Presentation on mobile learning case studies at IUPS conference 2013
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Transcript of Presentation on mobile learning case studies at IUPS conference 2013
Faculty of Biological Sciences
Using digital and mobile technologies to enhance student learning: a hands on workshop
Dr Neil Morris
Director of Digital LearningSenior lecturer in Neuroscience
University of LeedsNational Teaching Fellow
Image © University of Leeds
Email: [email protected]
Twitter: @LT_tech_HE hashtag for this session: #iupstw
Overview
A changing landscape
Mobile learning
Case studies using mobile technologies
Discussion
Increased student
expectations
Highly competitive recruitment
market
Greater need to demonstrate distinctiveness
Multi-channel content
Lack of digital skills in staff and students
Prevalence of multi-functional mobile devices
Multi-faceted pressures on
staff
Focus on graduate
employability
Public metrics e.g. KIS
The changing landscape of Higher Education
N=1363 (Nov 2012; Middleton and Caperon, 2013)
50% use a mobile device
frequently for research or assignments
23% use a mobile device
frequently to read e-books
86% own a smartphone
97%own a laptop.
20% own a tablet device
35% are planning to purchase a
tablet device for academic and social reasons
University of Leeds students use of mobile devices
70% likely to use a mobile
device to read articles or books online
87% use a mobile device
frequently to use a search engine
Mobile learning
© University of Leeds
Flexible learning Collaboration Interaction
Deep learning
Multimodal learning
Any time, any place
Accessibility Engagement Social learning
Event capture
Interaction
Communication
Information retrieval
Research skills
“Audio recordings of the lectures have been invaluable to me during my revision as they have allowed me to make full notes for revision purposes, as well as aiding my understanding of the more difficult material”
Smith & Morris, 2012 (submitted); n=120 BMSC2118, FBS (Feb 2012; based on Semester 1, 11-12)
76% have listened to more
than half of the lecture audio recordings available to them
On average, students listened to audio recordings of lectures
TWICE, with over 80% listening to more than half of the recording
60% happy with the whole,
unedited, lecture being posted.
30% would prefer silences etc to
be removed
73% indicated that the availability of lecture
audio recordings does not influence lecture attendance
93% indicated that lecture audio
recordings had become important/very important to their study habits
83% of students indicated that they think
all lectures should be provided as an audio recording
90% indicated that they concentrate more in
lectures where audio recordings are provided, as they don’t have to make so many notes
94% used recordings to increase understanding
and 84% used them to write detailed
lecture notes
Podcasts can enhance examination performance
• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.
• Morris, N.P. (2010) Podcasts and mobile assessment enhance student learning experience and academic performance. Bioscience Education. Vol. 16. http://www.bioscience.heacademy.ac.uk/journal/vol16/
Every lecture: Most lectures: Some lectures: Few lectures: No lectures:0%
5%
10%
15%
20%
25%
30%
35%
11.a. Watch on computer/laptop/mobile device
11.b. Watch on computer/laptop/mobile device and use to supplement lecture notes
11.c. Pause, rewind or watch mul-tiple times
% o
f re
spo
nd
ents
David T: why does it stop potassium?
maria: how does it block the channel? with a molecule or via a protein
shipoopi: whats a hilock ?
xxx: are ipsp's used to prevent unwanted ap's occurring spontaneously or just when an ap is occurring and needs to be stopped?
12
Perceptions of lecture recordings
Very useful: Somewhat useful: Not useful: Useless:0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Lecture handouts/slides
Audio recordings (podcasts)
Interactive lecture recordings (audio and slides)
% o
f re
sp
on
de
nts
Audio recordings would be more useful if it was easier to move back and forwards more specifically through the recording.
I love the interactive visual recording lectures. I like being able to pause them and go back over if I don't understand. The Audio recordings are good but it's annoying that you can't pause/rewind like the video.
Podcasts are very useful specially for foreign students.
Very useful because it allows me to concentrate on listening and understanding during the lectures without feeling like I have to write it all down.
Particularly beneficial for
non-native English language speakers.
No detrimental effect on
lecture attendance
Bollmeier, S. G., Wenger P. J., Forinash A. B. (2011) Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course. American Journal of Pharmaceutical Education. 74: 127Davis, S.J., Connolly, A., Linfield, E. (2009) Lecture capture: Making the most of face to face learning Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre 4: 4-13Owston R.; Lupshenyuk D.; Wideman H. (2011) Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education. 14: 262-268Shaw G.P.; Molnar D. (2011) Non-native english language speakers benefit most from the use of lecture capture in medical school. Biochemistry and Molecular Biology Education. 39: 416-420
Useful for high achieving
students to skip through and find key points of interest.
Beneficial for weaker students, who view recordings
multiple times Synchronised with learning materials
Useful for revision
Popular with students
and easy to use
Event capture
Issues to consider:
• Speaker consent (tutor and students)
• Data protection
• Copyright (third party material)
• Intellectual Property Rights
Discussion: event capture
EasyHandheld
digital recorder
Audio only
MediumDIY event capture system
Audio and Screen
HardInstalled
event capture
Audio and/or
video and screen
Interaction
eVoting handsets (student response systems)
• Increase interactivity;
• Increase knowledge retention;
• Stimulate debate;
• Increase engagement;
• Offer feedback;
• Increase participation in lectures, practicals and tutorials.
Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University of Wisconsin System Study of Clickers," Educause Center for Applied Research Research Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6Beatty, Ian. "Transforming Student Learning with Classroom Communication Systems," Educause Center for Applied Research Research Bulletin. Volume 2004, Issue 3 (February 3, 2004), p. 5. Using classroom communication systems to support interaction and discussion in large class settings by James Boyle & David Nicol - http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf
One professor in FBS teaching first-year biochemistry students said: “Simply, it was a great week. Students seem to love the clicker questions... The atmosphere in the lecture theatre was like none I have experienced before, with students talking to me and working with me, asking questions, and asking for help.”
Discussion: interaction
Easy Voting handsets
Web-based
MediumSharing student content
Hard Mobile devices
Communication
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
The discussion board supported my learning
The ability to post anonymously on the discussion board encouraged me to par-ticipate
The ability to 'subscribe' to the dis-cussion board improved its effective-ness
The questions on the discussion board were answered promptly
The answers provided on the discussion board were detailed, relevant and useful
The availability of the discussion board increased my engagement with the module
% p
art
icip
an
ts a
gre
ed
Septe
mbe
r
Octob
er
Novem
ber
Decem
ber
Janu
ary
0
10
20
30
40
50
60
Nu
mb
er o
f th
read
s
Using social media to extend student engagement
Additional learning resources (e.g. research articles, links to videos, news items)
Content provided via Hootsuite simultaneously to: • Facebook page (public)
• Twitter account (public)
• RSS feed (private, within VLE)
HEngagement via Facebook
Use of Facebook
93% of respondents use Facebook
63% ‘Liked’ the module FB pageOf these:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
The content provided on the Facebook page was useful for my learning.
The content provided on the Facebook page increased my engagement with the module.
The use of the Facebook page was appropriate.
I do not think staff should provide learning resources for students via Facebook.
Staff should always provide addi-tional learning resources via mul-tiple channels (e.g Facebook, Twitter and VLE)
% o
f re
sp
on
de
nt
ag
ree
HUse of Twitter
• 29.5% of respondents followed BMSC2118 on Twitter
• Over 57% of respondents don’t use Twitter
Students views about social media
A fantastic way of sharing useful, relevant papers and resources (such as lectures recorded on youtube) via what is quite possibly the best procrastination tool for students (Facebook).
I don't think having it on facebook is a good idea, as going onto facebook stops me doing work.
I go on fb to socialise, and don't really want to be faced with Neuroscience instead! Stick to the VLE for posting things
It's a great way to get across a lot of information quickly so should definitely be used.
Learning resources are very useful on the VLE but I don't think they should be provided on Facebook
The University in general tends to communicate with students via their uni email, but this is actually the thing I (and I'm guessing others) check the least. Twitter and Facebook are on my phone and will in fact 'beep' at me to tell me about things. It's just a good way of being reminded to read things or areas to work on.
Neil Morris, University of Leeds; CC-BY-NC-SA
72% of respondents reported that a generic feedback video on a summative exam essay helped to clarify things they did not understand.
Use of generic video feedback
Discussion: communication
© University of Leeds
Easy Discussion board
One social media
channel
MediumIntegrated
social media
Audio / video
feedback
Hard Integrated comms
Information retrieval
Teacher as content provider
Teacher as content advisor or curator
Student learning
Face to face teaching
Other learning materialsOther
learning materials
Restricted online
material
Publically available
online material
Learning materialsStudent sourced
contentStudent produced content
Open Educational Resources
Morris et al (2012) Embedding OERs into student education. HEA/JISC funded project.
Final report at: http://bit.ly/XqYoLq
Maximising the impact of the research community
“I can safely say that having access to these podcasts would have a massive positive impact on our learning, as well as understanding of research papers that may have been read previously. Students don't always understand what they are reading and being able to listen the researcher talk about their work will help them to grasp the content.”
Neil Morris, University of Leeds; CC-BY-NC-SA
Production of local multimedia resources to stimulate learning
“The amount of additional resources offered was
amazing and truly helpful in helping me understand the
material better.”
“The materials in the VLE and the feedback provided really helped me make the most out of this module. “
“I really enjoyed the neuroanatomy practical class as I felt the use of iPads cleverly appealed to the students whilst allowing us to revise in a new and effective way”
“Made finding information really easy - when you have a question and can't find the answer using the iPad you can find it yourself instead or leaving without knowing”
Neil Morris, University of Leeds; CC-BY-NC-SA Neil Morris, University of Leeds; CC-BY-NC-SA
76% said that using tablet
devices in a practical class was beneficial to their learning
3D brain app was used by 98%
of students for an average of 16 minutes during the 2 hour class
98% found the 3D brain
app to be useful for enhancing their learning during the practical class
Over70% used all of the apps
provided on the tablet device during the practical class
Google app was used by
75% of students for an average of 14 minutes during the 2 hour class
94% used the device to “Look at
images to understand brain structure”
© Morris et al, in preparation (data collected in two academic sessions)
© Morris et al, in preparation (data collected in two academic sessions)
76% said that using tablet
devices in a practical class was beneficial to their learning
Over70% used all of the apps
provided on the tablet device during the practical class
3D Brain HD Brain Slyvius Google Soundnote
% students used
98.2 71.9 26.3 75.4 9.6
Average time used (minutes ±SD)
16.2±9.5 9.5±7 10.2±8 14±9 6.8±4
% Agreed useful
98.0 75.0 68.1 94.6 63.0
Morris et al, in preparation (data collected in two academic sessions)
0102030405060708090
100
% A
gre
e
© Morris et al, in preparation (data collected in two academic sessions)
“Revolutionary, this has changed the way I approach a class, I feel totally prepared as, I get the lecture slides without having to print them, take notes , record, reference and if necessary look things up, all in the palm of my hand... WOW” © University of Leeds
© University of Leeds
Morris et al. (2012) Advances in Physiology Education 36: 97-107
Over 3 ½ h per day
using device for studying
Significant in use of laptop for
studying after 10 weeks with a tablet device
96% found the device easy to use80% thought the iPad was a
useful tool for studying
Top educational apps:
SoundnoteDocs To GoiBooksGoodReaderPubmed on TapCoursenotesDropboxDictionaryWikipanion
Significant in use of:
Literature search enginesWikisPodcastsAudio recordings
Significant in use of printed learning resources
Significant in word-processing
Significant in use of pen and paper
Significant in use of email
Discussion: information retrieval
Easy Linking Curating
Medium Student produced
Advising on apps
Hard Configured devices
Platform agnostic
Research skills
Cutaneous testingImmunofluorescence
Electrophysiology
Use of eBooks in practical classes
Total average time using ebooks in class 33 ± 5 mins; stable over weeks; N=41 total; level 2 undergraduate students (2012-13); (*P<0.05)
Average time + SD (minutes) spent using each element
eBook
Element Immunofluorescence Cutaneous Snail Brain
Text 12 ± 1 16 ± 3 12 ± 0.5
Images 11 ± 0.4 12 ± 3 11 ± 2
Videos 5 ± 0.4 5 ± 0.5 9 ± 2*
Slideshows 11 ± 3 10 ± 2 9 ± 1
Quizzes 7 ± 0.6 6 ± 0.3 6 ± 1
Students perceptions of eBooks versus paper
I found it preferable to use the eBook over a paper protocol:
“I quite like the idea of the eBooks and stuff, but especially the last practical you just don’t think to use it, you just go to pen and paper rather than the drawer thing. So I think it could do but I think you kind of need to practice at it cos you’re just so stuck in your ways”
Students perceptions of eBooks
Aesthetic appeal:
“I think the eBook is more inviting to use than the hand-outs, like before the lab I wanted to go over some of the material and I went straight to the iPad because the eBook looks nicer and it explains it well”
Skills training:
“I've used the eBooks just in practical [classes] with the videos, sometimes its better to have a pictorial display instead of just a written protocol to understand how to do things particularly in dissections.”
Students use of apps
“I’ve been trying to use it, but I don’t really know… I feel like we should have had a proper tutorial on it”
Students perceptions of changes in study habits
Access to learning resources:
“Well I’ve got the access to internet in lectures. I think the main thing I’ve used it for is cos it’s portable and easy to carry around and stuff, so I’ve always got access to you know the internet and VLE wherever I am, I don’t have to get a computer. Accessibility is probably the main thing it’s changed.”
Organisation and time management:
“I feel more organised, like before I was always the person asking other people when assignments were due, but it took two minutes to set up and I’ve found it really useful”
Ownership:
“I think I could get used to it but being aware that I’d have to get it back, I don’t want to get too used to it. It would be good if you were to actually get one for real. Then I’d probably use it more.”
Discussion: research skills
Neil Morris, University of Leeds; CC-BY-NC-SA
Easy Online tools / apps Mendeley
Medium Video content eBooks
Hard Configured devices
Interactive eBooks
Summary and conclusions
• Students make extensive use of learning resources provided on tablet devices.
• Device ownership is a key determinant of alterations to study habits.
• Digital literacy training is necessary and beneficial.
• Delivery of learning resources in multiple formats for cross-platform use is becoming an expectation.
Stella Cottrell and Neil Morris
Study Skills Connected
9781137019455
£12.99
27 Jul 2012
References and acknowledgementsMorris, N.P. (2007) HEA Centre for Bioscience E-learning Case Study. Blended learning resources for a first year neuroscience/pharmacology module – an e-learning practice case study: ftp://www.bioscience.heacademy.ac.uk/Resources/morris.pdf
Morris, N.P. (2008) VLE implementation project. Learning and Teaching Bulletin, University of Leeds, Issue 18.
Morris, N.P. (2010) Podcasts and mobile assessment enhance student learning experience and academic performance. Bioscience Education. 16:1.
Morris, N.P. (2010) Using eVoting handsets in Biological Sciences. Learning and Teaching Bulletin, University of Leeds. Issue 24.
Morris, N.P. (2010) Blended learning approaches enhance student academic performance. Enhancing Learning Experiences in Higher Education, Hong Kong University. Conference Proceedings: http://www.cetl.hku.hk/conference2010/pdf/Morris.pdf
Morris, N. P. (2011) Using Blackboard for Blended Learning Enhances Student Engagement and Learning. Blackboard World Conference, Las Vegas, July 2011. http://blackboard.echo360.com/ess/echo/presentation/1a246e1f-faba-4bc6-8fe1-8e4234a4c790
Morris N.P., Ramsay, L., Chauhan, V. (2012) Can a tablet device enhance undergraduate science students study behaviours? Advances in Physiology Education 36: 97-107
Acknowledgements to all final year project students, student interns and project officers who contributed to the work presented.
Work funded by Higher Education Academy and University of Leeds
All data © Neil Morris, University of Leeds
Thank you.
For more information about the Bioscience Education Research Group at Leeds, see
www.fbs.leeds.ac.uk/research/ulberg
Follow us on Twitter @UL_BERG
Dr Neil Morris Email: [email protected] Tel: +44 113 343 7014