Software/Website Title: BarryfunEnglish
Website URL: www.barryfunenglish.com
Grade/Age Level: K-12
This site was created to support the teaching of ESL students. Though this is a paid subscription website, there are various free materials and activities that anybody can use to try out the site. Though the site doesn’t mention it, barryfunenglish is supports English learning in an exciting and visually stimulating fashion.
There are numerous features to this website including a vocabulary viewer, flash games, printable worksheets and flashcards, downloadable powerpoint presentations, as well as teacher tools such as stopwatch, random student selector, and an English name maker.
Not only can teachers download from a considerably source of pre-made worksheets, they can also customize and print their own through a user-friendly interface. There are numerous templates for teachers to choose from to effectively suit the needs of their students.
This website has really changed the face of my teaching. Before my class would play games, but there came a point when I was struggling and looked for fresh ideas. Barryfunenglish was my answer. Every week my students practically beg to play the flash games such as Crazy Cups, where three cups move around containing a ball inside. The speed progressively gets faster and students need to recall the correct vocabulary term, or phrase in order to make their choice. There’s another hidden picture game that students love where teams can play against each other in order to get the most points. Another wheel of fortune-type game is a lot of fun and really keeps students actively engaged. Also, the site allows teachers to input student names and create name lists for each class so that students can see whose turn it is in the games. I believe this feature helps make them even more involved in their learning.
For the teaching of new vocabulary, this website is superb. The vocabulary viewer shows students flashcards for each item and gives the option of whether or not to show the text the recorded sound of the written words. Games can be played in class that will help students recall and focus on the vocabulary, and supplementary worksheets can be given as well. Some of the activities also help reinforce grammar points and spoken English in a fun way with pictures and games.
All of the online flash games help students practice the new language and assess by keeping track of the points that teams earn. The vocabulary viewer doesn’t offer a tool yet to keep track of vocabulary terms that they have missed or gotten correct, but the teacher can usually tell which words the students need more practice on. It’s easy to go back to previous pictures if your students are struggling.
Another strength of this website is its user-friendly interface and clean layout. Each of the different features of the site is clearly labeled and easy to navigate. Though this website has many strong features, there are several aspects that could be improved upon. The games and activities which promote speaking and the use of complete sentences could be added onto for example, and more grammar activities would also be nice. Though teachers are able to create customized word lists and worksheets, it would also be great if they were able to upload these onto the website for perusal and use by other teachers. Lastly, though most of the games on the site are fun, they can be time consuming and teachers should cognizant of this. Yet, overall I have to say that this is one of the best websites that I have ever found on the web for ESL/EFL teachers and I highly recommend it.
Wednesday, February 23, 2011
Thursday, February 10, 2011
Corpus Based Language Learning Reflections
The lexical approach
J. Richards & T. Rogers (2001)
This text introduces the lexical approach in language teaching which refers to the belief that the building blocks of language learning and communication are lexis, or, words and word combinations. This approach holds ‘chunks’, or multiword lexical units, as well as vocabulary as central to language learning (p.132). Collocation is also important in lexical theories, which refers to the regular occurrence together or words. Though some researchers criticize the lexical approach as putting too much of a cognitive load on students, I do see the advantages of language learners developing a repertoire of common phrases and lexical ‘chunks’. In my own experiences learning Korean, I’ve found that learning these kind of high frequency word combinations has really come in handy when communication in day to day situations with natives.
Using corpora, or large collections of writings that have been stored digitally, researchers can manipulate the data to find word frequencies as well as specific example sentences to exemplify certain language points. Several types of materials and teaching resources to support lexical approaches in language teaching include complete course packages including texts, tapes, and teachers manuals, collections of vocabulary teaching activities, “printout” versions of computer corpora collections packaged in text format, and computer concordancing programs and attached data sets (p. 136). I find that these types of materials would be a beneficial aid for teachers and students in language learning classrooms. After some training as language analysts, students can do independent research and be challenged to come up with their own generalizations about language. In other words, we teachers can help foster student curiosity of language and help them to become ‘language detectives’.
From printout to handout: Grammar and vocabulary teaching in the context of Data-driven Learning
Tim Johns (1994)
This article was quite dense and honestly a bit difficult to read, but I’ll attempt to comment on the ideas that I took from it.
Tim Johns discusses the teaching of grammar in light of new technological advances which allow us to draw upon large language corpuses to attempt new language teaching strategies that were not possible previously. Lists of sentences that all incorporate a certain language function can be drawn up using computer models and used for teaching. Students can attempt to notice patterns between different chunks of words and also create generalizations based on their observations.
In language learning classrooms, Johns posits that “first, we need to provide adequate opportunities, in classes and in individual consultations, for students to raise problems and queries, which in turn can help us to see the directions which our teaching should take. Second, we should attempt to make our teaching transferable in the sense that strategies developed in the classroom for ‘puzzling out’ how the language works should also be applicable outside the classroom (p. 295). Both of these points are very sound and I especially like how these new language models using language condorance samples can help students become more reflective and independent learners. Rather than learning ‘grammar rules,’ by taking a deeper look at authentic language samples, students can not only come up with their own rules but also make decisions about their ‘appropriacy.’
J. Richards & T. Rogers (2001)
This text introduces the lexical approach in language teaching which refers to the belief that the building blocks of language learning and communication are lexis, or, words and word combinations. This approach holds ‘chunks’, or multiword lexical units, as well as vocabulary as central to language learning (p.132). Collocation is also important in lexical theories, which refers to the regular occurrence together or words. Though some researchers criticize the lexical approach as putting too much of a cognitive load on students, I do see the advantages of language learners developing a repertoire of common phrases and lexical ‘chunks’. In my own experiences learning Korean, I’ve found that learning these kind of high frequency word combinations has really come in handy when communication in day to day situations with natives.
Using corpora, or large collections of writings that have been stored digitally, researchers can manipulate the data to find word frequencies as well as specific example sentences to exemplify certain language points. Several types of materials and teaching resources to support lexical approaches in language teaching include complete course packages including texts, tapes, and teachers manuals, collections of vocabulary teaching activities, “printout” versions of computer corpora collections packaged in text format, and computer concordancing programs and attached data sets (p. 136). I find that these types of materials would be a beneficial aid for teachers and students in language learning classrooms. After some training as language analysts, students can do independent research and be challenged to come up with their own generalizations about language. In other words, we teachers can help foster student curiosity of language and help them to become ‘language detectives’.
From printout to handout: Grammar and vocabulary teaching in the context of Data-driven Learning
Tim Johns (1994)
This article was quite dense and honestly a bit difficult to read, but I’ll attempt to comment on the ideas that I took from it.
Tim Johns discusses the teaching of grammar in light of new technological advances which allow us to draw upon large language corpuses to attempt new language teaching strategies that were not possible previously. Lists of sentences that all incorporate a certain language function can be drawn up using computer models and used for teaching. Students can attempt to notice patterns between different chunks of words and also create generalizations based on their observations.
In language learning classrooms, Johns posits that “first, we need to provide adequate opportunities, in classes and in individual consultations, for students to raise problems and queries, which in turn can help us to see the directions which our teaching should take. Second, we should attempt to make our teaching transferable in the sense that strategies developed in the classroom for ‘puzzling out’ how the language works should also be applicable outside the classroom (p. 295). Both of these points are very sound and I especially like how these new language models using language condorance samples can help students become more reflective and independent learners. Rather than learning ‘grammar rules,’ by taking a deeper look at authentic language samples, students can not only come up with their own rules but also make decisions about their ‘appropriacy.’
Saturday, February 5, 2011
Interaction: Getting the Right Mix
In Getting the Mix Right Again: An updated and theoretical rationale for
interaction, Terry Anderson presents us with the equivalency theorem to explain different modes of interaction and their relative effectiveness. This theorem informs us that out of all the possible modes of interaction, student-student, student-teacher, student-content, no one mode supersedes another. Any particular mode can be highlighted or focused upon to attain effective levels of interaction. Anderson states that “Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience” (p.7). It is important to keep in mind when choosing a format of interaction, that “all types of interaction should be assessed by their contribution to the learning process.” (P.5).
This model may challenge many teachers’ conceptions about effective interaction models. Some teachers may feel that teacher-student interactions and lecture formats are the best, while other teachers might focus on student-student interaction and be averse to using high levels of student-content interactions. Teachers of the latter may feel that using cost saving measures such as online courses with video lectures that reduce the level of teacher-student interaction are unfavorable. As Anderson states, “Some student-teacher interactions can be automated, and thus substituted in whole or part, through the development and use of content resources, and especially those utilizing autonomous teacher agents. This practice migrates Net based forms of student-teacher interaction (emails, conferencing discussion, etc.) to student-content interactions (teacher videos, virtual labs, personalized FAQs, etc.)” p.8. Thus, it’s possible for students to still experience effective interaction despite having the mode or model of interaction shift.
I find this model helpful because many teachers are confused about what kinds of interactions they should promote in their classrooms. Some worry that they need to go through the full range of interaction for every class. Yet, I think one important factor that teachers should keep in mind when designing lessons is that any teacher can implement the full range of interactions given an adequate amount of time with students. On some days, teachers can focus on student-content interactions, and the next week they can implement classroom activities that promote student-student interactions. As long as students are experiencing interaction to a high degree in any form, they are likely to be learning and satisfied with their learning.
As a side note, I was having a little trouble understanding what exactly content-conent interaction means in this article. Could anyone elucidate?
interaction, Terry Anderson presents us with the equivalency theorem to explain different modes of interaction and their relative effectiveness. This theorem informs us that out of all the possible modes of interaction, student-student, student-teacher, student-content, no one mode supersedes another. Any particular mode can be highlighted or focused upon to attain effective levels of interaction. Anderson states that “Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience” (p.7). It is important to keep in mind when choosing a format of interaction, that “all types of interaction should be assessed by their contribution to the learning process.” (P.5).
This model may challenge many teachers’ conceptions about effective interaction models. Some teachers may feel that teacher-student interactions and lecture formats are the best, while other teachers might focus on student-student interaction and be averse to using high levels of student-content interactions. Teachers of the latter may feel that using cost saving measures such as online courses with video lectures that reduce the level of teacher-student interaction are unfavorable. As Anderson states, “Some student-teacher interactions can be automated, and thus substituted in whole or part, through the development and use of content resources, and especially those utilizing autonomous teacher agents. This practice migrates Net based forms of student-teacher interaction (emails, conferencing discussion, etc.) to student-content interactions (teacher videos, virtual labs, personalized FAQs, etc.)” p.8. Thus, it’s possible for students to still experience effective interaction despite having the mode or model of interaction shift.
I find this model helpful because many teachers are confused about what kinds of interactions they should promote in their classrooms. Some worry that they need to go through the full range of interaction for every class. Yet, I think one important factor that teachers should keep in mind when designing lessons is that any teacher can implement the full range of interactions given an adequate amount of time with students. On some days, teachers can focus on student-content interactions, and the next week they can implement classroom activities that promote student-student interactions. As long as students are experiencing interaction to a high degree in any form, they are likely to be learning and satisfied with their learning.
As a side note, I was having a little trouble understanding what exactly content-conent interaction means in this article. Could anyone elucidate?
Wednesday, January 26, 2011
Website Evaluation Number 1
Website URL: http://www.bogglesworldesl.com/
Grade/Age Level:
Kindergarten to Adult
Language & Content:
Bogglesworld is a treasure trove of ESL resources. There are full lesson plans, flashcards, worksheets, gameboards and more on the site for any teacher or student to access for free. Taken from the website, their “aim is to bring printable quality resources to teachers and parents.”
The worksheets found on this website range from time fillers such as wordsearch activities, to those of real quality. There are conversation based worksheets, as well as grammar, and vocabulary ones. Most if not all of the worksheets are available for download and printing as attachments. For the lesson plans, there are detailed instructions for the teachers.
One of the biggest strengths of this website is the sheer amount of quality materials available. The materials such as flashcards are interesting in that the pictures are colored and often teach a grammar point as well. For example, there are a group of monster flashcards that also teach prepositions. There are numerous worksheets available for teachers to use with almost any grade level. The gameboard entitled ‘Say 4 things’ is such a fun activity to promote student speaking in an active way. Students don’t even realize that they’re studying; they see it as a game.
While the site doesn’t offer interactive assessment or feedback, there are multiple worksheets that allow students to practice with a paper and pencil. The site is also easy to use and navigate with categories listing the available materials on the top. All in all, I highly recommend this website to any ESL instructor. I feel that offering online games and interactive activities would definitely improve the website and expand its range of engaging activities. I also think that opening the site to any user to contribute quality materials would help increase the already ample supply.
Grade/Age Level:
Kindergarten to Adult
Language & Content:
Bogglesworld is a treasure trove of ESL resources. There are full lesson plans, flashcards, worksheets, gameboards and more on the site for any teacher or student to access for free. Taken from the website, their “aim is to bring printable quality resources to teachers and parents.”
The worksheets found on this website range from time fillers such as wordsearch activities, to those of real quality. There are conversation based worksheets, as well as grammar, and vocabulary ones. Most if not all of the worksheets are available for download and printing as attachments. For the lesson plans, there are detailed instructions for the teachers.
One of the biggest strengths of this website is the sheer amount of quality materials available. The materials such as flashcards are interesting in that the pictures are colored and often teach a grammar point as well. For example, there are a group of monster flashcards that also teach prepositions. There are numerous worksheets available for teachers to use with almost any grade level. The gameboard entitled ‘Say 4 things’ is such a fun activity to promote student speaking in an active way. Students don’t even realize that they’re studying; they see it as a game.
While the site doesn’t offer interactive assessment or feedback, there are multiple worksheets that allow students to practice with a paper and pencil. The site is also easy to use and navigate with categories listing the available materials on the top. All in all, I highly recommend this website to any ESL instructor. I feel that offering online games and interactive activities would definitely improve the website and expand its range of engaging activities. I also think that opening the site to any user to contribute quality materials would help increase the already ample supply.
Wednesday, January 19, 2011
Reflection to the texts: CALL Essentials by Egbert, J. (2005) and New Paradigms in Technology – Mediated Learning by Mark Warschauer
CALL Essentials introduces some definitions for CALL, optimal conditions and standards for language learning and teaching, and offers some guidelines for using educational technology. In this text I was struck by one comment describing negative reactions to new technology in the classroom. Egbert (2005) writes that in history, “books, for example, were thought to damage memory” (p. 4). Wow. No matter the technology that comes into the classroom, it seems there will always be dissenters who hold firm to traditional (and not necessarily perspicacious) beliefs. Look at the calculator for example. Some educators worried that people would get lazy and not effectively learn the skills to solve math problems with pencil and paper. Now we view calculators as just another tool to be used in the classroom and even take it for granted that we should be able to use them.
On the internet, nowadays it’s so easy and fast to look up the names of capital cities or river names with the click of a button. Traditionalists might argue that the internet is degrading from the memories and stores of knowledge that most people should have. I say, why not use the tools that are available to us? The internet is adding to classroom efficiency and making room for other learning. What do you all think? Will the internet make us lazy or less knowledgeable? How has the idea of knowledge shifted with the advent of the internet?
Integrating the National Educational Technology Standards
These standards require that students will be able to perform these tasks upon leaving school: use a computer and peripherals, practice responsible use of technology, use electronic resources appropriately, design, develop, and publish products, gather information, and collaborate with others. I find that all of these tasks are laudable, though I’d like to add one more to the list: the ability to critically assess the authenticity, ownership, and validity of a web source. Students need to realize that anybody can open up a webpage and basically write down whatever they would like. Not only do students need to be able to gather information online, but they also need to be able to discern whether that information is good or bad. How can teachers help students develop these critical assessment skills?
Speaking of the internet, this medium provides just another opportunity for Multimodal Communication to be used by our students. Multimodal communication "makes it feasible for large numbers of learners without specialized training to produce and share their work” (Warschauer, p. 31). I find this kind of communication a great way for students to not only be able to share and ‘publish’ their work, but also to receive feedback and validation on their work. At my academy in Seoul, students have participated in UCC (user created content) contests sponsored by the school. Student videos were posted online, voted and commented on by other students, teachers, parents, and staff. Many students had a lot of fun creating this kind of content and I feel that it was an all-around great learning experience for them. Have you ever had students use video for publishing their work in your classrooms? How did it go?
Finally, I think that blogs could be a good way for students to share diaries or other schoolwork with their teachers and other students. One limitation is that this type of content might be limited to matters that are not too personal. One issue with blogs that I worry about, especially with young users, is the sometimes scathing or abusive comments that people might leave. Generally, comments are positive, especially if you’ve trained your class on how to respond supportively and politely, but if the pages are made public, there could be other readers outside of the class that might not be so supportive. Should teachers protect our students from this kind of action, or should we allow it because they’ll run into it sooner or later and need to learn to deal with it? Thanks for reading and I look forward to reading your comments!
On the internet, nowadays it’s so easy and fast to look up the names of capital cities or river names with the click of a button. Traditionalists might argue that the internet is degrading from the memories and stores of knowledge that most people should have. I say, why not use the tools that are available to us? The internet is adding to classroom efficiency and making room for other learning. What do you all think? Will the internet make us lazy or less knowledgeable? How has the idea of knowledge shifted with the advent of the internet?
Integrating the National Educational Technology Standards
These standards require that students will be able to perform these tasks upon leaving school: use a computer and peripherals, practice responsible use of technology, use electronic resources appropriately, design, develop, and publish products, gather information, and collaborate with others. I find that all of these tasks are laudable, though I’d like to add one more to the list: the ability to critically assess the authenticity, ownership, and validity of a web source. Students need to realize that anybody can open up a webpage and basically write down whatever they would like. Not only do students need to be able to gather information online, but they also need to be able to discern whether that information is good or bad. How can teachers help students develop these critical assessment skills?
Speaking of the internet, this medium provides just another opportunity for Multimodal Communication to be used by our students. Multimodal communication "makes it feasible for large numbers of learners without specialized training to produce and share their work” (Warschauer, p. 31). I find this kind of communication a great way for students to not only be able to share and ‘publish’ their work, but also to receive feedback and validation on their work. At my academy in Seoul, students have participated in UCC (user created content) contests sponsored by the school. Student videos were posted online, voted and commented on by other students, teachers, parents, and staff. Many students had a lot of fun creating this kind of content and I feel that it was an all-around great learning experience for them. Have you ever had students use video for publishing their work in your classrooms? How did it go?
Finally, I think that blogs could be a good way for students to share diaries or other schoolwork with their teachers and other students. One limitation is that this type of content might be limited to matters that are not too personal. One issue with blogs that I worry about, especially with young users, is the sometimes scathing or abusive comments that people might leave. Generally, comments are positive, especially if you’ve trained your class on how to respond supportively and politely, but if the pages are made public, there could be other readers outside of the class that might not be so supportive. Should teachers protect our students from this kind of action, or should we allow it because they’ll run into it sooner or later and need to learn to deal with it? Thanks for reading and I look forward to reading your comments!
Thursday, April 8, 2010
Mobile Learning with Games in Rural India
W505 Mobile Learning
Stage 2 – 4: Mobile Technology Applied to Educational Games
Title: Mobile Games in Rural India
General information
Researchers in this study sought to evaluate game design patterns with the hope of informing future educational game designs that will be engaging and fun for students in rural areas of India. The need for English education in India is strong in rural communities and mobile education games designed for ESL could have a lot of potential for lowering the gap between the English levels of middle to upper class populations and the lower class populations. I was a bit disappointed to learn that no actual ESL educational games were used in this study.
Analysis
1. Learners
Learners in this study consisted of 241st and 2nd grade students in rural India aged 6-7 on average. These students received consent from parents and the school head to work with researchers for the first half of their school day and participated over 10 days. None of the students had prior experience with electronic games, though all knew what a cell-phone was.
2. Technology
A total of 9 i-mate SP5 Windows Mobile 5.0 smartphones were used in this study and most of the games employed utilized flashlite for programming.
3. Objectives
This study hoped to discover which design patterns, if any would be most effective for implementing in educational mobile games. The challenge comes in actually designing games that would be culturally appropriate, engaging, and fun for rural Indian children to play.
4. Games as Mobile Learning Components
How did the game play?
How did the mobile games work for achieving learning objectives?
A total of 8 games were used in this study with 3 games being designed especially for use incorporating supposedly effective design patterns. These games included:
Crocodile Rescue – where the player must rescue a drowning boy in a boat on a 2D map while distracting crocodiles.
Dancer - where the player moves around an audience throwing tomatoes at dancers on a stage. This allows the user to assume the identity of trouble-maker, which might not be possible in real life.
Train Tracks – Lets the student use self expression to design a train track course around obstacles.
Including these games, 2 games were designed by amateurs and purchased for use in the study. Three more games were professionally made and purchased off the shelf. It was the authors’ hypothesis that the games designed with specific design patterns in mind would be more popular among students than other types.
In actuality, none of the top three popular games utilized design patters and one of the three most popular games was designed by an amateur. Researchers go on to analyze possible reasons for their results and acknowledge the need for games to be culturally appropriate for a target group in order for them to be popular and effective.
5. Pedagogical underpinnings
Researchers found that easy fun games rather than hard fun games appealed to this user group the most. Easy fun games mean that the games can simply be played for the enjoyment of playing whereas hard fun games implement goals and challenging time constraints. These findings are in keeping with Vygotsky’s Zone of Proximal Development in that games and other learning tasks should neither be too difficult or too easy for participants. Instead, they should fall somewhere within the ZPD wherein participants can reach higher performances with some assistance from an outside source such as an adult, a more experienced learner, or from instructions and assistance found in the game itself.
Additionally, one of the most popular games allowed users to alter the aesthetically pleasing feature of a game. Researchers acknowledged that aesthetics are important and likely appeal to visual learners, though aesthetics alone will not likely warrant any game’s popularity. Instead, the whole of a game should be greater than the sum of its parts.
Stage 2 – 4: Mobile Technology Applied to Educational Games
Title: Mobile Games in Rural India
General information
Researchers in this study sought to evaluate game design patterns with the hope of informing future educational game designs that will be engaging and fun for students in rural areas of India. The need for English education in India is strong in rural communities and mobile education games designed for ESL could have a lot of potential for lowering the gap between the English levels of middle to upper class populations and the lower class populations. I was a bit disappointed to learn that no actual ESL educational games were used in this study.
Analysis
1. Learners
Learners in this study consisted of 241st and 2nd grade students in rural India aged 6-7 on average. These students received consent from parents and the school head to work with researchers for the first half of their school day and participated over 10 days. None of the students had prior experience with electronic games, though all knew what a cell-phone was.
2. Technology
A total of 9 i-mate SP5 Windows Mobile 5.0 smartphones were used in this study and most of the games employed utilized flashlite for programming.
3. Objectives
This study hoped to discover which design patterns, if any would be most effective for implementing in educational mobile games. The challenge comes in actually designing games that would be culturally appropriate, engaging, and fun for rural Indian children to play.
4. Games as Mobile Learning Components
How did the game play?
How did the mobile games work for achieving learning objectives?
A total of 8 games were used in this study with 3 games being designed especially for use incorporating supposedly effective design patterns. These games included:
Crocodile Rescue – where the player must rescue a drowning boy in a boat on a 2D map while distracting crocodiles.
Dancer - where the player moves around an audience throwing tomatoes at dancers on a stage. This allows the user to assume the identity of trouble-maker, which might not be possible in real life.
Train Tracks – Lets the student use self expression to design a train track course around obstacles.
Including these games, 2 games were designed by amateurs and purchased for use in the study. Three more games were professionally made and purchased off the shelf. It was the authors’ hypothesis that the games designed with specific design patterns in mind would be more popular among students than other types.
In actuality, none of the top three popular games utilized design patters and one of the three most popular games was designed by an amateur. Researchers go on to analyze possible reasons for their results and acknowledge the need for games to be culturally appropriate for a target group in order for them to be popular and effective.
5. Pedagogical underpinnings
Researchers found that easy fun games rather than hard fun games appealed to this user group the most. Easy fun games mean that the games can simply be played for the enjoyment of playing whereas hard fun games implement goals and challenging time constraints. These findings are in keeping with Vygotsky’s Zone of Proximal Development in that games and other learning tasks should neither be too difficult or too easy for participants. Instead, they should fall somewhere within the ZPD wherein participants can reach higher performances with some assistance from an outside source such as an adult, a more experienced learner, or from instructions and assistance found in the game itself.
Additionally, one of the most popular games allowed users to alter the aesthetically pleasing feature of a game. Researchers acknowledged that aesthetics are important and likely appeal to visual learners, though aesthetics alone will not likely warrant any game’s popularity. Instead, the whole of a game should be greater than the sum of its parts.
Wednesday, March 31, 2010
Mobile Learning at Vodafone Ireland
W505 Mobile Learning
Stage 2 – 3: Mobile Technology for Learning and Training in Corporations
Title: Mobile Learning “Video Nuggets” at Vodafone Ireland
General information:
The large communications company Vodafone Ireland wanted to improve staff communication skills and knowledge retention in various settings. Vodafone already had already been conducting classroom based workshops for their employees as well as an e-learning program, but they wanted to expand the ease of employees to participate in these professional development activities.
Analysis
1. Learners/trainees, context, and goal
The learners in this case were employees of Vodafone Ireland. The company observed a clear need to extend learning opportunities for its employees outside of their limited exposure to live training workshops. Employees at Vodafone Ireland are often busy moving around and mobile learning seemed to offer a lot of potential for further employee training.
This training had the goal of enabling employees to take what was learned in workshops and extend it to the real working world. The company hoped employees would be able to increase retention and have more valued learning.
2. Technology
The mobile technology that most of the employees at Vodfone Ireland made use of came in the form of 3G enabled cell phones. Training videos were produced and became available for streaming or download via the company’s mobile training portal and could be accessed through employees’ phones whenever and wherever they saw a need.
3. Design solution
The videos created for this initiative were designed to act as a supplemental aid for employees who took live training workshops but who could take advantage of further independent training. These videos allowed employees the opportunity to study topics and real work simulations on the job whenever and wherever they felt the need or want to study.
Employees viewed these “Video Nuggets” for various reasons and in different situations. For example, one employee reviewed video material prior to making a sales call and others reviewed content before conducting meetings.
The company Channel Content was commissioned by Vodafone to create quality video samples and realistic video training simulations using storyboards, actors, visuals, and audio. Training videos were produced and became available for streaming or download via the company’s mobile training portal and could be accessed through employees’ phones whenever and wherever they saw a need.
4. Pedagogical underpinnings
This case employed a learning support delivery model wherein the success of the model lies in the mobility and flexibility with which learners could access material and review it on their own. Material could be watched once and then referred back to in the future whenever employees so desired it. This project also adapted the delivery of the content to not only be available on cell phones but on PCs as well via CDs and DVDs. In this way much more support was offered to employees compared to when they attended live training sessions alone.
In this case, live workshops combined with mobile access to training materials proved to be quite effective with 77% of employees stating that they felt the video content was very useful for learning and retention.
Stage 2 – 3: Mobile Technology for Learning and Training in Corporations
Title: Mobile Learning “Video Nuggets” at Vodafone Ireland
General information:
The large communications company Vodafone Ireland wanted to improve staff communication skills and knowledge retention in various settings. Vodafone already had already been conducting classroom based workshops for their employees as well as an e-learning program, but they wanted to expand the ease of employees to participate in these professional development activities.
Analysis
1. Learners/trainees, context, and goal
The learners in this case were employees of Vodafone Ireland. The company observed a clear need to extend learning opportunities for its employees outside of their limited exposure to live training workshops. Employees at Vodafone Ireland are often busy moving around and mobile learning seemed to offer a lot of potential for further employee training.
This training had the goal of enabling employees to take what was learned in workshops and extend it to the real working world. The company hoped employees would be able to increase retention and have more valued learning.
2. Technology
The mobile technology that most of the employees at Vodfone Ireland made use of came in the form of 3G enabled cell phones. Training videos were produced and became available for streaming or download via the company’s mobile training portal and could be accessed through employees’ phones whenever and wherever they saw a need.
3. Design solution
The videos created for this initiative were designed to act as a supplemental aid for employees who took live training workshops but who could take advantage of further independent training. These videos allowed employees the opportunity to study topics and real work simulations on the job whenever and wherever they felt the need or want to study.
Employees viewed these “Video Nuggets” for various reasons and in different situations. For example, one employee reviewed video material prior to making a sales call and others reviewed content before conducting meetings.
The company Channel Content was commissioned by Vodafone to create quality video samples and realistic video training simulations using storyboards, actors, visuals, and audio. Training videos were produced and became available for streaming or download via the company’s mobile training portal and could be accessed through employees’ phones whenever and wherever they saw a need.
4. Pedagogical underpinnings
This case employed a learning support delivery model wherein the success of the model lies in the mobility and flexibility with which learners could access material and review it on their own. Material could be watched once and then referred back to in the future whenever employees so desired it. This project also adapted the delivery of the content to not only be available on cell phones but on PCs as well via CDs and DVDs. In this way much more support was offered to employees compared to when they attended live training sessions alone.
In this case, live workshops combined with mobile access to training materials proved to be quite effective with 77% of employees stating that they felt the video content was very useful for learning and retention.
Subscribe to:
Posts (Atom)