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Presentation on mobile learning case studies at IUPS conference 2013

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This was a workshop on mobile learning case studies presented at the International Union of Physiological Societies Teaching Workshop in Bristol 2013.

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Presentation on mobile learning case studies at IUPS conference 2013

  1. 1. Faculty of Biological Sciences Using digital and mobile technologies to enhance student learning: a hands on workshop Dr Neil Morris Director of Digital Learning Senior lecturer in Neuroscience University of Leeds National Teaching Fellow Image © University of Leeds Email: n.p.morris@leeds.ac.uk Twitter: @LT_tech_HE hashtag for this session: #iupstw
  2. 2. Overview A changing landscape Mobile learning Case studies using mobile technologies Discussion
  3. 3. 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
  4. 4. 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
  5. 5. Mobile learning © University of Leeds Flexible learning Collaboration Interaction Deep learning Multimodal learning Any time, any place Accessibility Engagement Social learning
  6. 6. Event capture Interaction Communication Information retrieval Research skills
  7. 7. “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”
  8. 8. 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
  9. 9. 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/
  10. 10. 0% 5% 10% 15% 20% 25% 30% 35% Every lecture: Most lectures: Some lectures: Few lectures: No lectures: %ofrespondents 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 multiple times 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?
  11. 11. 12 Perceptions of lecture recordings 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Very useful: Somewhat useful: Not useful: Useless: %ofrespondents Lecture handouts/slides Audio recordings (podcasts) Interactive lecture recordings (audio and slides) 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.
  12. 12. 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: 127 Davis, 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: 4-13 Owston R.; Lupshenyuk D.; Wideman H. (2011) Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education. 14: 262-268 Shaw 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
  13. 13. Event capture Issues to consider: • Speaker consent (tutor and students) • Data protection • Copyright (third party material) • Intellectual Property Rights
  14. 14. Discussion: event capture Easy Handheld digital recorder Audio only Medium DIY event capture system Audio and Screen Hard Installed event capture Audio and/or video and screen
  15. 15. Interaction
  16. 16. 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. 4–6 Beatty, 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
  17. 17. 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.”
  18. 18. Discussion: interaction Easy Voting handsets Web- based Medium Sharing student content Hard Mobile devices
  19. 19. Communication
  20. 20. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% %participantsagreed The discussion board supported my learning The ability to post anonymously on the discussion board encouraged me to participate The ability to 'subscribe' to the discussion board improved its effectiveness 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 0 10 20 30 40 50 60 Numberofthreads
  21. 21. 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)
  22. 22. H Engagement via Facebook
  23. 23. Use of Facebook 93% of respondents use Facebook 63% „Liked‟ the module FB page Of these: 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% %ofrespondentagree 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 additional learning resources via multiple channels (e.g Facebook, Twitter and VLE)
  24. 24. H Use of Twitter • 29.5% of respondents followed BMSC2118 on Twitter • Over 57% of respondents don‟t use Twitter
  25. 25. 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.
  26. 26. 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
  27. 27. Discussion: communication © University of Leeds Easy Discussion board One social media channel Medium Integrated social media Audio / video feedback Hard Integrated comms
  28. 28. Information retrieval
  29. 29. Teacher as content provider Teacher as content advisor or curator Student learning Face to face teaching Other learning materials Other learning materials Restricted online material Publically available online material Learning materialsStudent sourced content Student produced content
  30. 30. Open Educational Resources Morris et al (2012) Embedding OERs into student education. HEA/JISC funded project. Final report at: http://bit.ly/XqYoLq
  31. 31. 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
  32. 32. 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. “
  33. 33. “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
  34. 34. 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 allof the apps provided on the tablet device during the practical class Googleapp 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)
  35. 35. © 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 allof 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
  36. 36. Morris et al, in preparation (data collected in two academic sessions) 0 10 20 30 40 50 60 70 80 90 100 Looking at images to understand brain structureReading text about the brain to understand structure/functionLooking up information or definitionsWriting notes about things learn %Agree © Morris et al, in preparation (data collected in two academic sessions)
  37. 37. “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
  38. 38. 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 laptopfor studying after 10 weeks with a tablet device 96% found the device easy to use 80% thought the iPad was a useful tool for studying Top educational apps: Soundnote Docs To Go iBooks GoodReader Pubmed on Tap Coursenotes Dropbox Dictionary Wikipanion Significant  in use of: Literature search engines Wikis Podcasts Audio recordings Significant  in use of printed learning resources Significant  in word-processing Significant  in use of pen and paper Significant  in use of email
  39. 39. Discussion: information retrieval Easy Linking Curating Medium Student produced Advising on apps Hard Configured devices Platform agnostic
  40. 40. Research skills
  41. 41. Cutaneous testing Immunofluorescence Electrophysiology
  42. 42. 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
  43. 43. 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”
  44. 44. 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.”
  45. 45. Students use of apps Safari iB ooks M obileLearn Facebook0 20 40 60 80 100 MeanUsage(mins) Week 1 Week 2 Week 3 “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”
  46. 46. 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.”
  47. 47. 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
  48. 48. 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.
  49. 49. Stella Cottrell and Neil Morris Study Skills Connected 9781137019455 £12.99 27 Jul 2012
  50. 50. References and acknowledgements Morris, 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
  51. 51. 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: n.p.morris@leeds.ac.uk Tel: +44 113 343 7014

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