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www.le.ac.uk
Evaluating the use of iPads with
first-year Medics
EIF/LINQ 2014
Crete
Mark Hamilton, Gráinne Conole, and Ter...
Mobile devices:
For consumers, for education
PDA
1998
Mobile
phone
2000
Mp3
player
2001
Netbook
2007
E-reader
2010
Tablet
...
What is mobile learning?
• “E-learning that uses mobile devices” (Pinkwart, et
al, 2003)
• “Learner freely moving in his p...
iPads for Medical Students
• Began autumn 2013
• Full-size iPad given to every first year
• Will repeat next 2 years
• Wor...
Survey beginning of term
It was easy to initially
set up the iPad
Strongly
agree 67.4%
Agree 28.9%
Neither
agree nor
disag...
Survey beginning of term
Overall, I am satisfied with using the iPad to enhance
my learning in this course.
Column1
Strong...
Beginning of term comments
• “It’s quite difficult to manipulate several documents...
Constantly having to close one thing...
Comparison of survey 1 and survey 2
I am satisfied with the learning experience of reading
the assigned material on the iP...
Comparison of survey 1 and survey 2
I am satisfied with Notability as a way to read and
annotate the learning material
0
5...
End of term comments
• “At first I was a little apprehensive as I was used to paper
format. However once I started using t...
Findings
• Introducing iPads has been generally successful
– Replaced paper
– Achieved with almost no IT support
– High st...
What’s next?
• Interactive ebooks
– Video
– Audio
– Quizzes
– Offline viewing
– Annotate-able
• Catalyst for staff innovat...
Thank you!
References
• Laouris, Y. and N. Eteokleous (2005). We need an
educationally relevant definition of mobile learn...
Evaluating the use of iPads by first-year Medics
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Evaluating the use of iPads by first-year Medics

This presentation, for the EFQUEL EIFLINQ2014 Conference in Crete, discusses the University of Leicester School of Medicine programme of giving first-year students an iPad, and the ongoing evaluation of how students use the iPads in learning. By Mark Hamilton, Grainne Conole, and Terese Bird

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Evaluating the use of iPads by first-year Medics

  1. 1. www.le.ac.uk Evaluating the use of iPads with first-year Medics EIF/LINQ 2014 Crete Mark Hamilton, Gráinne Conole, and Terese Bird School of Medicine and Institute of Learning Innovation University of Leicester
  2. 2. Mobile devices: For consumers, for education PDA 1998 Mobile phone 2000 Mp3 player 2001 Netbook 2007 E-reader 2010 Tablet 2011 Consumer mobile devices and the year they ‘caught on’ in public use: Key dates for mobile learning: • 2004 – Duke University issues iPods to all incoming freshmen – recorded lectures are the main use • 2007 – iTunes U is launched • 2010 – Cedars School of Excellence, Scotland, becomes world’s 1st one iPad-per-student school
  3. 3. What is mobile learning? • “E-learning that uses mobile devices” (Pinkwart, et al, 2003) • “Learner freely moving in his physical (and virtual) environment” (Laouris and Eteokleous, 2005) Courtesy of Battle Apps http://www.civilwar.org/ed ucation/teachers/wshs--- jim-percoco/battle-apps- in-action.html
  4. 4. iPads for Medical Students • Began autumn 2013 • Full-size iPad given to every first year • Will repeat next 2 years • Workbooks no longer printed; instead, PDFs on LMS • Told students to buy Notability (PDF annotation app) • Told students to bring iPads to all class sessions • 2 Surveys: beginning and end of autumn term
  5. 5. Survey beginning of term It was easy to initially set up the iPad Strongly agree 67.4% Agree 28.9% Neither agree nor disagree 3.6% Column1 Strongly agree 55.4% Agree 37.3% Neither agree nor disagree 7.2% It was easy to download material from Blackboard LMS to the iPad
  6. 6. Survey beginning of term Overall, I am satisfied with using the iPad to enhance my learning in this course. Column1 Strongly agree 40% Agree 42.2% Neither agree nor disagree 7.2% Disagree 8.4% Strongly disagree 1.2% Unanswered 1.2%
  7. 7. Beginning of term comments • “It’s quite difficult to manipulate several documents... Constantly having to close one thing to open another and then back again.” • “Annotating on the iPad is less active than having to take down notes from lectures meaning I have to revise the content a little more as not much sticks in my head.” • “Very good. I have a lot of textbooks as PDFs which I find easy to use and useful to have whenever I need them. I find that annotating lectures on the iPad is much quicker and neater than if I was trying to write notes.” • “I find the iPad really benefits my learning.”
  8. 8. Comparison of survey 1 and survey 2 I am satisfied with the learning experience of reading the assigned material on the iPad 0 10 20 30 40 50 60 Survey 1 Survey 2
  9. 9. Comparison of survey 1 and survey 2 I am satisfied with Notability as a way to read and annotate the learning material 0 5 10 15 20 25 30 35 40 45 50 Survey 1 Survey 2
  10. 10. End of term comments • “At first I was a little apprehensive as I was used to paper format. However once I started using the iPad I had adjusted to the style of learning.... I now find it easy to use a combination of the iPad and written notes... The iPad is extremely useful when trying to access specific material. It also saves carrying lots of documents!” • “I have found that I am more likely to do spontaneous revision by having all my work so readily accessible on the iPad.” • “I think the iPads have been a good way to learn. It makes studying possible in more locations.”
  11. 11. Findings • Introducing iPads has been generally successful – Replaced paper – Achieved with almost no IT support – High student satisfaction • Student-led innovation – Mindmaps – Drawing – Airdrop
  12. 12. What’s next? • Interactive ebooks – Video – Audio – Quizzes – Offline viewing – Annotate-able • Catalyst for staff innovation – Webinar tutorials – Interactive lectures
  13. 13. Thank you! References • Laouris, Y. and N. Eteokleous (2005). We need an educationally relevant definition of mobile learning. mLearning, South Africa. • Pinkwart, N., H. U. Hoppe, et al (2003). “Educational scenarios for the cooperative use of Personal Digital Assistants.” Journal of Computer Assisted Learning 19(3): 383-391.

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