Blended Learning:

switch it on! Using

mobile technologies in

lecturesDr Barbara Newland

Assistant Head, Centre for Learning and Teaching

Craig Wakefield

Learning Technologies Adviser, IS

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

What are mobile

technologies? Smart phone

Tablet

Laptop

Wearables

Google glass Google glass - £1000

“Pros: one of the most advanced wearable technology currently available, always-accessible camera, heads-up display, decent selection of apps, interchangeable frames.

Cons: expensive, socially unacceptable, can be uncomfortable with prolonged wearing, little utility that can’t be replicated by something more subtle, no killer app.”

http://www.theguardian.com/technology/2014/dec/03/google-glass-review-curiously-useful-overpriced-socially-awkward

Smart watch £150 - £200

Pros: three-day battery life, transflective screen, auto brightness, comfortable, future-proofed

Cons: no heart-rate monitor, design is understated, proprietary strap

http://www.theguardian.com/technology/2014/nov/28/sony-smartwatch-3-review-screen-battery-android-wear

Smart jewellery

Communications – Ofcom

2014

Tablet ownership over four in 10

households (44%) now have a tablet -

up from a quarter (24%) a year ago.

“Children aged 12-15 are turning away from talking on the telephone. Just

3% of their communications time is spent making voice calls, while the vast

majority (94%) is text based - such as instant messaging and social

networking”

Smartphones - continued to increase rapidly over the

past year, with six in ten adults now claiming to own

one (61%)

We’re communicating more

than sleeping The average UK adult now spends more time using

media or communications (8 hours 41 minutes) than

they do sleeping (8 hours 21 minutes - the UK

average).

Among the adult population, it's the 16-24s who spend

the most time on media and communications. They're

cramming over 14 hours of media and communications

activity into 9 hours 8 minutes each day by multi-

tasking, using different media and devices at the same

time.

Tablets in schools Almost 70% of primary and secondary schools in the

UK now use tablet computers, according to research

In 9% of schools, there was an individual tablet device

for every pupil

http://www.bbc.co.uk/news/education-30216408

In-class BYOD experiences

How students say they would use

mobile devices in class

What do faculty say about in-

class BYOD?

What do students say about the importance and use of

devices for academics?

ECAR infographic http://net.educause.edu/ir/library/pdf/ss14/Eig1406.pdf

The University recommends the appropriate use of BL

as part of the student learning experience within

modules and courses. It is expected that BL will be an

integral part of student learning.

Switch it on policy

http://www.brighton.ac.uk/clt/resources/blended-

learning/bl-at-brighton/

BL policies at Brighton

1. Identify the learning objectives

2. Look at the curriculum to decide what is best face-to-face (F2F) and what is best as eLearning

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

Examples

Discuss how you might use or already use mobile

technology in your teaching

Using mobile technology

We live in a connected world

Consider how to use mobile technology to enhance

student learning

Summary

CLT

http://www.brighton.ac.uk/clt/resources/blended-

learning/bl-at-brighton/

Learning Technology Advisors

http://blogs.brighton.ac.uk/elearning/

Where can you get support?

Dr Barbara Newland

Centre for Learning and Teaching

University of Brighton, Falmer, BN1 9PH

b.a.newland@brighton.ac.uk

brighton.ac.uk/clt/

slideshare.net/barbaranewland

barbaranewland.wordpress.com/

Contact details

Dahlstrom, E, Bichsel, J ECAR Study of Undergraduate Students and Information Technology, 2014. Research report. Louisville,CO: ECAR, October 2014. Available from http://www.educause.edu/ecar

Garrison D.R., Vaughan N.D., 2008, Blended Learning in Higher Education: Framework, Principles and Guidelines, John Wiley and Sons

JISC, 2012, Developing Digital Literacies Programme: Summary of project baseline reports http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies/developingdigitalliteraciesprog.aspx

Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium. https://net.educause.edu/ir/library/pdf/HR2014.pdf

Littlejohn A., Pegler C., 2007, Preparing for Blended E-Learning, Routledge

Ofcom Communications Report, 2014, http://www.ofcom.org.uk/cmr

Salmon, G., 2013, E-tivities: the Key to Online Learning, 2nd edition, Kogan Page

References