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Do you want the good news or bad news first?

Due to swimming and various other school timetable disturbances, most students are only just now reaching the end of phase 1 – choosing their app. Bit sad that its week 4 of the project and only 15% are actually using their chosen app, but I’m not so worried – because the point of this unit is not time on the device that will magically solve everything, but instead is about teaching critical thinking, problem solving, independent learning. I’m happy that this is embedded thru our whole unit so that the unit itself ‘works’ even if the phase 1 of evaluating their weaknesses and choosing a corresponding app does take a while.

What’s happened since the last journal is that students have been searching the app store, saving screenshots of likely apps, then completing T-charts of pro’s and con’s (yes there is a free ‘T-chart’ app for that! -opens iTunes). They then email this chart to me from the iPod touch which initiates a conversation around how suitable the app is. Then I download the app ready for students to try.

How’s this- the very first student who went to use his newly downloaded app found – it was terrible! Didn’t do what he needed after all. Failure? No – this was a great learning moment where we could discuss with the whole group what happened, and how to make a better decision next time. The student has now written his own short review and submitted it – and how real life is that? Also, as other students with his same chosen focus area have found other apps, he’s finding he can now rely on the ‘wisdom of the crowd’ aka personal learning network around him to choose his next app.

Also this week I introduced a new innovation where on the day of the week when I am engaged in regional support duties I record a talking head video of myself giving instructions to the kids. The replacement teacher just plugs in an iPod directly to our data projector with an AV cable (we have the Belkin one) and students can still get their challenge for the day in person. The replacement teacher can even display images of our progress mindmap etc to the students this way. Now I can take my laptop with me for the day knowing that our digital resources are still available to the group.

I’ve also been able to work it such that the school wifi now is usable from within our classroom space – going and sitting outside the office was great for showing off to passerby’s that we were doing an interesting project, but not so great for other reasons. I’m also really happy that we got email setup on the iPod’s now (all using the one generic account, Mr iPod) so students can send records (via screenshots) of their work to me and even to their classroom teachers.

OK! So my learning and teaching environment is starting to feel different most of the time – actually like how I imagine 21st century, student-focused learning maybe should. BUT you know, sometimes I’m still my own worst enemy – because I start teaching again every now and then. Yes, teaching, when I should be sticking to the idea of ‘less me, more them’. I still jump in instead of giving ‘wait’ time, or thinking time where students can develop their own understandings…

Next step is students have 1-2 weeks using their app before another evaluation kicks in – is it helping me improve? If not, students will need to decide to switch to another app, or perhaps access podcasts or other resources instead. Will write another journal then. Just wanted to also add how great it is to be finishing up the year with such a great project, instead of the usual countdown, how long until holidays feeling!

While there are many such trials occurring with PDAs and non-connected devices, I know of only one other k-12 trial where the students actually have fully connectable smartphones. Very interesting…

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There were three jobs I had for this week if this mobile learning project with learning support students was to get off the ground:

1. intro the personalised learning approach to students

2. explain concept to staff

3. physical setup of space and devices

Here’s some reflection on each of these:

1. very silly of me, but introducing the philosophy of students taking responsibility for their learning (via personalised learning using the iPod touch) was probably the area I found I had least through through. Selling the use of the devices was easy – but helping students grasp what would be expected of them learning-wise is a bit harder to do. My first intro sessions (with students in levelled groups of four) didn’t go so well at explaining this – I had to create a short keynote and incorporate a group mindmapping exercise before these sessions started to achieve what I’d been after. Live and learn. – I must say that being able to use a projector has also transformed this intro. I project up an image (say of a mindmap) which shows students instantly what me drawing and talking about would take a few minutes to do as well.

I’ve also now compartmentalised the steps involved in this first part. Students have just completed part 1 where they are introduced to the personalised learning challenge and have chosen their focus area. Next week is hitting the app store to find an app that will fit with their chosen focus.

2. This has gone well – staff are used to me trying new things etc. And all are supportive of creating self-motivated learners

3. This is proving to be the hardest area as it relies on others… Not that that is a bad thing, and in fact the other staff involved are great. But getting one thing in place (say a lockable cabinet) involves many steps and I’m not even sure if I can get the devices in students hands until next week even though they are here! – I have been able to get a special email account setup (thanks Kate!) so we can open an App store account. – Need to get the devices security coded and get some furniture supplies sorted…

I aim to keep reporting on our progress, good and bad! Love to hear from others also seeking to add personalised and challenge-based ubiquitous learning to their school environs.

1. The ‘digital’ in this digital pedagogy ie. iPod touch’s and XO laptops are available to me in enough numbers now to be used by students as personal learning platforms
2. I have a supportive local and regional administration
3. I stand on the shoulders of the giants above
4. My education department recognises how key ‘digital pedagogy’ is
5. I feel confident enough to attempt it.

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In a few days, I get to present at a massive educational conference – Ulearn09 in Christchurch, New Zealand. This year there will be over 1700 educators present. I’m presenting the following paper. I publish it here now (and at Scribd) so attendees, but also the wider blogosphere and twitterverse can appreciate the great thoughts contributed by several distinguished educators from George Siemens and Stephen Heppell, to practicing classroom teachers. Enjoy! (UPDATE: slides of the presentation are now available at Slideshare HERE)

TIME between TIMES

: the joy of educating during a time of rapid technological change.

Which educator with even a vague interest in keeping pedagogy up to date hasn’t shaken their head when overhearing comments like these in staffrooms or education gatherings:

“I have a school provided laptop, but it just sits in my cupboard.”

“Our network is always down so I’ve just given up trying.”

“All mobile phones in schools should be banned.”

“I’m just a digital immigrant, so can’t be expected to learn that!”

“I’m retiring in 5 years, so I’m not going bother with technology.”

“You’re the guru, you do it!”

At my own large primary school with over 65 teaching staff, I sadly know of several for which the first comment holds true. Anyone reading this could probably similarly pick out the ones they have been exposed to. Day after day, and year after year of being an advocate for transformational learning in the face of these kinds of attitudes can have a pretty disheartening effect. Thank goodness that one of the benefits of the technology that so many educators still shun is that we can now access other colleagues via Facebook and Twitter who feel the same, but just as what is still most needed across nearly all Education sectors is not necessarily more money, but a total mindset change, so can we who are charged with leading change benefit from turning around our thinking.

The Digital revolution is a fast moving beast. Change is now a constant, not a once every now and then event. Mobile, wireless and cloud computing developments are leading very quickly towards a world of ubiquitous, or ‘everyware’ computing. Its no secret that Education has been slow to respond to rise of these technologies. In fact, a 2003 report into the ICT-intensiveness of 55 industries found that Education ranked … last. While its easy to get down about such a result, as well as the responses that many teachers still give today when invited to incorporate digital pedagogies into their students learning, there are plenty of great examples where educators have responded in wonderful ways to the digital revolution. I encourage you to seek them out, perhaps by visiting the sites of the distinguished educators you’ll find below who have responded to this:

Statement:

This is the time between times for educators working with technology. Before mobile, ubiquitous and everyware computing become the invisible norm, but after a time when educators could sit back and wait for the digital revolution to pass on by. As slow as some in education have been to respond to rapid technological change, this is however the most exciting and dynamic time to be an educator of the educators because …

George Siemens, Canada.

Founder of ‘Connectivism’, Associate Director with the Learning Technologies Centre at University of Manitoba.

www.elearnspace.org

“I believe that we are seeing, in educational technology, a rare convergence of technological transformation and ideological development. Twin trends of this sort are infrequent, last occurring with the industrial revolution when (rudimentary) concepts of democracy compounded the trends of industrialization. In education, the last century has provided growing consensus of learning as a social and participative process. While not always ideologically aligned, thinkers like Dewey, Vygotsky, Piaget, Bandura, Bruner, Engestrom, Wenger, Lave, Pea, and others have emphasized the distributed, social, and multi-faceted dimensions of learning.

The last several decades has also produced an increase in technologies that enable participants to engage with information in a manner not seen in history. The rise of social networking services, participative web, and growth in mobile technologies and broadband access, provides a compelling argument for change. When the technological movement combines with the ideological shift in learning theory, the impact on education may be transformative. The future of education will be shaped by those who are able to anticipate and understand the impact of the dual forces of social learning and participative technology”.

Tony Vincent, USA.

Former teacher, now trainer and education consultant.

www.learninginhand.com

“What I love even more than teaching is learning. And in the changing digital and social landscape, I get to learn constantly and reinforce my learning by sharing it with others”.

Dr Tony Karrer, USA.

CEO/CTO of TechEmpower, a software, web and eLearning development firm.

http://elearningtech.blogspot.com

“My only real formal learning on the metacognitive methods and tools that are the heart of the value I bring as a knowledge worker was by educators.  But I learned in an era of card catalogs, microfiche readers, notes on paper. There were no laptops or mobile devices; no instant access to trillions of web pages; no networks of millions of people; nor free access to thousands of new tools.  Educators today are in the midst of one of the most interesting transformations where individual knowledge becomes devalued but the ability to teach new metacognitive tools and methods is more important than ever”.

Toni Twiss, NZ.

Former teacher, now a director of eLearning for secondary schools and a  lecturer at Waikato University.

http://tonitwiss.com

“Of the opportunity we have to remind ourselves of and rekindle our passion for learning within a truly authentic context. We are forming our own new way forward, often through experimentation, and along the way are experiencing the feelings of satisfaction when something new is learned or achieved.  I think as teachers it is also a timely reminder of what it feels like to be a learner and perhaps at times a struggling learner.  We are put in the shoes of the very students we teach as we explore and experiment with the potential of new technologies and perhaps most importantly reconstruct and refresh understanding of our own pedagogy and practice rather than just doing what we have always done.

We are developing teaching methods to allow our students to be successful contributors to the world that they will be part of when they leave school.   It is exciting because by the choices we as teachers are making about what and how we choose to teach, we are helping to define the values and skills that we see as being key to the future”.

Shane Roberts, Australia.

Secondary HPE teacher, and Advanced Pedagogical Licence holder.

http://shanetechteach.edublogs.org

“The change in others that can be realised and witnessed is immense. This could be a time considered for preparation for anywhere, anytime learning and as such the phenomenon of educators learning from each other is a rising river. Innovators and early adopters can educate through means other than direct tuition which is impacting on the teaching and learning methodologies and practices experienced by today’s students. The range of devices available is also transforming ideas about teaching and learning, and the processes that distribute this teaching and learning.

Change is an exciting process, for me in particular as it means trial and experimentation are welcomed. Less effective or productive practices can be discovered, trialled and reported on without fear of being labeled incompetent – as long as learning is achieved and demonstrated. Accompanying this is the ability to gain feedback from a worldwide audience, leading to inspiration within one’s own practice.

Mathew Nehrling, USA.

Sr. Instructional Designer with a Fortune 500 telecommunications company.

http://mlearningworld.blogspot.com

“During a transition period like this, many minds are not in the box to solutions and ideas. Everyone is looking for how to integrate the new innovation (be it idea or technology).  After an innovation is standard, creativity is often stifled because people have the baseline as to ‘how it is’.

During the economic downturn as much off the world is having, it forces people to think about real, practical application.  It sharpens the focus like a sword.  How can you take the innovation and produce the greatest ROI?  It takes all the creative ideas and helps one hone in on what is practical.

We are at a point now where we have a perfect combination of the two. There is a technological revolution in anywhere, anytime computing, but with economic downturns, you have to focus on real, productive solutions, thus more energy is spent on what can be produced and static (data asphyxiation) is pushed aside”.

Emma Heffernan, Australia.

Manager Discovery Programs, eLearning Branch, Education Queensland.

“For the first time in history, students and teachers are consciously playing the same role; learners. Technology is a great democratiser of education. It is no longer expected that educators hold the knowledge to impart to their learners, rather that we are all learners. The role of the educator is evolving to one of true facilitator, guide and model learner. We have unprecedented access to people, information, resources and wisdom, and as we develop new ways of learning and working we are reshaping our view of education and schooling”.

Professor Stephen Heppell, U.K.

Founder, Ultralab and Think.com

www.heppell.net

“Because we are in a world recession. Every past recession has seen a step change for New Learning as Keynesian investment boost the new, rejects the old and favours public service; because we have moved from the flat start of technological progression’s exponential curve to the steep part. Where before we had good time to reflect on small changes, now we have little time to reflect on momentous changes – that means there is no time for a top-down quality control model and we must rely on people, practitioners and communities for judgement for what might be effective;

Because technology destroys cartels: music, automobiles, banks and more. Those who sought to build value from vast scale and barriers to new competition see their walls crumble as a people’s century erodes their foundations. It was people that called time on recorded music and rediscovered live performance; it’s small local mutual banks that have survived. Learning is about people, not corporations.

Because all the old certainties of a last century world of factory schools with its formulaic rigours of “met before” learning have palpably failed to meet the needs of a world full of surprises and the unexpected. It’s the death of factory education and, as I have often reflected before, the dawn of learning..

———————————————————————–

And the winner is … ? Based on all the above responses, and a word count/analysis, LEARNING is now king, and being a learner the key to educators finding a place in 21st Century learning. Many thanks to all the respondents for their key contributions.

- Jonathan Nalder, August 2009.

SMS messages can be also be sent via Skype. Only 1 vote per finalist per originating number will be counted. We stop accepting votes at midnight UK time on Monday 28th September so please don’t delay!

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Well, once I heard that the 5th generation iPod Nano had added a video camera, voice recorder, and a step-o-meter as well as dropping in price, I knew it was time to finally get two – for my school. Why for my school you ask? Well, one of my jobs is to encourage the uptake of the transformational learning that mobile and ubiquitous tech contributes to. Being able to shoot quite decent video anywhere, or record students anytime as well as storing gigabytes of podcasts, photos etc. makes this one useful tool. Add to these the ability to record your steps constantly and upload data to the web for tracking and evaluation, and you have potentially, when used within a well planned curriculum and ICT framework such as this one (Smart Classrooms), a very small and mobile, all in one learning machine.

So what did I try first? The video of course. Reportedly, the camera itself is sized only 3mm x 3mm in size. You can see the camera and microphone fitted onto the back. It took a minute to work out the best way to hold the Nano so as not to obscure the lens. Once I’d done this, I had the weird sensation of seeing a video capture window on – an iPod. Still seems hard to believe, but its just a centre button push to start and you’re off. You can watch a short clip I recorded (see link at end) to test the quality, but my opinion is, its highly useable, just make sure there is ok lighting. Video can be synced off the device in iPhoto on a Mac, or your usual photo program if on a PC.

UPDATED: I forgot to mention that the Nano has the ability to add fun effects to its videos! Applying them does degrade the quality slightly, but with careful planning, it means that videos students record can have a cinematic feel applied in device. A few people have asked if the camera can take stills, and the answer is no (its too tiny), but there’s no reason you can’t extract a still from the video once its on your computer (of 640×480 size, which is fine for student work and blogs etc).

- If you’d like a full analysis of the quality of the video, Macworld have done a comprehensive comparison of it with the Flip SD, iPhone 3GS and Kodak Zi8 HERE.

Next I tried out the voice recorder. The screens as you can see carry over from the iPhone app and functionality is just as simple as the video recording, and include the ability to come back and resume a previous recording, or to delete one you’re done with. Voice memo’s are tagged with the date and just sync over into iTunes automatically. Simple and easy, and quality again, is quite acceptable. Apparently it will also record from a plugged in mic too, something I will try out next. UPDATED: I forgot to mention that the Nano now has a built in speaker, meaning that a group of students can instantly listen to whats been recorded with no need to share headphones or plug in multiple headphones with a rockstar plug.

Lastly, I scroll-wheeled it to the new pedometer, and you can see from the pics that it allows you to set your weight for accuracy, decide if you want the pedometer to be always on, and also set a daily step goal.

The pedometer is well-tuned and only starts recording steps once you’re actually stepping, ignoring just shaking etc. The calendar is also a handy way to check you’re progress, and once plugged in to iTunes, you can further evaluate your fitness by syncing the data with the Nike+ website. Once again, its simple and brings this functionality to a whole new set of users – in my school’s case, to teachers and students.

So, I do consider this money very-well spent. I know I’ll use them extensively with my students and they will replace my 3 year old battered step-o-meter and 4 year old voice recorder very well. Even more exciting is the way it will enable me to introduce other teachers to the possibilities of mobile learning. Wish me luck!

Download sample video at actual quality by right-clicking download (ignore the non-playing quicktime icon)
Download (3.7mb, 11 secs).

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