Post on 10-May-2015
description
Blended Learning – using Mobiles
Dr Barbara NewlandAssistant Head, Centre for Learning and Teaching
Fiona MacNeillLearning Technologies Adviser
To gain an understanding of the potential of mobile learning in face to face sessions and non face-to-face sessions
To provide examples of the use of mobile learning illustrating a range of uses from productivity to interactivity
To discuss the implications for “switching it on” during face-to-face teaching in relation to the changing role of academics
To develop one idea for using mobiles in either F2F or non-F2F eg fieldwork, work placement
Aim
Communications – Ofcom 2013
Tablet ownership has more than doubled in the past year, rising from 11% of homes to 24%
UK households now own on average 3 different types of internet-enabled device eg laptop, smartphone or games console with 20% owning 6 or more devices
Smartphones - over half of adults (51%) owning these devices, almost double the proportion two years ago (27%)
Over half (53%) of UK adults are now media multi-tasking while watching TV on a weekly basis
A quarter (25%) are regularly ‘media meshing’ – using other media but related to what they’re watching on TV. Eg talking on the phone (16%) or texting (17%), using social networks (11%) or ‘apps’ to communicate directly with programmes (3%)◦ during the 2013 Wimbledon Men’s tennis final 1.1 million people
worldwide tweeting 2.6 million times using hashtags associated with the tennis final. Of these tweets, around 80% came from mobile devices
‘media stacking’. Half (49%) of people use their smartphones and tablets for completely unrelated activities. Eg surfing the net (36%), social networking (22%) or online shopping (16%)
Media multi-tasking
Students recognize the value of technology but still need guidance when it comes to better using it for academics
Students prefer blended learning environments while beginning to experiment with MOOCs
Students are ready to use their mobile devices more for academic work, and they look to institutions and instructors for opportunities and encouragement to do so
Students value their privacy, and using technology to connect with them has its limits.
ECAR key findings 2013
One Year or Less◦ Massively Open Online Courses
(MOOCs) ie free, online learning◦ Tablet Computing
Two to Three Years◦ Games and Gamification eg
badges◦ Learning Analytics eg patterns
from large data sets
Four to Five Years◦ 3D Printing eg prototypes◦ Wearable Technology eg Google
glass
Time to adoption – Horizon report
“Digital transformation: All our courses will be supported
by innovative and creative use of technology for learning,
teaching and research with a focus on the use of mobile
technologies, embedded in high quality university-wide IT
systems.” (p.9)
High-resolution screens allow users of tablets, such as the iPad, to easily share content, images and videos on the screen
As people tend to use tablets to supplement and not replace smartphones they are viewed as less disruptive tools
Tablet computing
Apps
Always-connected Internet devices using imbedded sensors, cameras and location awareness
Higher education institutions are now designing apps tailored to educational and research needs across the curriculum. Eg – Essential anatomy app
New forms of books are available on tablet devices which enable interactive elements that are not available in the traditional format of textbooks
These books allow collaboration through social media, immediate feedback and can be updated at any time.
“Students might come to see “textbooks” less as discrete chunks of text and more as resources to explore and build upon.” (Educause, 2012)
Interactive books can also be created http://www.sportscienceonline.com/
Books on tablets
Bloom’s Taxonomy
Learning through Digital technology
Acquisition Reading, listening, watching
Inquiry Using digital tools to collect, analyse and evaluate data
Practice Using simulations, online field trips etc
Production Producing and storing documents, photos, videos etc
Discussion Synchronous and asynchronous
Collaboration Online forums, wikis building joint output
Laurillard’s Types of Learning
Productivity◦ Allow users to create something such as writing, drawing,
video editing◦ iAnnotate PDF
Interactivity◦ User engagement but do not create new materials◦ Polleverywhere◦ Nearpod
Reference◦ Provide information like the reference section in the
Library
Types of use
Here’s a question for debate in a
Business context class. Everyone gets their say and can see what others think but it’s
anonymous. This kind of question I use as a starter
for class discussion
But what if students don’t want to pay to text or tweet?
Even better. I start by asking who in class has free texts on
contract/package. Then everyone clusters in groups
around those phones, and they discuss how to vote.
I get interaction before as well
as during and after the vote.
1. Identify the learning objectives
2. Look at the curriculum to decide what is best face-to-face and what is best online
3. Consider the integration and relationship between the F2F and eLearning
4. Develop the most appropriate eLearning activities to achieve the learning objectives
5. Decide how will you assess these activities
6. Choose the most appropriate technology
6 steps to Blended Learning
Develop one idea for using mobiles in either F2F or non-F2F eg fieldwork, work placement
Discuss with others
How could you use mobiles?
3 years – 84% faculty regularly use a mobile device in class
Positive steps forward when instructors combine the tool with an appropriate pedagogical approach. That approach engages higher order thinking and the upper levels of the Bloom's taxonomy.
Faculty members will adopt new technology at the university when it's part of a focused initiative to drive the use of the tools. And they need someone to encourage them to try something new and help them succeed with the technology.
Abilene Christian University
“The most important consideration is the device must be truly integrated. Simply distributing the device without evaluation of how the course might be modified for its use limits the impact.”
https://news.okstate.edu/press-releases/929-ipad-study-released-by-oklahoma-state-university
Oklahoma State University
One academic commented “the iPad has helped me pry open the window in that brave new world….”
Another said “I'd purchase one for every faculty member who wants one, no questions asked.”
However, another academic stated “I don't think that the money for iPads should be expended unless there is a known pedagogical advantage to using them in our teaching and our students' learning.”
iPad Study at USF
Learn What is the learning outcome for students? Teach How do you currently teach for this learning outcome? What activities do you or the students
complete?
How much time do you currently spent in class on this learning outcome? (e.g. 15 minutes, a 60-minute class period, two class periods)
Change What are you willing to change about how you teach this outcome? (e.g. resources, class
activities, homework assignments) Explore How do you plan to teach for this learning outcome with the iPad? What kind of activities will
you introduce to the class? What does the iPad and/or its apps bring to this learning outcome? If used in class, how long will the activity take?
Implement How will you assess student’s performance on this learning outcome?
Curriculum - Pepperdine
Tips for using - Pepperdine
Discuss the implications for “switching it on” during face-to-face teaching in relation to the changing role of academics
Ban it, ignore it or use it?
Summary
Pedagogy
Switch it on
http://newsinfo.nd.edu/news/16512-notre-dame-launches-ereader-study-creates-first-paperless-course/
CLT ◦ http://www.brighton.ac.uk/clt/resources/blended-learn
ing/bl-at-brighton/
Learning Technology Advisors◦ https://studentfolio.brighton.ac.uk/elearning/◦ https://studentfolio.brighton.ac.uk/elearning/?page_id
=1415
App Swap Breakfasts◦ Look out for campus emails and
in staffcentral for details
Where can you get support?
Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1 9PH
b.a.newland@brighton.ac.uk
www.brighton.ac.uk/clt/ www.slideshare.net/barbaranewlandhttp://barbaranewland.wordpress.com/
Contact details
Bansavich, J. (2011) The iPad: Implications for HigherEducation, http://www.educause.edu/sites/default/files/library/presentations/E11/SESS050/ipad-Implications%2Bfor%2BHigher%2BEducation.pdf
Dahlstrom E, Walker J. D, Dziuban C, 2013, ECAR Study of Undergraduate Students and Information Technology http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2013
Educause Learning Initiative, 2011, 7 Things You Should Know About Flipped Classrooms, http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms
Educause, 2012, 7 Things You Should Know about the Evolution of the Textbook http://net.educause.edu/ir/library/pdf/ELI7083.pdf
Garrison, D. R. and Vaughan N. D., 2008, Blended Learning in Higher Education: Framework, Principles and Guidelines, John Wiley and Sons.
Hoover, D., Valencia, J. (2011) iPads in the Classroom: Use, Learning Outcomes, and the Future http://www.educause.edu/E2011/Program/SESS081 http://community.pepperdine.edu/it/tools/ipad/research/docs/
iPad Studies at Abilene Christian U. Dig Deep into Learning Outcomes http://www.convergemag.com/classtech/iPad-Studies-Abilene-Christian.html#comments
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition.Austin, Texas: The New Media Consortium. http://www.nmc.org/pdf/2013-horizon-report-HE.pdf
Laurillard, D, 2012, Teaching as a Design Science, Routledge Littlejohn, A., Pegler, C., 2007, Preparing for Blended eLearning, Routledge
References
Ofcom Communications Report, 2013, http://stakeholders.ofcom.org.uk/market-data-research/market-data/communications-market-reports/cmr13/uk/
Oklahoma State University/Apple iPad Pilot Program, Executive Summary, https://news.okstate.edu/press-releases/929-ipad-study-released-by-oklahoma-state-university
Pearson Foundation, 2012, Annual Survey on Students and Tablets, http://www.pearsonfoundation.org/downloads/PF_Tablet_Survey_Summary_2012.pdf
Perkins, S., Saltsman, G., (2011) Researching Mobile Learning at ACU: Conclusions, Questions, and Future Directions, Educause, http://www.educause.edu/E2011/Program/SESS044
Salmon, G., 2013, E-tivities: the Key to Online Learning, 2nd edition, Kogan Page
www-ssm.bus.bton.ac.uk/ipad/ www.learningwithipads.co.uk - schools http://marianipad.wikispaces.com/Apps+and+Articles http://mediacommons.psu.edu/mobilemedia http://langwitches.org/blog/wp-content/uploads/2012/03/Bloom-iPads-Apps.jpg
References