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Warning! Modelling effective mobile learning is
infectious, an example from Higher Education
Chrissi Nerantzi, Academic Developer, Manchester Metropolitan University Juliette Wilson, Graduate Teaching Student, University of Salford Nadine Munro, Graduate Teaching Student, University of Salford
Gemma Lace-Costigan, Lecturer, University of Salford Neil Currie, Lecturer, University of Salford
Good Practice Event Effective use of mobile technologies to enhance learning, teaching and assessment, 23 January 2014, Imperial College London
first things first! If you have a smart phone or tablet with you, please download the free Socrative app
(student version) now! Available for Apple and Android devices ;)
Student version!!!
ILOs
By the end of this presentation, delegates will have had the opportunity to:
• Explore the benefits and challenges of mobile learning
• Discuss the mobile learning approach used within a teacher development programme in HE
• Identify opportunities to embed new mobile learning features into own practice
contextualising
Universities are spaces to....
• sustain conversations
• shape the future of human life
• stimulate innovation
• shape new structures of and for learning
• shape new pedagogies
from ECEL2011 keynote by Prof. Anne Boddington, Dean of the Faculty of Arts, University of Brighton
freedom
opening-up the
participatory web
innovation
Roche (2010) Academic Developers are change agents Neame (2011) Academic Developers work with people, communities, networks
Gibbs (2013) Academic Development to lead innovation and influence change
Browne Report (2010) Teaching qualification for all staff teaching in HE
UK Quality Code (2012) and European Commission (2013) Initial and ongoing Development of Teachers essential
Gibbs (2010, 2012) ; Parsons et al (2012) Impact of teaching qualifications on practice
European Commission (2013) Teacher Development programmes to use
open and joined up approaches that foster collaborative learning
Ryan & Tilbury (2013) Flexible pedagogies to be modelled in Academic Development provision
Donnelly (2010) technologies are
under-used in
Academic Development
2014: Still the case?
“Technology doesn’t enhance learning in the same way cutlery doesn’t enhance the food we eat.” Prof. Glynis Cousin
“Good use of technology is when you don’t notice it” FDOL132 participant
Explore the benefits and challenges of mobile learning
Let’s try this together!
Access your (brand new) socrative app and type in room: chrissinerantzi
Now add your thoughts around the benefits and/or challenges of mobile learning
Discuss the mobile learning approach used within a teacher development programme in HE
seed-> tree>apples>apple trees
where we should measure impact core sep11:
32 participants/3448 students 108 students/per participant plus impact on colleagues!!!
Postgraduate Certificate in Academic Practice (PGCAP)
• the programme
• blended
• core and optional modules
• multi-disciplinary
• Teaching qualification in HE
• accreditation HEA, NMC
• greenhouse for active experimentation
• BYOD
Stories in a story
access on the go: LTHE site
http://learningandteachinghe.wordpress.com/
Discussing and supporting: Google + community
https://plus.google.com/communities/112186086573392653278
Capturing learning: PGCAP portfolios
Visual learning: YouTube
http://www.youtube.com/user/pgcapsalford/videos
learning through games
learning students’ names
4 stories
• new to downloading apps • Socrative app > the ‘quiz’
term was problematic • Game worked better,
increased engagement • also used to collect student
feedback on teaching
• experienced with digital technologies • media-rich learning using WordPress on
the go • ‘always on’ > support network
(commenting and feedback) • community formation • Collaborative content creation
• Twitter to connect with each other, information exchange
• speedy connection via smart devices • valued connections with the wider community and
more experienced colleagues • organising Twitterchats using hashtags with own
students, student-led!!! • Students were apprehensive about using Twitter for
their learning
• YouTube and video creation to catch up • Nadine stated: “Social media fostered inclusivity”
• had a Twitter account before joining
• Twitter > communication with students
• students relactant to respond/share
• introduced Facebook group > observed more exchange
Juliette @juliettephd
Neil @asbo_allstar
Nadine @neddy4291
Gemma @gemmalace
Juliette’s story @juliettephd
• new to downloading apps
• Socrative app > the ‘quiz’ term was problematic
• Game worked better, increased engagement
• also used to collect student feedback on teaching
Neil’s story @asbo_allstar • experienced with digital technologies • media-rich learning using WordPress on the go • ‘always on’ > support network (commenting and feedback) • community formation • Collaborative content creation
Nadine’s story @neddy4291
• Twitter to connect with each other, information exchange • speedy connection via smart devices • valued connections with the wider community and more experienced colleagues • organising Twitterchats using hashtags with own students, student-led!!! • Students were apprehensive about using Twitter for their learning
• YouTube and video creation to catch up • Nadine stated: “Social media fostered inclusivity”
Gemma’s story @gemmalace
• had a Twitter account before joining
• Twitter > communication with students
• students reluctant to respond/share
• introduced Facebook group > observed more exchange
evaluation – asynchronous focus group
sharing stories (via Google doc)
– portfolio-based reflections (Wordpress)
– observational data (blended classroom)
Voices
Following “game week” each learner was filmed selling their ideas and their peers were able to access the clips and vote for a winning
idea. I was not able to participate in person and so the use of Youtube meant I was still able to contribute my ideas and compete in the
activity. I think the motivation to still participate came from the ease at which inclusivity can be fostered through social media and
particularly where mobile devices are utilised. The ability to engage with my peer group while not being physically present gave me a
greater sense of involvement in the process.
Two issues quickly became clear. Firstly, not everyone had a smart device or people had difficulty with the technology. To overcome this issue I ensured that
the Socrative activities were suited to pair or group work, and an unexpected outcome of this was that it fostered more collaborative student engagement; it
got students working together. Secondly, the framing of the activity was very important for example, when I initially introduced the activity as a ‘quiz’ it put
many students off attending.
I was astounded by the breadth of knowledge made available to me via
Twitter and I found the networks I made invaluable in aiding my own learning with
respect to the PGCAP, but also I found it an excellent source of motivation and
inspiration with respect to influencing my own teaching practice.
The benefit of having an ‘always on’ connection that a smart device presents, directly linked to their Wordpress blogs gives instant notifications as users comment on content. The ability
to be alerted immediately not only encourages the revisiting of previously written articles to aid personal reflection, but also encourages the students to reciprocate and provide feedback
to their peers, building a peer support network.
Voices
I was astounded by the breadth of knowledge made available to me
via Twitter and I found the networks I made invaluable in aiding my own learning with
respect to the PGCAP, but also I found it an excellent source of
motivation and inspiration with respect to influencing my own
teaching practice.
Voices
Following “game week” each learner was filmed selling their ideas and their peers were able to access the clips and vote for a winning idea. I was not able to
participate in person and so the use of Youtube meant I was still able to contribute my ideas and compete in the activity. I think
the motivation to still participate came from the ease
at which inclusivity can be fostered through social media and particularly where mobile
devices are utilised. The ability to engage with my peer group
while not being physically present gave me a greater sense
of involvement in the process.
Voices
Two issues quickly became clear. Firstly, not everyone had a smart
device or people had difficulty with the technology. To overcome this issue I ensured that the Socrative
activities were suited to pair or group work, and an unexpected outcome of
this was that it fostered more collaborative student engagement; it
got students working together. Secondly, the framing of the activity
was very important for example, when I initially introduced the activity as a ‘quiz’ it put many
students off attending.
Voices
The benefit of having an ‘always on’ connection that a
smart device presents, directly linked to their
Wordpress blogs gives instant notifications as users
comment on content. The ability to be alerted
immediately not only encourages the revisiting of previously written articles to aid personal reflection, but
also encourages the students to reciprocate and provide
feedback to their peers, building a peer support
network.
Benefits • Integrated approach increased confidence progressively • Increased connectivity and connectedness • Helped the formation of a learning community • Students’ opened up more, shared more • Peer-to-peer support, learning and collaboration increased • Increased curiosity to explore and actively experiment • Resourceful use of existing technologies • Teaching practices started changing
Challenges • Using own devices for Learning and Teaching new concept • Technological barriers • Support issues • Always ‘switched on’ - mismatch of expectations • Social media addiction?
So did modelling infect?
Identify opportunities to embed new mobile learning features into own practice
“We need to stop seeing the curriculum as a predictable, ordered and manageable space, but instead review it as an important site of transformation characterised by risk and uncertainty” Prof. Maggi Savin-Baden, Prof of Higher Education Research,
Coventry University, 2011 ECEL2011 contribution
#BYOD4L open course starts on the 10 February 14!
http://byod4learning.wordpress.com/
References
Anderson, T. and Elloumi, F. (2004) ‘Introduction’, in: Anderson, T. and Elloumi (eds.) Theory and Practice of Online Learning. Canada: Athabasca University, pp. xii-xxiv.
Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm [accessed 1 November 2013]
Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54(2), pp. 350-359. European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of
teaching and learning in Europe’s higher education institutions, European Union, available at http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf [accessed 21 November 2013]
Gibbs, G. (2013) Reflections on the changing nature of educational development. International Journal for Academic Development, V. 18, Number 1, March 2013, pp. 4-14.
Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/HEA_Dimensions_of_Quality_2.pdf
Gibbs, G. (2010) Dimensions of quality, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/Dimensions_of_Quality.pdf [accessed 8 November 2013]
Goldstein, S. R. (1976) The asserted constitutional right of public school teachers to determine what they teach, University of Pennsylvania Law Review, 124, 1293-357.
Metzger, W. (1987) ‘Profession and constitution: two definitions of academic freefom in America’, Texas Law Review, 1265-322. Neame, C. (2011) Exploring Models of Development of Professional Practice in Learning and Teaching in Higher Education: What Can We Learn from Biology
and Marketing? Educate~ Vol. 11, No. 1, 2011, pp. 9-19. Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (2014) Warning! Modelling effective mobile learning is infectious, an example from Higher
Education, UCISA. Roche, V. (2003) Being an agent of change, in: Kahn, P. and Baume, D. (eds.) A guide to Staff & Educational Development, Oxon: Routledge, pp. 171-191. Ryan, A. & Tilbury, D. (2013) Flexible Pedagogies, new pedagogical ideas, York: HEA, available at
ttp://www.heacademy.ac.uk/news/detail/2013/new_pedagogical_ideas [accessed 21 November 2013] The UK Quality Code for Higher Eduction (2012) Glouchester: Quality Assurance Agency, available at
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx [accessed 5 December 2013] Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education, in: International Review of Research in
Open and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available at http://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 25 February 2013]
Warning! Modelling effective mobile learning is infectious, an
example from Higher Education by
Chrissi Nerantzi, Juliette Wilson, Nadine Munro, Gemma Lace-Costigan & Neil
Currie
will be included in the
Best Practice Guide in the use of mobile technology to enhance learning, teaching and assessment
2014
Warning! Modelling effective mobile learning is
infectious, an example from Higher Education
Chrissi Nerantzi, Academic Developer, Manchester Metropolitan University, @chrissinerantzi Juliette Wilson, Graduate Teaching Student, University of Salford, @juliettephd Nadine Munro, Graduate Teaching Student, University of Salford, @neddy4291
Gemma Lace-Costigan, Lecturer, University of Salford, @gemmalace Neil Currie, Lecturer, University of Salford, @asbo_allstar
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