iSpot for IET Synthesis Meeting

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Doug Clow

5-minute overview of iSpot for an internal IET Research and Scholarship Portfolio Synthesis meeting, 24 May 2011

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This presentation outlines some experimental work undertaken to help co-create service designs in the healthcare domain of reablement. The presentation outlines the background to the experimental work before reviewing relevant academic literature in the innovation space, specifically encompassing triple-helix concepts and living labs. It then presents the findings from the experimental work before concluding with a discussion on the findings. The discussion is primarily concerned with the usefulness of a novel ‘pop-up’ living lab conception.

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Abstract According to the Chartered Institute of Ecology and Environmental Management, today’s biology graduates lack the key species identification skills required by prospective employees. This mismatch between students’ skills and employers’ requirements has serious implications for employability after graduation. Interactive species identification apps on mobile learning devices, such as iPads, have the potential to encourage active engagement with the process of identification and provide a means for students to (re)connect with nature. A pilot study funded by a Keele University teaching innovation grant and School of Life Sciences teaching equipment grant investigated the potential of iPad educational apps to boost species identification skills. Working in pairs, twelve final year undergraduate students were given one hour to locate eight target trees on the Keele campus using the Here&Near app and then utilise four tree species ID apps (FSC trees, ForestXplorer, LeafsnapHD and Isoperla’s TreeID) to identify the tree species. The students completed pre- and post-activity evaluation questionnaires and produced a post-activity reflective audio commentary using Fotobabble. The pre-study questionnaire revealed that 92% of students thought tree ID apps would aid identification skills, while only 50% of students agreed that iPads would facilitate collaboration. The post-study evaluation revealed that not all tree apps were equally useful in learning, along with a transformation of student opinion regarding the collaborative aspect of the activity. The second phase of the study is to embed a modified version of the tree tour into a first year undergraduate practical, and evaluate how this affects the ability to correctly identify trees on the lab exam. The preliminary results from this study indicate that a group-orientated collaborative problem-solving approach encouraged communication and development of skills based on all their senses (visual, verbal, etc.).

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