Year: 2011

Giant QR Codes in the Classroom

QRPublished onUpdated on37 Comments on Giant QR Codes in the Classroom

Since about Christmas time the children in my class have been using printed QR codes and the webcams on our class netbooks to access websites. Now for those of you who didn’t understand a word of that last sentence, here is a quick 5 point guide:

  • QR stands for Quick Response
  • They are simple 2D code from the family of bar codes
  • Different information can be encoded using tools such as http://myqr.co/
  • The more information there is, the larger and more complex the code will be
  • A camera and code reading software is needed to read the codes and display the results – can be used with mobile phones or computers with webcams.

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We have seen a fantastic response from the children in how we use them – it is something that can be easily implemented so long as they have regular access and use. In our class it is just part and parcel of what we do. Even our Foundation 2 children are using them to improve independent internet use.

  1. I print the codes off
  2. The children open QuickMark (our code reading software for PC)
  3. Hold the printed code in front of the webcam
  4. The code is read and displays a web address
  5. Double click and they are on their way

However sometimes I want to share something with the children on the fly and not have the time to print things off – I might recognise they need some more practice with something during a maths session and direct them to a web based activity in the plenary. Or I might find a site via Twitter and want to share it with the children.

So why the giant codes?

Well today I tested to see if an enlarged code displayed on an IWB or via a projector would easily work and of course it did! The children turned their netbook webcams towards it and it read it perfectly. For some of the children they needed to move due to the angle they were sitting, but for others they simply turned the netbook on the table and turned it back!

Getting to a website has never been so much fun.

Of course the reason I use them is that it allows children to get to the web resource much quicker and so increases the time spent doing the activity. Earlier this week I wrote a web address on the board for the children to type in and once again the old problems emerged – spelled incorrectly, spaces and other problems.

There is no question I will be using the GIANT QR code method from now on – the days of writing a web address on the board are well and truly over!

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Pic: QR by william couch

Attribution-NonCommercial-NoDerivs License

10 Steps to Take Games Based Learning to the Next Level

Games Based LearningPublished on12 Comments on 10 Steps to Take Games Based Learning to the Next Level

If you carefully choose the right sort of game it will engage the children in your class – in my opinion you have to take that as a given. It is what you do with that engaged group of children and how you make a difference to their learning that counts.

  1. Games can be used in isolation – they can be just as effective in single lessons.
  2. Don’t dwell on just the game – think beyond it, how can you leverage that enthusiasm.
  3. Make time for your own play. Set up a different save profile, that way you can stay one step ahead.
  4. Plan ahead, but also decide not to plan! Discovery in gaming is an important part of the experience – sharing the unexpected with your class is amazing.
  5. Explore the literature surrounding the game, online walkthroughs and game manuals are a great way to encourage reading and writing.2477157933 fcc8f0d1f1
  6. Mimic the immersive nature of the gaming environment in your classroom.
  7. Build displays that develop with time as the unit/game progresses.
  8. Allow the children to play independently as well as in small groups.
  9. Step back and watch the community of practice develop – you will see children exploring things together, explaining and sharing.
  10. Consider using the game in a different room with a small focus group, which sometimes allows them to have a much more in depth experience.

The clearest message from my experiences I can offer is to leverage the children’s enthusiasm into other areas of the curriculum.

Pic: get big! by Don Solo – Attribution-NonCommercial-ShareAlike License

IEEE Computer Society Distinguished Service Award 2011

UncategorisedPublished onUpdated on16 Comments on IEEE Computer Society Distinguished Service Award 2011

I am delighted to announce that I am to receive the IEEE Computer Society Award for Distinguished Service in a Pre-College Environment. I was nominated by Dr Andy Hatch from Durham University, Ollie Bray and Doug Belshaw must have said something nice as well to support the nomination.

Dr Thomas Conte contacted me with the news today and according to the initial announcement it is:

For inspired leadership and dedication in promoting the use of modern technology in education both locally and internationally.

Many thanks to you all for supporting all of the projects and ideas I have shared over the last few years and being part of a generous and talented network of professionals. I also want to thank my Mum… 🙂

Using Kinectimals to Support Play in the Early Years Classroom

Curriculum, Games Based Learning, TeachmeetPublished on18 Comments on Using Kinectimals to Support Play in the Early Years Classroom

I would like to introduce to you Marc Faulder who is currently a newly qualified teacher working in Foundation 2 at my school. Last week I challenged Marc to attend TeachMeet Midlands and present about his brilliant work he is doing with the XBox Kinect and the game Kinectimals. He did a great job with his presentation and has followed it up with a guest blog post explaining his ideas. I hope that soon I will be linking back Marc’s own blog where he can continue to share his ideas and classroom work. Over to Marc…

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My blog post follows on neatly from the themes discussed by Tom Barrett in his work with Nintendo Wii’s Endless Ocean. I took on the challenge of introducing Games Based Learning to my Reception class, and to myself! I used an X Box Kinect because game play without a controller seemed ideal for Foundation Stage children. After a 2 – 3 week project on animal homes using Kinectimals as a stimulus, I have reflected on the impact that Games Based Learning had on children’s enquiry. My reflection is structured around four themes; organisation, planning, supported play and Kinect sensitivity. I hope that the successes, difficulties and solutions I found help with any Games Based Learning planning in your classroom.

Organisation

1

  • Originally game play happened in a whole class
  • In twenty minutes only 4 children had a turn: class lost interest
  • Moved X Box to a separate classroom, and groups played on Kinectimals on a large screen TV.

2

  • When returning to the classroom, the whole class discussed progress each group had made in the game – sometimes through role play which was effective.

Planning

  • Originally my planning was very structured.
  • I should have given children more time to explore game play, like you might give children time to explore a new book.
  • When planning group activities on Kinectimals, I planned for specific events in the game.
  • I found that not all groups would unlock that part of the game, or they would choose to explore another part of the game.
  • Planning became much more open ended and child lead.
  • I attached questions relevant to any aspect of game play – what is this place like? Which animals live here?
  • This kind of planning required more resourcing.
  • As well as game play, children in the group engaged with objects and artefacts that might be found in that environment on Kinectimals: shells, sand, logs, leaves, pine cones…

3

Supporting Children’s Play

  • Back in the classroom, children would recreate game play through their child initiated play.
  • They made the water tray a rock pool home
  • They fed our Tigger teddy or lion puppet carrots and water – as that is what their Kinectimal ate in the game.
  • Children used the resources from the group time in their own activities
  • Writing became incidental; they wanted to write ideas down from the game to share in the classroom

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Kinect Sensitivity

  • The camera was sensitive enough to recognise large scale movements the same as small scale movements – any sized kick or throw would give the same response in the game
  • But the camera isn’t sensitive enough to prevent adults from intervening.
  • If a child was struggling to play the game, I could crouch behind them and either move their arms for them or use my hands to model the actions required
  • Transition between players was mostly seamless. Players can step in and out of the cameras viewpoint and the X Box would continue the activity that was being played.
  • There is also a swap player function during game play, but we never had to use this.

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Final Reflection

Games Based Learning isn’t about playing on the game every day, for long periods of time. I’ve realised that the game is used to inspire children’s interest and is a great format to let children take control of planning and learning. As game play doesn’t occur at the pace I played it, I had to be much more open with my planning and support learning through children’s interests. I have learned so much about my teaching and children’s learning through games.

Protect the TeachMeet Format

TeachmeetPublished on14 Comments on Protect the TeachMeet Format

4278754382 851538464aA TeachMeet is an informal gathering of educators curious about other people’s ideas on learning. Educators are a nosey bunch! We love the chance to look around other people’s classrooms and to use ideas that have had success elsewhere.

When we attend a TeachMeet or any professorial development event the currency is ideas, we are dealing in ideas. We go with our own and most of the time we are up for trading them with those from other teachers. Broadly speaking whichever course we are attending we hope there is something that we can take back and apply to our own classes.

I think the emphasis on real, practical ideas and stories from the classroom is great but I think we must always remember that the format they are delivered in must be nurtured too.

One of the main reasons people don’t attend such an event cold, (ie. never attended before, not heard of it before) is the assumption it will be like 95% of all professional development teachers have had since university. Basically an expert, paid, invited, revered (?) speaker telling them how it is / was / should be.

The style of TeachMeet breaks that mould. The people attending are all experts, there is a relaxed approach to learning. We all understand that some of us prefer to flit between things, some of us prefer to become engrossed. Some of us stand, some of us sit, some of us Tweet. And that is all OK.

One of the reasons we don’t present is that so many of us believe our own ideas are not going to be good enough. That MY IDEA + CONFERENCE + PRESENTING = DOOM. But our own ideas are ones we have already committed to – so often they are successful little sparks that have been brilliantly useful in our own spaces. Growing into glowing flames in our classrooms. How do we get beyond the thought that sharing the flame might extinguish it?

Perhaps we need to organise smaller TeachMeets.

If I attended a meeting with 20 educators and I took away 19 practical classroom ideas – I would be really happy! Are those 20 people going to be more willing to share their ideas in that smaller group – probably. Are those 20 teachers going to return to their schools ever so slightly more willing to speak up in a staff meeting and make their voice heard and to share an idea they got from elsewhere – hopefully.

So the very nature of the event needs to be nurtured so that it is not what you might think from a conference. That old assumptions have to be disbanded from the outset. After all a teachmeet doesn’t need a sponsor, technology – it just needs us to bring our ideas and be willing to make that trade.

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Pic – TeachMeet at BETT 2010 by Mr Ush