Talking about ipads

1www.technologyenhancedlearning.net

Talking about……iPads

Prof Neil Witt, Rob Stillwell

Welcome

• It’s about talking• We have some examples• We don’t have the answers – but we can

influence the future

A quick snapshot of current use

• Content Production• Content Consumption• Communication and Calendar• Academic Process and Practice • Exploration and Research

A quick snapshot of current use

Where next?

Who has what? What do you want to use your device for?

Building Capacity – the student voice

Ask me

I want

Findings

Some Findings from Building Capacity Plymouth

Students want 24/7 access to course info & learning materials, on the devices they use

They expect to use their own technologies on campus: but these are often less up-to-date, portable or robust than we might imagine

They have diverse preferences for social and communicational media: some like to separate personal / study spaces

There is a need for consistency from tutors, and clarity about digital practices at course level

What are our users using?

User data

• 120 different Android devices (all with slight variants)

• 75% Apple, 25% Other• iPad usage = 5%

• So if (very approximately) less than 5% of students have an iPad why are we bothering?

Horizon Scanning

www.nmc.org

Taking the Tablets

Summary• 2011 – 3M iPads/month sold• Samsung Galaxy & Sony

Tablet S released• iPad – 97% tablet based

traffic• 47% Mobile web traffic• Relevance for Teaching,

Learning, or Creative Inquiry

Horizon Scanning (UK HE)

• Relevance for teaching, learning, research, or information management

• Tablets are easily adaptable to almost any learning environment, with tens of thousands of educational applications emerging as part of a new software distribution model.

• As a one-to-one solution, tablets present an economic, flexible alternative to laptops and desktops due to their lower cost, greater portability, and access to apps.

• Tablets are conducive to engaging in learning outside the classroom, with a suite of tools for capturing data in real-time and collaborating on projects, while offering a large, user friendly interface.

Data in the Cloud

Data in / data out

• Dropbox– Excellent but use with care– must have student's permission to load it on to Dropbox

then any permissions from them for further things that you may do with the works after they have been loaded on to Dropbox

– https://www.dropbox.com/dmca#terms• iTunes • Email• Googledoc/ftp/etc.• ALL DEPENDS ON THE APP

Marking and Annotation

Image editing - SnapSeed

Video editing - iMovie

Using iPads with Students

• Joint Teaching fellowship investigating use of iPads for reflection with illustration students.

• Working with Dean Owens, module leader BA Illustration.

• Using 10 iPads available for staff/student use managed by Technology Enhanced Learning.

Overview

• Being used over 5 weeks, 2 groups of 20 students each with a 2.5 hour sessions every Thursday.

• 10 students each week using an iPad to draw whilst remainder use materials of their own choice.

Why the iPad?

• Platform specific app –Brushes

• Simple, intuitive control, touch gestures, similar to natural drawing (& stylus can be used)

• Excellent battery life

Brushes App

Illustration by James Bradfield View Video

Student reaction

• Still halfway through the project but little reluctance to use from students

• Some actively downloaded the app and use in their own time• http://technologyenhancedlearning.net/ipadsforillustration/

Workflow

1. Charge, clean iPads before session, check software and email working

2. Hand out iPads to students, logging number /name3. Students create various works over 2.5 hours4. At the end of session, students can email images to

personal accounts.5. Collect iPads, upload every image to Flickr and email

image actions to my account so I can create videos later (then upload to YouTube)

6. Delete images ready for next group then repeat

Issues

• Management and maintenance (charging, cleaning, buying apps)

• Tracking, 10 are numbered but larger numbers would be difficult

• Risk of damage, expensive to replace or repair. • Screens have been scratch from stylus - screen

protectors reduce ability of stylus so having to use them without them.

Final thoughts

• Would it be better for students to use own iTunes account and manage their own device?

• Sustainability?• Give the students the tasks of uploading work –

enhance digital literacy skills?• Value – did it aid reflection?

How is Plymouth responding?

• Provide an enhanced learning experience through the use of technology and digital solutions

• Move to device independent delivery through the use and development of web based applications and cloud services as a preference

• Ensure learning that is device-independent, adopting a multi-channel approach with infrastructure able to cope with mobile platforms and devices.

Campus M – Example

Going Ahead

• Funding models are still an issue• Training and Support needs defining• Plymouth Learning Technologies Review

TEL@plymouth.ac.uk

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