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Saturday, February 8, 2014
Thursday, February 6, 2014
Snapchat and Mobile Learning
Yesterday I downloaded the app for SnapChat on my phone and immediately
thought that this could be a very useful and powerful tool for studying and
reviewing material for comparative anatomy. Here is what our class did.
1. I first broke up the students in the class into teams, small groups, or individuals. Each group needs at least one person with a smart phone with snapchat, a small chalk board, chalk, and eraser.
2. Each team added me to their Snapchat account, and then I changed my settings so that anything I put on "My story" could be shared with anyone. That way I don't have to send it to everyone and they can view it again and again for the next 24 hours.
3. I took pictures of specimens and then used the simple labeling and drawing functions of Snapchat to specify what structures I was asking them to identify (Picture above), and then posted it to "My Story" (The orange arrow is pointing to the "My story" icon in the picture below)
4. Each student group wrote their answer on their chalkboard. I gave 2 points if they could do it without their notes and 1 point if they used their notes. I then recorded their scores on the board at the front of their room. What was nice about Snapchat is that I could take a picture of the next specimen while they were working on last one I sent them and then could have it ready to go immediately after they were done. The questions only took seconds to upload and post to their phones, and there was little to no wait time in-between questions.
5. At the end I did a final question where they could wager their points and then tallied the final scores and the winning group received a prize. This time it was a cookie cake that I personally decorated (see below).
After it was all done, I saved all of the pictures to my phone and uploaded them to a flikr account and then sent the link (http://www.flickr.com/photos/116618222@N04/) to the whole class. That way all students could participate and review on their own time. It was more fun than I had expected. The students learned a lot, and had all the advantages of mobile learning.
1. I first broke up the students in the class into teams, small groups, or individuals. Each group needs at least one person with a smart phone with snapchat, a small chalk board, chalk, and eraser.
2. Each team added me to their Snapchat account, and then I changed my settings so that anything I put on "My story" could be shared with anyone. That way I don't have to send it to everyone and they can view it again and again for the next 24 hours.
3. I took pictures of specimens and then used the simple labeling and drawing functions of Snapchat to specify what structures I was asking them to identify (Picture above), and then posted it to "My Story" (The orange arrow is pointing to the "My story" icon in the picture below)
4. Each student group wrote their answer on their chalkboard. I gave 2 points if they could do it without their notes and 1 point if they used their notes. I then recorded their scores on the board at the front of their room. What was nice about Snapchat is that I could take a picture of the next specimen while they were working on last one I sent them and then could have it ready to go immediately after they were done. The questions only took seconds to upload and post to their phones, and there was little to no wait time in-between questions.
5. At the end I did a final question where they could wager their points and then tallied the final scores and the winning group received a prize. This time it was a cookie cake that I personally decorated (see below).
After it was all done, I saved all of the pictures to my phone and uploaded them to a flikr account and then sent the link (http://www.flickr.com/photos/116618222@N04/) to the whole class. That way all students could participate and review on their own time. It was more fun than I had expected. The students learned a lot, and had all the advantages of mobile learning.
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