LSIS Funded Workshops

I think, on the whole, that I’ve come out on top this week. I delivered 2 x 3hr workshops on Mobile Learning, Web 2.0 and Audio/Video technique on Thursday and spent two days preparing for those! However, I will use the same preparation for four more days I have planned with this college.

I feel to have won, despite the many technical disasters that were encountered during the workshops.

A third of the workshop was to work with Audio and Video creation and editing (without a camera). Audacity and Cam Studio were to be supplied on a memory stick but as we started, we found that the sticks were corrupt – so couldn’t use those tools during the morning session. Photostory 3 wasn’t installed in the room we were in, so we couldn’t look at that either. However, I was able to demonstrate by using my own machine. I also demonstrated www.screenr.com via my own machine too.

The college forbids the use of Twitter and FriendFeed (something about them being classed as dating sites!) so the participants were unable to use Screenr themselves – because it needs a Twitter login. This wasn’t a problem for me because I already have a Twitter login, but the vast majority (17 of 19 this pm and 12 of 13 this morning) could not process their videos without registering. Neither could we make all of the microphones work – which made Audacity a bit of a trial later in the day! So that I could demonstrate, I created files on iPadio and edited those, but none of the participants seemed keen to register and do the same. As I say – a disaster, needing much more thought before I go again? At least i will have access to Photo Story 3 for the next visits.

The next time I go, I will have an extra hour, which will also help.

The Web 2.0 part of the workshops went really well. There’s so much I COULD do in a session like this that It’s hard to decide which bits to leave out. I demonstrated several sites but gave the group an exercise which required them to explore various ‘categories’ of site: image editing; mind maps; photo storage; video storage; Wikis etc. and to comment on their findings on a PiratePad Wiki. I know they enjoyed the time to explore but they didn’t do much commenting on the PiratePad – I suppose no one wanted to be the first one to write a serious comment! The Mindmaps were much appreciated by the morning group but not really understood by the afternoon group. it was much the same with photo editing, the morning participants ‘got it’, the afternoon group just didn’t get it at all.

In fact, many of the morning group told me as they left that they had been dreading three hours on a subject they just didn’t appreciate, but that they were invigourated now and keen to explore the subject more. I’d shown Lilian’s text wall this morning and immediately, several of the group had burst forward with ideas for use and asking how to get hold of it. When I showed them the Wordle link, some nearly wet themselves! It was really encouraging to have teachers so engaged and so inquisitive.

I’ve decided what changes I need to make to my approach for next time and am now really looking forward to them.

I just wish that there were more opportunities to open people’s eyes like this.

Advertisements

Busy week

Phew – what a week! I have delivered eight hands-on workshops in four different colleges and a come-and-ask-me day in a Salford School.

In Huddersfield (Kirklees College) on Monday I had been asked to work with the Foundation Learning team to help them understand how some of their new kit could be used. The kit had come from a RSC-YH sponsored ‘Pathfinder’ project but had only just arrived – so not being used yet. The workshop was therefore very timely.  And, much appreciated, although I’d only been required to attend the morning session, they asked if I could stay on and “tell/show them more!” It was a great day.  My own learning was accommodated too as we did a short iPhone App-swapping session too. Best one seen on Monday? Photofunia App: free.

I continued my work with the Albion School in Salford on Tuesday, where we are helping the teaching staff to develop their VLE.  My role, as I’m sure I’ve said before, is to increase their awareness of interactivity alongside the VLE development. As always, it was another enjoyable day.

Then my travelling really started. I was at Newcastle under Lyme College on Wednesday to deliver the first two of six almost identical workshops. Each was tailored for different audiences, but each does in fact delve into the ‘Potential for ‘m” which I have discussed before. The workshop looks at mobile and modern (Web 2.0) tools and how sound pedagogical theory an weave it’s way through their deployment.

Thursday was my hardest day. I left home at 5.50am and got back at 10.10pm. A long long day – but very enjoyable. I’d been asked to work alongside Ron Mitchell at Tower Hamlets College in east London. Now, trains to London are expensive enough but when you leave your ticket at home (doh!!) it becomes an even more expensive proposition. I’d put my outward journey tickets in a waistcoat pocket and then at the last minute, decided to change the waistcoat. Easily done. Luckily, I had my return tickets in my wallet (good job I didn’t change my trousers?) otherwise the journey would have been twice the cost. Working with Ron, and the staff at Tower Hamlets was a real pleasure. Thank you.

Then on Friday, I was at Sheffield College. This was to be my last MoLeNET presentation before the final conference in September. For the third day running the weather was fabulous and everyone seemed keen to learn about ‘m’. Once again, I came away feeling refreshed – although remained dog-tired after such a busy week.

Even Saturday was busy – but in a relaxing, pleasurable way. I met Dave Boulton (and several members of his family) and Vic Dejean, to undertake (it’s a chore – but someone has to do it) the Beer Train Trail from Stalybridge to Huddersfield. This is slightly different to the one Oz Clark and James May did on T.V. and actually takes in several of the villages that the ‘local’ train stops at. I will post the day’s reflexion shortly.

Blooms

This week has been great. I’ve been able to carry out work that I enjoy and that I know I’m good at.

I thrive on learner feedback and these days my learners are teachers, trainers and people who work most closely with those we might call ‘real’ learners. So; smiles, curiosity, ‘bright ideas’ and enthusiasm for the subject are my reward. I’ve encountered all of these this week.

I delivered two sessions at The Sheffield College for MoLeNET on Tuesday and then co-trained with the delightful Nigel Davies (@e4communities) for NIACE e-Guides in Nottingham on Wednesday.

My MoLeNET presentation was a similar one to that delivered by me last week at The Newcastle College. It dealt with the potential for ‘m’ learning – but for these sessions I doubly interpret the ‘m‘ as meaning mobile AND modern. I try to model ‘m’ activities and techniques throughout.

I try to fix all of the session’s activities, tool-use and techniques to Blooms Taxonomy. This is the taxonomy of thinking skills which aims to raise learners’ achievements through simple knowledge acquisition, comprehension of that knowledge and its application (lower order thinking skills – LOTs) – through analysis, synthesis and evaluation (higher order thinking skills – HOTs). There are lots of reasons for doing this, but my main reason is that Bloom’s is a recognisable theory, one that should/would have been addressed during Initial Teacher Training (ITT) and therefore be an understandable foundation we can build upon.

I suggest to my participants that each learner will progress through the taxonomy’s stages at varying speeds and with varying success; often having to return to a previous level (in a cycular fashion – which fits nicely then, with Bruner’s spiral curriculum model: e.g. “Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.” from: http://tip.psychology.org/bruner.html) where they begin their learning journey again. I emphasise that ‘they‘ the teachers, trainers etc. ARE THE experts at this and that ‘they‘ are the creators of activities designed to allow learners to climb (cycle?) through the levels.

I iterate, time and time again that the ‘m’ technique and the ‘m’ technology should be the tool and not the master.

Occasionally, a colleague will ask me if I am demeaning the workshop participants by addressing Blooms in this way. I most certainly am not – I am often thanked/congratulated for reminding them of this long-forgotten rock upon which their teaching skills are built. Just this week one participant caught me as she left and thanked me profusely for introducing her to Blooms and for making it so interesting. She said that she had never heard of the Taxonomy. I wonder how the ITT team at ‘wherever’ missed that?

I start with techniques for using sms text and for this we use the superb Text Wall supplied by http://www.xlearn.co.uk (£25 per annum – Bargain). Two simple questions illustrate how simple it is to move from knowledge to comprehension, simply by thinking about how the question is worded. A third task (task, not question) shows how sms text can be used to deliver synthesis and evaluation. So – the simplest of technologies is addressing several levels of thinking skill. I then deliver a simple ‘odd one out’ exercise stolen from Lilian Soon (@xlearn). The idea being that the technical skills required to build the task (simply adding words and images to a PPT slide) are the same; even though the two slides require considerably different approaches to the answers (LOTs versus HOTs).

We then move on to Web 2.0 sites and their potential (I’ll return to this in another post), finishing this section with a very practical, hands-on floor exercise (keep ’em moving). Having looked at Web 2.0, I finish with an exercise that investigates the pedagogical use of mobile tools.

Experience has taught me that I cannot rely on there being access to any such mobile tools – and certainly not the variety that I would need to use to underpin my message: So I have laminated sets of cards showing pictures of mobile/handheld tools and a brief description of what they might do. These are accompanied by a handout taken from: http://www.ascilite.org.au/ajet/ajet25/cheung.html and participants are asked to consider how they might use each of the tools and to film each other deliberating this. The simple act of being filmed helps them to focus on the achievable and to consider things they might not otherwise have considered.

I felt that both MoLeNET workshops were well received and that lots of ‘real’ learners will now benefit from the teachers and trainers’ newfound skills and ideas. Well done everybody. And thank you Benjamin Bloom.

References:

http://faculty.ccconline.org/index.php?title=Blooms_Taxonomy_Tutorial_FLASH

http://www.openeducation.net/2008/04/11/blooms-taxonomy-and-the-digital-world/

My Delicious – Blooms URLS