mobile university: learning and teaching landscape


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This presentation is for my invited speaker slot at the Eduserv Symposium 2010 -

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  • (2005) I like to re-visit this scenario (written back in 2005), and benchmark it against current practice. The scenario is a day in the life, where the student uses their mobile device to interact with peers and teachers, and interact, create and share content. Although the technologies discussed have dated slightly the learning contexts have not. They are still as appealing today as they were in 2005. However, a question I tend to ask myself is, how close is the vision of 2005 to the reality of 2010 and beyond?
  • So, the aims of this session are two fold, to look at the likely learning and teaching landscape in a mobile university, and see how this is being driven by our various agents of change. I’ve selected the year 2015. I’ve chosen a this date for a number of reasons, It gives a focus for the discussion. Something which is tangible, and something to work my narrative around. Otherwise I’ll likely scattergun ideas, while I’m keen to keep this very real. It is a reality check. I recently, presented at a technologies in teaching and learning in 2015 day at Northumbria University to a small selected group on key individuals. I was the third on the bill, and a very clear message from both Derek Morrison (HEA) and Lawrie Phipps (JISC) was a focus on mobile technologies. This seemed to resonant with a large number of people in the room. However, I kept struggling with the operational implementation of wide spread use of mobile technologies (our mobile university) when I looked at this through a University of Bath lens So, the conclusions I’ll be drawing will be a mobile university, and the learning and teaching in 2015, will be similar to soil creep. There will appear to be very little change, and what change there is will be uneven. However, does this mean you should leave now for an early lunch? I’d suggest no, the discussion will show that at the moment the traditional agents of change within a university are not focussed on creating a mobile university. If we were to get this alignment at Bath then the outcomes would be very different. The question I have for you is … based on your experiences and context, who would you encourage this alignment between the priorities of the major agents of change? So, to wet the appertite, what are learning and teaching opportunities in a mobile university?
  • Broadly, they can be divided into two; Remembering, the University of Bath is a very traditional, research led institution, where the vast majority of our teaching is undertaken face to face, and our assessment methods tend to be a piece of coursework (individual), and an unseen exam. Therefore, the e-learning blend tends to be around a content and support model (Mason) – where the learning environments provide access to news and announcements, and course support material (handbooks, lecture notes and links). There is relatively low levels of interest in using wikis, discussion boards and quizzes to support face to face courses. Consequently, the benefits of mobile learning outlined by Sharples et al., is not being incorporated in our current learning designs. However, it does not mean it is not starting to emerge within certain programmes.
  • How would I like you to interpret this? It can be used in a number of ways. It can be used to better understand the relationship between core services and pilot (non-core) services. Also, to help document the resource requirements as an institution scales up from pilots to services. Within the context of this discussion is gives a snapshot that an institution (such as Bath), has a large number of learning and teaching technologies being used and owned by central teams, faculties and departments. Some of which are core, some hosted on pilot servers and some externally hosted. The rich fabric is enhanced by some being web based and some not. As the title of this slide indicates this will give me a framework to order our discussion. Firstly, I’ll focus on the classroom technologies area where we are building up a head of steam around some very exciting new learning opportunities.
  • So, some success stories, or good failures. Lots of experimentation with the use of audience response systems to enhance the student learning experience. For me, this is a part of the vision of the mobile university for a face to face teaching institution. It aligns to the vision of the JISC 2005 scenario where the student is using mobile devices to interact, communicate, create, share, challenge their peers and lectures. I find the quote from Bernd really empowering, it highlights the appropriate use of low threshold technologies can result in an enhanced learning experience. So given emerging evidence of effective use in learning and teaching, and my love of this application. Is this the learning landscape of 2015? What will be the landscape of the mobile university, and how will staff and students be using it?
  • The next few slides will illustrate why we’ll continue to have a very uneven landscape. This refers to the core technologies quandrant in the Salmon model. Just taking these two services there are clearly different strategies and outcomes to promote a mobile university. It is worth noting, these two services are owned by “central services”, however, they are owned by different groups within central services.
  • When I adopt a similar approach when looking at the non-core area of classroom technologies, Then the message for me is this area is very much in a rapidly evolving stage, both in terms of the technology and the way staff and students are likely to use these technologies, Therefore, a watching brief is the most suitable way forward.
  • So, moving away from central services, will staff be agents of change with the use of mobile technologies in their teaching. This group is crucial for medium term change as they design their learning activities to effectively use the technologies, Betty Collis developed the 4 E’s Model. This can be applied in our context to identify the factors which determine if a lecture would use a mobile based learning activity. This is where we are discussing the new learning opportunities area outlined previously. The E’s are … I’ve highlighted two indicators of the likelihood of an individual making use of mobile technology in their learning designs The outcome is, at best this is steering the likelihood to be more use of e-learning tools, but not new opportunities offered by a mobile university.
  • The last (but not least) agent of change is students. These can be very effective agents of change. So firstly, are there obvious technological barriers to their engagement within a mobile university? I’d suggest this indicates no … they’ve relatively good spec’d devices which will allow them to create content, share content and communicate.
  • The next question is, as agents of change, are students exerting pressure for a mobile university? The answer is, currently … no.
  • Therefore, back to the question(s) raised at the start. Clearly, learning and teaching within a mobile university, and actually the delivery of a mobile university is going to be a very slow and uneven development at the University of Bath. The likelihood is the mobile university will be dominated by the use of mobile devices to do the same as desktop devices. Which will not be a driver to change the learning and teaching model, and therefore, not the way people design in technology enhanced learning. However, does this have to be the outcome? No, this is being determined by the fact neither staff nor students are driving the mobile university agenda. So, get these on board and the outcomes can be so very different ….
  • mobile university: learning and teaching landscape

    1. 1. To what extent will learning and teaching change in a mobile university? Thoughts from the University of Bath Eduserv Symposium 13 th May 2010 Andy Ramsden Head of e-Learning University of Bath [email_address] eatbath-present andyramsden
    2. 2. Our backdrop: The scenario (2005) <ul><li>Start of the day </li></ul><ul><li>Travelling in </li></ul><ul><li>On campus </li></ul><ul><li>Group meeting with tutors </li></ul><ul><li>Travelling home </li></ul><ul><li>Part time work (during break) </li></ul><ul><li>Later on </li></ul>
    3. 3. The aims & outcomes <ul><li>To what extent will the Learning and Teaching change in a more mobile university? </li></ul><ul><ul><li>What will the landscape look like? </li></ul></ul><ul><li>What role will the central services, staff and students play as agents of change? </li></ul><ul><ul><li>Are these agents likely to shift the landscape? </li></ul></ul>2015
    4. 4. Teaching and Learning in a mobile university More of the same but on your phone New learning landscapes The benefit of mobile learning is derived from the mobility of the learner, which creates more learning opportunities for the individual (Sharples, Taylor and Vavoula (2007))
    5. 5. A framework for our discussion present present new new Learning and Teaching Mission (markets) Existing students Existing technologies Existing students New technologies New students New technologies New students Existing technologies Core technologies, established services which feel owned by the University (BUCS, e-learning, web services, Registry). Support and development programmes. If externally hosted then supported, with exit strategy (migration plans) Non core technologies, These tend to be pilot projects by a range of Departments, Faculties and central teams Adapted Salmon (2005), ALT J (13-3)
    6. 6. New learning opportunities “ using the clickers, every student has to question and think about her/his method to arrive at the solution (and cannot just passively lean back in the problem’s class and see what happens)” – Bernd Sing, Mathematics, University of Bath. ARS (Clickers) School of Management Paul Caulfield Twitter Economics Sabah Abdullah ARS (Clickers) Aerospace Engineering Gemma Cranston ARS (Clickers) Mathematics Bernd Sing url Technology Dept Lecturer
    7. 7. Mobile by 2015: central service voice: core Vendor or in house (3 rd party) Community based development – user choice Effective strategy to promote a mobile university Low High Resource requirements to provide a mobile option Staff Students & Staff User focus Low High Rate of change in functionality
    8. 8. Mobile by 2015: central service voice: non-core New lecture space in 4 West (small, flexible, low threshold technologies and teaching spaces) Leave to settle Effective strategy to promote a mobile university High Resource requirements to provide a mobile option Students and staff User focus High Rate of change in functionality
    9. 9. Mobile by 2015? Staff voice <ul><li>Staff development programme </li></ul><ul><li>Enhancing feedback in the classroom through ARS </li></ul><ul><li>Facilitating group work with forums and wikis </li></ul><ul><li>What can e-learning do for me? </li></ul><ul><li>Introduction to Podcasting </li></ul><ul><li>Using Moodle for e-assessment </li></ul><ul><li>An introduction to e-Portfolios </li></ul><ul><li>Using Moodle for Administrators </li></ul><ul><li>Introduction to Moodle </li></ul><ul><li>Further developing your Moodle skills </li></ul><ul><li>Teaching Development Fund: Priorities 2010/11 </li></ul><ul><li>Alignment from 14-19 Curriculum to Higher Education </li></ul><ul><li>Preparation for Employment (including work placements) </li></ul>Educational effectiveness Ease of use Engagement Environment (#1) 3-E Vector Sum An individual’s likelihood of making use of a technological innovation for learning related purpose is a function of four groups of factors
    10. 10. Mobile by 2015: student voice: can they n = 2765 51% female, 49% male 75.6% 18-22, 16.3% 23-29 Camera phone? 93.3% (yes) Wi-fi enabled phone? 51.6% (yes) Data package in your plan? 38.6% (yes) 28.2% (unsure)
    11. 11. Mobile by 2015: student voice: will they <ul><li>To ensure all departments provide feedback on exams which is constructive and instructive for students </li></ul><ul><li>To raise awareness amongst students about the forthcoming changes to the fee system and campaign against the further increase of fees. </li></ul><ul><li>To raise awareness amongst students about the actions the SU takes in response to student opinion (You Said, We Did!) </li></ul><ul><li>To make Academic Exec a more active body within the SU. </li></ul><ul><li>To work with the University and the students to ensure the smooth induction and transition into higher education for Freshers, through the implementation and evaluation of a peer mentoring scheme. </li></ul>George Charonis – Vice President Education, Uni of Bath, SU n = 2765 51% female, 49% male 75.6% 18-22, 16.3% 23-29 How likely are you to pay for your learning materials on your phone?
    12. 12. Where does this leave us for 2015? Does it have to be this outcome? No >
    13. 13. Thank you Andy Ramsden [email_address] eatbath-present andyramsden URL