Presentation on mobile learning case studies at IUPS conference 2013

Faculty of Biological Sciences

Using digital and mobile technologies to enhance student learning: a hands on workshop

Dr Neil Morris

Director of Digital LearningSenior lecturer in Neuroscience

University of LeedsNational Teaching Fellow

Image © University of Leeds

Email: [email protected]

Twitter: @LT_tech_HE hashtag for this session: #iupstw

Overview

A changing landscape

Mobile learning

Case studies using mobile technologies

Discussion

Increased student

expectations

Highly competitive recruitment

market

Greater need to demonstrate distinctiveness

Multi-channel content

Lack of digital skills in staff and students

Prevalence of multi-functional mobile devices

Multi-faceted pressures on

staff

Focus on graduate

employability

Public metrics e.g. KIS

The changing landscape of Higher Education

N=1363 (Nov 2012; Middleton and Caperon, 2013)

50% use a mobile device

frequently for research or assignments


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

University of Leeds students use of mobile devices

70% likely to use a mobile

device to read articles or books online


frequently to use a search engine

Mobile learning

© University of Leeds

Flexible learning Collaboration Interaction

Deep learning

Multimodal learning

Any time, any place

Accessibility Engagement Social learning

Event capture

Interaction

Communication

Information retrieval

Research skills

“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”

Smith & Morris, 2012 (submitted); n=120 BMSC2118, FBS (Feb 2012; based on Semester 1, 11-12)

76% have listened to more

than half of the lecture audio recordings available to them

On average, students listened to audio recordings of lectures

TWICE, with over 80% listening to more than half of the recording

60% happy with the whole,

unedited, lecture being posted.

30% would prefer silences etc to

be removed

73% indicated that the availability of lecture

audio recordings does not influence lecture attendance

93% indicated that lecture audio

recordings had become important/very important to their study habits

83% of students indicated that they think

all lectures should be provided as an audio recording

90% indicated that they concentrate more in

lectures where audio recordings are provided, as they don’t have to make so many notes

94% used recordings to increase understanding

and 84% used them to write detailed

lecture notes

Podcasts can enhance examination performance

• 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/

Every lecture: Most lectures: Some lectures: Few lectures: No lectures:0%

5%

10%

15%

20%

25%

30%

35%

11.a. Watch on computer/laptop/mobile device

11.b. Watch on computer/laptop/mobile device and use to supplement lecture notes

11.c. Pause, rewind or watch mul-tiple times

% o

f re

spo

nd

ents

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?

12

Perceptions of lecture recordings

Very useful: Somewhat useful: Not useful: Useless:0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Lecture handouts/slides

Audio recordings (podcasts)

Interactive lecture recordings (audio and slides)

% o

f re

sp

on

de

nts

Audio recordings would be more useful if it was easier to move back and forwards more specifically through the recording.

I love the interactive visual recording lectures. I like being able to pause them and go back over if I don't understand. The Audio recordings are good but it's annoying that you can't pause/rewind like the video.

Podcasts are very useful specially for foreign students.

Very useful because it allows me to concentrate on listening and understanding during the lectures without feeling like I have to write it all down.

Particularly beneficial for

non-native English language speakers.

No detrimental effect on

lecture attendance

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: 127Davis, 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: 4-13Owston R.; Lupshenyuk D.; Wideman H. (2011) Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education. 14: 262-268Shaw 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

Useful for high achieving

students to skip through and find key points of interest.

Beneficial for weaker students, who view recordings

multiple times Synchronised with learning materials

Useful for revision

Popular with students

and easy to use

Event capture

Issues to consider:

• Speaker consent (tutor and students)

• Data protection

• Copyright (third party material)

• Intellectual Property Rights

Discussion: event capture

EasyHandheld

digital recorder

Audio only

MediumDIY event capture system

Audio and Screen

HardInstalled

event capture

Audio and/or

video and screen

Interaction

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 of Wisconsin System Study of Clickers," Educause Center for Applied Research Research Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6Beatty, Ian. "Transforming Student Learning with Classroom Communication Systems," 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 in large class settings by James Boyle & David Nicol - http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf

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.”

http://www.showme.com/sh/?h=Cyh7TIu

Discussion: interaction

Easy Voting handsets

Web-based

MediumSharing student content

Hard Mobile devices

Communication

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

The discussion board supported my learning

The ability to post anonymously on the discussion board encouraged me to par-ticipate

The ability to 'subscribe' to the dis-cussion board improved its effective-ness

The questions on the discussion board were answered promptly

The answers provided on the discussion board were detailed, relevant and useful

The availability of the discussion board increased my engagement with the module

% p

art

icip

an

ts a

gre

ed

Septe

mbe

r

Octob

er

Novem

ber

Decem

ber

Janu

ary

0

10

20

30

40

50

60

Nu

mb

er o

f th

read

s

Using social media to extend student engagement

Additional learning resources (e.g. research articles, links to videos, news items)

Content provided via Hootsuite simultaneously to: • Facebook page (public)

• Twitter account (public)

• RSS feed (private, within VLE)


HEngagement via Facebook

Use of Facebook

93% of respondents use Facebook

63% ‘Liked’ the module FB pageOf these:

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

The content provided on the Facebook page was useful for my learning.

The content provided on the Facebook page increased my engagement with the module.

The use of the Facebook page was appropriate.

I do not think staff should provide learning resources for students via Facebook.

Staff should always provide addi-tional learning resources via mul-tiple channels (e.g Facebook, Twitter and VLE)

% o

f re

sp

on

de

nt

ag

ree


HUse of Twitter

• 29.5% of respondents followed BMSC2118 on Twitter

• Over 57% of respondents don’t use Twitter

Students views about social media

A fantastic way of sharing useful, relevant papers and resources (such as lectures recorded on youtube) via what is quite possibly the best procrastination tool for students (Facebook).

I don't think having it on facebook is a good idea, as going onto facebook stops me doing work.

I go on fb to socialise, and don't really want to be faced with Neuroscience instead! Stick to the VLE for posting things

It's a great way to get across a lot of information quickly so should definitely be used.

Learning resources are very useful on the VLE but I don't think they should be provided on Facebook

The University in general tends to communicate with students via their uni email, but this is actually the thing I (and I'm guessing others) check the least. Twitter and Facebook are on my phone and will in fact 'beep' at me to tell me about things. It's just a good way of being reminded to read things or areas to work on.


Neil Morris, University of Leeds; CC-BY-NC-SA

72% of respondents reported that a generic feedback video on a summative exam essay helped to clarify things they did not understand.

Use of generic video feedback

Discussion: communication


Easy Discussion board

One social media

channel

MediumIntegrated

social media

Audio / video

feedback

Hard Integrated comms

Information retrieval

Teacher as content provider

Teacher as content advisor or curator

Student learning

Face to face teaching

Other learning materialsOther

learning materials

Restricted online

material

Publically available

online material

Learning materialsStudent sourced

contentStudent produced content

Open Educational Resources

Morris et al (2012) Embedding OERs into student education. HEA/JISC funded project.

Final report at: http://bit.ly/XqYoLq

Maximising the impact of the research community

“I can safely say that having access to these podcasts would have a massive positive impact on our learning, as well as understanding of research papers that may have been read previously. Students don't always understand what they are reading and being able to listen the researcher talk about their work will help them to grasp the content.”


Production of local multimedia resources to stimulate learning

“The amount of additional resources offered was

amazing and truly helpful in helping me understand the

material better.”

“The materials in the VLE and the feedback provided really helped me make the most out of this module. “

“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 way”

“Made finding information really easy - when you have a question and can't find the answer using the iPad you can find it yourself instead or leaving without knowing”

Neil Morris, University of Leeds; CC-BY-NC-SA Neil Morris, University of Leeds; CC-BY-NC-SA

76% said that using tablet

devices in a practical class was beneficial to their learning

3D brain app was used by 98%

of students for an average of 16 minutes during the 2 hour class

98% found the 3D brain

app to be useful for enhancing their learning during the practical class

Over70% used all of the apps

provided on the tablet device during the practical class

Google app was used by

75% of students for an average of 14 minutes during the 2 hour class

94% used the device to “Look at

images to understand brain structure”

© Morris et al, in preparation (data collected in two academic sessions)


76% said that using tablet

devices in a practical class was beneficial to their learning

Over70% used all of the apps

provided on the tablet device during the practical class

3D Brain HD Brain Slyvius Google Soundnote

% students used

98.2 71.9 26.3 75.4 9.6

Average time used (minutes ±SD)

16.2±9.5 9.5±7 10.2±8 14±9 6.8±4

% Agreed useful

98.0 75.0 68.1 94.6 63.0

Morris et al, in preparation (data collected in two academic sessions)

0102030405060708090

100

% A

gre

e


“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


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:

SoundnoteDocs To GoiBooksGoodReaderPubmed on TapCoursenotesDropboxDictionaryWikipanion

Significant in use of:

Literature search enginesWikisPodcastsAudio recordings

Significant in use of printed learning resources

Significant in word-processing

Significant in use of pen and paper

Significant in use of email

Discussion: information retrieval

Easy Linking Curating

Medium Student produced

Advising on apps

Hard Configured devices

Platform agnostic

Research skills

Cutaneous testingImmunofluorescence

Electrophysiology

Use of eBooks in practical classes

Total average time using ebooks in class 33 ± 5 mins; stable over weeks; N=41 total; level 2 undergraduate students (2012-13); (*P<0.05)

Average time + SD (minutes) spent using each element

eBook

Element Immunofluorescence Cutaneous Snail Brain

Text 12 ± 1 16 ± 3 12 ± 0.5

Images 11 ± 0.4 12 ± 3 11 ± 2

Videos 5 ± 0.4 5 ± 0.5 9 ± 2*

Slideshows 11 ± 3 10 ± 2 9 ± 1

Quizzes 7 ± 0.6 6 ± 0.3 6 ± 1

Students perceptions of eBooks versus paper

I found it preferable to use the eBook over a paper protocol:

“I quite like the idea of the eBooks and stuff, but especially the last practical you just don’t think to use it, you just go to pen and paper rather than the drawer thing. So I think it could do but I think you kind of need to practice at it cos you’re just so stuck in your ways”

Students perceptions of eBooks

Aesthetic appeal:

“I think the eBook is more inviting to use than the hand-outs, like before the lab I wanted to go over some of the material and I went straight to the iPad because the eBook looks nicer and it explains it well”

Skills training:

“I've used the eBooks just in practical [classes] with the videos, sometimes its better to have a pictorial display instead of just a written protocol to understand how to do things particularly in dissections.”

Students use of apps

“I’ve been trying to use it, but I don’t really know… I feel like we should have had a proper tutorial on it”

Students perceptions of changes in study habits

Access to learning resources:

“Well I’ve got the access to internet in lectures. I think the main thing I’ve used it for is cos it’s portable and easy to carry around and stuff, so I’ve always got access to you know the internet and VLE wherever I am, I don’t have to get a computer. Accessibility is probably the main thing it’s changed.”

Organisation and time management:

“I feel more organised, like before I was always the person asking other people when assignments were due, but it took two minutes to set up and I’ve found it really useful”

Ownership:

“I think I could get used to it but being aware that I’d have to get it back, I don’t want to get too used to it. It would be good if you were to actually get one for real. Then I’d probably use it more.”

Discussion: research skills


Easy Online tools / apps Mendeley

Medium Video content eBooks

Hard Configured devices

Interactive eBooks

Summary and conclusions

• Students make extensive use of learning resources provided on tablet devices.

• Device ownership is a key determinant of alterations to study habits.

• Digital literacy training is necessary and beneficial.

• Delivery of learning resources in multiple formats for cross-platform use is becoming an expectation.

Stella Cottrell and Neil Morris

Study Skills Connected

9781137019455

£12.99

27 Jul 2012

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

Acknowledgements to all final year project students, student interns and project officers who contributed to the work presented.

Work funded by Higher Education Academy and University of Leeds

All data © Neil Morris, University of Leeds

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_BERG

Dr Neil Morris Email: [email protected] Tel: +44 113 343 7014

http://www.fbs.leeds.ac.uk/research/ulberg

Presentation on mobile learning case studies at IUPS conference 2013

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