Your SlideShare is downloading. ×
MoRSE Project presentation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

MoRSE Project presentation

568

Published on

Presentation by Dr Ann Ooms to the 'Mobilising Remote Student Engagement (MoRSE)' Project board (17th July 2009) providing preliminary data from the baseline study and from pilot field trips.

Presentation by Dr Ann Ooms to the 'Mobilising Remote Student Engagement (MoRSE)' Project board (17th July 2009) providing preliminary data from the baseline study and from pilot field trips.

Published in: Education, Business, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
568
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. MORSE Steering Group Meeting Dr. Ann Ooms 17 th July 2009
  • 2. Overview of presentation
    • Student baseline questionnaire
    • Fieldtrips
      • Isle of Wight
      • Spain (Almeria)
      • Malta
    • Evaluation
      • Lessons learned for evaluation of future field trips
  • 3. Students Baseline Questionnaire
    • Responses
      • KU: 52 students
      • DMU: 49 students
    • 100% of students have a mobile phone
    • 60% contract – 40% pay-as-you-go
    • 83% of students frequently use a laptop
    • Not used by most students: netbook, PDA, video camera, GPS
    • Used by some students: still camera, MP3Player,
  • 4. Students Baseline Questionnaire
    • 64% of students do not use broadband
    • 64% of students (very) interested in taking personal equipment on fieldtrips
    • High percentages of students believe in use of mobile phone for learning:
      • Example: 80% of students believe mobile phone for phoning tutors could support their learning (a lot)
      • 77% of students (very) willing to use own txt credits for educational purposes on fieldtrips
  • 5. Isle of Wight Fieldtrip
    • Students had the option of texting a lecturer who was based on campus if they had questions
    Somewhat agree Agree It was easy to use the SMS text service 31% 64.3% The SMS text service used made the fieldtrip more enjoyable 57.5% 20.0% The SMS text service made me interact with my peers 27.5% 20.0% The SMS text service helped me to get to know my peers 30.0% 10.0%
  • 6. Isle of Wight Fieldtrip Somewhat agree Agree The SMS text service will have a positive impact on my motivation to study 51.2% 16.3% The SMS text service was useful for feedback on my understanding 48.8% 39.5% The SMS text service gave me info about my misunderstandings of certain components 36.6% 43.9% The SMS text service had a positive impact on my understanding of the material covered 61.9% 23.8% I would like other lecturers to use similar services in their modules 43.5% 45.7% I would advise my lecturer to keep using these SMS text services 37.0% 54.3%
  • 7. Spain (Almaria) Fieldtrip
    • 6 day fieldtrip
    • Technologies used
      • Wireless internet access at the hotel
        • Students will be able to relate their field experiences to the wider context immediately rather than having to wait until after the field trip
        • Aim: improved learning and understanding
      • Virtual learning environment for reflection during and post fieldtrip
        • Flicker website
        • Depository for images, videos, comments, ideas, reflections
        • Shared with other students and lecturer
  • 8. Spain (Almaria) Fieldtrip
    • Wireless internet at hotel
      • Access
        • Most students brought their own laptop
        • Laptops provided if necessary
        • Network access paid by KU
        • Students almost expect it
      • Use
        • Students did not use internet as much as we expected
        • Vital for lecturer to have access to internet
  • 9. Spain (Almaria) Fieldtrip
    • Wireless internet at hotel
      • Liked most
        • Gave students the experience that the fieldtrip does not end once they are back at the hotel – it is a continuous learning process – immersive experience
      • Most challenging
        • Nothing, straight forward
      • Student questionnaire data
        • Very positive
  • 10. Spain (Almaria) Fieldtrip
    • Flickr website
      • Challenge
        • Students needed a Yahoo email address
        • Students needed to provide lecturer to access
        • That all take time so not all up and running during field trip
      • Student use
        • Used more after the fieldtrip than during
      • Student questionnaire data
        • Very positive
  • 11. Malta Fieldtrip
    • 1 week fieldtrip
    • Technologies used
      • Wireless internet access at lobby in hotel
        • Research
        • E-mail for scheduling appointments
      • Laptops
        • Writing report
        • Accessing wireless internet
        • Students would like more laptops (2 per group instead of 3 per group)
      • Audio-recording devices
        • Recording interviews
      • Mobile phones
        • Students did not use text services because they had face-to-face access to the lecturers in the morning and evenings and to their peers all day
  • 12. Conclusion
    • Students own technologies
    • Students use technologies for personal use
    • Students believe in the potential of technologies for educational purposes
    • However, students don’t use technologies much for educational purposes
    • Students experiences with the use of technologies on the fieldtrips have been very positive and almost expect technologies to be available to them
  • 13. Evaluation
    • Reflective journals
      • Students don’t engage with reflective journals
      • Students prefer audio reflective journals above video reflective journals
    •  more focus groups
    • Attending the fieldtrips as evaluator is crucial
      • Access to the students

×