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Go to View > Header & Footer to edit October 12, 2014 | slide 1 RSCs – Stimulating and supporting innovation in learning Mobile Devices in Education Project.

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Presentation on theme: "Go to View > Header & Footer to edit October 12, 2014 | slide 1 RSCs – Stimulating and supporting innovation in learning Mobile Devices in Education Project."— Presentation transcript:

1 Go to View > Header & Footer to edit October 12, 2014 | slide 1 RSCs – Stimulating and supporting innovation in learning Mobile Devices in Education Project Findings from RSC West Midlands Jason Curtis E-Learning Advisor, Learning Technologies, eSafety.

2 October 12, 2014 | slide 2 Mobile Devices Projects RSC West Midlands have successfully run several projects to explore the potential benefits of using mobile devices to enhance learning. This presentation will highlight some of the mobile technologies that were chosen by providers who took part in these projects. It will include a closer look at a number of tools, highlighting what the technology is, what have been the main challenges and benefits of using them. A report covering many of these technologies is available at:

3 October 12, 2014 | slide 3 The Learning Journey Made Mobile 2011

4 October 12, 2014 | slide 4 iPods and Flip Cameras South Staffordshire College purchased a Flip video camcorder and two iPod touches to support learners in the workplace. 1.The hospitality assessor took the opportunity to record a selection of master classes. These learning aids were uploaded on to the colleges VLE. 2.Learners who required literacy support used the iPods touches with apps that had been pre loaded. These apps included a basic dictionary; the kindle app for books and an app that provided the opportunity to hear phonic sounds for those with more specific needs. “The process of recording cut down on the amount of time taken and paperwork generated. The whole process became more environmentally friendly and sustainable”.

5 October 12, 2014 | slide 5 Dual Cam Digital Video Cameras Hit Training planned for their assessors to take photographs and carry out video observations in the workplace with learners and to use features such as voice recording. They hoped this would speed up the assessment process and give a more accurate assessment which helped prove learner competency. 1.The cameras were used for observation, assessment and professional discussion. 2.Some assessors used them to carry out skill scans and initial assessments with learners. They were also used to carry out question and answer sessions to cover Underpinning Knowledge requirements for the Hospitality NVQ’s. “If cameras were used across the qualifications we deliver it would mean speed of assessment for all the learners experience would greatly increase and give them a more positive experience.”

6 October 12, 2014 | slide 6 Amazon Kindles Dudley College used Amazon Kindles to supply course related materials to student within their workplaces. 1.The Kindles were pre-loaded with resources relating to the students’ course that they were completing. 2.College staff also loaded policies, procedures and in house resources which the students may not have had such easy access to without the devices. 3.They wanted to load the textbooks that they supply to full time students onto the Kindle, along with other library titles but many publishers do not put their resources into Kindle format. “The Kindle download of a book can sometime be cheaper than purchasing a hard copy of it (no printing, administration, or delivery charges), so again proving value for money.”

7 October 12, 2014 | slide 7 Samsung Galaxy Tablet Stourbridge College purchased a Samsung Galaxy – a touchscreen tablet device that comes with web browsing and built in camera, video and mobile office software. They used this to complement the e-portfolio system and give assessors better access in the field to candidates’ work, calendars and e-mail. The construction and plumbing Assessor used the tablet and the learner was photographed or guided through their portfolio using the product. They also purchased a data plan for internet and e-mail access where Wi-Fi was unavailable. “I can access the e-portfolios wherever I am, either using the college’s or other designated Wi-Fi, or via 3G whilst out at the learners’ workplace which is particularly useful.

8 October 12, 2014 | slide 8 iPad and Modem EEF Technology bought an Apple iPad and a Huawei wireless modem for their project. The devices enabled them to access the internet in any location with mobile telephone connectivity. Two separate uses were planned, the first, capturing Learner Views, and the second, carrying out Learner Progress Reviews. They arranged for Assessors to take the devices out to the learners and complete the surveys using a specific website landing page. Both learners and staff liked the quick start up of the iPad compared to the other two types of device and found the iPad very easy to use once they had grasped the basic pinch, drag and flip functions of the iPad. Many of their younger learners have iPhones so the functionality of the iPad was second nature to them. “This has proved successful with a 55% completion rate so far on their Framework for Excellence Learner Views Survey (up by 25 ~ 30% on previous years completion rates)”.

9 October 12, 2014 | slide 9 Mimio Interactive Whiteboard At Platinum Training, the Mimio was used primarily for delivering sessions and for formative assessment during those sessions. It allowed the tutors to include a much greater degree of interactivity to the sessions, for example encouraging the learners to highlight important parts of text or “filling in the gap” type exercises which led to productive debate and conversation to justify answers. The Mimio was also used to deliver standardisation sessions to staff across all their offices as part of their on- going continuous professional development. “Having the one unit which is not a fixed installation and is easily portable, is a boon to tutors who deliver in a number of environments and situations. This had also allowed them to take interactive learning to learners who previously had no access to it”.

10 October 12, 2014 | slide 10 Apple iPad Asus Eee Pad Transformer Blackberry Playbook Motorola Xoom HTC Flyer Samsung Galaxy Toshiba AT100 Sony S Why Tablets...?

11 Access to the internet for individuals to research and explore their chosen subject and support independent reflective practice, such as in Hairdressing. (CWT training) Some used standard RSS readers which pull data in from a variety of sources. E.g. Feedler RSS Some looked at additional popular sites for collecting data in very interesting ways: Flipboard Zite Pulse Research, find & collect ideas

12 Remote access – several providers used tablets to access web resources and colleges own Moodle environment. For assessors to complete tasks in placements, record visually and in writing up assessment reports to transfer directly into the e-portfolio. (Nova Training) Accessing materials to support paperless meetings using SharePoint, Google docs etc. (Hereford College of Technology) Make use of online storage and collaboration tools such as Drop Box for project working (CWT Training). Access to Systems and Services

13 Several providers used apps which offered additional reference opportunities to learners. Wikipanion World Atlas HD Today in History iPad edition The Elements In addition, Khan Academy is a free online education website. Offers access to over 3,000 video lessons that you can either stream from the site or download and watch any time you don’t have a connection. A Quick Source Of Reference

14 Note taking apps were used by many of the providers. These could be emailed to individual user accounts, e-portfolios, other storage or stored on the device. Examples include: Simplenote perfect for jotting down quick notes while PlainText can accommodate a hierarchy of text files inside folders. Evernote – for capturing snippets of text and images All of them are capable of synchronizing your text collection to other devices. Simplenote is using its own server while PlainText is making use of the more established Dropbox environment. Taking and Sharing Notes

15 For capturing learner feedback via media such as audio and video technology to evidence the learner voice. (Dudley ACL) Conducting surveys using online survey tools (Google Surveys) and iPads to capture the data (Kinghurst Training). Survey tools include: Google Surveys – free online surveys that feed results back into your Google account. Survey Monkey – free surveys with less than ten questions or 100 respondents. Lime Surveys – open source hosted solution, infinite number of questions participants. Feedback and Surveys

16 Videos showing tooling, various on the job activities. Consider Hospitality Master classes produced at South Staffordshire College using Flip cameras. Playback of video clips in practical areas, such as motor vehicle and hairdressing. (North Warwickshire and Hinkley College) Resources increasingly being repurposed for mobile access. Latest JISC FE ad Skills funding. Teacher Tube, Khan Academy, Open University. Video Demonstrations

17 Advanced English Vocabulary English Reading Comprehension GCSE Maths Grammar Game Hair & Beauty – Glamour, take me to the hairdresser Maths Genius Maths Practice, Times Tables Wikipedia Mobile Musical instruments Onefile Uploader Planets Smartnote Miss Spells First Aid iTunesU Specific Apps for Education

18 October 12, 2014 | slide 18 Findings – Advantages Appearance: Impressed by its appearance and the advantages of having a computer on hand without having to sit behind one. City of Wolverhampton College Efficiency: At CWT a Samsung Galaxy tab was used within the hospitality sector recording multiple learners aged 19+ behind a busy bar, enabling the assessor to capture practice that might otherwise have been missed. This was considered to be more effective and efficient than a Flip Camera. Audio/video: Dudley MBC found that the mobile image and video capture useful. They thought the devices were great for research and online job search activities. Consistency: Herefordshire College liked the consistency with applications on standard MAC machines. Familiarity: Wolverhampton College liked the dual use aspect of using tablets (e.g. using the Asus ePad). Birmingham Metropolitan students also liked this aspect (although is this then more like a small laptop?) Voice recognition: Stoke on Trent Sixth Form liked the fact that the interface is similar to many mobile phones. Also its ability to use voice recognition to control aspects of the device and to dictate documents.

19 October 12, 2014 | slide 19 Findings – Disadvantages Cost and availability. How can we make this available to all learners securely in a world where we cant all go out and buy one, and the college would struggle to lend them out hoping for them to be returned? Distraction: Concerned that students might be distracted by Facebook etc. when supposed to be studying. Individual Use: Accounts need to be set up so unable to access most functionality. Also tablets are designed for individual use so not sure how multiple users would work. (City of Wolverhampton College) Network Coverage: College Wi-Fi is not very good and within certain blocks there is no wireless at all. Tried to use 3G but a number of the devices have no USB ports. (Dudley ACL) Projection: Desire to connect the device to the existing smart boards and projectors. Students there felt battery life was consideration too. (Wolverhampton College) Learning Resources: Apps available for education are for lower level. Android Browser did not work with Turnitin, Celcat or Novell Web Access which are essential apps for some lecturers. (Herefordshire College of Technology)

20 October 12, 2014 | slide 20 Current State of Play New tablet loan project is still on-going, findings being reported and will be shared in a published shortly. Supporting wiki page available with links and information which may help you with your Tablet Devices evaluation: Tablet_Devices_Project Tablet_Devices_Project For further information contact Jason Curtis or Theresa Welch: Jason Curtis Learning Technologies & Information Officer, Theresa Welch eLearning Advisor - Work Based Learning,

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