Session delivered to the Learning Technologies Day - organised by the JISC SW Regional Support Centre at PETROC, Tiverton,June 2012

1. Talking about……iPads
Prof Neil Witt, Rob Stillwell
www.technologyenhancedlearning.net 1

2. Welcome
• It’s about talking
• We have some examples
• We don’t have the answers – but we can
influence the future
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3. A quick snapshot of current use
• Content Production
• Content Consumption
• Communication and Calendar
• Academic Process and Practice
• Exploration and Research
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4. A quick snapshot of current use
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5. Where next?
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6. What?
 Who has what?
 What do you want to use your device for?
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7. Building Capacity – the student
voice
Ask me what
I want
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8. Findings
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9. Findings
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10. Findings
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11. Some Findings from
Building Capacity Plymouth

Students want 24/7 access to course info & learning
materials, on the devices they use

They expect to use their own technologies on campus:
but these are often less up-to-date, portable or robust
than we might imagine

They have diverse preferences for social and
communicational media: some like to separate
personal / study spaces

There is a need for consistency from tutors, and clarity
about digital practices at course level
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12. What are our users using?
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13. User data
• 120 different Android devices (all with slight
variants)
• 75% Apple, 25% Other
• iPad usage = 5%
• So if (very approximately) less than 5% of
students have an iPad why are we bothering?
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14. Horizon Scanning
www.nmc.org
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15. Taking the Tablets
Summary
• 2011 – 3M iPads/month sold
• Samsung Galaxy & Sony
Tablet S released
• iPad – 97% tablet based
traffic
• 47% Mobile web traffic
• Relevance for Teaching,
Learning, or Creative Inquiry
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16. Horizon Scanning (UK HE)
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17. Horizon Scanning (UK HE)
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18. Horizon Scanning (UK HE)
• Relevance for teaching, learning, research, or information
management
• Tablets are easily adaptable to almost any learning
environment, with tens of thousands of educational
applications emerging as part of a new software distribution
model.
• As a one-to-one solution, tablets present an economic, flexible
alternative to laptops and desktops due to their lower cost,
greater portability, and access to apps.
• Tablets are conducive to engaging in learning outside the
classroom, with a suite of tools for capturing data in real-time
and collaborating on projects, while offering a large, user
friendly interface.
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19. Data in the Cloud
OR
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20. Data in / data out
• Dropbox
– Excellent but use with care
– must have student's permission to load it on to Dropbox
then any permissions from them for further things that
you may do with the works after they have been loaded
on to Dropbox
– https://www.dropbox.com/dmca#terms
• iTunes
• Email
• Googledoc/ftp/etc.
• ALL DEPENDS ON THE APP
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21. Marking and Annotation
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22. Image editing - SnapSeed
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23. Video editing - iMovie
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24. Using iPads with Students
• Joint Teaching fellowship
investigating use of iPads for
reflection with illustration
students.
• Working with Dean Owens,
module leader BA Illustration.
• Using 10 iPads available for staff/
student use managed by
Technology Enhanced Learning.
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25. Overview
• Being used over 5 weeks, 2 groups of 20 students each with a
2.5 hour sessions every Thursday.
• 10 students each week
using an iPad to draw
whilst remainder use
materials of their own
choice.
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26. Why the iPad?
• Platform specific app –
Brushes
• Simple, intuitive control,
touch gestures, similar to
natural drawing (& stylus can
be used)
• Excellent battery life
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27. Brushes App
Illustration by James Bradfield
View Video
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28. Student reaction
• Still halfway through the project but little reluctance to use from
students
• Some actively downloaded the app and use in their own time
• http://technologyenhancedlearning.net/ipadsforillustration/
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29. Workflow
1. Charge, clean iPads before session, check software and
email working
2. Hand out iPads to students, logging number /name
3. Students create various works over 2.5 hours
4. At the end of session, students can email images to
personal accounts.
5. Collect iPads, upload every image to Flickr and email
image actions to my account so I can create videos
later (then upload to YouTube)
6. Delete images ready for next group then repeat
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30. Issues
• Management and maintenance (charging, cleaning,
buying apps)
• Tracking, 10 are numbered but larger numbers would be
difficult
• Risk of damage, expensive to replace or repair.
• Screens have been scratch from stylus - screen
protectors reduce ability of stylus so having to use them
without them.
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31. Final thoughts
• Would it be better for students to use own
iTunes account and manage their own device?
• Sustainability?
• Give the students the tasks of uploading work –
enhance digital literacy skills?
• Value – did it aid reflection?
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32. How is Plymouth responding?
• Provide an enhanced learning experience through the
use of technology and digital solutions
• Move to device independent delivery through the use
and development of web based applications and
cloud services as a preference
• Ensure learning that is device-independent, adopting
a multi-channel approach with infrastructure able to
cope with mobile platforms and devices.
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33. Campus M – Example
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34. Campus M – Example
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35. Campus M – Example
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36. Campus M – Example
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37. Campus M – Example
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38. Going Ahead
• Funding models are still an issue
• Training and Support needs defining
• Plymouth Learning Technologies Review
TEL@plymouth.ac.uk
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