Learning activity #1
This activity for summarizing by text-messaging Shakespeare was taken from the Scholastic website (Keren-Kolb, 2017). It integrates a multitude of ONLE instructional strategies such as aggregation, social content sharing, and mobile learning through an interactive Web 2.0 tool to engage students in the content. For this activity, students will experience the use of mobile devices in the English classroom for learning. Students text their 140-character summaries of the homework reading from Shakespeare's Romeo and Juliet to an interactive Web screen, MonsterMedia. The class will discuss which summaries are the most accurate representations of the reading. This activity can be done during class or for homework.
Objective: Students will...
Materials:
Cell phone (basic or smart) with the capability to take pictures and make a phone call
Computer with Web access (site accessed:Wiffiti)
Set-up & Preperations:
1. The teacher creates a free account at wiffiti.com.
2. The teacher sets up a new interactive text-messaging screen on his or her Wiffiti account.
Directions:
1. The teacher goes over mobile safety and appropriate use before beginning this lesson.
2. Before students begin reading Romeo and Juliet, the teacher reads the opening prologue. The teacher may also want students to be looking at the words as it is being read by projecting them on an overhead.
3. The teacher asks students to think about the prologue, and to summarize it in 140 characters by using their cell phones to send a text message to the Wiffiti screen that the teacher previously set up.
4. The teacher projects the Wiffiti screen along with the information on how to text to the screen (this automatically shows up on each Wiffiti screen).
5. The students begin to send their summaries to the Wiffiti screen via their cell phones.
6. Once the summaries are all up on the screen, the teacher reads through them and asks the students to vote on which one they think best summarized the prologue.
7. The teacher then selects a piece of dialogue or a scene from Romeo and Juliet, reads it, and has the students summarize the same way as above.
Extensions:
Hints and Tips:
Self-reflection: Please respond to the following survey about this Mobile Learning Activity.
Learning activity #2
For this activity, teachers will familiarize themselves with Augmented Reality using two different devices. This activity is geared toward kindergarten and preschool students; however, the principles in it could apply to any grade level in K-12 education.
1. First, using a mobile device, go to www.arflashcards.com. Scroll down to the bottom of the page where it lists the app options. Download the app onto your cell phone or tablet. We will
use your mobile device as the camera, and you will need another device to act as the screen to be scanned.
2. Now that you have the AR Flashcards App, open it and click on “Get Started.” Now your mobile device is ready to scan. Go to www.arflashcards.com on your second device, preferably a laptop or desktop computer. You will go to the drop down menu that says “Print Flashcards.” Then you will scroll down until you click on “AR Flashcards Animal Alphabet.” It will open a PDF. Now at this point, the teacher could print the PDF on paper for the students to use. We are going to keep it as a PDF on the computer screen.
3. If your mobile device is open to the AR Flashcards app and you have clicked “Get Started,” you should have an open camera on your screen. Hold the camera in front of the flashcard PDF on the computer. You will see 3D images pop up on the mobile device as you hover on each flashcard. These images help bring to life the vocabulary words or letter for the students. You have now experienced Augmented Reality.
Self-reflection: Now is your turn to apply what you have experienced to your teaching. Think of ways that you could use augmented reality flashcards in your classroom. Complete your reflection in the Augmented Reality Activity Assessment.
Learning activity #3
Today you can be creating your own QR Code and linking it to a lesson that you feel will benefit your classroom. For this activity, please watch this short video first: How to Create QR Codes (Mr. Wideen, 2014).
Self-reflection: Share the QR Code your created with colleagues and discuss using QR codes as a Web 2.0 tool in the classroom. Complete the QR Code Reflection Survey.
Teaching Resource
Web 2.0 Technologies with PLE and ONLE Prezi
http://files.eric.ed.gov/fulltext/EJ1102679.pdf
Mobile Learning (m-learning)
This article presents and discusses a study that was conducted at Najran University on mobile learning. Researchers examined whether or not mobile learning has an impact on student achievement and conversational skills.
http://files.eric.ed.gov/fulltext/EJ955543.pdf
Web 2.0 Tools
This article investigates the relationship between in-service teachers’ self-efficacy and the integration of Web 2.0 tools. It was conducted at Ohio University.
http://edtechreview.in/trends-insights/insights/1210-how-to-use-augmented-reality-in-the-classroom
Augmented Reality
This article in Ed Tech Review gives several concrete examples of how you could use Augmented Reality in the classroom. It covers apps as well as strategies for AR.
http://opus.bath.ac.uk/11408/1/getting_started_with_QR_Codes.pdf
QR Codes
The proceeding paper provide information on how to begin using QR Codes in the classroom. It explains what is necessary and what should be expected from students and the classroom.
Minimester - Accelerated Courses
This article outlines the attributes identified by students as critical to creating an effective intensive course.
http://www.techlearning.com/default.aspx?tabid=100&entryid=4328
Mobile Learning
This web article addresses ideas and issues that educators need to address to being more open to mobile learning.
http://www.westga.edu/~distance/ojdla/winter164/trekles_sims164.html
Minimester - Accelerated Courses
This article discusses a case study which explored instructional design strategies used in accelerated courses and the impact they had on students’ choices of deep or surface learning approaches.