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Roland O'Daniel

Inderscience Publishers - Article - 0 views

inderscience.metapress.com/...contribution.asp

benefits educational technology learning support mobile learning student engagement ubiquitous learning research education

shared by Roland O'Daniel on 02 Feb 11 - No Cached
  • Roland O'Daniel on 02 Feb 11
     
    http://inderscience.metapress.com/openurl.asp?genre=article&eissn=1746-7268&volume=1&issue=2&spage=159 The purpose of this study is to identify the benefits that mobile technology can provide in education. From a review of the literature and interviews with individuals in the field of education, we developed an activitybased model to associate the uses of mobile technology with their benefits. The model first identifies the general uses of mobile technology in education and the specific activities that they encompass. Then, the benefits from their uses are identified with overarching themes emerging as follows: greater efficiencies and effectiveness in learning, increased individual support and opportunities for personal development, better methods of collaborating and communicating and greater exposure to technology.
Roland O'Daniel

Are You Behind? - 2 views

davidjakes.me/?p=396

learning Edchat jakes edtech mobile

shared by Roland O'Daniel on 14 Jan 13 - No Cached
  • Second, do you have the spaces?  If your vision does include learning online, you have to have school-supported digital spaces.  It can be anything really, but you have to have something.  And I’m not talking about individual teachers putting something together, because that doesn’t make sense for kids or from an organizational standpoint in terms of support and dedicated growth and development in concert with the vision.  I also don’t believe this should be something left to students to self-organize around-if its part of the vision, the school has to be intentional about it and provide a common landscape for all.
  • Roland O'Daniel on 14 Jan 13
     
    David Jakes does a great job of laying out a vision of what should be expected for classroom interactions through a digital platform but still isn't. I love his thinking about it not being a happy website with mission/vision but a place to collaborate and inform.  The 21st century is now not tomorrow!
eidesign

How To Use Responsive eLearning Design For Better Learner Engagement - EIDesign - 0 views

www.eidesign.net/sign-better-learner-engagement

responsive elearning design learning design elearning design learning engagement

shared by eidesign on 14 Feb 19 - No Cached
  • eidesign on 14 Feb 19
     
    mLearning provides multi-device support and is undergoing a shift from a fixed layout to a dynamic or responsive eLearning design. In this article, I answer 5 questions on how you can use responsive eLearning design to create better learner engagement.
Roland O'Daniel

ELL to Go -- THE Journal - 0 views

thejournal.com/...ell-to-go.aspx

ell web2.0 mobilesite mobile mobile learning pilot

shared by Roland O'Daniel on 03 May 11 - No Cached
  • they brainstormed a list of tasks that they'd like the ELL students to be able to do with the tool. The list included support for textbooks in audio format, access to English language movies and videos, and internet access both at school and off campus (whether at home or a local WiFi hotspot).
  • from a teacher's perspective, it was extremely important that the tool allow students to record their voice so that their fluency could be monitored," explains Jennifer Wivagg, Comal ISD's instructional media specialist. "We needed a device that would allow them to make recordings at home. We also needed the tool to include translators, dictionaries, and other language-based tools that are important for an ESL student, and to be small enough for the students to carry in their pocket, so they have constant access to these important resources."
  • Roland O'Daniel on 03 May 11
     
    The typical student at the Newcomer Center, an alternative school in Township High School District 214 in Arlington Heights, IL, is a recent immigrant with little or no English skills. The school is a temporary stopover for these students--they stay at the center for about a year, building up their English-language skills, and are then transferred to an ESL program at their home school in the district.
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