1. The USQ Tablet PC Project Birgit Loch Department of Mathematics & Computing and Division of ICT University of Southern Queensland Birgit.Loch@usq.edu.au http://www.sci.usq.edu.au/staff/lochb

2. Overview USQ context Journey from one to many tablet PCs What we do with tablet PCs New Camtasia software for lecture recording Alternatives to tablet PCs Examples What about the students? Preliminary outcomes

3. USQ context Regional university, located in Toowoomba 130km west of Brisbane. 2 smaller campuses 27,000 students – ¾ study in distance mode High percentage of low SES, mature age and part time students High emphasis on ICTs and online delivery

4. Journey from one to many tablet PCs 2005: 1 (maths) L&T Grant 2006: 7 (maths, stats, L&T support+3 for semester loan) L&T Fellowship S1 2009 + additional: 50+ (all 5 Faculties, Library, L&T support) Extension of L&T Fellowship into 2010: student tablet PCs

5. USQ Senior L&T Fellowship in 2009 $50,000: 100% teaching relief for 1 semester for fellow + Tablet PCs + software plus $120,000: All Deans, CTO, VC, Toshiba (in kind) Establishment of ICT policies and preferred model Recruitment: targeted individuals and volunteers Training and ongoing support Community of Practice of Tablet PC users Research into impact of Tablet PCs on teaching & learning Strategic direction: Tablet PC University

6. Evaluation Feedback Via email; from face to face informal meetings; via the community site, eg forum posts; “regular” reflections Four staff surveys Interviews Student evaluations, student access of material, recordings

7. Some Challenges ICT support, technical issues Uptake of new technology in time poor environment One person driving the “trial”: what if They leave the university Drown under workload at end of teaching free semester Decide to focus on different projects sustainable approach: distributive leadership, champions, “super users” (LTPF project)

8. What we do with tablet PCs Writing in lectures To replace need for whiteboard. Keeps record. Distance students can see what was written in class. Recording lectures To provide a near on campus experience to distance students. Caters for more learning styles. To help students catch up on missed class. Repeat play back benefits international students. Mobile learning. http://tinyurl.com/austms

9. What we do with tablet PCs Marking assignments Electronic submission encouraged at USQ. Faster feedback if marked and returned electronically. Recording snippets Concepts identified as difficult are explained in short recordings. Added to study material. Responses to forum questions, emails.

10. What we do with tablet PCs Recording individual student consultations in mathematics/statistics support Allows students to play back later. Reinforces understanding. Going wireless! Handing the tablet PC to students. Encourages shy students or those without English as first language to contribute.

11. What we do with tablet PCs Running synchronous tutorials Web conferencing: Elluminate Live, MSN Messenger

12. New Camtasia software for lecture recording Beta trial in 2008 Faculty trial in S1 2009 Roll out across USQ in S2 2009 For ALL computers that can connect to the USQ server

13. Alternatives to tablet PCs Pen-enabled screens (LTPF Project) Reduces need for tablet PCs in class

14. Alternatives to tablet PCs Digital note pens

15. Alternatives to tablet PCs Ebook readers Faculty of Business trial

16. Thermodynamics: Andrew Wandell To be presented at AaeE conference in Adelaide

17. Biodiversity & Conservation: Andy Le Brocque

18. Programming: Michael de Raadt

19. Finance: Peter Phillips

20. Statistics, Christine McDonald

21. The Library: Kaye England/ Ranald Simpson

22. Mathematics: Trevor Langlands/ Birgit Loch

23. Mathematics: Birgit Loch

24. Nursing maths: Linda Galligan

25. Nursing maths: Birgit Loch

26. What about the students? S1 2010 (VC’s strategic funds, Fellowship) Multi-Touch net books

27. Preliminary outcomes: Tablet PCs in S1 2009, general survey 18 new fellowship tablet PCs (1 spare) 8 new additional purchases 12 existing tablet PCs Approx 5,500 students taught with tablet PC in S1 Faculty/ Division # responses# Successful users# coursesTablet PCs Education3223 Business6575 (+ 2) Arts2142 + 1 Sciences1110122 + 5 (+ 8) Engineering & Surveying 6474 + 2 (+2) Library433 +1 total322535 +17 + 8 (+12) Bold = fellowship + x = additional new (+ x) = existing

28. The difference in perception of the need for a Tablet PC in various disciplines Additional purchases in/after S1: Engineering&Surveying, Sciences, Business No additional purchases: Education, Arts Same training and support for all users Reasons: Sharing practice? Level of computer confidence? Quantitative nature of discipline? Faculty’s political situation?

29. Has your teaching approach (pedagogy) changed More collaborative Students are now more involved in contributing Freed from dot-point slides Yes. I appreciate how much students prefer having you write […] It has helped achieve my goal to close the 'soft' information gap between on and off campus students Have based our class plans around the socio-cultural method of peer-learning I have become more visual in the way that I teach Not yet. No time to incorporate significant changes

30. What was your students’ attitude to your use of the tablet technology? VERY POSITIVE, excited, impressed by the use of this newer technology They loved it Mostly positive but again marred by the fact that I had a lot of technical difficulties I asked and a couple responded to say they thought the handwritten comments were helpful but I suspect they would have found typewritten comments just as helpful.

31. Have you obtained unexpected results I thought the Tablet PC would be useful for working through quantitative work. I did not expect the more dynamic environment that it can help to generate and I did not expect it would be so useful for even the qualitative parts of the course. Yes, whilst we thought the Tablet PC would increase student learning we were surprised by how much the Tablet PC increased our own engagement with technology. In terms of how the use has invigorated my teaching. […] For the first time in years I have felt excited about my teaching and that is reflected in how I interact with students. So then they get excited […]