The document outlines a project at Sheffield Hallam University's Faculty of Health & Wellbeing involving the use of iPads and other mobile devices in education, aimed at enhancing teaching methodologies. It describes the phases of the project, the management and configuration of iPads, the introduction of an Android pilot project with Nexus 7 tablets, and various applications being implemented in courses like physiotherapy. Additionally, it highlights student and staff engagement through the development of interactive resources, augmented reality technology, and the use of video feedback to improve learning outcomes.

1. 36 iPads, 1 Faculty, 101 Ideas
Robin Gissing - TEL Advisor
Faculty of Health & Wellbeing

2. Session Overview:
36 iPads (Give or take a few)
We have a two phase project on-going at the moment. Phase
1 is written up over at acamedia.edu (http://goo.gl/h5VLV) and
phase 2 is on going.
1 Faculty
All this work has been undertaken within the Faculty of Health
& Wellbeing at Sheffield Hallam University. The faculty covers
subject areas like Sport, Nursing, Allied Health Professions
and Biosciences.
101 Ideas
We're going to show you a few ideas generated by myself or
academic colleagues that are currently being used live in
teaching now.
As for the rest...

3. Staff Members:
Robin Gissing & Tom Jolley
Managing iPads in a Higher Ed
faculty.

4. HWB iPad Project
• Our2 phase project gave the faculty access to a number of
iPads.
• Originally 6 iPads for phase 1 (and 2 Motorola Xoom's)
• Phase 2 (Classroom use) added an additional 16, then a
further 10, and finally a further further 10 (so, actually 42 now)
• We use the Apple Configurator to manage the iPads in two
'Bretford' iPad carts (split across two sites)
• We started off using mainly free applications, but since the
Volume Purchase Programme launched in the UK we have
switched some to better, paid, apps.

5. Apple Configurator
• Theconfigurator app for OSX allows you to manage at a
granular level any iPad plugged into an iPad cart.
• Our cart holds 30 iPads at a time, in two rows of 15.
• Configuring the iPads beforehand means that you can deploy
a set of iPads with a specific set of applications or set up (eg.
lock iPad to one app) with profiles.
• Youcan lock down en-masse the iPads in different levels, or
apps which could be disruptive to the learning experience (eg.
email, iOS facebook integration etc.)

6. Volume Purchase Program
• Volume purchasing on the iPad was opened up last year in the
UK.
• It
allows you to purchase redeem codes (at heavy discounts)
for iPads to either give out or as we have been doing sync with
the iPads in the cabinet to automatically load the apps on for a
specific session.
• Its
challenging to get to grips with because you need separate
apple ID accounts for every stage of the process.

7. But what about Android?
• We also have a pilot project around Nexus7 tablet computers
• A cohortof students in biosciences, and the associated staff
have been loaned Google Nexus 7 devices to assist with their
studies.
• Studentsare using apps and connecting to the google apps for
education system within the university
• This
pilot is looking at how students would work, if they were
each given or had their own tablet computer in class.
The Android robot modified from work created and shared by Google and used according to terms described in the Creative Commons 3.0 Attribution License.

8. 3 Stories from
the Faculty...

9. Staff Member:
Mel Lindley
Students:
Lizzie May & Ryan Morton
Embedding technology enhanced
and mobile resources into the UG
Physiotherapy curriculum
Technologies used:
TedED, Google Sites, 3D VERT
suite, Aurasma App,

10. Background
• Aware that clinical experience in respiratory physiotherapy is
limited
• Desire to improve overall student experience and try and
make teaching more meaningful
– Gained feedback from students over 2 academic years as
to key content that is difficult to understand/apply to
practice
– Worked with students to develop resources
• Aimed to create a variety of different resources that were
engaging, accessible and directly transferable to practice

11. What did we do?
• Identified range of formats available
– TEL advisor key role in translating ideas
• Redesigned current workbooks and identified key content to
be delivered by video whilst maintaining key interactive
content to develop students' knowledge and understanding
• Worked with students to agree content and develop videos
• Used TEDEd template for ease of design and interactivity
– created 12 different TEDEd resources
– housed within 1 Google site
https://sites.google.com/site/respphysiointerventions/
goo.gl/hvBkq

12. Student perspective - why get involved?
• To develop our own knowledge and understanding.
• To provide a learning resource for other students to access.
• Preparation for developing and presenting In Service Training
in later careers
– Gained detailed insight into our own presentation skills,
communication style and how we come across to patients
in a clinical setting

13. Proposed benefits
• Easy to access resource online that has good practical
demonstrations and detailed descriptions that provide more
information than would normally be found in textbooks/other
learning resources
• Benefits:
– Easy to access across many devices (PC, iPad, android tablet)
– Accessible at any time
– Short so easy to follow and understand
– Can listen to the explanation and see the demonstration
– Can watch it as many times as required
– Written transcripts of the videos to improve accessibility

14. Student Feedback
“I think the videos are a great learning " the videos helped my style of
resource, they are really clear and learning more than reading a
concise. I think they are very helpful normal textbook"
since we don’t cover those devices that
much except when on placement, and
since my respiratory placement was the “ I thought it was a really good
first, it's really useful as a recap.” idea and really helpful not only
as a demonstration but to also
consider learning from a different
“The videos were long enough to perspective and creating another
contain all the relevant info and a method of learning to access.”
comprehensive demo, as well as
professional behaviour, without being
too long-winded or becoming tedious.”
" I'm lovin' the videos!"

15. Student Feedback

16. Summary
Student summary
• Very enjoyable experience, which we would definitely
recommend for other students to get involved with
Staff summary
• Varied engagement from teaching team
• Identified development needs for staff
• Required a very different approach to developing learning
materials
• Generated external interest and request for collaboration
within 24 hours
• Overall very enjoyable experience

17. Staff Members:
Mandy Brailsford & Mel Lindley
Using Augmented Reality in
Nursing & Physiotherapy
respectively wholly on iPad
Technologies used:
AurasmaApp

18. What?
• Augmented Reality overlays of patient actors onto manikins
• Augmented reality is a technology which allows the addition of
text, video or graphics to be overlaid onto the real world via
computer based device.

19. How?
• Using ipads and an off the shelf application 'Aurasma'
• Students have been surveyed about how its used, and trials
have been undertaken to show its impact.
• Some students were given the iPad, and nearly 100 students
accessed the scenarios with the iPad in at least one of their
scenarios.

21. Staff Member:
Dave Ridley
Using iPads in Sport to provide
instant feedback to students and
video annotation
Technologies used:
Coaches Eye App

22. Physical Education Students
Context:
Video analysis helps students to view performance, gain
feedback and monitor progress
• 2003 VHS 2013 iPads
Advantages of iPads:
• Quick and slick to use both iPads and the Coaches' Eye App
• Recorded data is impressive and relevant for student's
learning
• Students quickly integrate iPads into their learning and use it
fluently to support their learning
• Large screen for playback compared to a phone/ipod touch

23. Impact on
Student
Learning
Subject Specific Generic
• Subject knowledge • Communication, social skills,
• Observational & Analytical skills giving receiving feedback
• Quicker 'performance' progress • Problem solving and prioritising,
and associated motivation action planning
• Independent learners

24. App:
Coach's Eye
Available on Apple App Store & Google Play Store

25. 101 Ideas
I've collated a list of ideas to be used with mobile devices like iPads in
Learning & Teaching in HE. So far I've got about 80 ideas and I am
writing up each idea into a mini case study.
You can see the list at the link below and follow the progress of the
project on the main blog page.
https://blogs.shu.ac.uk/hwbtel/app-catalogue/

26. Any Questions?