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Mobile Learning Activities

Page history last edited by Gabriela Garibotto 8 years, 4 months ago

After reading the article SAMR and Bloom's Taxonomy: Assembling the Puzzle by Ruben Puentedura and becoming familiar with SAMR framework for implementing mobile learning, please jot down some ideas for activities that you might do with your learners using mobile devices. The chart below categorizes what kind of activity you can have in class. You might also want to check the Pedagogy Wheel to see some tools you might like to explore. Please click on EDIT and add your ideas to the chart. When you are done, click on SAVE on the bottom left.

Name	Description of mobile activity	SAMR Category
José Antônio /Brazil	Students in class use text message in a social network group to make a chain story and use emoticons to express emotions.	Augmentation
Sylvia Saragih	Students communicate with paired classmate across the room, responding to a question or topic. This could follow an oral pair discussion and require students to express these ideas in written form, getting written SMS responses from classmates.	Augmentation
Ankica Šarić / Croatia	Students will create a virtual tour of their place using Thinglink. They will create videos, audio material, they will take pictures and write text and then tag them on the city map.	Redefinition
Clara Lucano / Italy	Students can make their assignment using a video tool like Imovie. When I asked that I obtained very remarkable results.	Modification
Simona Caponnetto	Childreen divided in groups at the age of 10 ( before are to young) can watch a Pow toon movie for example or edpuzzle video and immediately after my question they can answer or participate more . Or I can use Plotagon movie just prepared in advance on items already discuss in class and do the same activity .
Kazik Kucharski / Poland	1. Each learner is asked to record a video with one of the available services, upload it and generate a QR code which works as the link to it. The video should be short 10-15 seconds, talking about the place they were during last holiday. 2. Qr codes are sent to the teacher. 3. Teacher knowing names of students and who sent which code, redistributes them, he does it in a way students don't get their own videos. 4. They read QR codes, watch videos. 5. Each learner one by one says "My person was in..., who is my person?" and the group guesses until the right person is picked (They probably will guess because it can be assumed they talked briefly who was where). Additionally, when a person is guessed, he could place his marker on the digital map if such is available. So we have a typical "Say where you were last holiday?" exercise augmented with video and QR codes, modified and redefined by sending it to the teacher, activating the code, watching and interacting with others.	Redefinition
Gabriela Garibotto/ Argentina	I will call this activty? Listen-Write-Send. Divide the class into groups of 3/4 students. Assign each group a number. In turns, group 1 sends an audio message to the other groups who have to write the message and then send it back to group 1. group 1 will check if the message is correct (spelling, punctuation) in case it is wrong, group 1 will check the next message received. The group who sends the correct written message earns a badge. Next, group 2 repeats the same procedure, sends an audio, the others write it and send it back, group 2 checks and so on. The group who collects more badges is the winner.	Augmentation

Comments (5)

I think these questions about how technology use will help students learn are excellent. If we are just substituting a traditional activity with one using technology we should be aware that that's all it is. The next three levels build on this however. Access to fascinating information and concepts can easily be provided through technology, stimulating inquiry. Building conceptual understanding through collaboration can happen in a regular group discussion in a classroom, but can also happen in a multimedia chat forum. Expressing understanding can take a greater variety of formats and can be both exciting and confronting to students, so we need to introduce new formats carefully and provide scaffolding.

Redefinition
Some years ago was unthinkable using video ( for example) to explain some concepts. Now , if your school is well connected ( mine is not ) you can use videos to try to get the students attention, It’s not easy and you have to watch a lot of videos before finding the right one. But when I find the right video, my students are more engaged

I teach Maths and Physics in a secondary high school. Last year I asked my student to explain the magnetic fied ( Not an easy topic ) in English ( for the CLIL project ) and in the meantime, making a viseo. You cannot immagine how wonderful videos they did ! In group they explained the main concepts about the magnetic filed and it was in English.

I can say the or report the same impression : nowadays we make o let the kids make ( with your help) a video story using powtoon or plotagon or think link and try to communicate what they already understood .
With my friends last summer got a challenge from pow toon head office and plotagon too so we've got the business program for free. It's possible to create very special cartoon where kids can replace their own abilities and knowledges.

The SAMR framework is useful for teachers to assess their work with technology. Using only substitution activities would mean adopting technology only to pander to the fashion of the times.It is through the more complex elements of SAMR that technology is a supporter of pedagogy and can make a difference.

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