
- Convenience and flexibility – the university in your pocket. Ditch the folders, files and print outs.
- Relevance – situated
- Learner control – mine (personalised Apps, choice of phone and case …)
- Good use of ‘dead time’ – on the bus, train, passenger in car … in bed, in front of TV, on the loo or in the bath.
- Fits many different learning styles – short burst or lengthier intense periods
- Improves social learning (i.e. Communicating with peers and experts)
- Encourages reflection – easy to take notes (audio as dictaphone or text)
- Easy evidence collection – photos and audio (screen grabs from online research), tag finds.
- Supported decision making
- Speedier remediation – instant
- Improved learner confidence
- Easily digestible learning – where ‘chunked’ though this should be a choice where content has been suitably prepared for web usability.
- Heightened engagement – feeds alerts that can be responded to in a timely fashion. Makes synchronous and quasi-synchronous forum feedback possible.
- Better planning for face-to-face – organiser, contactable 24/7 (almost)
- Great for induction – keeping in touch, easy to ask questions, familiar, universal and everyday.
- Elimination of technological barriers – basic, intuitive, commonplace.
- Designed once then delivered across multiple platforms – responsive design (using HTML 5)
- Easily trackable via wifi – and GPS
- Cost-effective build
- A means to recoup money
- Technology advances with Apps
- Technology advances with interface, voice command and other tools.
- Everything in one place, including TV, radio, podcasts, photo gallery …
- Assistive technology – add a micro-projector, wifi-keyboard, sync to other devices such as tablet, laptop and desktop, augmented learning …
- Replacement technology – starting to replace money, already replacing cameras, MP3 players, address book, organiser, games console, remote control, torch, dictaphone … pen and paper, art pad …
(In part from Dr Chris Davies, Head of the e-learning research group, Oxford, Prof. John Traxler, Prof. Of Mobile Learning (2011 )
(last accessed 10 Dec 2012)
Related articles
- Mobile Learning is about Self-Actuated Personalization (classroom-aid.com)
- 12 Principles Of Mobile Learning (beyondanalytics.wordpress.com)
Try putting any letter from the alphabet in front of ‘learning’ and you’ll be able to say something about it.
It is learning whether you prefix with an ‘e’, ‘m’ or ‘b’ as in – electronic, mobile or blended.
Increasingly the opportunities, particularly with learning on a hand-held computer – 20th century terms for the 21st century smart phone or table – are for ‘a’ or ‘s’ learning – standing for applied or ‘action learning’ that is ‘situated’.
For example, I use a combination of an iPad or Kindle when coaching swimmers – not just for registers, but to show images from a swim drills book.
I am waiting for the wrist or lapel badge computer – an iPad the size of a Nano or ring. Will these come to be known as ‘w’ learning or ‘r’ learning or has ‘e-learning’ become generic? The Google display will be one to watch.
Use of mobile devices in e-learning
The Kukulska-Hulme et al 2011 report ‘Mature Students using mobile devices in life and learning’ may be a recent publication (International Journal of Mobile and Blended Learning Jan-march 2001) but draws its conclusions on research undertaken in between May 2008 and April 2009.
Technologically and in relation to the potential for e-learning a great deal has happened since then.
In industry would we not expert a report, say from Nielsen or Monitor, to have been done in the last six months?
In the technology sector old news is redundant.
By 2009 PDAs were virtually extinct and we were about to experience the launch of the iPad. Since 2009 smart phones have graduated – they’re bright in many ways.
Like their users?
Bright people with the means quickly find ways to put these tools to work, extending their reach to their online course, for materials, forums and assessment alerts, to organise their study time around their diary.
FROM THE ABSTRACT
‘In today;s global marketplace, educators must know the technology habits and expectations of their students, including those from other countries.’ (Kukulska-Hulme et al, 2001:18) FROM THE INTRODUCTION “Learners can be active makers and shapers of their own learning. They should be supported in using technologies of their own choice where appropriate”. (JISC, 2009, p.51) Mobile (as they were) will not necessarily be readily adapted for learning. Ergonomic, pedagogical, psychological and environmental facts and the issue of cost (Stockwell, 2008) More widespread adoption by students and teachers is likely to follow. (ibid 2011:19) A convenient and powerful tool for learning. In an age when “communities are jumping across technologies” as needs and trends evolve (Wenger, 2010), educators and researchers also have to stay informed about how learners use personal technologies as members of communities that may be social, work-related or educational’. Decreasing institutional control Jones, Ramanau, Cross and Healing (2010) have critiqued the ‘new generation’ arguments, concluding that “overall there is growing theoretical and empirical evidence that casts doubt on the idea that there is a defined new generation of young people with common characteristics related to their exposure to digital technologies through-out their life (p.6) Notable minorities- Internet to download or upload materials
- Contribute to blogs and wiki and engage with virtual worlds (ibid p.21)
- Learning
- Social Interaction
- Entertainment
- Work
- About yourself
- use of mobile devices
- Being part of groups and communities
- Specific uses for mobile devices
- Mobile devices for learning
- There are receptive, productive and communicative uses
- Respondents are using mobile devices to capture ideas and experiences
- Mobile devices have a useful function as tools that remind he user about what she/he has to do.
- Respondents make use of a range of applications for informal learning.
- One function of games is to fill gaps ion the day.
- Some respondents appear to be drawing boundaries around disparate uses
- The mobile phone features as an alternative means of communications and to support physical mobility, e.g. as an alternative to having a land line or when work involves travelling.
RE: LEARNING
- Contact with others
- Access to information and answers
- Reading e-Books
- Listening to Podcasts
- Scheduling
RE: MORE UNUSUAL USES:
- Recording one’s voice
- Replay on iPod
- Taking photos
- Contacting experts in other fields
- Uploading notes to blog
- Windows Live Messenger
- MSN
- Sky[e
- Language learning
- Finding information
- Headphones to shut out distractions
- Productive activities
- Permanency of taking notes: paper is easily lost
- Multipurpose; yo can take your work/entertainment with you
- Can combine work with a run with listening to a podcast
- Podcasts give access to unique historical/scientific content
- Suits auditory learners
- Closer relationship between students and teacher
- Multimedia in one small device is a timesaver for teachers
- Instant documentation of whiteboard notes
- Taking photos of overhead slides
- Help with learning disabilities
- Alternative news source/breaking news/immediate first hand reports
- Helps maintain a public diary with a community dimension
- Quick way to learn
- Gets you outdoors
- Field trips become more fruitful and challenging
- Using apps on the phone including Facebook and MSN
- Using GPS to find places
- Watching movies, TV, shows, vodcasts
- Listening to audio book,s podcasts
- Being part of micro-blogging communities e.g. Twitter
- Browsing websites
- Using location-based services, e.g. to find nearby taxis, banks, restaurants, etc.
- No longer having a land line.
Mobile device use is a fast-changing field that reflects rapid social changes as well as the increasing availability and smarter marketing of new devices. (ibid, 2011:32)
Micro-blog – are becoming more widespread, and we wold expect these uses to figure more prominently in the future. (2011:32)
Slate devices Apple iPad.
Several universities now offer ‘apps’ for smartphones using platforms such as Campus M.
Our findings indicate that institutions planning to offer mobile apps should build on the existing preferences of students for social communication. listening to audio, watching video and reading short texts if the apps are successfully to enhance the learning experience. (2011:32)
When students are offered appropriate mobile resources then they will use them. (2011:32)
We agree with Kennedy et al (2008) that ‘an evidence-based understanding of students’ technological experiences is vital in informing higher education policy and practice.’ (p. 109)
Pressures of study and assignment deadlines lead them to seek effective solutions to immediate needs on the go. (2011:33)
Avoid a ‘proadoption bias’
Futhermore, since the use of a mobile device represents a new technological means of reading books, articles and news, this might have an impact on how, and how much, students read, however further research would be needed. (2011:33)
The landscape of mobile devices has changed since our survey with some devices (standalone PDAs) becoming almost extinct and others (handheld GPS) endangered. (2011:33)
In favour of smart mobile phones and tablet devices.
REFERENCE
Bruns, A. (2005) ‘Anyone can edit’: understanding the produser. Retrieved from http;//snurb.info/index. php?q=node/s86 Conole, G (2007) Describing learning activities: Tools and resources to guide practice. In Beetham, H, & Sharpe, R (eds.), Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning (pp.81-91) London, UK: RoutledgeKukulska-Hulme, Agnes, John Pettit, Linda Bradley, Ana A. Carvalho, Anthony Herrington, David M. Kennedy, and Aisha Walker. “Mature Students Using Mobile Devices in Life and Learning.” IJMBL 3.1 (2011): 18-52. accessed (May 22, 2011)
JISC. (2009). Effetive Pratice in a Digital Age: A guide to technology-enhanced learning and teaching. Retrieved from http://www.jisc.ac.uk/publications/programmerelated/2009/effectivedigital-age.aspx
Rogers, E.M. (2005) Diffusion of innovations (5th ed.) New York, NY: Free Press
Jones, C.R., Ramanau,R., Cross, S., & Healing, G. (2010) Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722-732. doi. 10.1016/j.compendu.2009.09.022
Stockwell, g (2008) Investigation learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270. doi.10.1017/S058344008000232.
Trinder,k., Guiller,j., Margaryan,A., Littlejohn,A., & Nicol,D. (2008). Learning from digital natives: bridging formal and informal learning. Retrieved from http://www.heacademy.ac.uk/assets/York/documents?LDN%20FINAL%eport.pdf
Wenger, E (2010). SIKM community presentation online. Theme: REthinking Ourselves (KM People) as Technology Stewards. Retrieved from http://technologyforcommunities.com
Related articles
- Mobile devices, mobile learners and Web 2.0 (mymindbursts.com)
- Here’s how to improve retention in e-learning – scaffolding, mentors, interaction and community (mymindbursts.com)
- Edutopia: A Guide to Mobile Devices for Learning (wired.com)
Use of mobile devices in e-learning
26th May 2011
Where do we strand with the use of mobile devices in learning?
The Kukulska-Hulme et al 2011 report ‘Mature Students using mobile devices in life and learning’ may be a recent publication (International Journal of Mobile and Blended Learning Jan-march 2001) but draws its conclusions on research undertaken in between May 2008 and April 2009.
Technologically, in relation to the potential for e-learning, has move on a great deal. In industry would we not expect a report, say from Nielsen or Monitor, to have been done in the last six months?
As Kukulskha-Hulme and her colleagues point out by 2009 PDAs were virtually extinct and we were about to experience the launch of the iPad. Since 2009 smart phones have graduated – they’re bright in many ways.
Like their users?
Bright people with the means quickly find ways to put these tools to work, extending their reach to their online course, for materials, forums and assessment alerts, to organise their study time around their diary.
‘In today’s global marketplace, educators must know the technology habits and expectations of their students, including those from other countries.’ (Kukulska-Hulme et al, 2001:18)
A growing body of students expect a component of their course to be managed using mobile devices.
I like this point from JISC. It supports the constructive view of learning
“Learners can be active makers and shapers of their own learning. They should be supported in using technologies of their own choice where appropriate”. (JISC, 2009, p.51)
It is interesting that the report notes that ‘mobile will not necessarily be readily adapted for learning’ (a 2008/2009 perspective) with reasons given as: ‘Ergonomic, pedagogical, psychological and environmental facts and the issue of cost’. (Stockwell, 2008)
Much more is possible today, and expected.
They do suggest that, ‘more widespread adoption by students and teachers is likely to follow’. (ibid 2011:19)
The report notes ‘notable minorities’
A notable major minority who ‘use the internet to download or upload materials.’ (major minority)
And a lesser minority, minority who ‘contribute to blogs and wiki and engage with virtual worlds.’ (ibid p.21) (minor minority)
‘Their age seems less important than their position as early adopters and instigators of change through their influence among their peers and through their networks’. (2011:19)
Which debunks Prensky and favour diffusion of innovations as a mode of study.
‘We were interested in gathering data that might challenge the still widespread opinion amongst educators that mobile devices are of little use for academic study. Activities such as web browsing, reading e-news, article reading, book reading, and note taking are valued in the academic world but often considered implausible on handheld devices.‘ (2011:20)
Which has indeed happened with smarter phones and the proliferation of the tablet (or slate) or iPad … whatever the term might be that we settle on.
‘Since the survey was developed, other devices including notebook computers and e-book readers have become popular, making it even more difficult to draw boundaries between ‘handheld learning’, laptop learning’ and ‘desktop learning’. (2011:21)
As if such a distinction was ever necessary? They are all computers, just different sizes, affordances and capabilities.
I liken this loss of boundaries, or the blurring, to drops of ink in a tank of water that gradually swirl about each other and merge.
MOBILE DEVICES ARE USED IN LEARNING FOR:
– Contact with others
– Access to information and answers
– Reading e-Books
– Listening to Podcasts
– Scheduling
Producers and consumers become ‘produsers‘
One survey shows that mobile devices are enabling users to create resources for teaching purposes, write blogs to keep their friends up to date with events, take and distribute photos and videos, and make and take notes and recordings’. (2011.31)
What is interesting is that there appear to be many ways in which users are employing technologies to generate products.
Bruns (2005) coined the term ‘produsers’ to denote both of these approaches.
‘Our findings indicate that institutions planning to offer mobile apps should build on the existing preferences of students for social communication. Listening to audio, watching video and reading short texts if the apps are successfully to enhance the learning experience’. (Kukulska-HUlme 2011:32)
When students are offered appropriate mobile resources then they will use them. (2011:32)
‘Since the use of a mobile device represents a new technological means of reading books, articles and news, this might have an impact on how, and how much, students read, however further research would be needed’. (2011:33)
More research is always needed … in deed, with a longitidunal study this research would and should undertake to look at a cohort or students EVERY year.
REFERENCE
Bruns, A. (2005) ‘Anyone can edit’: understanding the produser. Retrieved from http;//snurb.info/index. php?q=node/s86
Kukulska-Hulme, Agnes, John Pettit, Linda Bradley, Ana A. Carvalho, Anthony Herrington, David M. Kennedy, and Aisha Walker. “Mature Students Using Mobile Devices in Life and Learning.” IJMBL 3.1 (2011): 18-52. Accessed (May 22, 2011)
Rogers, E.M. (2005) Diffusion of innovations (5th ed.) New York, NY: Free Press
Jones, C.R., Ramanau, R., Cross, S., & Healing, G. (2010) Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722-732. doi. 10.1016/j.compendu.2009.09.022
A university in your pocket – the Open University VLE goes Smart and iPad
Where do we strand with the use of mobile devices in learning?
The Kukulska-Hulme et al 2011 report ‘Mature Students using mobile devices in life and learning’ may be a recent publication (International Journal of Mobile and Blended Learning Jan-march 2001) but draws its conclusions on research undertaken in between May 2008 and April 2009.
Technologically, in relation to the potential for e-learning, has move on a great deal. In industry would we not expect a report, say from Nielsen or Monitor, to have been done in the last six months?
As Kukulskha-Hulme and her colleagues point out by 2009 PDAs were virtually extinct and we were about to experience the launch of the iPad. Since 2009 smart phones have graduated – they’re bright in many ways.
Like their users?
Bright people with the means quickly find ways to put these tools to work, extending their reach to their online course, for materials, forums and assessment alerts, to organise their study time around their diary.
‘In today’s global marketplace, educators must know the technology habits and expectations of their students, including those from other countries.’ (Kukulska-Hulme et al, 2001:18)
A growing body of students expect a component of their course to be managed using mobile devices.
I like this point from JISC. It supports the constructive view of learning
“Learners can be active makers and shapers of their own learning. They should be supported in using technologies of their own choice where appropriate”. (JISC, 2009, p.51)
It is interesting that the report notes that ‘mobile will not necessarily be readily adapted for learning’ (a 2008/2009 perspective) with reasons given as: ‘Ergonomic, pedagogical, psychological and environmental facts and the issue of cost’. (Stockwell, 2008)
Much more is possible today, and expected.
They do suggest that, ‘more widespread adoption by students and teachers is likely to follow’. (ibid 2011:19)
The report notes ‘notable minorities’
A notable major minority who ‘use the internet to download or upload materials.’ (major minority)
And a lesser minority, minority who ‘contribute to blogs and wiki and engage with virtual worlds.’ (ibid p.21) (minor minority)
‘Their age seems less important than their position as early adopters and instigators of change through their influence among their peers and through their networks’. (2011:19)
Which debunks Prensky and favour diffusion of innovations as a mode of study.
‘We were interested in gathering data that might challenge the still widespread opinion amongst educators that mobile devices are of little use for academic study. Activities such as web browsing, reading e-news, article reading, book reading, and note taking are valued in the academic world but often considered implausible on handheld devices.‘ (2011:20)
Which has indeed happened with smarter phones and the proliferation of the tablet (or slate) or iPad … whatever the term might be that we settle on.
‘Since the survey was developed, other devices including notebook computers and e-book readers have become popular, making it even more difficult to draw boundaries between ‘handheld learning’, laptop learning’ and ‘desktop learning’. (2011:21)
As if such a distinction was ever necessary? They are all computers, just different sizes, affordances and capabilities.
I liken this loss of boundaries, or the blurring, to drops of ink in a tank of water that gradually swirl about each other and merge.
MOBILE DEVICES ARE USED IN LEARNING FOR:
– Contact with others
– Access to information and answers
– Reading e-Books
– Listening to Podcasts
– Scheduling
Producers and consumers become ‘produsers‘
One survey shows that mobile devices are enabling users to create resources for teaching purposes, write blogs to keep their friends up to date with events, take and distribute photos and videos, and make and take notes and recordings’. (2011.31)
What is interesting is that there appear to be many ways in which users are employing technologies to generate products.
Bruns (2005) coined the term ‘produsers’ to denote both of these approaches.
‘Our findings indicate that institutions planning to offer mobile apps should build on the existing preferences of students for social communication. Listening to audio, watching video and reading short texts if the apps are successfully to enhance the learning experience’. (2011:32)
When students are offered appropriate mobile resources then they will use them. (2011:32)
‘Since the use of a mobile device represents a new technological means of reading books, articles and news, this might have an impact on how, and how much, students read, however further research would be needed’. (2011:33)
More research is always needed … in deed, with a longitidunal study this research would and should undertake to look at a cohort or students EVERY year.
REFERENCE
Bruns, A. (2005) ‘Anyone can edit’: understanding the produser. Retrieved from http;//snurb.info/index. php?q=node/s86
Kukulska-Hulme, Agnes, John Pettit, Linda Bradley, Ana A. Carvalho, Anthony Herrington, David M. Kennedy, and Aisha Walker. “Mature Students Using Mobile Devices in Life and Learning.” IJMBL 3.1 (2011): 18-52. Accessed (May 22, 2011)
Rogers, E.M. (2005) Diffusion of innovations (5th ed.) New York, NY: Free Press
Jones, C.R., Ramanau, R., Cross, S., & Healing, G. (2010) Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722-732. doi. 10.1016/j.compendu.2009.09.022
Use of mobile devices in e-learning
22 May 2011
There must be industry reports that can give a more current ‘state of play’ for use of mobile devices (smart phones and tablets in particular) … though not necessarily confined to use in education.
The Kukulska-Hulme et al 2011 report ‘Mature Students using mobile devices in life and learning’ may be a recent publication (International Journal of Mobile and Blended Learning Jan-march 2001) but draws its conclusions on research undertaken in between May 2008 and April 2009.
Technologically and in relation to the potential for e-learning a great deal has happened since then.
In industry would we not expect a report, say from Nielsen or Monitor, to have been done in the last six months?
In the technology sector old news is redundant.
By 2009 PDAs were virtually extinct and we were about to experience the launch of the iPad. Since 2009 smart phones have graduated – they’re bright in many ways.
Like their users?
Bright people with the means quickly find ways to put these tools to work, extending their reach to their online course, for materials, forums and assessment alerts, to organise their study time around their diary.
FROM THE ABSTRACT
‘In today’s global marketplace, educators must know the technology habits and expectations of their students, including those from other countries.‘ (Kukulska-Hulme et al, 2001:18)
FROM THE INTRODUCTION
“Learners can be active makers and shapers of their own learning. They should be supported in using technologies of their own choice where appropriate”. (JISC, 2009, p.51)
Mobile (as they were) will not necessarily be readily adapted for learning.
Ergonomic, pedagogical, psychological and environmental facts and the issue of cost (Stockwell, 2008)
More widespread adoption by students and teachers is likely to follow. (ibid 2011:19)
A convenient and powerful tool for learning.
In an age when “communities are jumping across technologies” as needs and trends evolve (Wenger, 2010), educators and researchers also have to stay informed about how learners use personal technologies as members of communities that may be social, work-related or educational’.
Decreasing institutional control
Jones, Ramanau, Cross and Healing (2010) have critiqued the ‘new generation’ arguments, concluding that “overall there is growing theoretical and empirical evidence that casts doubt on the idea that there is a defined new generation of young people with common characteristics related to their exposure to digital technologies through-out their life (p.6)
Notable minorities
– Internet to download or upload materials (major minority)
– Contribute to blogs and wiki and engage with virtual worlds (ibid p.21) (minor minority)
‘We consider that learners who use handheld mobile devices (e.g., their phones and mp3-players) to support their learning constitute a minority at the present time. We agree that their age seems less important than their position as early adopters and instigators of change through their influence among their peers and through their networks’. (2011:19)
Students registered on such programmes would be particularly strong. (Distance learning).
The sample was purposive.
For key areas:
– Learning
– Social Interaction
– Entertainment
– Work
– Interplay between them (Kukulska-Hulme & Pettit, 2009)
‘Learning’ is not an unambiguous term … instead of the double negative why not ‘learning is an ambiguous term’.
Does the rhetorical device of the double negative make the statement less assailable?
‘We were interested in gathering data that might challenge the still widespread opinion amongst educators that mobile devices are of little use for academic study. Activities such as web browsing, reading e-news, article reading, book reading, and note taking are valued in the academic world but often considered implausible on handheld devices.‘ (2011:20)
Until more recently that his study which was carried it 2009.
Since the survey was developed, other devices including notebook computers and e-book readers have become popular, making it even more difficult to draw boundaries between ‘handheld learning’, laptop learning’ and ‘desktop learning’. (2011:21)
As if such a distinction was ever necessary? They are all computers, just different sizes, affordances and capabilities.
I liken this loss of boundaries, or the blurring, to drops of ink in a tank of water that gradually swirl about each other and merge.
We are able to highlight some differences that became apparent
Conversations with their students
Students do not always realise the potential of new tools and this is an aspect where educators can help (Trinder, Guiller, Margaryan, Littlejohn & Nicol, 2008)
Questions covered:
– About yourself
– Use of mobile devices
– Being part of groups and communities
– Specific uses for mobile devices
– Mobile devices for learning
– Open questions enabled participants to write a response in their own terms.
A total of 270 students complete the questionnaire.
Over all the report notes that:
– There are receptive, productive and communicative uses
– Respondents are using mobile devices to capture ideas and experiences
– Mobile devices have a useful function as tools that remind he user about what she/he has to do.
– Respondents make use of a range of applications for informal learning.
– One function of games is to fill gaps in the day.
– Some respondents appear to be drawing boundaries around disparate uses
– The mobile phone features as an alternative means of communications and to sport physical mobility, e.g. as an alternative to having a land line or when work involves travelling.
RE: LEARNING
– Contact with others
– Access to information and answers
– Reading e-Books
– Listening to Podcasts
– Scheduling
RE: MORE UNUSUAL USES:
– Recording one’s voice
– Replay on iPod
– Taking photos
– Contacting experts in other fields
– Uploading notes to blog
– Windows Live Messenger
– MSN
– Skype
– Language learning
– Finding information
– Headphones to shut out distractions
– Productive activities
‘Reported benefits of using mobile devices to be part of groups or communities include spontaneous communications, flexibility, speed, stimulation and use of technology to cope with changing arrangement’. (2011:27)
27 Distinct uses of mobile devices (ibid, 2011:28)
The three most intensive uses are very clearly sending text messages, browsing websites and listening to music … and reading e-news. (2011:28)
Responses included well established advantages such as convenient access to information or to the Internet and the ability to contact people whenever needed. Specific new/innovative aspects notes by respondents included (2011:29):
– Permanency of taking notes: paper is easily lost
– Multipurpose; you can take your work/entertainment with you
– Can combine work with a run with listening to a podcast
– Podcasts give access to unique historical/scientific content
– Suits auditory learners
– Closer relationship between students and teacher
– Multimedia in one small device is a timesaver for teachers
– Instant documentation of whiteboard notes
– Taking photos of overhead slides
– Help with learning disabilities
– Alternative news source/breaking news/immediate first hand reports
– Helps maintain a public diary with a community dimension
– Quick way to learn
– Gets you outdoors
– Field trips become more fruitful and challenging
DISCUSSION AND REFLECTIONS
Mobile devices are shown to support informal; and community learning
While the predominant se for mobile devices is communication, it seems that other aspects of social interaction can benefit, such as the ability to share media between mobile devices directly or blended across other social networking technologies like Facebook.
The research confirms the global popularity of SMS, browsing websites, listening to music, taking photographs and making notes. It also highlights that reading e-news and listening to podcasts are relatively frequent activities among some students, and that article- and book-reading, once considered implausible on handheld devices, are popular among a minority. (2011:30)
What is interesting is that there appear to be many ways in which users are employing technologies to generate products. Bruns (2005) coined the term ‘produsers’ to denote both of these approaches. One survey shows that mobile devices are enabling users to create resources for teaching purposes, write blogs to keep their friends up to date with events, take and distribute photos and videos, and make and take notes and recordings’. (2011.31)
New practices compared to old studies (2007/2009) include:
– Using apps on the phone including Facebook and MSN
– Using GPS to find places
– Watching movies, TV, shows, vodcasts
– Listening to audio books, podcasts
– Being part of microblogging communities e.g. Twitter
– Browsing websites
– Using location-based services, e.g. to find nearby taxis, banks, restaurants, etc.
– No longer having a land line.
– Mobile device use is a fast-changing field that reflects rapid social changes as well as the increasing availability and smarter marketing of new devices. (ibid, 2011:32)
Micro-blog – are becoming more widespread, and we would expect these uses to figure more prominently in the future. (2011:32)
Slate devices Apple iPad.
Several universities now offer ‘apps’ for smartphones using platforms such as Campus M.
‘Our findings indicate that institutions planning to offer mobile apps should build on the existing preferences of students for social communication. Listening to audio, watching video and reading short texts if the apps are successfully to enhance the learning experience’. (2011:32)
When students are offered appropriate mobile resources then they will use them. (2011:32)
We agree with Kennedy et al (2008) that ‘an evidence-based understanding of students’ technological experiences is vital in informing higher education policy and practice.’ (p. 109)
Pressures of study and assignment deadlines lead them to seek effective solutions to immediate needs on the go. (2011:33)
Avoid a ‘proadoption bias’
‘Furthermore, since the use of a mobile device represents a new technological means of reading books, articles and news, this might have an impact on how, and how much, students read, however further research would be needed’. (2011:33)
The landscape of mobile devices has changed since our survey with some devices (standalone PDAs) becoming almost extinct and others (handheld GPS) endangered. (2011:33)
In favour of smart mobile phones and tablet devices.
REFERENCE
Bruns, A. (2005) ‘Anyone can edit’: understanding the produser. Retrieved from http;//snurb.info/index. php?q=node/s86
Conole, G (2007) Describing learning activities: Tools and resources to guide practice. In Beetham, H, & Sharpe, R (eds.), Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning (pp.81-91) London, UK: Routledge
Kukulska-Hulme, Agnes, John Pettit, Linda Bradley, Ana A. Carvalho, Anthony Herrington, David M. Kennedy, and Aisha Walker. “Mature Students Using Mobile Devices in Life and Learning.” IJMBL 3.1 (2011): 18-52. Accessed (May 22, 2011)
JISC. (2009). Effective Practice in a Digital Age: A guide to technology-enhanced learning and teaching. Retrieved from http://www.jisc.ac.uk/publications/programmerelated/2009/effectivedigital-age.aspx
Rogers, E.M. (2005) Diffusion of innovations (5th ed.) New York, NY: Free Press
Jones, C.R., Ramanau, R., Cross, S., & Healing, G. (2010) Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722-732. doi. 10.1016/j.compendu.2009.09.022
Stockwell, G (2008) Investigation learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270. doi.10.1017/S058344008000232.
Trinder, K., Guiller, J., Margaryan, A., Littlejohn, A., & Nicol, D. (2008). Learning from digital natives: bridging formal and informal learning. Retrieved from http://www.heacademy.ac.uk/assets/York/documents?LDN%20FINAL%eport.pdf
Wenger, E (2010). SIKM community presentation online. Theme: Rethinking Ourselves (KM People) as Technology Stewards. Retrieved from http://technologyforcommunities.com
Use of mobile devices in e-learning
Where do we strand with the use of mobile devices in learning?
The Kukulska-Hulme et al 2011 report ‘Mature Students using mobile devices in life and learning’ may be a recent publication (International Journal of Mobile and Blended Learning Jan-march 2001) but draws its conclusions on research undertaken in between May 2008 and April 2009.
Technologically, in relation to the potential for e-learning, has move on a great deal. In industry would we not expect a report, say from Nielsen or Monitor, to have been done in the last six months?
As Kukulskha-Hulme and her colleagues point out by 2009 PDAs were virtually extinct and we were about to experience the launch of the iPad. Since 2009 smart phones have graduated – they’re bright in many ways.
Like their users?
Bright people with the means quickly find ways to put these tools to work, extending their reach to their online course, for materials, forums and assessment alerts, to organise their study time around their diary.
‘In today’s global marketplace, educators must know the technology habits and expectations of their students, including those from other countries.’ (Kukulska-Hulme et al, 2001:18)
A growing body of students expect a component of their course to be managed using mobile devices.
I like this point from JISC. It supports the constructive view of learning
“Learners can be active makers and shapers of their own learning. They should be supported in using technologies of their own choice where appropriate”. (JISC, 2009, p.51)
It is interesting that the report notes that ‘mobile will not necessarily be readily adapted for learning’ (a 2008/2009 perspective) with reasons given as: ‘Ergonomic, pedagogical, psychological and environmental facts and the issue of cost’. (Stockwell, 2008)
Much more is possible today, and expected.
They do suggest that, ‘more widespread adoption by students and teachers is likely to follow’. (ibid 2011:19)
The report notes ‘notable minorities’
A notable major minority who ‘use the internet to download or upload materials.’ (major minority)
And a lesser minority, minority who ‘contribute to blogs and wiki and engage with virtual worlds.’ (ibid p.21) (minor minority)
‘Their age seems less important than their position as early adopters and instigators of change through their influence among their peers and through their networks’. (2011:19)
Which debunks Prensky and favour diffusion of innovations as a mode of study.
‘We were interested in gathering data that might challenge the still widespread opinion amongst educators that mobile devices are of little use for academic study. Activities such as web browsing, reading e-news, article reading, book reading, and note taking are valued in the academic world but often considered implausible on handheld devices.‘ (2011:20)
Which has indeed happened with smarter phones and the proliferation of the tablet (or slate) or iPad … whatever the term might be that we settle on.
‘Since the survey was developed, other devices including notebook computers and e-book readers have become popular, making it even more difficult to draw boundaries between ‘handheld learning’, laptop learning’ and ‘desktop learning’. (2011:21)
As if such a distinction was ever necessary? They are all computers, just different sizes, affordances and capabilities.
I liken this loss of boundaries, or the blurring, to drops of ink in a tank of water that gradually swirl about each other and merge.
MOBILE DEVICES ARE USED IN LEARNING FOR:
– Contact with others
– Access to information and answers
– Reading e-Books
– Listening to Podcasts
– Scheduling
Producers and consumers become ‘produsers‘
One survey shows that mobile devices are enabling users to create resources for teaching purposes, write blogs to keep their friends up to date with events, take and distribute photos and videos, and make and take notes and recordings’. (2011.31)
What is interesting is that there appear to be many ways in which users are employing technologies to generate products.
Bruns (2005) coined the term ‘produsers’ to denote both of these approaches.
‘Our findings indicate that institutions planning to offer mobile apps should build on the existing preferences of students for social communication. Listening to audio, watching video and reading short texts if the apps are successfully to enhance the learning experience’. (Kukulska-HUlme 2011:32)
When students are offered appropriate mobile resources then they will use them. (2011:32)
‘Since the use of a mobile device represents a new technological means of reading books, articles and news, this might have an impact on how, and how much, students read, however further research would be needed’. (2011:33)
More research is always needed … in deed, with a longitidunal study this research would and should undertake to look at a cohort or students EVERY year.
REFERENCE
Bruns, A. (2005) ‘Anyone can edit’: understanding the produser. Retrieved from http;//snurb.info/index. php?q=node/s86
Kukulska-Hulme, Agnes, John Pettit, Linda Bradley, Ana A. Carvalho, Anthony Herrington, David M. Kennedy, and Aisha Walker. “Mature Students Using Mobile Devices in Life and Learning.” IJMBL 3.1 (2011): 18-52. Accessed (May 22, 2011)
Rogers, E.M. (2005) Diffusion of innovations (5th ed.) New York, NY: Free Press
Jones, C.R., Ramanau, R., Cross, S., & Healing, G. (2010) Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722-732. doi. 10.1016/j.compendu.2009.09.022
My head’s like a hedge-hog with its paws on a Van de Graff generator
Or a guinea-pig chewing an electric cable behind the TV.
Same thing
Strange things are going on with my head.
The synapses are snapping.
This is the state of my mind.
It’s exciting. It’s exploitable.
The internal goings on of my cerebellum have gone from guinea-pig to hedgehog via a Frankenstein-like jolt of the old juice.
Last like this?
Undergraduate 1983.
(And most of yesterday, and the day before of course).
This is what studying does to my mind. It’s taken eleven months in OU Land. The buzz began … a few weeks ago.
It is like going from clueless first year undergraduate to the second year. Even online, you need to get the lay of the land. Even now that are vast waves of OU activities, e-tivites, buttons, bolt-holes and affordances to discover, chew over, toy with and adopt, or adapt and move on, or stay with, or who knows what.
Funny. I never use the OU library anymore.
Once signed I just Google. Same thing? Instance … rather than the time it takes to make a coffee.
Web-entrepreneur 2000. I was buzzing then too, mind and on two postgraduate courses – the OU (a somewhat earlier version of Open and Distance Learning) that in technology terms was like using a hand-pushed lawnmower to cut a path through a waterlogged meadow full of cattle. The mismatch between cutting-edge practice with a leading web agency and the course was the difference between reading an e-book or going into the Bodleian and thumbing through a vast, leather-bound index.
The best place to think on the planet. At a desk surrounded by ancient books … with a lap-top. It’s as if you are sitting inside the minds of everyone who has ever thought there before. Now we can get an inkling of this when you feel like minds are listening. Are they?
I feel the desire once more to spill the content of my mind … to empty every moment I have sought to catch. Why? Not just because I can (although I appreciate there are plenty of people who keep diaries all there lives. But because of the way it wakens up your mind to a version of a moment in your past. These moments flip and change perspective as you revisit them. Most odd.
“It’s a matter of love; the more you love a memory the stronger that memory becomes.”
Nabakov.
Note the time. I have slept in the last 24 hours.
About four hours between 15h30 and midnight in two or three chunks.
Actually I’ve buzzed a lot over the years. It’s who I am, when I’m being me at my best.
Skieasy was an interesting idea.
I still have the chess set I made out of a selection of bottled-waters. Dasani, that Coca-cola flop, is the King of the Black Pieces. I cheated a bit, Copella with their squared off bottles are the Castles and I had to use Fabreze for the Horses.
INSERT PIC HERE
There are currently several voices in my head, people from the past, smiling and asking questions.
I’m being emotive and passionate about some new fangled way to do use video and they’re listening. I feel this way about the Internet. My head is firmly back in 2000, with the electricity of an undergraduate and the knowledge of a PhD. (I could have one if the various courses I’ve done had been or could be validated and LinkedIn). Eventually.
I intend to study for life, life-long learning – literally.
I’m planning a module beyond the MA in Open and Distance Education that I’ll complete in October 2011.
Foundations in research probably rather than a different subject, though in good time Modern History (yet again), and Geography (yet again).
E-learning enables this
Fine Art can never happen; I can’t hunker down like that. (Unless I can do Fine Art via an A3 sized tablet? If it’s good enough for Hockney, it’s good enough for art students. Fine Art as a e-learning course. (Now there’s a challenge. And an opportunity.)
Never say never when it comes to e-learning. Someone will be running an e-learning Fine Art MA within the year. You could use a Kinex to draw onto a tablet rolled like a piece of Clingfilm onto a pane of glass. Observed at work by your tutor a million miles away (or a few hundred at least). You see it is possible.
Never say never when it comes to e-learning, which is why I propose a new module for the MA in Open and Distance Education. It’s called ‘The E-learning Entrepreneur.’ Any one listening? (Not at 2h05). I’ll linkIn with it and see what bubbles up from the digtal hyrdrosphere.
I don’t care if it takes six years for each one of these courses, I’ll be around for a long while yet.
My grandfather made it to 97 and never lost his marbles. Bless. He died with some thoughts on Newcastle United and a swig of Newcastle Brown Ale (he’d worked in brewing from the age of 14 to retirement).
My mind wanders. Good. It should. So should yours.
New thinking doesn’t idle around in one pocket of your subconscious, it dances like a Minx feeding on your the maelstrom of your mind.
And I’m yet to say what I sat down to write. Right.
Doodles on backs of envelopes. I have a lot of envelopes. I must have invested in a large supply a decade ago. Stick down the back and use them for notes. Light, a soft write with a gel-pen. Takes a doodle. A gem. An idea.
This process started 48 hours ago.
One image. A second. (The PDP thermal idea). And since then I’ve been revisited by an idea I had in …. 1998, I suppose.
ADD SKETCH HERE … currently on
a) the back of an envelope
b) on a piece of scrap wallpaper (very good for doodles as you can spread wide)
and c) in my head (which should be in bed)
Title, Synopsis, Abstract, Review, Précis, Student Notes, Book, Book + References.
This is a volume control for ‘volume’ of words rather than sound.
Depending the time you have to engaged with the contents of the author’s (or authors’ heads) you skate or roll this slider back and forth until you hit on a what you’re prepared to take in. You can always expand, if the mind takes you there … you can always roll into the synopsis if your train comes in or you see an email you’re prepared to answer.
(Email, I’m starting to treat it like the old postal service – two deliveries a day, at a time to suit me. So before breakfast and after lunch. If you want me otherwise phone.)
Where was I? So, text volume control thingy.
I was just learning Dreamweaver, on a Mac, probably an LCII or something c.1998.
Maybe or earlier. TBT hadn’t been born I was sleeping where he’d shortly be sleeping (actually I was sitting where he was born a few weeks later, at home, caught by me some time before the Midwife made it over from Cheltenham. Another story.)
I won’t have a record of it, I was months away from blogging. Unless, which is likely, I was keeping a diary off-line. Would that be ‘logging?It’ll be just as lost though as it’ll be a floppy disc. Or were there CDs by then? Or possibly an IOMEGA Zip drive?
And now we have LCD TVs the size and thickness of a postage stamp.
Re-reading ‘Contemporary perspective in E-Learning Research’ can’t help my sleeplessness.
Far from boring me to sleep, which it did six months ago, I find single words are scorched into my forehead and sentences are like liquid gold being poured down my ear. Oh dear. I think I understand it.
I commit a book crime.
Historically I have always read a book and taken notes at the same time. This goes back to Oxbridge Entrance exam reading lists and beyond.
Get it while it’s hot on the first shot.
I did this with Conole et al in August.
I could even read those notes, but those notes WERE WRITTEN BY SOMEONE ELSE.
So I have to start over, this is TAKE TWO.
Anyway.
The sacrilege is the use of coloured Marker Stabilo Market pens on the pages of the book. This is because I’m treating the book as if it isn’t there, as if it is in an iPad (I don’t have one, I’ll give me my address if you feel I should have one).
Yes, I am using a highlighter pen on the paper-based text because I’ve got so used to doing this in e-journals exported into Word.
Of course, this Stabilo Pen should DOUBLE as a TEXT READER so that said highlighted words could be drawn straight into my laptop and quoted here … with the link and correct Harvard Reference put in place for me too. Pretty please. Tech person reading.
(Do tech people read? I suspect they call it something else. Scan?)
Oh heck. Not another idea. It’s only 1h36. (or was when I started. That was nearly an hour ago. I don’t edit, I know not how, I ellaborate.)
I have this fear that having an idea is pointless, because whatever you can think of someone has done it before.
Which makes this a race, catching wave after wave after wave of information as it comes in on the digital ocean, hoping, believing, that from time to time it’ll be a big wave, my wave and I’ll ride it like a pro-surfer. Enough. I need a coffee. That’ll send me to sleep.
Anything’s possible.
I look at this, my invention, my interpretation of how Personal Development Planning can lift a life, raise your spirits, send your career into a controled cycle of advancement and I want to sing about it. I want to be on this ride and bringing others along with me.
What can go wrong?
Coffee poisoning.
So, this Microsoft guy who is recording every moment of his day (and night? and ablusions?). You have to be at the head of the team, not the pond fodder. I gave this a momentary go voice recording three one hour swim coaching sessions. I am yet to listen over. Perhaps I’ll do it once to see what lessons I learn.
On the other hand, someone interested in coaching swimmers may listen to the lot of it. And with nothing in vision there are no Safeguarding Children issues … I consciously only used swimmer’s names once I had hit pause.
My coffee’s cold.
Do I warm it up? I’ll not sleep. I haven’t exhausted the possibilities.
A swimming pool beacons.
Once was the time I swam every day. I’ll do so again. I can subdue my mind only if I sink the body around it.
Buzzing in Ga-Ga- Googleand – creativity on the fly
I’m not tired, which is the worry; it’ll catch up with me. When I wake up with a clear, original thought I’ve learnt to run with it. Time was I could have put on a light, scribbled a bit then drifted off again. 17 years of marriage (and 20 years together) I’ve learnt to get up. And once I’m up, then I know it’ll be a while before I can sleep again.
(I’ll sleep on the train into London; at least I can’t overshoot. I once got on the train at Oxford on the way into town and woke up in Cardiff).
I have the thought nailed, or rather sketched out, literally, with a Faber-Castell Artist Pen onto an A5 sheet of cartridge paper in Derwent hardback sketch book. This seems like a waste of good paper (and a good pen), but this doodle, more of a diagram, almost says it all. My vision, my argument, my persuasive thought. My revolution?
Almost enough, because I then show how I’ll animate my expression of this idea by drawing it out in a storyboard. I can do it in seven images (I thought it would take more). I hear myself presenting this without needing to do so, though, believing myself quite capable of forgetting this entire episode I’ll write it out too.
I once though of myself as an innovator, even an entrepreneur. I had some modest success too. Enough to think such ideas could make me. I realise at this moment that such ideas are the product of intense mental stimulation. To say that H808 has been stimulating would be to under value how it has tickled my synapses. The last time I felt I didn’t need to sleep I was an undergraduate; I won’t make that mistake. We bodies have needs. So, to write, then to bed.
(This undergraduate thing though, or graduate as I now am … however mature. There has to be something about the culture and context of studying that tips certain people into this mode).
You may get the full, animated, voice over podcast of the thing later in the week. I’ll create the animation myself using a magic drawing tool called ArtPad and do so using a stylus onto a Wacom board.
(Never before, using a plastic stylus on an a plastic ice-rink of a tablet have I had the sensation that I am using a drawing or painting tool using real ink or paint. I can’t wait ’til I can afford an A3 sized Wacom board … drawing comes from the shoulder, not the wrist and certainly not the finger tips. You need scale. Which reminds me, where is the book I have on Quentin Blake?)
Now where’s a Venture Capitalist when you need one at 04.07am. That and a plumber, the contents of the upstairs bathroom (loo, bath and sink) are flooding out underneath the downstairs loo. Pleasant. A venture capitalist who is a plumber. Now there’s something I doubt that can even be found if you search in Ga-Ga Googleland.
