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Tami Brass

MiLK - The Mobile Learning Kit - 0 views

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    Could be great in combo w/netbooks
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    MiLK is a Mobile Learning Kit that connects students and teachers through simple and effective technology and pushes the boundaries of the teaching and learning beyond the classroom into the other environments students inhabit both now and in the future. Teachers can now design everyday learning activities using mobile phones and the internet. For students this makes events such as excursions, group discussions, and questionnaires all the more engaging. Using MiLK students can create their own learning profiles, discuss topics with other students and teachers, share ideas, photos, comments, and most importantly, design their own learning events. MiLK is an interface that allows educators and students to design event paths that lead people through places with the use of a mobile phone. The event paths consist of a number of checkpoints at which the event player must SMS an answer before they are directed to the next checkpoint. An event path can be designed to meet specific learning outcomes for any subject or any location. The interface also enables player reflection and assessment functions. MiLK: # Is simple, flexible, scalable and adaptive # Extends learning experiences to include other environments locally, globally, and virtually # Promotes new and effective learning partnerships between students, teachers and families. # Offers opportunities for personalised learning # Inspires students to engage in learning # Engages students in multi-literacies # Results in increased teacher confidence and professional development
Michael Walker

Are You Ready for Mobile Learning? (EDUCAUSE Quarterly) | EDUCAUSE - 4 views

  • The implication for faculty who would like to implement mobile learning in their online or traditional courses is that they can begin by making content and information available to students in formats easily accessible by mobile phone or laptop computer.
    • Michael Walker
       
      Step 1
  • convert their lectures to podcasts or streaming media files and post them on their course Web sites, or on free online resources such as Apple's iPod University or YouTube, for convenient download.
  • The Division of Information Technology at the University of Wisconsin–Madison offers the following guidelines for creating podcasts14: Avoid overly complex material that includes lots of facts and figures. Complex subject matter is often more effectively conveyed through handouts and readings than through a podcast. This is because most students will listen to podcasts as they perform other tasks (i.e., riding a bus, driving, exercising, walking to class, etc.). In most cases they won't be taking notes as they listen. Always keep in mind the learner's context when selecting content for a podcast. Recordings of classroom lectures may not be the best use of podcasting. Podcasts of entire lectures often come across as overly formal and boring. Important visuals are excluded. Only use lectures as podcasts when you have a strong pedagogical rationale for doing so. Narrow the focus of a podcast. Limit the scope of the content to only a few main themes. Don't try to communicate too much material in a single podcast. Instead, identify important concepts or issues students tend to struggle with and develop a podcast that addresses each one.
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  • focus on one theme, topic, or issue in each podcast
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