Jisc rsc morris_2012

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  • Jisc rsc morris_2012

    1. 1. Bioscience Education Research GroupFaculty of Biological Sciences Using technology to enhance the quality of the student experience Dr Neil MorrisDr Neil Morris Email: n.p.morris@leeds.ac.uk Tel: +44 113 343 7014
    2. 2. Faculty of Biological Sciences“Enhancing learning and teaching through the use of technology”
    3. 3. Faculty of Biological Sciences Information Collaboration Interaction retrieval Any time, any Multimedia Self-assessment place Independent Creativity Social learning study
    4. 4. Faculty of Biological Sciences
    5. 5. Faculty of Biological Sciences Audi Coll Ass InforPod Lect Artic Inter Mult Disc Cha Soci Wiki Clou eVot Quiz For Mob Mult Inter Bibli Digit Ref New
    6. 6. Faculty of Biological SciencesNational survey of primary and secondary school learners in England (2009-10)http://dera.ioe.ac.uk/1555/1/becta_2010_htsslearner_report.pdf
    7. 7. Faculty of Biological Sciences 97% of secondary school 94% of primary school learners have internet access learners have internet access at home at homeNational survey of primary and secondary school learners in England (2009-10)http://dera.ioe.ac.uk/1555/1/becta_2010_htsslearner_report.pdf
    8. 8. Faculty of Biological Sciences 97% of secondary school 94% of primary school learners have internet access learners have internet access at home at home 81% of Y10 secondary 60% of Y10 students know how to upload secondary students know videos, pictures or recordings how to edit a wiki or a blogNational survey of primary and secondary school learners in England (2009-10)http://dera.ioe.ac.uk/1555/1/becta_2010_htsslearner_report.pdf
    9. 9. Faculty of Biological Sciences
    10. 10. Faculty of Biological Sciences
    11. 11. Faculty of Biological Sciences
    12. 12. Faculty of Biological Sciences30% of young people“find it difficult to find usefulinformation online”25% believed theyshould “use all informationthey found”
    13. 13. Faculty of Biological Sciences A current student’s use of technology
    14. 14. Faculty of Biological SciencesLuddite: One who opposes technical or technological change
    15. 15. Bioscience Education Research GroupFaculty of Biological Sciences Audio recordings and podcasts
    16. 16. Podcasts can enhance examination performanceFaculty of Biological Sciences
    17. 17. Podcasts can enhance examination performanceFaculty of Biological Sciences• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.
    18. 18. Podcasts can enhance examination performanceFaculty of Biological Sciences• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.
    19. 19. Podcasts can enhance examination performanceFaculty of Biological Sciences• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.
    20. 20. Podcasts can enhance examination performanceFaculty of Biological Sciences• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.
    21. 21. Podcasts can enhance examination performanceFaculty of Biological Sciences• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.
    22. 22. Podcasts can enhance examination performanceFaculty of Biological Sciences• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.
    23. 23. Podcasts can enhance examination performanceFaculty of Biological Sciences• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.
    24. 24. Podcasts can enhance examination performanceFaculty of Biological Sciences• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.• Morris, N.P. (2010) Podcasts and mobile assessment enhance student learning experience and academic performance. Bioscience Education. Vol. 16. http:// www.bioscience.heacademy.ac.uk/journal/vol16/
    25. 25. Faculty of Biological Sciences “Audio recordings of the lectures have been invaluable to me during my revision as they have allowed me to make full notes for revision purposes, as well as aiding my understanding of the more difficult material”
    26. 26. Faculty of Biological Sciences n=120 undergraduate students, FBS (Feb 2012; based on Semester 1, 11-12)
    27. 27. 76% 60% have listened to moreFaculty of Biological Sciences happy with the whole, unedited, than half of the lecture audio recordings available to them lecture being posted. 30% prefer silences etc to be removed would On average, students listened to audio recordings of lectures TWICE, with over 80% 73% indicated that the availability of lecture listening to more than half of the recording audio recordings does not influence lecture attendance 93% indicated that lecture audio 94% used recordings to increase understanding recordings had become important/very important to their study habits 84% and used them to write detailed lecture notes 90% indicated that they concentrate more in lectures where audio recordings are provided, as they don’t have to 83% of students indicated that they think make so many notes all lectures should be provided as an audio recording n=120 undergraduate students, FBS (Feb 2012; based on Semester 1, 11-12)
    28. 28. Bioscience Education Research GroupFaculty of Biological Sciences Student voting handsets and lecture capture
    29. 29. Faculty of Biological Sciences eVoting handsets (student response systems)Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University ofWisconsin System Study of Clickers," Educause Center for Applied ResearchResearch Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6Beatty, Ian. "Transforming Student Learning with Classroom CommunicationSystems," Educause Center for Applied Research Research Bulletin. Volume 2004,Issue 3 (February 3, 2004), p. 5.Using classroom communication systems to support interaction and discussion inlarge class settings by James Boyle & David Nicol - http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf
    30. 30. Faculty of Biological Sciences eVoting handsets (student response systems) • Increase interactivity;Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University ofWisconsin System Study of Clickers," Educause Center for Applied ResearchResearch Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6Beatty, Ian. "Transforming Student Learning with Classroom CommunicationSystems," Educause Center for Applied Research Research Bulletin. Volume 2004,Issue 3 (February 3, 2004), p. 5.Using classroom communication systems to support interaction and discussion inlarge class settings by James Boyle & David Nicol - http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf
    31. 31. Faculty of Biological Sciences eVoting handsets (student response systems) • Increase interactivity; • Increase knowledge retention;Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University ofWisconsin System Study of Clickers," Educause Center for Applied ResearchResearch Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6Beatty, Ian. "Transforming Student Learning with Classroom CommunicationSystems," Educause Center for Applied Research Research Bulletin. Volume 2004,Issue 3 (February 3, 2004), p. 5.Using classroom communication systems to support interaction and discussion inlarge class settings by James Boyle & David Nicol - http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf
    32. 32. Faculty of Biological Sciences eVoting handsets (student response systems) • Increase interactivity; • Increase knowledge retention; • Stimulate debate;Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University ofWisconsin System Study of Clickers," Educause Center for Applied ResearchResearch Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6Beatty, Ian. "Transforming Student Learning with Classroom CommunicationSystems," Educause Center for Applied Research Research Bulletin. Volume 2004,Issue 3 (February 3, 2004), p. 5.Using classroom communication systems to support interaction and discussion inlarge class settings by James Boyle & David Nicol - http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf
    33. 33. Faculty of Biological Sciences eVoting handsets (student response systems) • Increase interactivity; • Increase knowledge retention; • Stimulate debate; • Increase engagement;Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University ofWisconsin System Study of Clickers," Educause Center for Applied ResearchResearch Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6Beatty, Ian. "Transforming Student Learning with Classroom CommunicationSystems," Educause Center for Applied Research Research Bulletin. Volume 2004,Issue 3 (February 3, 2004), p. 5.Using classroom communication systems to support interaction and discussion inlarge class settings by James Boyle & David Nicol - http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf
    34. 34. Faculty of Biological Sciences eVoting handsets (student response systems) • Increase interactivity; • Increase knowledge retention; • Stimulate debate; • Increase engagement; • Offer feedback;Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University ofWisconsin System Study of Clickers," Educause Center for Applied ResearchResearch Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6Beatty, Ian. "Transforming Student Learning with Classroom CommunicationSystems," Educause Center for Applied Research Research Bulletin. Volume 2004,Issue 3 (February 3, 2004), p. 5.Using classroom communication systems to support interaction and discussion inlarge class settings by James Boyle & David Nicol - http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf
    35. 35. Faculty of Biological Sciences eVoting handsets (student response systems) • Increase interactivity; • Increase knowledge retention; • Stimulate debate; • Increase engagement; • Offer feedback; • Increase participation in lectures, practicals and tutorials.Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University ofWisconsin System Study of Clickers," Educause Center for Applied ResearchResearch Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6Beatty, Ian. "Transforming Student Learning with Classroom CommunicationSystems," Educause Center for Applied Research Research Bulletin. Volume 2004,Issue 3 (February 3, 2004), p. 5.Using classroom communication systems to support interaction and discussion inlarge class settings by James Boyle & David Nicol - http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf
    36. 36. Faculty of Biological SciencesMorris, N.P. (2010) Using eVoting handsets in Biological Sciences. Learning and Teaching Bulletin,University of Leeds. Issue 24.
    37. 37. Faculty of Biological Sciences One professor in FBS teaching first- year biochemistry students said: “Simply, it was a great week. Students seem to love the clicker questions... The atmosphere in the lecture theatre was like none I have experienced before, with students talking to me and working with me, asking questions, and asking for help.”Morris, N.P. (2010) Using eVoting handsets in Biological Sciences. Learning and Teaching Bulletin,University of Leeds. Issue 24.
    38. 38. Faculty of Biological Sciences
    39. 39. Faculty of Biological Sciences98% saidrecorded lectures werevery useful for theirstudies/revision (n=122;2010-11)
    40. 40. Faculty of Biological Sciences98% saidrecorded lectures werevery useful for theirstudies/revision (n=122;2010-11) Total daily views for one recorded lecture. Average of 5.8 views per day.
    41. 41. ‘The lectureFaculty of Biological Sciences recordings were one of the most useful materials I have ever used.’98% saidrecorded lectures werevery useful for theirstudies/revision (n=122;2010-11) Total daily views for one recorded lecture. Average of 5.8 views per day.
    42. 42. Faculty of Biological Sciences Good uses for interactive chat: • Summarise main points David T: why does it stop potassium? • Ask questions maria: how does it block • Resolve problems the channel? with a molecule or via a protein shipoopi: whats a hilock ? xxx: are ipsps used to prevent unwanted aps occurring spontaneously or just when an ap is occurring and needs to be stopped?
    43. 43. Faculty of Biological Sciences Good uses for interactive chat: • Summarise main points David T: why does it stop potassium? • Ask questions maria: how does it block • Resolve problems the channel? with a molecule or via a protein shipoopi: whats a hilock ?55% said they liked having xxx: are ipsps used to prevent unwanted apsinteractive chat; 35% said they liked occurring spontaneously or just when an ap ishaving it but they wanted students to use occurring and needs to beit for sensible comments/questions; stopped?10% said they didn’t like it. (n=107;2010-11)
    44. 44. Faculty of Biological Sciences Bollmeier, S. G., Wenger P. J., Forinash A. B. (2011) Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course. American Journal of Pharmaceutical Education. 74: 127 Davis, S.J., Connolly, A., Linfield, E. (2009) Lecture capture: Making the most of face to face learning Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre 4: 4-13 Owston R.; Lupshenyuk D.; Wideman H. (2011) Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education. 14: 262-268 Shaw G.P.; Molnar D. (2011) Non-native english language speakers benefit most from the use of lecture capture in medical school. Biochemistry and Molecular Biology Education. 39: 416-420
    45. 45. beneficial for Particularly No detrimental effect on lecture non-native EnglishFaculty of Biological Sciences attendance language speakers. Beneficial for weaker Useful for revision students, who view recordings multiple times Synchronised with learning materials Useful for high achieving students to skip through and find key Popular with students points of interest. and easy to use Bollmeier, S. G., Wenger P. J., Forinash A. B. (2011) Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course. American Journal of Pharmaceutical Education. 74: 127 Davis, S.J., Connolly, A., Linfield, E. (2009) Lecture capture: Making the most of face to face learning Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre 4: 4-13 Owston R.; Lupshenyuk D.; Wideman H. (2011) Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education. 14: 262-268 Shaw G.P.; Molnar D. (2011) Non-native english language speakers benefit most from the use of lecture capture in medical school. Biochemistry and Molecular Biology Education. 39: 416-420
    46. 46. Bioscience Education Research GroupFaculty of Biological Sciences Students’ use of tablet devices
    47. 47. Faculty of Biological Sciences “Revolutionary, this has changed the 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”
    48. 48. Faculty of Biological Sciences Morris et al. (2012) Advances in Physiology Education 36: 97-107
    49. 49.  laptop 3½h Significant in use of for studying after 10 weeks with a tablet device Over per dayFaculty of Biological Sciences using device for studying Significant  in use Top educational apps: of: Soundnote Literature search engines Docs To Go Wikis iBooks Podcasts GoodReader Audio recordings Pubmed on Tap Coursenotes Significant  in use of printed learning resources Dropbox Dictionary Significant  in word-processing Wikipanion Significant  in use of pen and paper Significant  in use of email 80% thought the iPad was a useful tool for studying 96% found the device easy to use Morris et al. (2012) Advances in Physiology Education 36: 97-107
    50. 50. Bioscience Education Research GroupFaculty of Biological Sciences Technology integration in practical settings
    51. 51. Faculty of Biological Sciences “I really enjoyed the neuroanatomy practical class as I felt the use of iPads cleverly appealed to the students whilst allowing us to revise in a new and effective ways”.
    52. 52. Faculty of Biological Sciences n=115 undergraduate students, FBS (Nov 2011)
    53. 53. 17%Faculty of Biological Sciences 76% take their laptop into felt using tablet devices in a practical class was beneficial to their learning university more than THREE times a week, even though 98% own one. 76% used Wikipedia at least TWICE a week for academic work 3D brain app was used for an average of 16 minutes during the 2 hour class 89% day for academic work used a search engine every Over 70% used all of the apps provided on the tablet device during the practical class 67% tor academic work had access to a touch screen device suitable 98% found the 3D brain app to be useful for enhancing their learning during the practical class n=115 undergraduate students, FBS (Nov 2011)
    54. 54. Faculty of Biological Sciences
    55. 55. Faculty of Biological Sciences Multimedia interactive eBook created using iBook Author tool; Tested in a neuroscience practical class (n=36); 17 students completed a survey about the eBook: • 100% indicated that they had watched the dissection video • 70% had viewed the eBook • 63% had used the MCQs. • 100% indicated that it was useful for enhancing their learning.
    56. 56. Faculty of Biological SciencesJohnson L, Smith R, Willis H, Levine A, Haywood K. The horizon report [Online]. The New Media Consortium. http://csn.edu/PDFFiles/OTS/Website documents/getconnected/HR2011.pdf.
    57. 57. Faculty of Biological SciencesJohnson L, Smith R, Willis H, Levine A, Haywood K. The horizon report [Online]. The New Media Consortium. http://csn.edu/PDFFiles/OTS/Website documents/getconnected/HR2011.pdf.
    58. 58. Faculty of Biological SciencesJohnson L, Smith R, Willis H, Levine A, Haywood K. The horizon report [Online]. The New Media Consortium. http://csn.edu/PDFFiles/OTS/Website documents/getconnected/HR2011.pdf.
    59. 59. Faculty of Biological SciencesJohnson L, Smith R, Willis H, Levine A, Haywood K. The horizon report [Online]. The New Media Consortium. http://csn.edu/PDFFiles/OTS/Website documents/getconnected/HR2011.pdf.
    60. 60. Faculty of Biological SciencesJohnson L, Smith R, Willis H, Levine A, Haywood K. The horizon report [Online]. The New Media Consortium. http://csn.edu/PDFFiles/OTS/Website documents/getconnected/HR2011.pdf.
    61. 61. Faculty of Biological Sciences Summary • Integration of technology enhanced learning is becoming a baseline expectation for Higher Education students. • Blended learning approaches offer benefits for student engagement, student performance and learning. • HEIs developing blended learning and mobile strategies can access evidence based research to help inform implementations. • Use of mobile content/devices and eBooks are the major priorities on the horizon.
    62. 62. Faculty of Biological Sciences Stella Cottrell and Neil Morris Study Skills Connected 9781137019455 £12.99 27 Jul 2012
    63. 63. Faculty of Biological Sciences References and acknowledgements Catherine Bell, Neil Morris, Alina Secara, Steven Sourbron, Aisha Walker, Dragos Ciobanu. (2011) Can one tool change the culture of an institution? ALT-C conference, University of Leeds. Morris, N.P. (2007) HEA Centre for Bioscience E-learning Case Study. Blended learning resources for a first year neuroscience/pharmacology module – an e-learning practice case study: ftp:// www.bioscience.heacademy.ac.uk/Resources/morris.pdf Morris, N.P. (2008) VLE implementation project. Learning and Teaching Bulletin, University of Leeds, Issue 18. Morris, N.P. (2010) Podcasts and mobile assessment enhance student learning experience and academic performance. Bioscience Education. 16:1. Morris, N.P. (2010) Using eVoting handsets in Biological Sciences. Learning and Teaching Bulletin, University of Leeds. Issue 24. Morris, N.P. (2010) Blended learning approaches enhance student academic performance. Enhancing Learning Experiences in Higher Education, Hong Kong University. Conference Proceedings: http:// www.cetl.hku.hk/conference2010/pdf/Morris.pdf Morris, N. P. (2011) Using Blackboard for Blended Learning Enhances Student Engagement and Learning. Blackboard World Conference, Las Vegas, July 2011. http://blackboard.echo360.com/ess/echo/presentation/ 1a246e1f-faba-4bc6-8fe1-8e4234a4c790 Morris N.P., Ramsay, L., Chauhan, V. (2012) Can a tablet device enhance undergraduate science students study behaviours? Advances in Physiology Education 36: 97-107
    64. 64. Faculty of Biological Sciences Thank you. For more information about the Bioscience Education Research Group at Leeds, see www.fbs.leeds.ac.uk/research/ulberg Follow us on Twitter @UL_BERGDr Neil Morris Email: n.p.morris@leeds.ac.uk Tel: +44 113 343 7014

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