Presentation on theme: "Go to View > Header & Footer to edit October 12, 2014 | slide 1 RSCs – Stimulating and supporting innovation in learning The use of Tablet Devices in Education."— Presentation transcript:
Go to View > Header & Footer to edit October 12, 2014 | slide 1 RSCs – Stimulating and supporting innovation in learning The use of Tablet Devices in Education Project Findings from RSC West Midlands Theresa Welch E-Learning Advisor, Work Based Learning www.rsc-wm.ac.uk
October 12, 2014 | slide 2 Learning Journey Made Mobile 2011
www.rsc-wm.ac.uk October 12, 2014 | slide 3 Learning Journey Made Mobile Eleven successful applicants that were chosen to take part. They purchased and evaluated their chosen mobile devices and reported their findings back to us. The report shown summarises what these providers found, highlighting what technology they bought, what were the main challenges, what benefits were gained and what their plans are now after using their chosen device. Full report available to download at http://wiki.rscwmsystems.org.uk/images/c/c2/LJMM.pdf http://wiki.rscwmsystems.org.uk/images/c/c2/LJMM.pdf
www.rsc-wm.ac.uk October 12, 2014 | slide 4 Example 1: Stourbridge College, e-portfolios Stourbridge College successfully bid and purchased a Samsung Galaxy – a touchscreen tablet device that comes with web browsing and built in camera, video and mobile office software. The college purchased the device to complement the e-portfolio system and give assessors better access in the field to candidates’ work, calendars and e-mail. Additionally, they purchased a data plan to facilitate internet and e-mail access where Wi-Fi was unavailable. The college trialled the device exclusively with the college’s Construction and Plumbing assessor, Matt Thompson. “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. I can give feedback to the learner and employer whilst on site – not just on a single observation, but on overall progress which employers really value. I can upload my report along with any evidence submitted and show the candidate what they need to do next.” Matt Thompson, Construction and Plumbing assessor
www.rsc-wm.ac.uk October 12, 2014 | slide 5 Example 2: EEF Technology – Learner Surveys EEF bought an Apple iPad and a Huawei wireless modem for their project. These mobile devices enabled them to access the internet in any location with mobile telephone connectivity. Two separate uses where planned for these devices, 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 facilitate the completion of the surveys using a specific website landing page that includes links to both the Framework for Excellence Learner Views Survey and their own survey site. “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). 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.” Graham Cowen, Quality Manager
www.rsc-wm.ac.uk October 12, 2014 | slide 6 Example 3: CWT Training – Subject Specific Apps Coventry based CWT Training trialled an Apple iPad tablet for use in the delivery of vocational learning within Apprenticeships. Apps were identified and downloaded for use in the hairdressing training salon, adopting it as a very current style book, where learners can research current styles, including those of celebrities to assist in their advice to clients and to aid their understanding of client requirements. It was also used in the salon to research an era and then produce a style to reflect that era. “The impact of the iPad has been a highly positive one, being well received by both learners and Tutors alike. It has added greater flexibility to the learning environment, enabling learners and Tutors to use sector relevant Apps to develop their technical knowledge as well as provide instant internet access to facilitate research. “For some learners, particularly those who have iPhones or iPods, the iPad offers a seamless extension of existing skills. It offers the same look and feel and learners were productive straight away.” Jan Ryan, Operations Director
www.rsc-wm.ac.uk October 12, 2014 | slide 7 New Tablet Project Initiative is open to all of our supported learning providers; all that is required is a willingness to see what tablet devices can do, and to complete a survey at the end. Eight brands of tablet devices available, each with differing features and specifications. Learning providers able to loan a set of five different devices for a period of approximately four weeks. During this time they are encouraged to use them with staff and learners and at the end of the period feedback their findings to us in a short survey. 1.Apple iPad 2.Asus Eee Pad Transformer 3.Blackberry Playbook 4.Motorola Xoom 5.HTC Flyer 6.Samsung Galaxy 7.Toshiba AT100 8.Sony S
www.rsc-wm.ac.uk October 12, 2014 | slide 8 New Tablet Project Initiative was oversubscribed - 42 applications resulted in 25 completed bids. Third set of kit purchased to accommodate demand. More than a dozen regional providers now reported findings back to us. Learning providers are a mixture of Work Based Learning, Adult and Community Learning, Higher and Further Education. Supporting wiki page made available with videos reviews and additional resources.
www.rsc-wm.ac.uk October 12, 2014 | slide 9 Plans for Integrating Devices Use tablets for individuals to research and explore their chosen subject and support independent reflective practice (such as in Hairdressing). (CWT training) Look at using this form of technology for capturing learner feedback via media such as audio and video technology to evidence the learner voice. (Dudley ACL) Evaluate the usefulness of apps from the market place as opposed to generic web based resources. To examine whether there are apps that might support the delivery of their BTEC units. (Herefordshire College of Technology) Raise staff awareness of the possible value of the tablet as a teaching tool. Determine which tablets are most compatible with existing systems, requires the least support, and is more robust as assessed by a combination of staff and IT support technicians. (South Worcestershire College) Support the use of SharePoint for paperless meetings. Evaluate the relative merits of each device considering compatibility with college infrastructure. (Stoke on Trent Sixth Form College) Show students within the engineering Department health and safety regulations, procedures and safe ways of working, e-demonstrations and how to set up tooling. Also used for on the job assessment. (City of Wolverhampton)
www.rsc-wm.ac.uk October 12, 2014 | slide 10 Plans (Continued) Using tablets as a form of flashcard display (ideal for use with foundation leaners) Also playback of video clips in practical areas, such as motor vehicle and hairdressing. (North Warwickshire and Hinkley College) To assess whether applications (quizzes, memory aids, subject specific aps) are visually more stimulating and rewarding with less burden on teacher input. (Birmingham Metropolitan College) Building e-portfolios on Moodle and Mahara in a workshop environment for apprentices. Used by assessors to complete tasks in placements to record visually and in writing up assessment reports to transfer directly into the e- portfolio. (Nova Training) To open up the benefits of technology to ESOL learners, looking at how they can assist with developing English skills outside the classroom. (Solihull College) Plus more….
www.rsc-wm.ac.uk October 12, 2014 | slide 11 Findings – Advantages Appearance: City of Wolverhampton College were impressed by its appearance and the advantages of having a computer on hand without having to sit behind one. Normal conversation and study can be maintained round a table. 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 by the Assessor. 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. They also liked the scribe facility, and found that the devices were highly portable. 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.
www.rsc-wm.ac.uk October 12, 2014 | slide 12 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. Wi-Fi needed. 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. Projection: Desire to connect the device to the existing smart boards and projectors. Students there felt battery life was consideration too. (Wolverhampton College) Mobility: Limited access to internet. Devices not truly mobile in the strictest sense. (Dudley ACL) 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)
www.rsc-wm.ac.uk October 12, 2014 | slide 13 Current State of Play New tablet loan project is still on-going, findings being reported and will be shared in a published report nearer the summer. Supporting wiki page still available. Page holds useful links and information which may help you with your Tablet Devices evaluation: http://wiki.rscwmsystems.org.uk/index.php/2011- Tablet_Devices_Projecthttp://wiki.rscwmsystems.org.uk/index.php/2011- Tablet_Devices_Project RSC Northern have now run a similar project and shared their findings with the wider educational community. For further information contact Jason Curtis or Theresa Welch: Jason Curtis Learning Technologies & Information Officer, firstname.lastname@example.org email@example.com Theresa Welch eLearning Advisor - Work Based Learning, firstname.lastname@example.org email@example.com
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