Digital learningDeveloping confidence!

Background- Since November!1. Exposure to Flipped learning / FRAME(Framework for the Rational

Analysis of Mobile Education) and SAMR as well as Learning blogs.

2. Visit to Sweden where 1-1 learning capacity observed.

3. DHSB focus: Flipped learning

4. Flipped learning requires a greater degree of digital competency!

5. Growing awareness of ‘Device usability’ and need re-visit FRAME and SAMR.

6. Entrepreneurial learning environments.(Spaces, Devices, 1-1)

7. Enrolment in my own Flipped learning experience!

Look at this MOOC:

Experiment 1 Flipped learning

Using EDUCANON to send a learning task to students.

Students watched a video that I had prepared with interruptions for Qs at key points.

This website enabled me to monitor and share results and subsequently direct the content of the next lesson.

Experiment 2: Using Google Docs to share test results and AFL feedback on scores

Discussions on the merits

of such feedback led me to

conditional formating a

google spreadsheet.

Experiment 3: Using digital technology and collaborative learning to reach a Modified level of learning experience as in SAMR.

• Set objectives

• Book ipads and room

• Prepare environment for group work

• Check pupils know what google drive is!

• Create shared google doc (view – edit-view)

Next time join with Flipped learning so that class come with knowledge ( Blooms Remembering and understanding) ready to apply their thinking Blooms Applying, Thinking Analysing and evaluating)

My ipad ran out of memory so I couldn’t capture film footage. Classroom didn’t have apple tv in it!

Aims Challenges and lessons learnt so far!

It took 5 -6 precious minutes to clear the tables from rows at the start of the lesson

They did but I didn’t know that the ‘table’ couldn’t be accessed for editing if pupils accessed the document through the app. One of them found the fix – to go through safari!

Trust! Pupils could delete/ amend the work of others when working on a shared open document. Handy if the teacher keeps an eye on the master throughout. Pupils were very good!

We could have recorded our presentations and stitched these as one whole class documentary on the Investigation.

Could appoint selected students to critique work of others projected on the screen. They could find someone from that group and ask them a question e.g ‘ You only listed 1 control variable, didn’t you think about x?’ Live feedback possible as the investigation proceeds

We have a quick and easily referenced document that can be edited live and contributors are visible to all. The report can be edited live within wifi range too!

Now students can use the internet to research their work instantly. They have accessible material which fits with Device accessibility as in FRAME model

Experiment 4:Using Panopto