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Mobile learning, blended learning and digital strategy in HE
This document discusses digital learning at the University of Leeds. It summarizes the university's digital strategy, which includes developing a blended learning strategy, policies on audio/video recordings and open educational resources, and creating MOOCs. It also discusses how students use mobile devices, the benefits of blended and mobile learning, and initiatives like lecture capture and a university app. The university aims to harness digital tools to provide flexible, accessible, high-quality education.
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Mobile learning, blended learning and digital strategy in HE
- 1. Neil Morris Director ofDigital Learning Professor of Educational Technology, Innovation and Change, School of Education University of Leeds Content and images © University of Leeds Email: n.p.morris@leeds.ac.uk Twitter: @neilmorrisleeds, @unileedsonline Digital technology and Higher Education: delivering benefits for student education
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- 3. Learning and Teaching “Tellme and I forget, teach me and I may remember, involve me and I learn.” Benjamin Franklin
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- 6. 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 70% likely to use a mobile device to read articles or books online 87% use a mobile device frequently to use a search engine University of Leeds students’ use of mobile devices
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- 8. “Revolutionary, this has changedthe 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 Over 3 ½ hours per day using device for studying Significant in use of literature search tools, Wikis, Podcasts Significant in use of printed learning resources 80% thought the iPad was a useful tool for studyingMorris et al. (2012) Advances in Physiology Education 36: 97-107
- 9. 78% found tabletdevice in class beneficial to learning(3 years) 79% found using tablet devices in class enjoyable(3 years) Morris et al (2015) 83% found tablet devices easy to use (3 years)
- 10. University strategies for DigitalLearning Digital strategy for Student Education Blended Learning Strategy Policy on Audio and Video Recordings for Educational Purposes MOOC vision and strategy Open Educational Resources policy
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- 12. Blended learning strategy Faceto face classes Learning resources Event capture Interaction collaboration Social media channels Mobile devices Online assessment Research- based learning
- 13. Uses of videoin education Image CC by Jenko, FlickR
- 14. Resource production In-room capture Scheduled Ad-hoc At-deskmedia creation (Audio, video, screen capture) Mobile capture (Audio, video) Online communication and collaboration Online learning systems Digital Learning Team
- 15. Capturing video foreducation • Ubiquitous capture • Seamless and automated capture • Controlled publication • Widespread delivery • Multimodal playback • Wide variety of applications “The new Lecture-Capture system is BRILLIANT. Cheers, guys.” Student
- 16. Digital learning channelportfolio Only available to Registered Students Available to all learners Online Courses Individual Learning Objects Learning Objects complementing face-to-face provision (Blended Learning)
- 17. Futurelearn Overall stats 190 countries60%female 39%social 23%complete
- 18. Pedagogy of Futurelearn Basedon Laurillard’s Conversational Framework: “a continuing iterative dialogue between teacher and student, which reveals the participants’ conceptions and the variations between them… There is no escape from the need for dialogue, no room for mere telling, nor for practice without description, nor for experimentation without reflection, nor for student action without feedback”. (Laurillard, 2002)
- 19. Staff perspectives onblended learning and MOOCs. N=267 responses, Summer 2013, © University of Leeds) 82% agreed that MOOCs offer opportunities for flexible learning 69% agreed that MOOCs increase access to Higher Education 140 academics would like to develop a MOOC in next 1-2 years 64% agreed that developing a MOOC would enhance their digital literacy skills 57% agreed that face-to- face learning in combination with MOOCs was an effective learning model 70% agreed they would recommend MOOCs to their students
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- 21. Futurelearn MOOC portfolio FREE ONLINE COURSE Signup at futurelearn.com https://futurelearn.com/courses/when-worlds-collide Sign up to ‘Exploring anatomy: the human abdomen’ http://futurelearn.com Coursestartson 10 February2014 For 3 weeks, 4 hoursper week Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering http://twitter.com/accessanatomy #FLanatomy Learn about the structure and function of vital organs, and through discussion relate this to common surgical scenarios and current research. Interested in the anatomy of the human body?This course is for you. https://www.futurelearn.com/courses/anatomy
- 22. Key elements ofMOOCs
- 23. Key elements ofMOOCs
- 24. Innovation: Learner aspirations Interactwith other people Prepare for future studies Supplement existing studies *Based on data from pre-course survey (n=1975)
- 25. Who are MOOCcompleters? Older learners more likely to complete our courses No gender differences in completing learners, but there are course-level differences Experienced online learners more likely to complete our courses Better qualified learners more likely to complete our courses Non working learners more likely to complete our courses Morris et al., 2015
- 26. MOOCs on campus FREE ONLIN E COURSE Sign up at futurelearn.co m https://futurelearn.com/courses/when-worlds-collide Signup to ‘Exploring anatomy: the human abdomen’ http://futurelearn.com Coursestartson 10 February2014 For 3 weeks, 4 hoursper week Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering http://twitter.com/accessanatomy #FLanatomy Learn about the structure and function of vital organs, and through discussion relate this to common surgical scenarios and current research. Interested in the anatomy of the human body?This course is for you. https://www.futurelearn.com/courses/anatomy MOOC content embedded into module and programmes New MOOC style blended modules created MOOC content used to create new distance learning programmes
- 27. Studying in aDigital Age module Digital skills Digital scholarship Digital practice Digital presence Online module Credit bearing Interactive Assessed online Discipline focused Research based
- 28. Harnessing mobile for flexibility UniLeedsapp (over 5 million views) • Student information • Attendance monitoring • Mobile voting • Module evaluation
- 29. At-desk recording REC Open desktopsoftware and press record. Screen, audio and video captured. Automatic upload to system for review, edit and approve. Make available to colleague, VLE or public. Problem-solving Discussion Creativity Conceptual understanding Active learning Towards a Flipped Learning vision
- 30. Content and images© University of Leeds Email: n.p.morris@leeds.ac.uk Twitter: @neilmorrisleeds, @unileedsonline