Handheld Learning 2009

Facilitated by Andy Black, Technology Research Manager, Becta

A series of inspiring presentations demonstrating best practice of how learning and teaching is being transformed to make it a more exciting, rewarding and successful experience for people of all ages and abilities with presentations by:

11:00 - Dawn Hallybone, Senior Teacher/ICT Co-ordinator, Oakdale Junior School, England - "Consoles in the classroom"

Looking at the way we have incorported using the Nintendo Ds in school, 30 consoloes over 340 children using programmes such as Dr K Brain training and Professor Layton. As a way of engaging, and inspiring children across a range of curriculum areas, Literacy, maths, Geography, Design and team work. How we have incorporated the use of Pictochat as a means of communicating ideas. We also use games via the Web such at tut pup and moshi monsters and how all these games have a real impact on both the motivation and engagement of pupils. We have also used a tool to encourage and model good behaviour as well as discussing their use in school with the children for discursive writing and enabling them to create their own games. We use across the school age 7 - 11 as well as running clubs. We are also part of a small network in the borough who from September are looking at COTS games on the Wii as a contextual hub for writing as well as improving fine motor skils of those children with dyspraxic tendency with the use of the wii fit. The consoles are now part of life in school and will be demonstrating how this use has had an impact on life in school.

11:25 - Victoria Owen, Project Officer, Liverpool John Moores University, England - “Roving Librarians – mobile freedom in the stacks!”

This paper will report upon the findings of a small research project investigating how library support in Higher Education can become more mobile and flexible. At Liverpool John Moores University (LJMU) the library service has recently undergone a radical transformation which has been informed by a student experience review group. The recommendations of the group included making all student support services available in a single space and making enquiry and referral services easier to locate and access. Subsequently, ‘roving’ library support has become a feature of LJMU’s library services, whereby library staff are available on the floors of the library to answer or refer any queries that users may have. This initiative sits alongside the repurposing of the library enquiry desks so that staff are more proactive in answering queries, going to the user rather than the user having to go to them. Therefore, as part of a mobile learning project, librarians have now been equipped with iPod Touches, LG Notebooks and Asus EEEPCs in order that they may take the technology with them when they are roving and supporting students. The project objectives are to ascertain the experience of both the user and the librarian in using these technologies for such purposes, considering the effectiveness and efficiency of services being delivered in this way. The paper will present the final findings of the project based on qualitative evidence taken from librarian focus groups and survey results.

11:50 - Philip Griffin, Y6 Teacher, Radstock Primary School, United Kingdom - “Technology v Pedagogy”

This is the title of an article for ICTopus which is almost complete and which is aimed for publication in the Autumn. It is also the title of talk to be given at the NAPE conference in the Autumn of 2009 and might also be seen as suitable for one of the Handheld Learning sessions. Based on classroom experience, the article discusses how both pedagogy and technology have changed in the last quarter of a century and some of the conflicts that this has created. It argues that without a clear pedagogy the use of technology in the classroom does not make the best use of its full potential. However, the technology, and especially handheld rather than laptop technology can allow for creative, collaborative and cooperative experiences for learners, which not only develop their abilities but also increase their efficacy as learners. Through examples of projects completed by learners in his class, through Handheld devices and the Learning Platform, some of the pitfalls and possibilities for the future will be illustrated.

12:15 - Paul Hodgkinson, Co-ordinating Officer, ITSS (Durham County Council), United Kingdom - “24/7 Learning with families”

24/7 Family Learning A unique study of collaboration featuring parents and their children learning together. In this study project parents and children experience reversed roles in an imaginative programme designed to put technology at the heart of learning and teaching. In County Durham staff from the Education in the Community team worked with the Information & Technical Support Service to deliver a remarkable experiment into the impact of hand held learning. This ground breaking project introduced families to the world of learning with mobile technology, with parents and children working together in the school.. Mums, dads and grandparents were provided with a Samsung Q1 UMPC and worked alongside one another for the duration of a 4 week ICT course. It soon became evident that parents and children became, “both learners and teachers in the same classroom” as they explored the devices and developed skills that will enable them in the future to benefit from ever improving technology. The study was based upon an assumption that the reported benefits of parental engagement on children’s achievement could be mutually beneficial to parents. The aims of the project were: – create opportunities for families to learn together in a supported and non threatening environment and encourage positive interaction and talk between parents and children – for family members to be familiar with mobile technology and develop technological skills, which will enhance life chances.

12:40 - Joyce Ness, Education Consultant, RM Education, United Kingdom - “One size doesn't fit all”

Imagine this - you go into your kitchen to make a snack, have a drink, maybe do some washing, and why not bake a cake for later? Would you expect there to be just one machine that does all this? Is it a chore using all these machines simultaneously? No, it\'s a synchronised choreography between you and the technology to enable you to achieve the results you require in the most efficient and enjoyable way. How does this relate to handheld learning? Building on last year\'s success with PSP gaming consoles, Leeds schools have been running projects using a variety of different mobile devices. This presentation will demonstrate how these devices have been used to enhance the learner experience, but will also highlight that there is no one device that meets all needs. And why should there be? Having a variety of relatively low-cost devices allows for flexibility, differentiation, engagement and enjoyment. It also allows you to keep up to date with new and exciting technologies, giving many opportunities for your students to make their own choices about how, when and where they learn. We have found in Leeds that giving students access to a variety of devices supports their creativity and allows teachers to plan lessons which take into consideration many different learning styles.

13:05 - Katrina Smith, School Improvement Facilitator for/Head of ICT, Priory School Business & Enterprise College and Leading Edge School, England - “Handheld devices to enhance learning and teaching”

The presentation will examine the finding from an investigation intot he value of MP3/MP4 handheld devices to assist with teaching and learning. Students worked with various departments to create revision or learning resources in a format of their choice. We will explain what went well and some of the things we would do differently. You will see interviews with students explaining how they created materials, used the devices and how useful they found the whole experience. The presentation will include some examples of the wide variety of resources created for various subject areas.

13:30 - Adam Blackwood, E-Advisor, JISC RSC South East, England - “Transforming Engagement with Proximity Communication”

Communications with students can be very significantly enhanced through the appropriate use of proximity communication solutions. The potential for this technology to impact positively in supporting students has to be examined. The presentation looks at approaches to transforming communications between an educational organisation and its students through the use of proximity communication solutions. These applications work very effectively for commercial marketing solutions to target interested groups. The same technologies can be used to interact with any user’s personal mobile device and some companies are beginning to look at the educational solutions. The potential is exciting, allowing a tutor to send files to their class wherever and ‘whenever’ they happen to be on the campus. A student who has missed a day can arrive on campus and automatically be pushed the latest assignment or course resource to their mobile device without ever having to make contact with their tutor or connect to the network. And usefully, the tutor can see which students have received the communications. A library could notify specific curriculum areas about new resources and a student registering for a new course would find their phone calendar automatically populated with the course assignment dates, term dates and college or university event dates.

13:55 - Aidan Prior, Director of Educational Links, Steljes Limited, United Kingdom - “Safely bridging the digital divide”

The IT industry is being urged to bridge the digital divide to enable to Government to implement the Home Access program. Providing internet access to families raises social, financial and technological issues for suppliers and users alike. Steljes Limited, a pioneering supplier of education technology, has worked for many years within mobile learning sector leading the the development of Tibboh - the first service to offer safe,secure,age appropriate, mobile internet content for children and their families. Aidan Prior, Director of Education Links, will present the issues surrounding development of age appropriate mobile internet connectivity and the solutions developed to resolve the social, financial and technological issues.

14:20 - Richard Scullin, Founder, MobileEd.org, United States - “mLearning in the cloud: a drop(.io) in the bucket”

This short paper/presentation presents two mobile learning pilot programs, one for an English class at an arts and technology charter school, and one for a digital arts class at liberal arts college. Both institutions are located in Massachusetts (US). The goal of the pilots was to prove efficacy of mobiles as complements to core curriculum in the respective school programs. In neither case had a mobile device been used in the coursework of the class. As cloud computing becomes a dominant factor in emerging technologies and business models in the US, these mobile learning pilot programs seek to utilise emerging cloud resources to create blended learning opportunities, ones that cross traditional distinctions among mobile, online/web, classroom. The program also explores how students collaborate to in essence mash up images and content to create new aesthetics, imagery, and content. The lessons ask the students to engage in mobility: creative decision making (image selection and image making, photography), language (argumentative, expository, response, personal narrative), and technological literacy (mobile technology, drop.io site functionality, LBS, mapping, etc.). Perhaps most notable, students collaborated to (re)create new content and redefine texts, forging new relevancy of collaborative media. Both mobile projects combine visual and language learning elements.

14:45 - Shawn Gross, Project Director, Project K-Nect, United States - “Mobile Phones for Math and Science”

Overview of Project K-Nect: Until the implementation of Project K-Nect, the use of mobile phones leveraging 3G (broadband wireless) technologies had never been tested in an authentic US K-12 educational setting. Project K-Nect was designed to create a supplemental resource for secondary at-risk students to focus on increasing their skills related to math and science. Participating students received Smartphones with access to supplemental content aligned to their teacher’s current lesson plan objectives. Students were also able to communicate and collaborate with each other and/or access tutors after school to assist with mastering a targeted skill set utilizing a mobile education based social networking system. The system only allows authorized users to communicate electronically and was monitored to ensure students were not violating acceptable use policies. Overview of Presentation: This presentation will provide a hands on demonstration of the technologies utilized by participating students in Project K-Nect. Furthermore, third party research regarding the utilization and efficacy of the Project will be presented. Finally, the Project Director will provide recommendations to future organizations seeking to embark upon the development of a mobile learning initiative.

15:10 - Gavin Cooney, CEO, Learnosity, Ireland - “Use of mobile phones for language learning”

In 2007, in an attempt to promote the use of oral Irish language, the Irish Minister for Education and Science announced a significant change to the proportion of marks awarded for spoken Irish language in the State examinations. Further to this, Learnosity worked as technology partner in an exciting mobile learning project initiated by the National Council for Curriculum and Assessment (NCCA). This project was very successful, and continued in the 2008/2009 academic year. With oral language fluency of the utmost importance to secondary language acquisition, this project focused on verbal abilities, allowing students to use any phone to dial into a voice application, and answer a series of voice-based questions. It also enables students to communicate one-to-one in real time (using voice or text), allowing them to use the target language in role-plays based on real life scenarios. This mobile language learning platform has since been deployed in a large scale pilot project conducted by the Australian government, in the teaching and learning of the Indonesian language across three Australian states. Students involved in this project showed significant improvements in spoken language abilities. The results of this project (http://bit.ly/tlf-mall) will be outlined in the presentation, as well as preliminary findings from various additional deployments in Ireland, Saudi Arabia, the US, and the Open University (UK).

15:35 - Derrick Welsh, Artist - "Cellphone touch screens to bring drawing messages?"

Derrick will talk about my past and current projects using touch screen hand held devices to draw on. Now a few nice words from Dr. Steve Bunce, Secondary Strategy ICT and Behaviour and Attendance Consultant. Derrick has inspired and engaged students to be creative using mobile technologies. Recently, he worked with a group of 12-13 year old students, introducing them to a range of devices, including mobile phones, mobile tablets, Nintendo DS and DSi consoles. The students were not only extremely keen, but took to using them straight away. The activities harnessed the technology, which was familiar to them, giving them a real and relevant purpose to create artwork. The students commented, “Wow, I didn’t know you could do that with a phone.” Also, after the session, “it was brilliant to use mobile phones to do art.” The activities were further enhanced by using Nintendo Wii consoles to create ‘big’ artwork, displayed by using digital projectors. They utilized a little-known feature of the console to ‘paint’ large images. Personally, I was amazed at the engagement and creativity of the students with Derrick. We are really keen to continue this work to aid the students to demonstrate their artistic skills, some of whom have never shown the ability before. Derrick’s input, ideas and use of technology had an immediate and valuable effect on our students.

16:00 - Nick Short, Royal Veterinary College, London - "Androids for Africa"

Mobile phones are increasingly being used in the developing world as the principle form of long distance communication. With improved bandwidth and coverage, cheaper handsets and a range of tariffs, mobiles are becoming affordable and accessible even the remoter rural areas. In East Africa mobile phones exceeds are now widely used to support health care services. For example Google.org has teamed up with the Grameen Bank to provide access to SMS healthcare advice in Uganda. In Malawihealth workers are able to keep in touch with patients using a text based services called Frontline SMS.

Animal health is also crucial to many rural communities. In Tanzania, the Royal Veterinary College has been working with aid projects and government services to explore the potential of mobile devices. By using the GPS geo-spatial functionality of the newer smart phones it is now possible to accurately track the spread of diseases such as avian flu. Working with the Google Android platform, the team have now developed a set of phone based forms which can capture and transmit key disease data to a central server.

An exciting new development in the use of Android phones has been the development of podcasts and videocasts which field workers can consult for expert back up. These are being recorded in the Swahili and will be available either for download or on a mobile SD card. This approach has the potential to revolutionise the access to knowledge in rural areas and could benefit health and education workers as well as the veterinary sector.

16:25 - Louise Duncan, Leading Teacher / eLearning Co-ordinator, Shepparton High School, Australia – "Essential ingredients for the successful implementation of mobile learning"

With more than 12 months of experience using the iPod touch in a 1 - to - 1 capacity in the classroom to share, this presentation draws together the teaching, learning and management issues encompassing this mobile learning project. Stemming from the implementation of a specialised personalising learning program for middle years students at Shepparton High School in Australia and our adoption of the Studywiz LMS across the school, our involvement in the Global Mobile Learning Project was a natural progression. With our students immersed in an ICT rich learning environment and encouraged to learn independently based on their preferred learning styles, the addition of a personalised mobile device for each student has further transformed the classroom experience and beyond. With the iPod touch in student hands only a few weeks after the iTunes App store opened in 2008, our own personalised mobile learning interface incorporated and ubiquitous access to a very ‘cool’ device in student esteem, mobile learning is now assimilated into our curriculum. The question of portability vs mobility in learning is explored, along with the tools, resources and structures adopted to make this approach to mobile learning a success.

MirandaNet is an informal, loosely structured unconference (see Wikipedia definition) of like-minded educators to share ideas about the use of technology to inspire others.

Participants in the Handheld Learning MirandaMod are invited to raise issues and discuss theory and practice about the use of ubiquitous technologies in informal learning,and the ways in which they can impact formal education.

The questions that will be asked during this session are:

- Can these technologies make learning for professionals, teachers and students more personal and relevant?

- How can we reconceptualise assessment, so that it better reflects the ways in which knowledge is developed collaboratively? Or should we give up on the nostrum of online learning?

- What is the value of the learning experience balanced again the expense and the risk?

Participants at the conference can join this session face to face, and/or engage online for the full three days of the conference when participants are invited to contribute to an online concept map that will represent the collaborative knowledge built up by delegates at the Handheld Learning conference, as well as their colleagues who have participated online.

The Handheld Learning fringe event based around the FE community organised entirely independently of the Handheld Learning Conference. More info at: hheckl.ning.com

12:00 - 12:15 - Anthony Coxon, GCSEpod
12:30 - 12:45 - Andy Goff, Education Director, ConnectED
13:00 - 13:15 - Intersog

A discussion led by Vicky Fobel from WiredChild, Graham Philips from Powerwatch and Simon Densley from Mast Sanity

Could wireless technologies be harming children in schools?: balancing innovation with health concerns

With scientists, teaching unions and public bodies concerned over the safety of wireless products, there is uncertainty over the health effects.

WiredChild is a charity encouraging a proper examination of the potential health effects.

Symptoms reported include headaches, nausea, rashes and concentration problems as well as longer-term problems.

This discussion will help educators ensure that concerns about health effects are properly reflected in decision-making.

The session will be a presentation and discussion covering the scientific background and practical solutions.

• What weight should be given to concerns about the health effects of wireless technologies?
• What evidence is there for health effects?
• Is there any risk of immediate symptoms amongst staff and pupils?
• How should decisions be made in the face of scientific uncertainty?
• How can health concerns be properly reflected in decision-making
• Can we have our cake and eat it?
• Design of wireless solutions to minimise health effects

Facilitated by Dan Sutch, Futurelab.

Another favourite. Anybody can present an idea but here’s the catch; you have just 6 minutes and 40 seconds to use exactly 20 slides that automatically advance every 20 seconds. No sales pitches allowed! Bring your pre-loaded laptop or slides on a USB drive. This is a fun, stimulating and engaging session.

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NESTA is the National Endowment for Science, Technology and the Arts – a unique and independent body with a mission to make the UK more innovative.

Participants in the ‘NESTA Challenge’ will get to hear about a new exciting education project – idiscover which aims to put learning choices in the hands of young people and empower them to raise their innovation skills so that they can meet the challenges of the future.

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Hosted by Jason Bradbury.

Hugely popular last year. Selected groups of children aged between 6 and 16 will showcase their work to a live audience and panel of judges. The winner (s) will present in the main conference and receive valuable prizes.

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Together with Puffin, Jason Bradbury has devised a unique schools event -The Dot Robot Roadshow. Using his own pictures gathered on his travels to working laboratories and research facilities in South Korea, Japan and America, Jason will offer a fascinating and fun insight into cutting edge tech, science and robotics – from in-eye TVs to actual invisibility cloaks, self-driving cars to the real world of professional video gaming.

Finishing off with a reading from the book and a lively Question and Answer session, The Dot Robot Roadshow promises to be a thoroughly engaging and enjoyable school event.

Chaired by Graham Brown-Martin

09:30 - Industry Announcements
09:45 - Welcome & Introduction
10:00 - Opening Address – Zenna Atkins, Chairman, Ofsted
10:20 - Malcolm McLaren, agent provocateur & artist

11:00 - Break – refreshments, networking, exhibits

11:30 - Yvonne Roberts, Senior Associate, Young Foundation
12:15 - James Paul Gee, Presidential Professor, Arizona State University

If we accept that creativity and innovation are important for personal, social and economic wellbeing then how might we embed these requirements within everyday learning and teaching experiences?

Chaired by Adrian Hall, Independent Consultant, Okapi.

Confirmed speakers:

14:30 - John Davitt, International Learning Advocate
14:50 - Alexandra Deschamps-Sonsino, CEO and Co-Founder of Tinker.it
15:10 - David Braben, Founder & Chairman, Frontier
15:30 - Tim Rylands, Teacher & Innovator

16:00 - Break

16:30 - Dr. Phyllis Hillwig, Chief Operating Officer, Words & Numbers, United States - “M-Learning: Challenges in the US Market”

Mobile learning has been widely adapted in many countries outside the US. Mobile learning has huge potential to reach underserved children and enable individualized instruction. However, integrating mobile devices for core instruction has been minimal. This is due to several issues such as privacy, state control, teacher training, as well as differentiated access from both the phone and technology perspective. In order to infiltrate the US market with respect to core content, an opportunity lies with the non-consumption market. This is a market which can be captured not while students are in school, but outside school, say between the hours of 3:00pm to 9:00pm. The market is ripe for the digital millenials, who are very tech savvy and connected. This population enjoys blogging, texting, instant messaging, social networking, and will have no problems integrating mobile technology into their lives. Preliminary studies have shown that mobile learning and its potential creates huge opportunities for new markets and channels for business, (think of the I-phone Application explosion) and education is a key market for providers looking for channels, publishers rethinking their markets and brands, as well as those who believe in equality and access to all. However, making impact on this market is dependent on numerous factors, such as content area, purpose of activity and technology restrictions. This session will focus on opportunities and challenges for the m-learning, US market.

16:50 - Linda Hahner, President, Out of the blue design inc, United States - “Literacy Mobile Applications”

Hand-held devices hold great promise for the education of young children. Scale and tactile qualities make these little devices perfect for small hands and eager minds. Unfortunately, a gold-rush mentality has led to a plethora of badly-designed applications, most specifically for the i-phone platform. User interface design has been unceremoniously thrown out the window; replaced by adolescent fantasies with more of an eye toward getting rich than educating children. This presentation will look specifically at early childhood education applications that promise to do everything from teaching three year old children how to read the word \" PIG\" in three different languages (without sound) to presenting shapes, which, of course, are really not shapes at all but actually 3D objects like pyramids and cubes. As we illustrate various applications, we will analyze user interface design and its impact on educational content. We will show how easy it is to confuse the learning environment. We will also look at the darker side of applications which include known triggers for ADD, ADHD, and Autism. Why do parents buy education applications that might be harmful to their children? They have few alternatives. With clear usability guidelines for early childhood education applications, which include how to use fonts, colors, size, placement, as well as interaction paradigms, we may be able to help developers stem the tide. Good education material is good for everyone.

17:10 - Dr Naomi Norman, Director of Learning, Epic, United Kingdom - “Be the best – mobile learning and the Army”

The Army’s slogan ‘be the best’ lends itself to competition and game-based learning, while its widely dispersed servicemen and women make mobile learning the obvious answer. As a result, one of the UK’s market leaders in e-learning, Epic, has produced two very different learning solutions for the Army on the Nintendo DS platform: one that addresses Entry Level 3 Numeracy basic skills for new recruits; the other, vehicle maintenance training for Royal Electrical and Mechanical Engineers. In what promises to be a fascinating presentation, Epic’s director of learning, Dr Naomi Norman, will explore the principles behind these two solutions. In particular, she will describe: • the use of visual representations and language to instigate understanding through games and other learning approaches on the Nintendo DS • the virtuous cycle of learning created through motivation and engagement and the drive to practice in order to improve on one’s performance • research undertaken to analyse the effectiveness of these solutions in the field • how, despite the appeal of competitive game-play, Nintendo DS can actually breed collaboration. Naomi’s highly visual presentation will end with a look to the future: how handheld technologies that incorporate web 2.0 tools and GPS may offer even more for Army training; and where use of the Nintendo DS can be utilised across the Education, Health and Business sectors.

17:30 - Tony Vincent, Independent Consultant, LearningInHand, United Kingdom

From serious games, games designed for learning or commercial off the shelf (COTS) games; the buzz around game based learning is nothing short of a phenomenon.

This session presents a round up of the best and leading edge practice in this area and how practitioners are embedding gaming within their teaching practice.

Chaired by Martin Owen.

Confirmed speakers:

14:30 - Stuart Swann, CLC Scheme Manager, London Borough of Greenwich - “How Harnessing Handheld and Gaming Technologies can Help Raise Standards and Assist in Assessment For Learning”

The Greenwich Children and Young Peoples Plan (CYPP) has one overarching objective – ‘to raise standards at all key stages’. Over the past two years, the Greenwich CLC Scheme has implemented and supported a number of initiatives to help achieve this goal through the use of handheld technologies. Initiatives that have included: the use of PDAs in the secondary English and MFL Curriculum, using Nintendo DS across the early years, primary and secondary curriculums, and harnessing a range of handheld and gaming technologies to support Assessment for Learning – a key objective for Greenwich schools.
In his presentation, Stuart will draw on the experiences of Greenwich practitioners and pupils, as well as looking to the future and detailing how a new and exciting partnership with Nintendo UK will be rolled out across the borough to encourage more schools to embrace this 21st Century model of learning.

15:00 - Jennifer Groff, Fulbright Scholar, Futurelab, United States - “Handheld pSims & UbiqGames for Increased Learning”

At the heart of teaching and learning lie three fundamental questions: what is of critical importance to be learned? how are those skills/content learned best? what does demonstration of mastery of those skills/content look like? These questions get at the core of education—curriculum, instruction, and assessment, and are intertwined to produce fundamental learning and development in students. Mobile devices offer tremendous advantages for the classroom. However, the platforms designed for them is where the answers to the aforementioned questions lie. The MIT Education Arcade has been developing and researching the design and effect of two platforms that will be discussed here: Participatory Simulations (pSims) – Using PDAs, pSims engage participants in simulations that enable inquiry and experimentation. Unlike computer simulations where phenomena are observed on a computer screen, pSims allow people to act out the simulation themselves by moving about the physical environment collecting data, sharing information and collectively hypothesizing. Ubiquitous Games (UbiqGames) – A networked, mobile, multi-player simulation platform designed for Pocket PCs, where students play these learning games in short bursts outside of class instead of in class, thus removing a need for computer labs. Critical class time can thus focus on more pedagogically rich activities including data analysis and discussion of students’ experiences drawn directly from game play.

15:30 - Henk Van Zeijts, Director Creative Learning Lab, Waag Society, The Netherlands - “Games Atelier - Location Based Gaming”

Games Atelier The Games Atelier is a new location based mobile game platform for secondary education. It\'s pilot predecessor, Frequency 1550, already showed strongly enhanced learning results for a location based history game in the centre of Amsterdam. The Games Atelier gives students the opportunity to learn by using mobile telephones, GPS, and the internet to make, play, share, and review their own games. To make the game, students have to think of an initial concept and game narrative, before developing rules and filling in the format of the game. In this first creative phase of making the game, in order to come up with a relevant game narrative, students must fully familiarize themselves with the learning content of the subject. At the same time, to develop rules and fill in the game format, they also have to learn about the principles of game design. The next stage is for the students to play the game in their own living environment. Playing the game involves using mobile phones with GPS to navigate their way around their surroundings to carry out assignments and search for clues. Sharing the game means getting other students to play the game they have made, and then to exchange their experiences. The final and crucial stage of the Games Atelier learning process is reviewing the games played. The Games Atelier is supported by a mobile and web-based tool-set, and a technology platform tailored to location-based projects, called 7Scenes.

16:30 - Andrew Rhodes, ICT Consultant, Central Enfield CLC, United Kingdom - “How games are transforming our primary classrooms”

After last years’ conference (HHL08), Andrew Rhodes, ICT Consultant from Central Enfield City Learning Centre (CLC) returned totally inspired. Fast forward 12 months, and we have 11 primary schools involved in projects developing activities around games based learning. Schools have been using games consoles with a diverse range of games. Despite the range of titles, the aim of the projects is the same - to engage, be creative and tie together areas of the curriculum by using games as a contextual hub. During this session, you will find out about the underlying pedagogy, and teachers will explain how they mould the curriculum to the games. There will be a chance to hear from students, sharing their experiences of using games and games consoles as tools to help them learn. We will also share our experiences of using handheld learning consoles (Nintendo DSi) for assessing pupil progress and demonstrate how sound and digital image can be used as a powerful medium for students to show progress in their own work. There will opportunities to see how social networks have helped students and teachers working on the project, and teachers will share experiences of using ning to share practice. The project has been so well received that the CLC has been approached by the school improvement team to develop further projects. We will give you a brief insight into work we are developing around using Myst and Handheld devices to develop students writing, a key priority for the authority.

17:00 - David Peth, Producer, WGBH, United States - “How a Dog Trains You to Speak”

While much research has focused on classroom-based and interactive interventions in reading and phonics, comparatively little has explored the application of oral vocabulary teaching strategies in the design of mobile games. WGBH, in partnership with PBS, is currently developing a game for the iPhone & iPod Touch based on the \"Martha Speaks\" television series, which features a talking dog with a voluminous vocabulary. The goal of this game, like the series, is to increase oral vocabulary in primary school aged children. In our breakout session, we will make connections between research and practice as we share lessons learned during the development of this game. Discussion topics will include: the translation of pedagogy into a compelling game framework, comparing successful web-game development strategies to those for mobile games, formative user-testing results and strategies for summative evaluation.

17:30 - Dirk Bosmans, Communications and Marketing Manager, Interactive Software Federation of Europe, Belgium - “Video games literacy:classrooms and (video) games?”

Video games are hybrid things that should be located between art, technology and culture. They also should be wonderful pedagogical tools. This abstract will propose how to analyze results from the “Games in Schools” survey, which has been leaded during 2008-2009. This survey aimed to observe uses of video games inside classrooms in Europe. After having presenting main results, this proposition will focused on some of them and put them in relationship with founder guidelines of media literacy. That will show us how it is important to literate people by and to video games now, as we would like to keep future generations more responsible regarding opportunities and risks of new technologies.

Social networks, media sharing platforms, instant messaging, massive multiplayer games and virtual worlds are embedded in many learners everyday lives. Here they are adept at creating their own online identity, making their own web pages, producing and distributing media, communicating and collaborating with an unprecedented number of people across geographical borders and time zones.

This session looks at home the techniques that are part of the everyday for many learners are being embraced effectively within learning and teaching.

Chaired by Leon Cych.

Confirmed speakers:

14:30 - Henry Warren, Founder, Rafi.ki

15:00 - Ollie Bray, National Adviser for Learning and Technology Futures, Learning and Teaching Scotland - "Leading the change: social media in schools"

Social media is rapidly changing the way that we communicate, shop, live, do business and learn - but many schools still haven’t really harnessed the power of social media to improved their learning environments.

This seminar will examine examples of how social media have been used in classrooms and by school leaders to make their institutes become more productive, open and engaging for their learners? It will suggest tools that can be used by education professionals to help publicise their schools, increase audience for student achievement, contribute to staff professional development and make significant efficiency savings.

In addition the presentation will attempt to define exactly what we mean by social media. After all, until we understand exactly what social media in education is how will we ever promote wide scale, sustainable adoption supported by appropriate strategy?

Like all of Ollie’s spotlights and keynotes this isn’t just about vision it’s about practical advice that you can use straight away in your own classrooms, schools or education authorities.

15:30 - Mark Hardwick, CEO of Ymogen, create.tv

16:00 - Break

16:30 - Michael Acton Smith, CEO, MindCandy, Moshi Monsters for Learners

17:00 - Ronah Harris, Independent educational consultant, Teachers College, Columbia University, United States - “Mobile Creativity: How Low-Income Youth Use”

Mobile Creativity: How Low-Income Youth Use Mobile Technology for Digital Content Creation The use of mobile technologies has been proposed for increasing access and designing innovative educational activities. Unfortunately, there is limited data on the current uses of cellular phones amongst low-income urban youth. In particular, there is little known about how this population may create and share digital content via mobile technology. In this exploratory study, I surveyed 103 youth, ages 13 – 21, and asked about their ownership of cellular phones and their patterns of use with media, the Internet, as well as whether they create digital content. The findings indicate that although these young people use many forms of technology and media, they are more prone to creating content such as photographs and share their writing through cellular phones than through the Internet.

17:30 - James Clay, ILT & Learning Resources Manager, Gloucestershire College, United Kingdom - “It’s all about the coffee - the value of Twitter”

Do you Twitter? Some people have “complained” about Twitter as shallow and lightweight, they have missed the point. Is Twitter just about following people and reading informative links or is it about conversation and community? I use Twitter in various ways, saying when I am drinking a coffee,to inform about what I am doing, blog articles and as a backchannel at events and conferences. However telling people is only half the story, the real value of Twitter is the conversation. Of course really Twitter is all about the coffee. It’s the coffee you drink with colleagues during a break, where you discuss work, but also your commute, TV, films, the weather. It’s the coffee you drink whilst browsing the web and posting links of interesting web site to your blog or in an e-mail. It’s the coffee you drink in a coffee shop, reading the paper or a book. It’s the coffee you drink with fellow delegates during a break or at lunch at a conference. Where you discuss the keynotes, the presentations, the workshops, where you are going next, your hotel, the food, the coffee, what you do, where you’re going, what gadgets you have in your bag. Twitter is about these moments, but without the physical and geographical limitations. Twitter allows people from different institutions, sectors, different, departments to share these moments. This presentation will look at how Twitter can be used to improve and enhance teaching and learning through the use of Twitter a community of practice.

To quote the late human rights activist Shafik Asante:

“It definitely becomes our responsibility as a society to remove all barriers that uphold exclusion since none of us have the right to “invite” others “in”. So what is inclusion? Inclusion is recognising our universal "oneness" and interdependence. Inclusion is recognising that we are "one" even though we are not the "same". The act of inclusion means fighting against exclusion and all of the social diseases exclusion gives birth to - i.e. racism, sexism, handicapism, etc.”

With this in mind this session will look at inclusion from different perspectives and ascertain how mobile and affordable ubiquitous technologies are making positive impacts.

Chaired by Donald Clark, e-Learning Expert.

Confirmed speakers:

09:30 - Donald Clark, e-Learning Expert

09:45 - Niel McLean, Executive Director, Becta

10:10 - David Cavallo, Chief Learning Architect, MIT OLPC

10:35 - Professor Elizabeth Hayes, Arizona State University

11:00 - Break

11:30 - Sal Cooke, Director, TechDis

JISC TechDis is a JISC Advance Service, and it aims to be the leading educational advisory service, working across the UK, in the fields of accessibility and inclusion and hopes to support the education and wider skills sectors in achieving greater accessibility and inclusion by stimulating creativity, innovation and providing expert advice and guidance relating to the use of technology across education including, work based learning, research and knowledge exchange. JISC TechDis is committed to ensuring that providing access to digital and portable resources is a part of the accessibility spectrum and should be seen as a part of the landscape.

In 2002 JISC TechDis took the decision to create a series of resources for staff within the sectors (HE, FE and Independent Specialist Colleges) in order to assist institutions to promote the culture that accessibility is everyone's responsibility. JISC TechDis started by producing the highly successful staff development materials the JISC TechDis Staff packs, which in turn has lead on to the Accessibility Essentials Series (four practical guides on working in accessible ways to support teaching and learning), and more recently Upwardly Mobile, a guide for those staff wishing to engage with mobile learning.

To date 112,000 hard copies of the Accessibility Essentials booklets alone have been disseminated. Some Institutions have purchased copies of the resources for all members of staff and have integrated the policy of accessible documentation into the heart of their polices and procedures.

This year the number of downloads of JISC TechDis resources passed 1,000,000 and the website received its 3,000,000th visitor. All the JISC TechDis resources are freely available to download there are also links to software and other tools which are either free or at very little cost to providers.

11:55 - Sir Tim Brighouse, Former Commissioner for London Schools

12:20 - Helen Milner, Managing Director, UK Online Centres

12:45 - Discussion

13:00 - Lunch

Initiatives that are transforming learning and teaching experiences.

Chaired by Graham Brown-Martin.

What can we learn from existing initiatives that have been successful?

How can we take these lessons and improve on them?

This session will examine three of the most innovative initiatives and host a discussion to identify what makes them so special.

Confirmed speakers:

14:50 - Clare Woodward, Lecturer, The Open University & Mike Solly, Senior Lecturer, Open University, United Kingdom - “Mlearning in the developing world: not 3G but 4C”

Wireless internet access continues to grow exponentially across Africa and Asia and more and more people will soon be able to go online via their mobile phones. This potentially widespread accessibility has increased the debate about the importance of educational investment in ICT across the developing world, but education will not improve merely by injecting new technologies into classrooms. Sustainable change will only take place if the use of these technologies is accompanied by reforms in pedagogy, curriculum, teacher training and assessment. It is also essential that this takes place in a framework of respect and learning from the historical educational practices in the regions. The Open University is a partner in a major DfID project, English in Action, a nine year project, requested by the government of Bangladesh, that aims to help 25 million people in Bangladesh improve their ability to use English language for social and economic purposes. Our focus is on the most effective way to take teacher training into the classroom via the 4 Cs - content, communications, creativity and community. Handheld devices like the ipod touch and smart phone seem to offer great potential but also raise many challenges. This presentation describes how we tackle the issues involved in using mobile technologies as part of a blended approach to embedding a more communicative language teaching methodology into the classroom practice of teachers in Bangladesh.

15:20 - Nabeel Ahmad, Mobile Learning Design Leader, IBM Learning, United States - “Mobile, Connected, Empowered, Transformed”

Although mobile phones have become an extension of the workplace, organizations are still exploring their effectiveness for employee training and development. IBM has a mobile workforce of 25,000 official smartphone users worldwide, increasing by 1,000 users per month. By 2012, 100,000 IBM employees will use a smartphone for their job, most of which will be their personal smartphone for work-related activities. This paradigm shift to universal inclusion blurs the lines between business and personal use and has great implications on how IBM caters to its mobile workforce. IBM is investing 100M (USD) in mobile research over the next 5 years. IBM partnered with Columbia University (New York, USA) to find out how employees actually use their smartphones in the workplace for their jobs. Results of their joint 2009 study of over 400 IBM employees were surprising and have significantly transformed IBM’s m-Learning strategy. One key finding is that employees find connections within their 2nd- and 3rd-level networks. There were strong interactions discovered between the ease of use, clarity, and speed to access information when using a mobile application. These research-based insights show growth in employee skills and improved job performance. As a result of the study, IBM’s m-Learning approach has shifted to performance support solutions, not courseware. Let’s look deeper into why performance support makes sense for the mobile workforce. No need to silence your phone.

The paradigm shift rate is now doubling every decade, so the twenty-first century will see 20,000 years of progress at today’s rate. Computation, communication, biological technologies (for example, DNA sequencing), brain scanning, knowledge of the human brain, and human knowledge in general are all accelerating at an even faster pace, generally doubling price-performance, capacity, and bandwidth every year. The well-known Moore’s Law is only one example of many of this inherent acceleration. The size of the key features of technology is also shrinking, at a rate of about 4 per linear dimension per decade. Three-dimensional molecular computing will provide the hardware for human-level "strong" AI well before 2030. The more important software insights will be gained in part from the reverse-engineering of the human brain, a process well under way.

We are rapidly learning the software programs called genes that underlie biology. We are understanding disease and aging processes as information processes, and are gaining the tools to reprogram them. RNA interference, for example, allows us to turn selected genes off, and new forms of gene therapy are enabling us to effectively add new genes. Within one to two decades, we will be in a position to stop and reverse the progression of disease and aging resulting in dramatic gains in health and longevity.

The fraction of value of products and services comprised by software and related forms of information is rapidly asymptoting to 100 percent The deflation rate for information technologies, both hardware and software, is about 50 percent per year, providing a powerful deflationary force in the economy. Despite this, the information technology industry grows around 18 percent per year, now comprises 8 percent of the GDP, and is deeply influential on the rest. Within a couple of decades, the bulk of the economy will be dominated by information and software.

Once nonbiological intelligence matches the range and subtlety of human intelligence, it will necessarily soar past it because of the continuing acceleration of information-based technologies, as well as the ability of machines to instantly share their knowledge. Intelligent nanorobots will be deeply integrated in the environment, our bodies and our brains, providing vastly extended longevity, full-immersion virtual reality incorporating all of the senses, experience "beaming," and enhanced human intelligence. The implication will be an intimate merger between the technology-creating species and the evolutionary process it spawned.

9:30 - 9:40 - Introduction to the Research Strand - Mark van ‘t Hooft, Researcher/Technologist, Kent State University.

9:40 - 11:00 - Long Papers (20 minutes eac).
- John Traxler, Director, Learning Lab, Priorslee Campus, Telford, UK - Learner Devices: Inclusion with Innovation
- Robin Deegan, Postgrad Research Student, Cork Institute of Technology, Ireland - Survey of Issues and Challenges in the Usability of m-Learning Applications
- Nicola Beddall-Hill, PhD Student, City University London, UK & Jonathan Raper - Mobile Devices as ‘Boundary Objects’ on Field Trips
- Lucianne Brown, Governors State University / Capella University / GaGa Technologies Inc - Using Mobile Learning in Reading

11:00 - 11:30 - Refreshment Break.

11:30 - 12:10 - Long Papers (20 minutes each).
- Scott Perkins, Director of Research, Abilene Christian University & George Saltsman, Director of the Adams Center for Teaching and Learning, Abilene Christian University - Mobile Learning at Abilene Christian University: Successes, Challenges, and Results from Year One
- Jane Lunsford, Instructional Designer, The Open University - Mobile learning for student support - a model

12:10 - 12:20 - Break for Transition.

12:20 - 13:00 - Roundtable 1 (6 short papers; 2 20-minute rounds @ 12:20 and 12:40).
- Phil Marston, Learning Technologist, University of Aberdeen, UK - Further Development of the Context Categories of a Mobile Learning Framework
- Karl Royle, Principal Lecturer, Centre for Development and Applied Research in Education, University of Wolverhampton - Teaching Kids How to Hold Productive Learning Conversations Using Pictochat on the Nintendo DS
- Marco Arrigo, CNR Institute for Educational Technologies, Palermo, Italy - Mobile Learning for All
- Rhodri Thomas, Senior Project Manager, The Open University, UK - Mobilising the Open University
- Domizio Baldini, I.C Cecco Aniolieri, ICT Tutor, Italy - Mobile Science Laboratory: A Project

Scotland is once again demonstrating their lead in the effective and progressive use of new technology to improve learning and teaching. This session will showcase and explore some of the countries exemplar initiatives that are using mobile and ubiquitous technologies and the outcomes that have been achieved.

9.30 - Katie Barrowman, LTS - The success of Glow Meet: How online video conferencing is connecting and enriching learners’ experiences across Scotland

Glow Meet has been used in Scottish classrooms for over two years, bringing opportunities to schools that they could not otherwise access. These include storytelling events with over 1000 early years children participating, virtual author visits from world famous writers, collaborative science experiments between schools hundreds of miles apart….the list goes on. Come and find out more about the endless possibilities live web-conferencing can bring to learning and teaching.

10.00 - Derek P Robertson, LTS - CANVAS: The National; Scottish Schools’ Virtual Art gallery

CANVAS (Children's Art at the National Virtual Arena of Scotland) is a new National resource designed to make the concept of teaching and learning in a virtual world as accessible and relevant as possible to Scottish teachers and pupils.

In essence CANVAS is a 3D virtual art space where Scottish pupils from the ages 3-18 can exhibit their still or moving image art. Schools access to CANVAS is via Glow and with this comes the opportunity to exhibit pupils' work, in a safe and secure environment, to the huge audience of pupils and teachers throughout Scotland. It encompasses a main exhibition space, one dedicated gallery for each of the 32 local authorities and an auditorium for virtual seminars and tutorials.

The nature of this resource is hugely participative as not only are pupils able to exhibit their work but they also will be able to appear in-world, represented by a virtual character called an avatar, so that they can talk via a chat facility to gallery visitors who come to visit and view the art works on show in CANVAS.

This presentation will detail the conception of this project, how it became a reality and it will also showcase exactly how schools are beginning to engage with and explore the teaching and learning of Art and Design via a virtual world

10.30 - Brian McLaren, LTS - Professor Layton and the Curious Classroom: Learning from a narrative driven and puzzled filled computer game

The people at Learning and Teaching Scotland’s Consolarium initiative has been busy exploring the potential of computer games as learning tools for the past few years now and when they read about the game Professor Layton and the Curious Village for the Nintendo DS they were very keen to find out more about what promised to be a narrative driven and maths puzzle packed game. They were most certainly not disappointed when eventually the game was played and were hugely excited about just what could be done in a class with this exciting resource. A P.6 class in Clackmannan PS agreed to join in the fun/learning. Packed full of video evidence this presentation will share just exactly how this game opened doors to problem-solving, imaginative writing, animation, MFLE, entrepreneurship and many other aspects of learning and classroom life. It will also offer advice on how such a game can be planned for and managed in the classroom.

11.00 - Refreshment break

11.30 - Lisa Sorbie, Perth High School - The mysterious case of Hotel Dusk Room 215, the S.2 English class and the exploration of the noir genre

The developing genre of narrative driven games and how these can be used to engage learners with writing and reading is an area of games based learning that the Consolarium has been very keen to explore. This presentation will focus on how an S.2 class from Perth High School used the game Hotel Dusk Room 215 for the Nintendo DS to initiate an investigation into the noir genre of writing. This coupled with Old Time Detective stories freely available on iTunes became the stimulus for this class of children to find out just what the main aspects of the noir genre were and how this knowledge could help them begin to write, and record their own noir style audio recordings. Be prepared for depressed skylines, rainy nights, hard bitten detectives and….. a real story of motivated learners.

12.00 - Anna Rossvoll, Aberdeenshire Council - Wee Musicians: Exploring the music curriculum with Wii Music

Primary schools across Aberdeenshire have been leading the Wee Musicians project to explore and experience creativity and enterprise. This Games Based Learning project demonstrates how the use of the Nintendo Wii and the game Wii Music can provide a rich context for learning that enables children to find out about, and be creative with a range of musical instruments.

Throughout the project, the children used Wii Music to explore a wide range of musical instruments and played both virtual and “real” instruments. This allowed pupils to bring their own talents to the project but also gave them the opportunity to develop new skills as they played instruments that in some cases, they had not heard or seen before. There was a particular focus on exploring music that is traditionally Scottish. This was integrated with ongoing projects in schools throughout Aberdeenshire linked to the Scottish Homecoming.

As well as learning about musical instruments, children led many experiences which enabled them to develop their sense of rhythm and pitch. The pupils were able to make links with Academies to find out about orchestras and secondary pupils supported the children in playing instruments and recording their own singles.

The use of new technologies and Glow underpinned this project. The children regularly recorded their achievements and shared successful learning through the Wee Musicians Glow Group. This group provided an environment for all the wee musicians across the authority to communicate, collaborate and share successes and challenges.

12.30 - Ollie Bray, LTS - Web Tools for Teachers: how Scottish schools are making the most of free web based resources to communicate, collaborate and learn.

This presentation will showcase some of the exciting work that has been going on in a number of Scottish Schools who have been making the most of free web based resources.

During the 30-minute session you will be shown examples of innovative practice from a variety of curriculum areas in both the primary and secondary setting. Examples will include on-line comic books, animation, collaborative documents, 3D modeling, web-based games and the creative use of web 2.0 technologies.

Importantly, any of the resources mentioned will be able to be replicated in your own school or education authority.

A celebration of innovative mobile learning projects involving City Learning Centres in Building Schools for the Future areas across the country.

09.30 – Sheila Crew, Manager, City Learning Centre, Bristol - Bristol Mobile Learning project
09.55 - Andy Fisher, Manager, Middlesbrough City Learning Centre - 3D online worlds supporting transformational improvement
10.20 – Paul Matty, Manager, Townley Park City Learning Centre, Burnley, Lancashire - BBC Springwatch Project

10.45 - Panel discussion – chaired by Steve Moss, Strategic Director, ICT, Partnerships for Schools.

Presentations and interactive discussions from the some of the leading UK agencies, policy makers and practitioners who are facing the challenges and opportunities presented by mobile technologies and the connected learner. The panel will include
- Debbie Forster of Vital,
- Steve Moss of Partnership for Schools,
- Tim Tarrant of the TDA,
- Zoe Goodwin of Academies Enterprise Trust
- Florence Rostron, Head Teacher
and colleagues from the primary and secondary sectors. The session will give an opportunity to test the panel on current policy on Building Schools for the Future, CPD in ICT, teacher training and related areas and to discuss how policy and practice might develop over the next 10 years. The presentations will be brief – the emphasis will be on discussion.

14:30 - 15:10 - Roundtable 2 (6 short papers; 3 20-minute rounds @ 14:30, 14:50).

- Andy Pulman, HSC Web Team Leader, Bournemouth University, UK - Mobile Technology as a Mechanism for Delivering Improved Quality of Life
- David Wray, Professor of Literacy Education, University of Warwick, UK - Mobile Learning Devices: The View from the Users
- Peter van Ooijen, Head Group Medical Informatics and Imaging, University Medical Center Groningen, University of Groningen, Netherlands - A Novel, Image-Based Voting Tool Based on Handheld Devices
- Arturo Serrano, Researcher, Instituto de Investigacion y Desarrollo Educativo, Autonomous University of Baja California, Mexico - Implications on the Evolution of 4G to m-Learning
- Rowena Blair, Teaching Fellow, University of Edinburgh, Scotland - Fun, Fizzy and Formative Approaches to Assessment: Using Rapid Digital Feedback to Aid Learners' Progression
- Lyn Pemberton, Reader, University of Brighton, UK - Language Learning with Mobile Peers

15:10 - 15:50 - Roundtable 3 (6 short papers; 2 20-minute rounds @ 15:10, and 15:30)

- David Avery - Digital Mythography: Towards A New Mythology For Our Times
- Divya Viswanathan, User Experience Designer, Nokia India Pvt. Ltd., India & Jan Blom - New Metaphors from Old Practices. Mobile Learning Technologies That Could Revitalize Education.
- Marco Arrigo, CNR Institute for Educational Technologies, Palermo, Italy - Integrating Handheld Devices in Secondary School Curricula: A Two Years Experience
- Keren Mills, Innovations Officer, The Open University, UK - The OU Library in Your Pocket
- Judith Seipold, University of Kassel / WLE at the IoE - Mo-LeaP – The Mobile Learning Projects Database
- Steve Bunce, Educational Consultant, Northumberland County Council - Nintendo DS Consoles as a Tool for Enquiry

15:50 - 16:00 - Wrap Up - Mark van ‘t Hooft, Researcher/Technologist, Kent State University.

An anything goes session featuring the latest mobile technologies and how they may be applied to, or inform, new teaching practice.

Chaired by Chris Nash.

Confirmed speakers:

14:15 - Neil Milliken, Head of Mobile Development, Iansyst Ltd, United Kingdom - “Enabling Mobile Inclusivity for Dyslexia & SPLD”

I have been working with a number of education institutions ranging from primary through to higher education to develop strategies for aiding inclusion for people with dyslexia and other specific learning difficulties through the use of Windows Mobile devices. We have developed software (Capturatalk) that allows users to capture text using the camera on their mobile phone and have it read out to them using a high-quality text-to-speech voice. Users can also use the software to access and read tasks, reminders of notes and Word documents as well as the Internet via pocket Internet Explorer. They can also use the software to proof read written work that they have composed on the phone and gain understanding of the words they don\'t understand as the software contains the Oxford English dictionary and will read out the definition of words that they select. The software really becomes useful when it is used in conjunction with other strategies for organisation and distribution of course materials, recording lesson & tutorials. People with dyslexia and other specific learning difficulties often suffer from short-term memory issues and organisational problems; using a mobile device helps them stay on top of their work and aids inclusion. Learners engage with their mobile phones and the technology is discrete and ubiquitous. I intend to demonstrate this and support my findings with pictures and videos of the technology in use.

14:25 - Ian Haynes, Director, Cimex Media Ltd. & Social Care Institute for Excellence, United Kingdom - “Mobile learning for care workers”

Cimex and the Social care Institute for Excellence (SCIE) have been developing innovative e-learning resources for many years now – initially as traditional SCORM based learning modules and more recently working on a new video on demand platform “Social Care TV”. A key feature of care workers working lives is they are not desk bound - often on the move between clients or several care homes in typical working day. As a result care workers make an ideal potential audience for e-learning solutions delivered to mobile platforms. The aim of the project, therefore, was to create a prototype Social Care TV platform to test the feasibility and effectiveness in the delivery of e-learning in this way. Working in close collaboration with Cimex’s in house User Experience team and the Social care Institute for Excellence the prototype platform is tested on a team of social workers to investigate how effective mobile learning is compared to traditional delivery via desktop/laptop and to answer question around the technical limitations (handsets, screen size, bandwidth) and how best to design an effective user interface for this audience with the aim of informing future development. The project goes on to look at future potential opportunities mobile delivery will offer this audience. From the use of wireless access points in care homes to improve content accessibility to the use of GPS enabled learning applications capable of delivering highly personal and location specific learning.

14:45 - Laurie Wiseman, Founder & Publishing Director, Primal Pictures Ltd, United Kingdom and Dr David Davies, Reader in Medical Education, Warwick - “Mobile 3D Anatomy: Innovative Medical Education”

Clinically integrated anatomy teaching requires cadaveric material, radiological images and simulators. Unfortunately, it is difficult for students to access all of these resources in a non-academic environment. In a collaboration between the Medical School at Warwick University and Primal Pictures, a software package for the iPod has been designed that would integrate these teaching tools, whilst at the same time being portable, affordable and accessible worldwide. Results: A series of anatomy Video Podcasts, compatible with multimedia MPEG-4 players were designed, taking advantage of high resolution digital imaging and three dimensional animations combined with narrative and visual explanations. 500 word multimedia packages were created incorporating 3D simulations, clinical and radiological images. These were complemented by audio and on-screen text explanation, as well as digital highlighting techniques. Clinical integration was achieved by linking regional anatomy, to pathology and radiology in a clinical context, and in particular focusing on surgical diagnostic and operative procedures. Early studies show a significant increase in short-term recall of anatomical concepts through use of the Podcasts, compared with text-based and traditional learning. Further studies are required to show long-term retention of concepts and data.

15:05 - Dr. John B. Stav, Associate Prof., Sør-Trøndelag University College, Faculty of Technology, Norway - “Student Response Services for iPhone and iPod”

A new type of Student Response Services for next generation wireless mobile handheld devices with pressure sensitive screens, iPOD Touch and iPhone, is demonstrated. They are constructed for use in vocational education and training, and in engineering courses. This is achieved through easy and flexible integration with interactive touch screen blackboards by utilizing Flash in combination with Flex. The European Commission cofounds the R&D during 2008-10. The services are based up on XML-based standards and web authoring facilities for the contents available on web pages, by providing XML-based universal notation and interface including visualization of scientific and engineering drawings and graphs. The search facilities retrieve the postulates of the instructor through a service-oriented architecture that integrates semantic web into the system for retrieval of information from the knowledge base system. iTunes Store is not used. Pedagogical challenges related to the new roles of teachers and students in the educational process will be demonstrated. This includes opening up for new classroom communication, e.g. formative and summative assessment purposes. The services provide session control, a flexible framework for generating questionnaires, and easy and fast to use interfaces for teachers and students. The services will during the summer and fall 2009 be tested and validated in training of staff from industry in Norway, UK, Sweden, Hungary, Slovenia and Slovakia.

15:25 - Walter Patterson, Project Coordinator, Microsoft/SQA Partners in Learning, Scotland, UK - “Mobile diary room in a box - listening to learners”

The Microsoft/SQA Partners in Learning projects support innovative teachers in the adoption of ICT in learning and teaching. The projects and their outcomes are conventionally transcribed to a Powerpoint template (the Microsoft Virtual Classroom Tour (VCT)) and then made available online to share with other teachers. However,it was recognized that in promoting good practice through the VCT there was no means of capturing the “dynamic” of each project – what made it exciting or what the quality of the learner experience was. This led to a collaboration with the creative design company 55degrees, who had already established a track record of capturing user experiences (ie vox pop) through the use of technology. This involved the piloting of a “video studio in a suitcase”, and the deployment of two portable units (VOXUR) to schools across the ten LEAs participating in the PIL project. The videos were used to evaluate the projects. VOXUR consists of a secure yellow suitcase containing a laptop, lighting rig and speakers. The system is fully automated and can be used without any technical expertise. This presentation will describe the concepts that underpin the system design, and how they have been realized through the portable video booth. Some of the user experiences will be used to exemplify how pupils and teachers have benefited from using an automated system to capture the learner voice. Examples will include primary, secondary and adult education.

Chaired by Jill Attewell, Manager, LSN Technology Enhanced Learning Research Centre and MoLeNET Programme Manager

With 20,000 learners involved to-date MoLeNET is one of the biggest mobile learning initiatives in the world. Participating educators and researchers have learned many valuable lessons about how to introduce, support and maximise the returns from mobile learning. This session, designed to share some of this valuable information, includes presentations from the LSN MoLeNET programme team and from some of the MoLeNET projects.

Last year’s session looked at some of the pilot work going on in schools exploring the potential for mobile learning using a range of devices. This year’s workshop moves on to look at some of the real impact mobile learning with various devices is now having on aspects of education at the school level. New ways of learning languages, school-wide ICT strategy and approach, inclusion and transition issues using devices from iPods to netbooks will be described in a series of sessions delivered by practitioners from schools, CLCs and PRUs.

Participants in this breakout session were invited to apply for a competitive opportunity to showcase their handheld learning practices through the ICT Register - a unique programme operated by the Specialist Schools & Academies Trust [and supported by Becta] capturing and sharing ICT and eLearning expertise in cutting edge primary, secondary and special schools, academies and learning centres around the world.

- Lesley Hagger-Vaughan, Director of Strategic eLearning Services, Shireland City Learning Centre, Sandwell - Language Learning “to go” with iPod Language Lab.

The Shireland CLC is now working in collaboration with Heathfield Foundation Technology College and AT Computers to develop the use of an 'iPod Language Lab' to support language learning “to go”. The iPod Lab is a 21st century Language Lab, offering personalised learning and supporting language learners to extend their speaking and listening skills.

- Alan Enfield, Federation Vice Principal, New Line Learning Cornwallis, Maidstone - Putting all the pieces together.

Cornwallis has changed spaces that students learn in to plazas, large spaces that are technology rich and enable students to learn in a variety of ways and the blue prints for the design of our new school which is being built now. All students have mobile devices, and we have cut back the number of desktops and are now developing a totally integrated approach. Cornwallis will share the learning from our journey so far.

- J Freeman, ICT Co-ordinator, Parkside Pupil Referral Unit, Ipswich - Using iPods to support transition.

We are working with a group of year 11 students exploring the ways that handheld technology can support the transition from school to college. One group of students with ADSL and Autism have been trialling the use of iPods and looking at ways the devices can assist in the move to college.

- Jenny Wong, Class teacher, St Paul's Convent School, Hong Kong - Mobile Learning - teaching Chinese as a Second Language.

This activity was designed to teach non-Chinese speaking students Putonghua and Chinese - covering listening, reading, writing and oral skills. Students followed specially prepared and selected podcasts and vodcasts. It broke the barrier of language learning to non-Chinese because students learned and practiced the language at their own pace with the help of the iPod touch.