Robin Gissing - TEL Advisor Faculty of Health & Wellbeing

36 iPads, 1 Faculty, 101 Ideas

Session Overview:36 iPads (Give or take a few) We have a two phase project on-going at the moment. Phase 1 is written up over at acamedia.edu (http://goo.gl/h5VLV) and phase 2 is on going.

1 FacultyAll this work has been undertaken within the Faculty of Health & Wellbeing at Sheffield Hallam University. The faculty covers subject areas like Sport, Nursing, Allied Health Professions and Biosciences.

101 IdeasWe're going to show you a few ideas generated by myself or academic colleagues that are currently being used live in teaching now.

As for the rest...

Staff Members: Robin Gissing & Tom Jolley

Managing iPads in a Higher Ed faculty.

HWB iPad Project• Our 2 phase project gave the faculty access to a number of iPads.

• Originally 6 iPads for phase 1 (and 2 Motorola Xoom's)

• Phase 2 (Classroom use) added an additional 16, then a further 10, and finally a further further 10 (so, actually 42 now)

• We use the Apple Configurator to manage the iPads in two 'Bretford' iPad carts (split across two sites)

• We started off using mainly free applications, but since the Volume Purchase Programme launched in the UK we have switched some to better, paid, apps.

Apple Configurator• The configurator app for OSX allows you to manage at a granular level any iPad plugged into an iPad cart.

• Our cart holds 30 iPads at a time, in two rows of 15.

• Configuring the iPads beforehand means that you can deploy a set of iPads with a specific set of applications or set up (eg. lock iPad to one app) with profiles.

• You can lock down en-masse the iPads in different levels, or apps which could be disruptive to the learning experience (eg. email, iOS facebook integration etc.)

Volume Purchase Program• Volume purchasing on the iPad was opened up last year in the UK.

• It allows you to purchase redeem codes (at heavy discounts) for iPads to either give out or as we have been doing sync with the iPads in the cabinet to automatically load the apps on for a specific session.

• Its challenging to get to grips with because you need separate apple ID accounts for every stage of the process.

But what about Android?• We also have a pilot project around Nexus7 tablet computers

• A cohort of students in biosciences, and the associated staff have been loaned Google Nexus 7 devices to assist with their studies.

• Students are using apps and connecting to the google apps for education system within the university

• This pilot is looking at how students would work, if they were each given or had their own tablet computer in class.

The Android robot modified from work created and shared by Google and used according to terms described in the Creative Commons 3.0 Attribution License.

3 Stories from the Faculty...

Staff Member: Mel Lindley

Students: Lizzie May & Ryan Morton

Embedding technology enhanced and mobile resources into the UG Physiotherapy curriculum

Technologies used: TedED, Google Sites, 3D VERT suite, Aurasma App,

Background• Aware that clinical experience in respiratory physiotherapy is

limited• Desire to improve overall student experience and try and

make teaching more meaningful– Gained feedback from students over 2 academic years as

to key content that is difficult to understand/apply to practice

– Worked with students to develop resources • Aimed to create a variety of different resources that were

engaging, accessible and directly transferable to practice

What did we do?• Identified range of formats available

– TEL advisor key role in translating ideas• Redesigned current workbooks and identified key content to

be delivered by video whilst maintaining key interactive content to develop students' knowledge and understanding

• Worked with students to agree content and develop videos • Used TEDEd template for ease of design and interactivity

– created 12 different TEDEd resources– housed within 1 Google site

https://sites.google.com/site/respphysiointerventions/

goo.gl/hvBkq

Student perspective - why get involved? • To develop our own knowledge and understanding.• To provide a learning resource for other students to access.• Preparation for developing and presenting In Service Training

in later careers– Gained detailed insight into our own presentation skills,

communication style and how we come across to patients in a clinical setting

Proposed benefits• Easy to access resource online that has good practical

demonstrations and detailed descriptions that provide more information than would normally be found in textbooks/other learning resources

• Benefits:– Easy to access across many devices (PC, iPad, android

tablet)– Accessible at any time– Short so easy to follow and understand– Can listen to the explanation and see the demonstration– Can watch it as many times as required– Written transcripts of the videos to improve accessibility

“I think the videos are a great learning resource, they are really clear and concise. I think they are very helpful since we don’t cover those devices that much except when on placement, and since my respiratory placement was the first, it's really useful as a recap.”

“ I thought it was a really good idea and really helpful not onlyas a demonstration but to also consider learning from a differentperspective and creating another method of learning to access.”

“The videos were long enough to contain all the relevant info and acomprehensive demo, as well as professional behaviour, without being too long-winded or becoming tedious.”

" the videos helped my style of learning more than reading a

normal textbook"

" I'm lovin' the videos!"

Student Feedback

Student Feedback

SummaryStudent summary• Very enjoyable experience, which we would definitely

recommend for other students to get involved with

Staff summary • Varied engagement from teaching team • Identified development needs for staff • Required a very different approach to developing learning

materials • Generated external interest and request for collaboration

within 24 hours • Overall very enjoyable experience

Staff Members: Mandy Brailsford & Mel Lindley

Using Augmented Reality in Nursing & Physiotherapy respectively wholly on iPad

Technologies used: Aurasma App

What?• Augmented Reality overlays of patient actors onto manikins

• Augmented reality is a technology which allows the addition of text, video or graphics to be overlaid onto the real world via computer based device.

How?• Using ipads and an off the shelf application 'Aurasma'

• Students have been surveyed about how its used, and trials have been undertaken to show its impact.

• Some students were given the iPad, and nearly 100 students accessed the scenarios with the iPad in at least one of their scenarios.

Staff Member: Dave Ridley

Using iPads in Sport to provide instant feedback to students and video annotation

Technologies used: Coaches Eye App

Physical Education StudentsContext: Video analysis helps students to view performance, gain feedback and monitor progress

• 2003 VHS 2013 iPads

Advantages of iPads:• Quick and slick to use both iPads and the Coaches' Eye App

• Recorded data is impressive and relevant for student's learning

• Students quickly integrate iPads into their learning and use it fluently to support their learning

• Large screen for playback compared to a phone/ipod touch

Impact on StudentLearning

Generic • Communication, social skills,

giving receiving feedback• Problem solving and prioritising,

action planning• Independent learners

Subject Specific• Subject knowledge• Observational & Analytical skills• Quicker 'performance' progress

and associated motivation

App:

Coach's EyeAvailable on Apple App Store & Google Play Store

101 Ideas

I've collated a list of ideas to be used with mobile devices like iPads in Learning & Teaching in HE. So far I've got about 80 ideas and I am writing up each idea into a mini case study.

You can see the list at the link below and follow the progress of the project on the main blog page.

https://blogs.shu.ac.uk/hwbtel/app-catalogue/

Any Questions?