Critical Challenge Questions:
During this course, we were asked to keep our attention on the Critical Challenge Questions:
During this course, we were asked to keep our attention on the Critical Challenge Questions:
- How can mobile technologies augment formal knowledge and assist both the student and the teacher with their learning?
- Can well designed and intentioned games offer alternative learning experiences for students that teach and
inspire?
Evidence and Reflection Learning #1 -
Working definition of Mobile Learning
OLTD Learning Outcomes:
Working definition of Mobile Learning
OLTD Learning Outcomes:
- Be familiar with common terms, definitions and elements related to mobile learning technologies and Game Based Learning/gaming environments.
- Create assessment and evaluate methods/tools most suitable to the strengths and challenges of the specific environment.
Reflection to support evidence:
The first piece of evidence I chose is from week #1 entitled, What is mobile learning and what sort of challenges does this present? For this assignment, we were instructed to research and identify what constitutes at least three different aspects of mobile learning. We then highlighted three challenges faced in our work place in terms of effectively using and/or adopting mobile learning and what we saw as viable solutions. We were instructed to present our findings leveraging media. I chose to present my information in the form of an animated video using PowToon. I was extremely impressed by how easy and enjoyable it was to create an effective video using this free software. With options such as video tutorials, templates, characters, videos props, music and voice-over, I would definitely use PowToon as an optional presentation tool for my older students.
Creating this evidence piece, provided the opportunity to reflect on what mobile technologies are and how they have affected my ability to teach in both positive and negative ways. The NMC Horizon Report (2016) highlighted the crucial fact that we can no longer see education in the same traditional regimented manner; rather, we need to look at it through the lens of what skills and abilities our students will need for 21st century learning. Using technology, provides the opportunity for students to experience more authentic learning with a flexible and personalized approach. It can help us to redefine how space can be used giving opportunity for learning to happen anywhere at any time. Clark Quinn, describes the possibilities in terms of 4 C principles which provides content of information at the precise time needed, interaction to build, process and access information through computing, communication with the right person at the right time and the ability to capture information such as notes, images, location etc.
When considering the critical challenge question, In what ways can mobile learning and technologies be utilized so as to benefit students and teachers both in and out of the classroom, I reflected on what I have learned over the past 2 years and how I could best use technology to support my students in their learning process teaching in a traditional public school. One of my challenges has been lack of technology to use, the other has been teacher buy-in and understanding for how to use technology. Over the past year, I have worked with other staff members teaching similar grades assisting them with beginning to use technology in their classroom. I have helped to create permission forms, given ideas for how to use digital portfolios, encouraged the use of Google docs and discussed and modelled an effective, simple blended station rotation model with the use of mobile technology. In the future, I am hoping to use my knowledge and experience to help support at a teacher, school and district level to bring about the buy-in and support required to sustain the change in technology implementation our district is hoping for.
Creating this evidence piece, provided the opportunity to reflect on what mobile technologies are and how they have affected my ability to teach in both positive and negative ways. The NMC Horizon Report (2016) highlighted the crucial fact that we can no longer see education in the same traditional regimented manner; rather, we need to look at it through the lens of what skills and abilities our students will need for 21st century learning. Using technology, provides the opportunity for students to experience more authentic learning with a flexible and personalized approach. It can help us to redefine how space can be used giving opportunity for learning to happen anywhere at any time. Clark Quinn, describes the possibilities in terms of 4 C principles which provides content of information at the precise time needed, interaction to build, process and access information through computing, communication with the right person at the right time and the ability to capture information such as notes, images, location etc.
When considering the critical challenge question, In what ways can mobile learning and technologies be utilized so as to benefit students and teachers both in and out of the classroom, I reflected on what I have learned over the past 2 years and how I could best use technology to support my students in their learning process teaching in a traditional public school. One of my challenges has been lack of technology to use, the other has been teacher buy-in and understanding for how to use technology. Over the past year, I have worked with other staff members teaching similar grades assisting them with beginning to use technology in their classroom. I have helped to create permission forms, given ideas for how to use digital portfolios, encouraged the use of Google docs and discussed and modelled an effective, simple blended station rotation model with the use of mobile technology. In the future, I am hoping to use my knowledge and experience to help support at a teacher, school and district level to bring about the buy-in and support required to sustain the change in technology implementation our district is hoping for.
Evidence and Reflection Learning #2 -
Exploration of a Game
OLTD Learning Outcomes:
Exploration of a Game
OLTD Learning Outcomes:
- Critically assess and evaluate resources for best practice in mobile learning and gaming environments.
- Create assessment and evaluate methods/tools most suitable to the strengths and challenges of the specific environment.
- Integration of current cognitive learning and educational gaming theory and examination of current research around best and emerging practices
I chose Week #4, Exploration of a Game for my second piece of evidence. For this assignment, we were asked to explore and assess a serious/educational game that fit within our area of teaching/professional expertise that could be used in our classroom to add to what we already offer in the way of “formal knowledge.” We had a set of criteria to follow, including relating which of Gee’s (2013) principles were evident. Teaching 5 and 6 year olds, I chose the app, Dragon Box Numbers which targets ages 4-8. Essentially, this apps supports building a strong number sense using a Cuisenaire rod style digital manipulatives called Nooms, each with a different number representation. The Nooms can be added, subtracted, compared, and explored through a variety of games and puzzles. I appreciated the fact that many of the BC curriculum Big Ideas and Curricular Competencies were covered by the skills applied in the app.
Through this experience, I learned the valuable process of how to take an app and critically assess it for the use in my classroom. There were many factors and details that I previously had not thought considered. I had the opportunity of reviewing and collecting a variety of different app assessment resources, which will be a valuable tool in the future. For this assignment, I chose, 7 essential criteria for evaluating mobile educational applications (2012) by Mayra Aixa Villar. What I appreciated about this set of standards, was the focus it had on evaluating a mobile app for educational purposes. After dissecting the Dragon Box app using the set of criteria, I truly understood what to look for in future apps. The same experience was true for reflecting on Gee’s principles. By understanding how the principles applied to this app, I was able to see why it has been earning an award.
Looking at potential apps to evaluate and consider possible assessment criteria lent itself well to reflect on the critical challenge question, Can game based learning inform and benefit my teaching practices while offering alternative learning experiences for students? The current research on how games affect students’ learning suggests an improvement in independent learning, creativity, enhanced problem-solving skills, engagement and motivation. In my own practice, I plan on leveraging the positive aspects of game-based learning and gamification, incorporating game elements such as rules, goals, points, badges, social-interaction, instant feedback, problem solving skills, competition, narrative, and leaderboards to create engaging and meaningful learning opportunities. Depending on the age group I am teaching, I feel confident to successfully assess and use games as part of my learning curriculum.
Through this experience, I learned the valuable process of how to take an app and critically assess it for the use in my classroom. There were many factors and details that I previously had not thought considered. I had the opportunity of reviewing and collecting a variety of different app assessment resources, which will be a valuable tool in the future. For this assignment, I chose, 7 essential criteria for evaluating mobile educational applications (2012) by Mayra Aixa Villar. What I appreciated about this set of standards, was the focus it had on evaluating a mobile app for educational purposes. After dissecting the Dragon Box app using the set of criteria, I truly understood what to look for in future apps. The same experience was true for reflecting on Gee’s principles. By understanding how the principles applied to this app, I was able to see why it has been earning an award.
Looking at potential apps to evaluate and consider possible assessment criteria lent itself well to reflect on the critical challenge question, Can game based learning inform and benefit my teaching practices while offering alternative learning experiences for students? The current research on how games affect students’ learning suggests an improvement in independent learning, creativity, enhanced problem-solving skills, engagement and motivation. In my own practice, I plan on leveraging the positive aspects of game-based learning and gamification, incorporating game elements such as rules, goals, points, badges, social-interaction, instant feedback, problem solving skills, competition, narrative, and leaderboards to create engaging and meaningful learning opportunities. Depending on the age group I am teaching, I feel confident to successfully assess and use games as part of my learning curriculum.