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You should be able scan a QR code and activate it using only the camera on your phone (or tablet). If your phone is older you may need to have a QR code reader app- DO NOT PAY for this or anything for today's session!!
Roughly 10 mins per section!!

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Photo album in Google images accessed via single link

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If you cannot get the code to work, you could open a browser on your phone and type in the following short URL  tiny.cc/mcalb

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QR code with text that could be accessbile via printed worksheet or display

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Activity 1b Scan this code and read the text

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Activity 1b Scan this code and read the text

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This QR codelinks to text

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QR code to some audio- the code was automatically generated at vocaroo.com 

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Activity 1c. What do you get with this one? 

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Activity 1c. What do you get with this one? 

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In case you cannot access via QR code go here: tiny.cc/mcaudio

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A screen being used as a tool to scan a QR code on someone's phone

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Activity 1d. QR codes and short URLs- Discuss in breakout rooms

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Activity 1d. QR codes and short URLs- Discuss in breakout rooms

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What are QR codes often used for? Why shorten a URL? How do you use/ engage with these things in personal and professional capacities? How do/ could you use them for teaching, learning and assessment?

If you want to fiddle while talking try these websites: https://www.qrstuff.com/  or https://www.qr-code-generator.com/ (sign up) ‘freemium’ sites but do offer a lot for free. Try tiny.cc for URL shrotening

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Today, I’ve set up the QR code trail our Y6s have made with information about British Woodlands.

Tomorrow, my class will visit to see their trail in place and then it opens to members of the public complete with map.

Making learning relevant and connecting with the community!

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Today, I’ve set up the QR code trail our Y6s have made with information about British Woodlands.

Tomorrow, my class will visit to see their trail in place and then it opens to members of the public complete with map.

Making learning relevant and connecting with the community! https://t.co/N0EqBFcBcc

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Something went wrong, but don’t fret — let’s give it another shot.

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Today, I’ve set up the QR code trail our Y6s have made with information about British Woodlands.

Tomorrow, my class will visit to see their trail in place and then it opens to members of the public complete with map.

Making learning relevant and connecting with the community! pic.twitter.com/N0EqBFcBcc
— Alex (Mr Bramley 🍎) (@Alex_Bramley3) June 12, 2022

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Today, I’ve set up the QR code trail our Y6s have made with information about British Woodlands.

Tomorrow, my class will visit to see their trail in place and then it opens to members of the public complete with map.

Making learning relevant and connecting with the community! https://t.co/N0EqBFcBcc

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Today, I’ve set up the QR code trail our Y6s have made with information about British Woodlands.

Tomorrow, my class will visit to see their trail in place and then it opens to members of the public complete with map.

Making learning relevant and connecting with the community! https://t.co/N0EqBFcBcc

# data[].attributes.attachment_link.metadata.attachment_props.text
Today, I’ve set up the QR code trail our Y6s have made with information about British Woodlands.

Tomorrow, my class will visit to see their trail in place and then it opens to members of the public complete with map.

Making learning relevant and connecting with the community!

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Perhaps if we were in person I'd have QR codes or short URLs on printed documents so you could access these videos in class but for now I have made them easy to access from the computer you are currently on. Watch the three vids and then discuss in your breakout groups. Don't forget to add comments or questions as you go!

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Activity 2a -Watch this video (49 seconds)

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Activity 2a -Watch this video (49 seconds)

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Mobile made video version 1- could be a lot better

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Activity 2b Watch this video (1m 7 seconds)

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Activity 2b Watch this video (1m 7 seconds)

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Mobile video 2 - better than 1- but maybe could be better

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Activity 2c- watch this video (1m 17 seconds)

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Activity 2c- watch this video (1m 17 seconds)

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Mobile video 3 - better still- audio not amazing but ok

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Image as if of iphone recording a film with exaggerated grid lines for emphasis and illustrating the ‘rule of thirds’: intersections are focal points 

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Activity 2d- Try this now (but don't worry if you can't find the setting!) 

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Activity 2d- Try this now (but don't worry if you can't find the setting!) 

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1. See if you can enable 'grid' on camera (iphone= settings> camera> toggle 'grid' switch) (Android = varies but try in camera settings)
2. Reverse your camera, "landscape" it and record yourself while considering the 'rule of thirds' (points of interest intersect with the intersections of the grid lines)

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What are your thoughts? How much have you used this technique? What could you use it for? Will you do more of this?

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1.     Know why you are recording a video!

2.     ‘Edupunk’ philosophy humanises and is very forgiving!

3.     Know where and how to get video off the phone and somewhere useful- short vids can be WhatsApp or other social media (not Facebook) or attached to e-mails to self. Better is to use cloud storage or YouTube account. You can also upload directly to Media Central but record first to your phone.

4.     Make sure you have storage space and full battery

5.     Switch on ‘Airplane mode’ to avoid calls mid filming

6.     If indoors record, if possible, when there is minimal background noise

7.     If outside, wind is likely to impact audio

8.     What are you filming? Filming yourself and without help often uses lower quality camera. Selfie cam likely uses different mic too.

9.     Stabilise! Even if it means propping camera somewhere

10.  Camera is not on the screen- it’s hard not to look at yourself!

11.  Position mobile so it’s not angled upwards

12.  Consider lighting (not behind you especially)

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‘One case I experienced this year was with a BA student who didn’t have access to a laptop nor wi-fi. She has a young daughter and could only really work after she had gone to bed. I worked with her using WhatsApp voice notes, which she performed some evaluative assessment on but also doing tutorials via phone […] our final assessed tutorial was on a video call via WhatsApp, which was recorded audio and video. This student was close to giving up at the start of lockdown, but has walked away with a 1st Class BA Hons Degree.’

Jenny Coyle, Programme Leader of HNC and HND Acting and Musical Theatre, The City of Liverpool College University Centre

Source Barber et al., 2021 (Gravity Assist) Digital Access and assumptions

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Activity 3b Read and discuss in your breakout groups

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Activity 3b Read and discuss in your breakout groups

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These 5 assumptions about student devices from Fiona Harvey challenge us to think about how we imagine how students access our content.

How true? If not, what are the implications? Solutions?

ASSUMPTION #1 Every student has a device

ASSUMPTION #2 Every studnt knows how to use thier devices

ASSUMPTION #3 Battery life and charging points are available

ASSUMPTION #4 Every student has a camera on their device

ASSUMPTION #5 Every student has wifi access

(article here with explanations tinyurl.com/harveyf1 )

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Activity 4a- Mobile text chat- read and (optional) make a fake text exchange during the discussiohns that follow

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Activity 4a- Mobile text chat- read and (optional) make a fake text exchange during the discussiohns that follow

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Assumption 1: To summarise an idea you need to understand it

Assumption 2: Narratives aid understanding

Assumption 3: Creating characters and interactions to illustrate a key point, debate or argument can be fun as well as consolidating

The idea is that students  (who know one another well enough/ are comfortable doing so etc.) use actual messaging or Whatsapp or similar to create text threads that summarise an argument or debate between two or more appropriate characters, they can rename their own identities to do this or use an online tool like

http://iphonefaketext.com/

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Activity 4b Read then access link and comment on the channel

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Activity 4b Read then access link and comment on the channel

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As with Zoom or Teams meeting chat in online sessions and meetings, a backchannel can elevate the quieter voices, change the dynamic of discussion and become a focal point for post-session continuation of discussion. Setting up and encouraging its use with their (and your mobile)

Try this: https://tinyurl.com/teamschannel1

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Activity 5a. Discuss: How do you use audio or how could you use it to enhance your teaching or assessment practices?

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Activity 5a. Discuss: How do you use audio or how could you use it to enhance your teaching or assessment practices?

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The apps you use and approach you take will depend on:

a)     The phone you have

b)    What you want to achieve

c)     The existing wider suite of tools you use

Listen to this http://tiny.cc/mcaudio1

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Do you want to generate an MP3 (i.e. most portable/ transferable audio file) or actually add to a podcast app? (if the latter and you are new to this try Anchor app via anchor.fm. Listen to this one http://tiny.cc/mcaudio2

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To record voice and convert to MP3 choose a voice recorder – there are tons of Android apps to achieve this http://tiny.cc/androidaudio - likewise in Iphone App Store

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What are your most used apps?

Please read this post and consider the suggestions.

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The first 'talk teaching; talk tech' on 24th Jan has, somewhat inevitably all things considered, been affected by the rampant Omicron but, assuming I continue to get only the one red line on the lateral flow tests, I hope that there will be at least a few of us there to launch the series. The first session is built around mobile phones and I'll be interested to hear about how colleagues use theirs, get their students using them or about issues and concerns. To stimulate discussions I have produced a few starter ideas. I'll be collecting ideas over coffee and biscuits via an in-session but asynchronous Mentimeter - contributions welcome via the participation link
also share you best Mobile apps here
The first 'station' will be education or productivity apps. As I see it, Apps that have a direct teaching, learning and/ or assessment function can be divided into three broad types:

1. Used by anyone to collaborate

2. Used by students to access content

3. Used by teachers/ lecturers to create content

To start the conversation and to collect ideas I have selected a few to illluystrtae the types.

1. Type 1 example: Padlet is a very well-known and widely-used collaboration/ sharing app. I have set one up as a way of collating examples but it can be used for a wide range of collaborative activities. The task in session wass to try sharing an app you use on your mobile (via your mobile) tiny.cc/i7lnuz (obviously if contributing via mobile it's best to download the app first).

2. Type 2: Quizlet flashcardsMuch easier to search for, adapt or create resources (terms and definitions or language/ translations) on a laptop or desktop but the app is excellent to access content for revision, matching games and self-marking. Try this: download the app (scan this code), search for Mart_Compton, scroll to 'Pharmacy' and have a play. This mirrors the process it may be easier to encourage students to adopt. For quick access without the app go here tinyurl.com/mcquizlet1.

3. Type 3 examples: (simple ones just to illustrate the point!):Image editor- suggest colleagues try 'Photofunia'

4. Word cloud creator try 'Word salad' (iphone) 'Word Cloud' (android)

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The first 'talk teaching; talk tech' on 24th Jan has, somewhat inevitably all things considered, been affected by the rampant Omicron but, assuming I continue to get only the one red line on the lateral flow tests, I hope that there will be at least a few of us there to launch the series.