Future Technology and Teaching - Resuscitation Council (UK) · (Al-Emran, Elsherif, & Shaalan,...

Future Technology and Teaching

The next 30 minutes

• A look at two of the new emerging technologies that could enhance how we train & educate• Mixed reality• Mobile learning

• The evidence that supports using emerging technology in teaching

Technology – an unstoppable force

• As early as 1999 researchers have identified technology as an unstoppable force in education (Spencer, 1999).

• There have also been overwhelming amounts of research in recent years supporting the positive impacts technology can make in education (Benlamri & Klett, 2015; Cassidy et al., 2014; Skiba, 2016).

How can technology improve education delivery?

Source: Apogaeis 2017 online at https://www.apogaeis.com/blog/how-technology-is-changing-education-the-journey-from-whiteboard-to-keyboard/

Mixed Reality – Intersection of Virtual & Physical Realities

Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Informationand Systems, 77(12), 1321-1329.

Have you used VR?

Source: SpacedCobraTV 2007 online at https://www.youtube.com/watch?v=ik5OjbAk-ogSource: The Franklin Institute 2018 online at https://www.fi.edu/virtual-reality/history-of-virtual-reality

• How far back do you think VR ideas go back?• In 1838, the first stereoscope

was invented, using twin mirrors to project a single image. That eventually developed into the View-Master, patented in 1939 and still produced today.

• The term ‘Virtual Reality’ not coined until mid 1980s

• Simulated environments go back to the 1950s

Mixed reality – more than just a game• Virtual and augmented reality are often associated with gaming

• VR, AR and MR offer many opportunities in education.

10/02/2018 7

Mixed Reality – what the research is telling us

• Due to the ease and cost-effectiveness of implementation, the technology provides distance students with the same opportunity as classroom-based students to experience such events and ‘the application of Clinical VR will have a significant impact on future research and practice.’ (Rizzo & Koenig, 2017)

• Research has demonstrated statistically significant improvement in skill development of students who used virtual reality tools before attending practical training scenarios (Birt, Moore, & Cowling, 2017)

Mixed Reality – how can it help us teach?

• Put students in situations that are “rare events”

• Inductions / familiarisations

• Scenario based activities

• Immersive tutorials

Some examples…

ARC Virtual Reality

• ARC BLS Scenario 360º: https://youtu.be/K-eXc9_LAag

Triage 1

11

Triage 2

12

Science Lab

13

15

Sonography

16

Using augmented reality and 3D printed tools to deliver distance airway training under $5

17

The Merge Cube – students can hold holograms in their hands• The Merge Cube allows students to

experience mixer reality in their hands

• The device is a cheap rubber marker that works with a range of apps and also allows easy to build experiences for educators.

Microsoft HoloLens

• Microsoft HoloLens is a pair of mixed reality smart glasses developed and manufactured by Microsoft that create immersive simulations anywhere.

10/02/2018 MAV - V1 - February 2018 21

Mobile learning

• What is mobile learning?• The term ‘mobile learning’ has many

definitions in literature and covers a wide range of technologies and applications.

• A definition that has been cited by many others in the academic community defines mobile learning as “learning across multiple contexts, through social and content interactions, using personal electronic devices” (Crompton, 2013).

So, after all those years of telling students to put mobile devices away in class, I am going to suggest we now get students to use them as an engaging learning tool!

Mobile learning – what research tells us• Expanding research into the use of mobile devices as student learning tools

has been identified as a critical opportunity for academics to advance learning (Cassidy et al., 2014).

• A 2016 study found mobile devices were used by 85% of the respondents as the main method of study (Al-Emran, Elsherif, & Shaalan, 2016).

• Wu et al. (2012) in a literature review of mobile studies found ‘Research outcomes in mobile learning studies are significantly positive.’

• In the area of healthcare, mobile device use has shown significant improvements in accessing information for clinical knowledge, adherence to guidelines and diagnostic decision making. (Mickan, Atherton, Roberts, Heneghan, & Tilson, 2014)

• It has been identified that mobile devices allow students improved learning in their community of practice through more activities undertaken outside of the normal learning environment (Kim, Rueckert, Kim, & Seo, 2013).

• In 2016, for the first time, internet access worldwide by mobile devices overtook access by traditional computers and laptops (StatCounter,

2016).

• The most recent figures published by the Australian Bureau of Statistics indicate that internet access through mobile devices is the most used form of connectivity in Australia with 45% of internet users connecting by this method (ABS, 2017).

Mobile learning – what research tells us

• “Bring your own device” - term first used be Intel in 2009 (Harkins, 2013).

• Intel now reports an extra 5 million hours of productivity annually since implementing BYOD (Harkins, 2013).

• BYOD allows students access to the same devices at university and at home.

• Allow students to work with technology with which they are already comfortable and familiar.

• By delivering educational content to a device a student is comfortable with, is it possible to improve engagement?

Mobile learning – “BYOD”

Teaching CPR through an app – ARC Kids Save Lives

Mobile learning – Kahoot! Live quizzes

Augmented Reality in Human Anatomy Atlas 2018 Edition for Apple's iOS 11 creates a transformative learning experience that enables students to visualise gross anatomy and microanatomy as they would in a lab room with cadavers or specimens.

Mobile learning – A&P learning

10/02/2018 MAV - V1 - February 2018 30

Technology and teaching – have a go!

“Technology will never replace great teachers, but technology in the hands of great teachers is transformational”– George Couros

Thank you

References• ABS. (2017). 8153.0 - Internet Activity, Australia, June 2017 Australian Bureau of Statistics. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/8153.0

• Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102. doi:10.1016/j.chb.2015.11.033

• Birt, J., Moore, E., & Cowling, M. (2017). Improving Paramedic Distance Education through Mobile Mixed Reality Simulation. Australasian Journal of Educational Technology, 33(6), 69-83. doi:10.14742/ajet.3596

• Cassidy, E. D., Colmenares, A., Jones, G., Manolovitz, T., Shen, L., & Vieira, S. (2014). Higher Education and Emerging Technologies: Shifting Trends in Student Usage. The Journal of Academic Librarianship, 40(2), 124-133. doi:10.1016/j.acalib.2014.02.003

• Clough, G., Jones, A. C., McAndrew, P., & Scanlon, E. (2008). Informal Learning with PDAs and Smartphones. Journal of Computer Assisted Learning, 24(5), 359-371. doi:10.1111/j.1365-2729.2007.00268.x

• Danker, B. (2015). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms. IAFOR Journal of Education, 3(1). doi:10.22492/ije.3.1.10

• Harkins, M. (2013). Mobile: Learn from Intel's CISO on Securing Employee-Owned Devices. Information Security Media Group. Retrieved from http://www.govinfosecurity.com/webinars/mobile-learn-fromintels-ciso-on-securing-employee-owned-devices-w-264

• Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1). doi:10.3402/rlt.v20i0.14406

• Kim, D., Rueckert, D., Kim, D.-J., & Seo, D. (2013). Students' perceptions and experiences of mobile learning.(Report). Language, Learning & Technology, 17(3), 52.

• Mickan, S., Atherton, H., Roberts, N. W., Heneghan, C., & Tilson, J. K. (2014). Use of handheld computers in clinical practice: a systematic review. BMC Medical Informatics and Decision Making, 14, 56-56. doi:10.1186/1472-6947-14-56

• Orr, G. (2010). A Review of Literature in Mobile Learning: Affordances and Constraints. In (pp. 107-111).

• Rizzo, A. s., & Koenig, S. T. (2017). Is Clinical Virtual Reality Ready for Primetime? Neuropsychology, 31(8), 877-899. doi:10.1037/neu0000405

• StatCounter. (2016). Mobile and tablet internet usage exceeds desktop for first time worldwide. StatCounter GlobalStats. Retrieved from http://gs.statcounter.com/press/mobile-and-tablet-internet-usage-exceeds-desktop-for-first-time-worldwide

• Wu, W.-H., Jim Wu, Y.-C., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., & Huang, S.-H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827. doi:10.1016/j.compedu.2012.03.016