After reading the article on Mobile Learning by Nicky Hockly and becoming familiar with SAMR framework for implementing mobile learning, please jot down some ideas for activities that you might do with your learners using mobile devices. The chart below categorizes what kind of activity you can have in class. Please click on EDIT and add your ideas to the chart. When you are done, click on SAVE on the bottom left.
| Name | Description of mobile activity | SAMR Category |
| José Antônio /Brazil | Students in class use text message in a social network group to make a chain story and use emoticons to express emotions. | Augmentation |
| Pascale Muselle |
Students at home use Quizzlet to revise their vocabulary or grammar rules and then can use Wordle or free crosswords online to create their own cards or crossword grids or mindmaps. |
Substitution and augmentation |
| Pascale Muselle |
Students participate in a treasure hunt or a crime mystery by tracking the QR-codes spread within the classroom or the school |
Redefinition |
| Marina Leonova | A teacher provides a link for students to read a story at home and answer some questions, then they write their opinion about the story and upload it to the class wiki. | Substitution and augmentation |
| Marina Leonova |
A class is divided into 2 teams and each team create their own webquest with the help of QR-codes provided by the teacher.
|
Redefinition |
| Tiziana Angiolini | Students work in different groups to present their country to other students living abroad and provide information about their culture ( music/literature/ cooking/language or/and dialects): for each group the final output is a combination of video/audio/ images and a text which they have prepared . The final presentation can be shared online and embedded in wikis, the school website . I like the ideas of having all the students working together and working with different technologies and use the target language in texts and also in audio presentations. | Modification |
| Fasquel Marie-Hélène |
I ask my students to make their own videos (ted style videos) in order to share their point of view and ideas on literature. |
Redefinition |
| Efrossini Zoniou |
During rehearsals for the school play students audio or, better still, video record their performance. The recordings are then heard or viewed in class and comments are made for improvement. New recordings are made, taking the suggestions into account and discussed again till the performance is considered satisfactory |
substitution and augmentation |
| Efrossini Zoniou |
A research project documented with pictures, audios and videos is made into a video or slideshow presentation, which is projected on a large screen and presented to parents on a special day. The production can be uploaded to the school?class wiki / blog /website |
augmentation (or is this redefintion?) |
| Efrossini Zoniou |
Pupils record themselves reciting a literary text or poem repeatedly to monitor and fine-tune their performance. They also research and devise a visual presentation/re-creation of the text or poem. Eventually they shoot a video with their recitation as sound background. |
redefinition |
| Elisabete Gomes | Students are challenged to prepare for a debate and are given Qr codes with links to pages that may be of use. Different ones for each team another for moderators and yet another one for journalists etc. I have just used and it was a success. Students loved it. |
redefinition |
| Alina Stangret | A teacher creates a web quest for students based on the revision of the topics, they have previously learnt. The task presupposes the ability to seek for the additional information in the Net and practicing the ability to cooperate | modification |
| Aloisia Sens |
Students using for example Glogster to introduce their partners abroad while integrating audio and video files. To get the required information they eiter use whats app, facebook, google hang out or skype . |
redefinition |
|
Heba Alsayyad |
During a writing homework task, a number of students pool ideas through using a Facebook/twitter chat group in the brainstorming stage sharing pics, videos or even asking questions. The teacher's role at this point is confined to facilitating the discussion without much intervention, yet s/he can draw the attention to some points if needed. The students later start to write individually. When they finish, each pair can exchange their answers by typing or sending snapshots of their works to have peer feedback discussion. Once they rewrite the answers-of course after improving them-they send them to the instructor for teacher feedback. |
Substitution and augmentation |
| Sophie Cholewka |
One of the activities I do with my students using mobile phones is using an app for transport PTV (Public Transport Victoria). We have regular school excursions and before we go out, in pairs they work out the times, trains to catch. Then they use TodaysMeet to reach the consensus with the whole group. |
Substutution and augmentation |