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Enhanced Assignment Support using Aurasma

I first started to explore the use of augmented reality within education some time ago. More recently i combined it with short assignment support video i created using VideoScribe. In short, I produced a short video that helped students to ensure they fully understand the assessment method, criteria and structure of their assignment. Using Aurasma I linked an image of the assignment brief to the short video clip. Student were impressed with the results especially when using an IPAD in class.




It seems travel agents are leading the way or maybe following the Apple store design when it comes to there interactive self service areas. They had mounted some tablets on a large desk so customers could search for deals in store…



AppQuiz for iPAD

Whilst shopping at the weekend I called in to the O2 store and came across a product called appQuiz. In short it was simply an iPad dock with 4 buttons that allowed four people to complete a quiz game. I thought it had huge potential was a learning activity however after further enquiry it seemed you were limited to the quiz questions set by the app. I’m therefore keeping my eye out for other similar products online.

20130210-224757.jpg not just a URL shortener… (Google Analytics)

Many people use URL shortener’s such as however, did you know that using (with a google account) providers you with some automated Google Analytics that allow you to report on activity levels.


BETT 2013

I recently attended the BETT 2013 exhibition at London Excel with some colleagues. This post aims to provide some commentary to the photos below. Personally I didn’t feel there were as many innovating products as there was at the previous BETT 2012, although many of last years highlights had been significantly upgraded especially in terms of design. I did take some inspiration from the furniture and exhibitor stands and felt that educational establishments would benefit from embedded touch screen technologies in classroom, corridor or active learning zone walls! Many exhibitors also had followed the Apple Store approach with brilliant white walls and large wooden tables. A Technogym rep explained how there products have been further developed – could we learn anything from them? Finally a presentation from Frog and there development within the school sector also provided a useful insight.

Twitter for note taking using mobile devices (and learning outside the classroom)

Last week I explored the use of Twitter in a class setting. Whilst watching a short documentary, learners were provided with an opportunity either take notes (with a pen and paper) or to use their mobile devices and send a Tweet. Hashtags were created and displayed on the whiteboard. The group often tell me they are constantly on Twitter and therefore i assumed they would take advantage of this opportunity. Unfortunately on reflection it was evident that the group preferred to take written notes! When i questioned their preferences/choice the main reason for lack of engagement was the fact that they saw their Twitter accounts as personal and did not wish to ‘Tweet’ about College work. On reflection I can fully understand this especially as the group was predominantly 16-18 year olds.

Fortunately I did attempt to lead by example and therefore was tweeting key facts and information throughout the documentary. In addition a colleague across the City also engaged with the activity (without being prompted) and he also managed to include professional sports players in the discussion. Learners were particularly intrigued that ‘other people’ were interested in what we were doing….. so maybe this approach can be revisited after setting up College Twitter accounts for my students? was used to display the # commentary (see slideshow below).

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Google Sites, Apps and Socrative for measuring learner progress

One the of challenges faced by many ‘Teachers’ is how best to evidence learning (the acquisition of knowledge or skills through experience, practice, or study, or by being taught) or progress made. Progress as a definition is “Forward or onward movement toward a destination.” however in an educational sense this is often applied to academic progress. The Ofsted CIF (2012) suggests ‘staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners’.

Today i attempted to use technology to support the tracking of progress made against standards, and to improve the timeliness of feedback in a class setting. Using Google Sites I created a ‘Lesson‘ which included a knowledge section, a range of activities (including extension activities), embedded media (video, podcasts, publications), and clear success criteria. At the end of the lesson section i embedded a Socrative Quiz. This was a short 8 question method of assessment for learning, used to check understanding on completion of the task. Learners were provided with a set of instructions and were tasked to complete the lesson and quiz within 1 hour. A crib sheet was provided for them to make notes and also record any questions they may have as they work through the resource. Individuals who completed the activities set were targeted to complete the extension activities as appropriate.

The images below aim to demonstrate some of the key impact measures of this technique. Firstly the Google Site is public although you could restrict this to your local domain if required, either way this allows individuals who missed the session or need to review aspects of the lesson a chance to do so 24/7. Using the Google iframe i was able to embed the m.socrative link within the site and simply provide the room number for students to enter. As learners worked through the quiz i was able to track live progress to see who was engaging with the assessment. I was able to share this live view with the group as learner ID numbers were used and therefore individuals scores were not identifiable to their peers. After each question learners received instant feedback as to whether they answered it correctly. This is especially important in a world where games consoles provide instant feedback yet educational establishments can take several weeks to mark learner work!

On completion, I was able to download the automated report which had built in conditional formatting, thus i was able to see during the lesson which learners had answered which questions correctly and use this information to target individual students.

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IPAD and Concept Board (now integrated within Google Drive) for mobile collaboration

This week I was notified that Concept Board had been integrated within Google Drive. I wanted to explore the potential of this integration within the classroom (although the next step if for collaborative learning outside of the classroom). On a basic level some of the features are similar to Prezi in that you have a blank canvas to collaborate whether that be designing processes, capturing ideas, or simply making notes. You can upload a range of existing documents *.pdf *.doc *.ppt etc, take screen shots, and add directional arrows and shapes with ease. Using a style can also enhance some of the other available tools such as the fine liner pen especially if you have large fingers! There is lots of potential for this especially for group activities both in and outside the classroom.

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Social Media for measuring communications and impact

Although social media has created a channel of communication that is unprecedented it is sometimes difficult measure the impact of social media whether it be positive or negative. Recently I have set up a range of social media accounts to support me in my role as 14-19 Partnerships Curriculum Area Manager. The potential benefit of been able to communicate anytime and where with audiences has been fantastic. A few examples of the features i have been exploring are detailed below.

Facebook: After setting up and launching your ‘Page’ the first task is to regularly add some appropriate content. As you would expect the relevance of this content determines the virality of the post. “Facebook defines Virality as: “The percentage of people who have created a story from your Page post out of the total number of unique people who have seen it”. Creating stories can be from Likes, Comments, and Shares of content. Essentially, the more people engage with your content in relation to how many unique people have seen it determines a particular post’s Virality.” according to Edgerankchecker.

The first challenge is to get 30 ‘Likes’ as this unlocks the ‘Insights’ feature. The slideshow below includes a picture of this screen. You can view ‘Insight’ reports which provide interesting data on who is access what posts when. This is automatically split between gender, age group, location, device to name but a few.

One other feature i have explored is the advertising section. You can create your own campaigns, set a marketing budget, specify your target audience based on location etc and let facebook do the hardwork! Again automatic reports are produce in terms of audience ‘Reach’, and activity such as who has clicked for more information, and ultimately who has joined the group, liked the page, or intended to come to your event.

Twitter: I was recommended to check out the page and start to try some of the operators which allow you to focus you searches. One of the most powerful operators i found was:

near:Leeds within:10i sent within 10 miles of “Leeds”.

this allows anyone even those without a Twitter account to find Tweets and People who have tweeted within a certain area/location. This has huge potential for targeted marketing campaigns and location based trending topics. Let me know how you use other operators!

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Google forms for assessment (revisited)

I have used Google forms for some time now however recently I started to explore other ways they could be used. This post reflects on one recent approach whereby I designed a form that could be used to assess student presentations. The structure of the form was such that once submitted the spreadsheet sitting behind the form would contain the relevant and more importantly personalised feedback required for learners to improve their work. This major benefit for this in terms of Individual and Group presentations is that the form can be designed to not only state what they have included or not but also includes things to consider in order to improve. I also included reference to assessment criteria, whether it was fully achieved or partially achieve, and what the other all grade was. The final section allowed for feedback on oracy, spelling, punctuation, grammar and presentation delivery/style. Already a colleague Lee Chapman has began to take this one step further in terms of adding the paragraph section for even more focused feedback or comments that need to be made.

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