Blended Learning using Mobiles

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Blended Learning – using Mobiles Dr Barbara Newland Assistant Head, Centre for Learning and Teaching Fiona MacNeill Learning Technologies Adviser

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Blended Learning using Mobiles updated Feb 14

Transcript of Blended Learning using Mobiles

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Blended Learning – using Mobiles

Dr Barbara NewlandAssistant Head, Centre for Learning and Teaching

Fiona MacNeillLearning Technologies Adviser

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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

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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%)

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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

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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

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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

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“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)

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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

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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

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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

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Bloom’s Taxonomy

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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

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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

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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.

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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

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Develop one idea for using mobiles in either F2F or non-F2F eg fieldwork, work placement

Discuss with others

How could you use mobiles?

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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

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“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

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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

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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

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Tips for using - Pepperdine

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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?

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Summary

Pedagogy

Switch it on

http://newsinfo.nd.edu/news/16512-notre-dame-launches-ereader-study-creates-first-paperless-course/

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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?

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Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1 9PH

[email protected]

www.brighton.ac.uk/clt/ www.slideshare.net/barbaranewlandhttp://barbaranewland.wordpress.com/

Contact details

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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

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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