To what extent will learning and teaching change in a mobile university? Thoughts from the
University of BathEduserv Symposium
13th May 2010
Andy Ramsden
Head of e-Learning
University of [email protected]
http://go.bath.ac.uk/andyramsden
eatbath-present
andyramsden
http://www.bath.ac.uk/lmf/download/44634
Our backdrop: The scenario (2005)
• Start of the day• Travelling in• On campus• Group meeting with tutors• Travelling home• Part time work (during break)• Later on
The aims & outcomes
1. To what extent will the Learning and Teaching change in a more mobile university?• What will the landscape look like?
2. What role will the central services, staff and students play as agents of change?• Are these agents likely to shift the landscape?
2015
earthsci.org/processes/geopro/massmov/creep2.jpg
Teaching and Learning in a mobile university
More of the same but on your phone New learning landscapes
The benefit of mobile learning is derived from the mobility of the learner, which creates more learning opportunities for the individual (Sharples, Taylor and Vavoula (2007))
A framework for our discussion
present
present new
new
Learning and Teaching
Mission (markets)
Existing studentsExisting technologies
Existing studentsNew technologies
New studentsNew technologies
New studentsExisting technologies
Core technologies, established services which feel owned by the University (BUCS, e-learning, web services, Registry). Support and development programmes. If externally hosted then supported, with exit strategy (migration plans)
Non core technologies, These tend to be pilot projects by a range of Departments, Faculties and central teams
Adapted Salmon (2005), ALT J (13-3)
New learning opportunities
Lecturer Dept Technology url
Bernd Sing Mathematics ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/04/28/session-report-complex-analysis/
Paul Caulfield School of Management ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/01/06/session-report-advanced-management-practices-business-and-society/
Gemma Cranston Aerospace Engineering
ARS (Clickers) http://blogs.bath.ac.uk/ars/2008/12/01/de-construction-of-aircraft-performance-and-design-question/
Sabah Abdullah Economics Twitter http://opus.bath.ac.uk/15319/
“using the clickers, every student has to question and think about her/his method to arrive at the solution (and cannot just passively lean back in the problem’s class and see what happens)” – Bernd Sing, Mathematics, University of Bath.
Mobile by 2015: central service voice: core
Rate of change in functionality
High Low
User focus Students & Staff Staff
Resource requirements to provide a mobile option
High Low
Effective strategy to promote a mobile university
Community based development – user
choice
Vendor or in house (3rd party)
Mobile by 2015: central service voice: non-core
Rate of change in functionality High
User focus Students and staff
Resource requirements to provide a mobile option High
Effective strategy to promote a mobile university Leave to settle
New lecture space in 4 West
(small, flexible, low threshold technologies and teaching spaces)
Mobile by 2015? Staff voice
Staff development programme
• Enhancing feedback in the classroom through ARS • Facilitating group work with forums and wikis• What can e-learning do for me? • Introduction to Podcasting • Using Moodle for e-assessment• An introduction to e-Portfolios• Using Moodle for Administrators• Introduction to Moodle • Further developing your Moodle skills
Teaching Development Fund: Priorities 2010/11
• Alignment from 14-19 Curriculum to Higher Education • Preparation for Employment (including work placements)
Educational effectiveness
Ease of use Engagement
Environment (#1)
3-E Vector Sum
An individual’s likelihood of making use of a technological innovation for learning related purpose is a function of four groups of factors
Mobile by 2015: student voice: can they
n = 2765 51% female, 49% male75.6% 18-22, 16.3% 23-29
Camera phone? 93.3% (yes)
Wi-fi enabled phone? 51.6% (yes)
Data package in your plan? 38.6% (yes) 28.2% (unsure)
Mobile by 2015: student voice: will they
• To ensure all departments provide feedback on exams which is constructive and instructive for students• To raise awareness amongst students about the forthcoming changes to the fee system and campaign against the further increase of fees.• To raise awareness amongst students about the actions the SU takes in response to student opinion (You Said, We Did!)• To make Academic Exec a more active body within the SU.• To work with the University and the students to ensure the smooth induction and transition into higher education for Freshers, through the implementation and evaluation of a peer mentoring scheme.
George Charonis – Vice President Education, Uni of Bath, SU
n = 2765 51% female, 49% male75.6% 18-22, 16.3% 23-29
How likely are you to pay for your learning materials on your phone?
Where does this leave us for 2015?
Does it have to be this outcome?
No
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