Neil Morris

Director of Digital Learning

Professor of Educational Technology, Innovation and Change

University of Leeds

National Teaching Fellow

Image © University of Leeds

Email: n.p.morris@leeds.ac.uk

Twitter: @neilmorrisleeds, @unileedsonline

Moving Higher Education forward in the digital age: realising a digital strategy

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

Teacher as

content providerTeacher as

content advisor

or curator

Student learning

Face to face

teaching

Other learning materials

Other learning materials

Restricted online

material

Publically available

online material

Learning materialsStudent sourced

content

Student produced

content

Faculty of Biological Sciences

Edgar Dale’s Cone of Learning; CC-SA

Gartner Hype Cycle for Education (2013)

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

University strategies for Digital Learning

Digital Strategy for Student Education

Blended learning strategy

Face to face

classes

Learning resources

Eventcapture

Interaction collaboration

Social media channels

Mobile devices

Online assessment

Research-based

learning

Digital learning channel portfolio

Only available to Registered Students Available to all learners

Online Courses

Individual Learning Objects

Learning Objects complementing face-to-face provision (Blended Learning)

Resource production

In-room capture Scheduled

Ad-hoc

At-desk media

creation (Audio,

video, screen

capture)

Mobile capture (Audio, video)

Video

conferencing

Online

collaborative

learning spacesE-learning

support

Digital learning infrastructure

Over 1000 recordings in

6 weeks

Over 60000 views

in 6 weeks

Over 240 rooms

equipped

Learning object re-use strategy

Enhancing face to face interactions

Uses of video in education

Image CC by Jenko, FlickR

“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”

76% have listened

to more than half of the lecture

audio recordings available to them

93% indicated that

lecture audio recordings had

become important/very important to

their study habits

73% indicated that the

availability of lecture audio recordings does

not influence lecture attendance

90% indicated that they

concentrate more in lectures where audio

recordings are provided, as they don’t

have to make so many notes

Smith, K and Morris, NP (2014) Evaluation of biomedical science students use and perceptions of podcasting. Bioscience Education Electronic Journal.

ISSN 1479-786 Full text available as: http://dx.doi.org/10.11120/beej.2014.00024

Benefits of lecture capture

David T: why does it stop

potassium?

maria: how does it block the

channel? with a molecule or via a

protein

shipoopi: whats a hilock ?

xxx: are ipsp's used to prevent

unwanted ap's occurring

spontaneously or just when an ap

is occurring and needs to be

stopped?

Useful for high achieving

students to skip through and find key points of interest.

Particularly beneficial for non-

native English language

speakers.

Beneficial for weaker students,

who view recordings multiple

times

Synchronised with

learning materials

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

The flipped classroom

At-desk recording

REC

Open desktop software and press record. Screen, audio and video captured.Automatic upload to system for review, edit and approve.

Make available tocolleague, VLE or public.

Problem-solving

Discussion

Creativity

Conceptual

understanding

Active learning

Investigating the impact of tablet

devices on learning

© University of Leeds #aberBL

Mobile learning in action

Deep learning

Multimodal learning

Any time, any place

“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”© University of Leeds

© University of Leeds

Min

ute

s

Week

Morris et al. (2012) Advances in Physiology Education 36: 97-107

Over 3 ½ h per day

using device for studying

Significant in use of laptop for

studying after 10 weeks with a tablet device

96% found the device easy to use80% thought the iPad was

a useful tool for studying

Top educational apps:

Soundnote

Docs To Go

iBooks

GoodReader

Pubmed on Tap

Coursenotes

Dropbox

Dictionary

Wikipanion

Significant in use of:

Literature search engines

Wikis

Podcasts

Audio recordings

Significant in use of printed learning resources

Significant in word-processing

Significant in use of pen and paper

Significant in use of email

Average of 13.6 ± 0.6 minsusing 3-D Brain app during 2 hour practical class (n=273, 3 years)

98% of students used the 3-D Brain app during the

practical class (n=256, 3 years)

70-99% of students found the 3-D Brain app useful

or very useful for learning (n=247, 3 years)

76-83% found tablet device in class

beneficial (3 years)

77-84% found using tablet devices in class

enjoyable (3 years)

72-81% thought that tablet devices

enhancelearning (3 years)

Cutaneous testingImmunofluorescence

Electrophysiology

“enjoy the novelty and design of the eBooks… and the

videos were really useful at first”

“after I’d used the eBook… I liked using the paper protocol

just because it’s more straight-forward and easier to flick

through just to find one particular thing”

70-90% agreed

eBooks are beneficial to

learning

83-97% commended eBook design

32 minutes average use

in practical class

40% preferred eBooks

to paper protocols

Embracing openness

© CC

iTunes U portfolio

iTunes U statistics

44,793

visitors

Social constructivist

ParticipatoryActive

learning

Research-based

Teacher- and participant-

focused

Digital literacy support

Multi-format content

Accessible content

Social

Our MOOC pedagogy

Staff perspectives on blended 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

MOOC portfolio

FREE ONLIN

E COURSE

Sign up at

futurel

earn

.com

https://futurelearn.com/courses/when-worlds-collide

Sign up to ‘Exploring anatomy: the human abdomen’

http://futurelearn.comCourse starts on 10 February 2014For 3 weeks, 4 hours per 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

Key elements of MOOCs

Key elements of MOOCs

Futurelearn MOOCs

97% found the structure of the course fairly/very clear

97% found the educator(s) engaging

95% believed the course had fulfilled their expectations

92% rated the overall experience as good or excellent

Average overall engagement 51.7%; data shown is weighted averages for all courses

Overall engagement is the % of video watched, discussions viewed, articles viewed, quizzes / tests taken

Excludes participants with zero engagement and participants who declined to answer the question

0

10

20

30

40

50

60

70

80

90

100

18 yearsold orunder

18 - 25years old

26 - 35years old

36 - 45years old

46 - 55years old

56 - 65years old

66 yearsold orover

% o

ve

rall e

ng

ag

em

en

tOverall engagement by age for all courses

(n=1722)

0

20

40

60

80

100

120

0-10 11-20 21-30 31-40 41-50 >50

Ave

rag

e q

uiz

sc

ore

Number of videos watched

Quiz score vs video watched (Anatomy)

Active learners who watched more videos performed better in quizzes

(P<0.05, df5, f256, one way ANOVA). Post-hoc tests revealed

differences between the majority of groupings (* P<0.05, Bonferroni)

(n=3491).

*

*

**

(1387)

(628)

(380)

(193)

(208)(695)

Full data set

Post course survey data for first three MOOCs (n= When Worlds Collide: Fairness and Nature (n=241); Exploring Anatomy: the human abdomen

(n=424); Introduction to Physical Actor Training (n=83); Photo: Kabsik Park under a CC licence (flickr)

90-97% satisfied with

video as a learning tool

37-53% satisfied with

discussion as a learning tool

72% spend between 30 mins

and 2 hours online per visit.

MOOC learning elements

86-92% satisfied with

quizzes as a learning tool

Digital learning on campus

Content re-used in

existing modules

FREE ONLIN

E COURSE

Sign up at

futurel

earn

.com

https://futurelearn.com/courses/when-worlds-collide

Sign up to ‘Exploring anatomy: the human abdomen’

http://futurelearn.comCourse starts on 10 February 2014For 3 weeks, 4 hours per 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

Digital learning on campus

New discovery theme

module created in a

‘MOOC’ style

http://www.bostonglobe.com/metro/2014/05/17/behind-harvard-explosion-online-classes-flurry-lights-camera-action/BybPhkyfX59D9a7icmHz5M/story.html

The future of digital learning?

Analytics-based personalisation

Hybrid courses

Adoption of digital literacy

Game-based

learning

Award flexibility

Validated electronic

assessment

Integratedmobilelearning

Student centredlearning

Widespread blended learning

Stella Cottrell and Neil Morris

Study Skills Connected

9781137019455

£12.99

27 Jul 2012

Future online learning strategy

References and acknowledgementsMorris, 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

Cottrell S; Morris N.P. (2012) Study Skills Connected. Palgrave MacMillan.

Morris NP (2014) First time MOOC provider: reflections from a research-intensive university in the UK. European MOOC summit : 259-

263.

Smith, K. & Morris, N.P. (2014) Evaluation of Biomedical Science students use and perceptions of Podcasting. Bioscience Education.

24.

Acknowledgements to all final year project students, student interns,

project officers and the Digital Learning Team who contributed to the

work presented.

Work funded by Higher Education Academy and University of Leeds

All data © Neil Morris, University of Leeds

Future online learning strategy