M Learning, Simulation/Programming and Playful Learning

Definition of mobile learning

Over the past 5 years there have been wide ranging debates about how to define, precisely, what mobile learning is. The difficulty in reaching a consensus is partially because of the rapid evolution of this as a field, and partially because mobile learning works best when it is a part of something else.

It perhaps best can be defined as:

Any activity that allows individuals to be more productive when consuming, interacting with, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis, has reliable connectivity, and fits in a pocket or purse.

The term covers: learning with portable technologies including but not limited to handheld computers, notebooks and mobile phones. M-learning focuses on the mobility of the learner, interacting with portable technologies, and learning that reflects a focus on how society and its institutions can accommodate and support an increasingly mobile population. There is also a new direction in MLearning that adds mobility of the instructor and includes creation of learning materials "on-the-spot, "in the field. Using mobile tools for creating learning aides and materials becomes an important part of informal learning.
Such hand held devices allow children to record hat they see/hear, using camera, video recorders or audio records, games consoles and GPS devices. Students can benefit from using mobile devices in the classroom to enhance group collaboration among students and instructors.


Applications outdoors could include:


Learning in museums or galleries with handheld or wearable technologies
Learning outdoors, for example on field trips.


Other benefits can include:


Improving levels of literacy, numeracy and participation in education amongst young adults.
Using the communication features of a mobile phone as part of a larger learning activity (e.g.: sending media or texts into a central portfolio, or exporting audio files from a learning platform to your phone).

GAMES BASED LEARNING

The opportunities for children to learn from play is endless and access to numerous computer games has opened up a whole new area of games based learning. Teachers must consider how they too  can incorporate this into the classroom and take advantage of children's capacity to enjoy and indulge in games based activities. At home many have the chance to play on Wii, X box,iphone,home laptops and so forth. 

The following are some of the examples of games that pupils may make use of in the modern primary school classroom.

Wordle

An online tool that generates varying different layouts , fonts and arrangements of words. There is  an endless variety of options of how the words put in can be displayed. This would be a perfect way to get pupils excited and interested in language, words, spelling and so forth.

This without is a fun application and would create a buzz in a class and leave pupils excited about the visual impact of seeing words of all variety.

Voki

Another online tool that gives pupils the chance to create their own talking character. Once again this brings a fun and creative element into the classroom. A voice can be attached to the character and the creative opportunities are endless giving children the chance to express themselves and learn at the same time.

Using Speaking Avatar or Voki for Teaching

A Voki is a talking voice character, a computer-generated version of oneself. The more generic term for a Voki is a speaking avatar, a digital representation of a person or being. Teachers and educators are discovering some of the unique roles these speaking avatars can play in education particularly in the online classroom.

For teachers these speaking avatars can add a more "human" element to the online class website or blog. It is especially useful for those of us who may not be all that great with video taping or vodcasting.

Instructors can use a voki avatar to introduce the course or topics. It can also be used to aid in instructing those who are more audio/visual learners. Voki is also a great way to get shy students involved or to share comments with students in other countries.

One teacher offers her own glowing report of just how useful and effective Voki can be:

Using Voki for oral tests allows the student to hear what I hear. I can’t tell you how many times students would ask, “Why didn’t I make a 100 on my oral test?” I would point out that they mispronounced a word, or said a wrong word and they would reply, “I did?” Using Voki allows the students to hear themselves, as an evaluator, and they can re-record until they’re happy with it, and attach the recording to a Voki, making the assessment creative. Students who use to make low assessment grades on oral tests are making perfect scores taking their oral tests using Voki. Efficient and Proficient!!!!

Dance to Advance

A great game that can be utilised n the classroom. The pupil stands on the dance matt infront of the computer screen and is prompted by whatever questions depending on the lesson directive. It can be played with more than one dancer and other children could be involved too helping out either on the computer or by calling out suggestions. It clearly combines the fun of the physical play with learning.

Features

• Exciting game format engages audio, visual, and kinesthetic learners
• Create stimulating activities using text, sound, and pictures
• Edit and update pre-existing activities
• 1 or 2 player mode
• Customize player experience with a choice of characters, backgrounds, and music
• Select single, multiple, or sequential Dance Mat response types
• 3 rounds of increasing difficulty to challenge students
• High score table
• No additional software required