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Contents contributed and discussions participated by Frank Barnes

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Frank Barnes

My List: A Collection on "Frank's MAT622 FP Resources" (final,project,mat622,2012,horiz... - 1 views

www.diigo.com/...franks-mat622-fp-resources

collaboration CCSS resources

shared by Frank Barnes on 25 Jan 13 - No Cached
  • Frank Barnes on 25 Jan 13
     
    6 Ways Students Can Collaborate With iPads
Frank Barnes

14 Excellent PDF Annotating Apps for iPad ~ Educational Technology and Mobile Learning - 0 views

www.educatorstechnology.com/...t-pdf-annotating-apps-for.html

FranksFP tablets mobile annotating

shared by Frank Barnes on 25 Jan 13 - No Cached
  • Frank Barnes on 25 Jan 13
     
    14 excellent pdf annotating apps for ipad
Frank Barnes

The Future of Education: Tablets vs. Textbooks - Mobiledia - 2 views

www.mobiledia.com/...136174.html

FranksFP tablets textbooks mobile

shared by Frank Barnes on 17 Jan 13 - No Cached
  • This pilot program reveals when it comes to engaging today's students, it's not the content that matters, but the format. Students in the California experiment accessed the same content on the iPad as in a traditional book, but those who used the digital version tested higher.
  • A small but growing number of researchers are uncovering evidence that readers are better able to remember what they read in printed books long-term when compared to materials read via an electronic screen, raising questions about tablets in the classroom.
  • Frank Barnes on 19 Jan 13
     
    I tried sharing comments using Evernote as an experiment. I don't think it worked, so here is what I had posted there: The Future of Education: Tablets vs. Textbooks BY MARGARET ROCK "Publisher Houghton Mifflin Harcourt tested an interactive, digital version of an Algebra 1 textbook for Apple's iPad in California's Riverside Unified School District. Students who used the iPad version scored 20 percent higher on standardized tests versus students who learned with traditional textbooks." * This is interesting. It's noted later in the article that students who read a more traditional textbook in digital format, without the benefit of the bells and whistles of a book designed to play on the strengths of digital media, did no better than those reading paper books. My thinking on this is that the books that moved beyond just the traditional text and images were more intriguing because they allowed students to interact in more diverse ways with the information. One of the reasons I enjoy reading on my Nook is that it more closely resembles the experience of reading on paper. The advantage over paper is that I can annotate and highlight without damaging the book, plus I like the dictionary feature. Reading a book on a computer is not as rewarding as reading on a good quality reader. The Houghton Mifflin Harcourt folks add much more to the experience through videos, audio links, animations, and links to ancillary information while maintaining the options I mentioned in my Nook experience. It's more engaging because there's more to do and more of the senses are being addressed. "A small but growing number of researchers are uncovering evidence that readers are better able to remember what they read in printed books long-term when compared to materials read via an electronic screen, raising questions about tablets in the classroom." "For example, Kate Garland, a lecturer in psychology at the University of Leicester in England, conducted a study on the effects of e-books
  • Frank Barnes on 25 Jan 13
     
    The Future of Education: Tablets vs. Textbooks
Frank Barnes

The New Media Consortium | Sparking innovation, learning and creativity. - 0 views

www.nmc.org

shared by Frank Barnes on 25 Jan 13 - Cached
  • Frank Barnes on 25 Jan 13
     
    New Media Consortium report
Frank Barnes

Is It Really Hip to Flip? -- THE Journal - 1 views

thejournal.com/...Is-It-Really-Hip-to-Flip.aspx

shared by Frank Barnes on 19 Jan 13 - No Cached
    • Frank Barnes
      Frank Barnes on 19 Jan 13
       
      This is how mobile devices can be helpful in the flipped classroom model.
Frank Barnes

Is It Really Hip to Flip? -- THE Journal - 0 views

thejournal.com/...Is-It-Really-Hip-to-Flip.aspx

shared by Frank Barnes on 19 Jan 13 - No Cached
    • Frank Barnes
      Frank Barnes on 19 Jan 13
       
      We need to better define what "flipping" means. We can't simply have students view video lectures to discuss later in class. This is merely substitution for discussing the previous night's reading. Reuben Puentadura's SAMR model lists substitution as only the first step in the paradigm shift we face. There are many other things that could be included with the video lesson and augmented by mobile technology that would make learning more interesting, effective, and sustaining.
  • Any technology implementation proceeds in stages. If video use is included in lesson plans, then decide if it is more appropriate to use video that is self-produced or developed by others. The decision might be influenced by your content expertise and production skills. In either case, multimedia principles for learning should be considered, including accessibility of the video content by all.
    • Frank Barnes
      Frank Barnes on 19 Jan 13
       
      "...including accessibility of the video content by all." Any kid with a smartphone will have access.
Frank Barnes

Is It Really Hip to Flip? -- THE Journal - 0 views

thejournal.com/...is-it-really-hip-to-flip.aspx

shared by Frank Barnes on 19 Jan 13 - No Cached
    • Frank Barnes
      Frank Barnes on 19 Jan 13
       
      This is where mobile technology can be helpful. Kids could view videos anywhere on an iPad, smartphone, or other device, including on a bus going home or to an athletic event. Moreover, they could text friends or the teacher to ask questions or collaborate.
Frank Barnes

Swedish School Now Has A Mandatory Minecraft Class - 0 views

edudemic.com/...as-a-mandatory-minecraft-class

MAT622 minecraft learning 21st century

shared by Frank Barnes on 19 Jan 13 - No Cached
  • Frank Barnes on 19 Jan 13
     
    Making digital learning about creation. Not really about mobile learning -- more about the paradigm shift in education in general.
Frank Barnes

How To Use Google Drive and Evernote To Create Digital Portfolios - 1 views

edudemic.com/...create-digital-portfolios

MAT622 evernote google curration

shared by Frank Barnes on 18 Jan 13 - No Cached
    • Frank Barnes
      Frank Barnes on 18 Jan 13
       
      Evernote has been extremely helpful in organizing and assisting my own productivity. This sheds some light on how many of it's features can be a powerful addition to teaching and learning.
  • unanswered question is how do we determine
  • unanswered question is how do we determine
  • ...2 more annotations...
  • that they have also gained greater understanding, reflected on their learning, and mastered content?
  • Evernote provides one possible solution to the challenge. The ability to sync across multiple devices, email directly to a notebook, include photos and audio recordings in notes, and share notes, makes Evernote a powerful assessment and portfolio tool. Teachers can create one notebook per student and then curate their projects by taking photos of physical assignments, sharing digital ones via email to the student’s notebook, recording students’ thoughts and reflections with audio, and typing additional notes for assessment purposes, to create a robust portfolio for each child. These student notebooks could then be shared with colleagues, peers, or parents.
Frank Barnes

The ultimate guide on how to annotate PDF files on the iPad - 1 views

www.joachim-scholz.com/...-guide-annotate-pdf-files-ipad

shared by Frank Barnes on 17 Jan 13 - No Cached
    • Frank Barnes
      Frank Barnes on 18 Jan 13
       
      This can be said about every device and tool out there. One size does not fit all no matter the context.
Frank Barnes

Mobile Teaching Versus Mobile Learning (EDUCAUSE Quarterly) | EDUCAUSE.edu - 5 views

www.educause.edu/...eaching-versus-mobile-learning

mobile learning mobile learning MAT622 Week2

shared by Frank Barnes on 11 Jan 13 - No Cached
    • Frank Barnes
      Frank Barnes on 13 Jan 13
       
      The one doing the work is the one doing the learning. Simply consuming information is not enough "work" to satisfy the notion of rigorous learning.
  • I'd argue that content delivery isn't even half the picture of teaching and learning.
  • Individuals have had access to "portable learning devices" since the advent of the printing press; we call them books
  • ...8 more annotations...
  • To achieve the promise of mobile learning, we have to stop thinking about these powerful mobile multimedia devices as only consumption devices and get students using them as production devices.
    • Frank Barnes
      Frank Barnes on 13 Jan 13
       
      Addressing more than one of the senses, coupled with response output (the "work" component of learning) makes for a more robust learning experience.
  • Brain researchers have been telling educators for quite a while that engaging multiple senses helps students better learn material. Therefore, the excitement here is not so much about the portability or mobility of these teaching devices; instead, it is that these devices can both convey teaching material in more than two media (text and images) and be portable.
    • Frank Barnes
      Frank Barnes on 13 Jan 13
       
      The 3-D Brain app is one of the first apps I loaded onto my first smartphone and all subsequent devices. It appealed to me at the time (and still does) as moving to a higher level of information accessibility and interaction.
  • it is not enough to just give students PDFs of pages from an anatomy textbook. It's not even enough to allow them to take self-grading quizzes. We need to provide materials or applications that allow students to practice identifying parts of the body on their mobile multimedia devices before taking the high-stakes midterm or final exam.
  • It's one thing to learn about different architectural styles in a Western Civ or Construction textbook or lecture; it's another to apply what you've learned by going out into the community and taking pictures of buildings and then identifying the architectural influences. It's one thing to hear or read about the results of sociology studies about gender bias; it's another to go out, collect primary data, and immediately show, as well as discuss, the dynamically growing study results with the recently queried participant. In both cases the activity of capturing "raw" digital material can lead to further learning or assessment activities where students might develop multimedia projects.
  • access is not an excuse. Just as instructors will need to be creative in developing and assessing these mobile learning activities, instructors and institutions will need to help students be creative in finding access to different mobile multimedia production devices.
  • One of the easiest ways for individual instructors to address the access and support issues is to have students work in groups, share access to resources, and help one another figure out how to do it all. Bonus point: Employers want students who know how to work in groups. Getting students engaged in mobile learning projects might not only better facilitate learning, it might also have them learning about various 21st century literacies like group work, composing in multiple environments, and information literacy.
Frank Barnes

Creating Device Neutral Assignments for BYOD Classes - 0 views

thejournal.com/...tral-assignments-for-byod.aspx

Mat622 Week2 Practice Reading Pedagogy

shared by Frank Barnes on 12 Jan 13 - No Cached
  • Frank Barnes on 12 Jan 13
     
    This article is interesting to me because I believe that access to information cannot be device-specific. Making information or communication reliant on a specific format limits the ability to interact on a truly global platform. Imagine the missed opportunities and conversations that would ensue if iPad owners were able to communicate with only people who have Apple devices. The same holds true for Google and Android, Microsoft, or any other current or emerging platform or system. As I've mentioned in other posts, and will most likely mention again: it's not about the device.
Frank Barnes

Reading of a Different Sort - 0 views

www.hml.queensu.ca

MAT622 Week1 Reading Tablets Future

shared by Frank Barnes on 10 Jan 13 - Cached
  • Frank Barnes on 10 Jan 13
     
    I chose to post this video of some compelling technology that is under development. These kinds of things intrigue me. How can we truly know what the world will look like 20 years from now. The path we are on, and the speed we are traveling it, is mind-boggling.
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