1. Collaborative Learning Using iPads Sara Hattersley, E-Learning Manager Centre for Lifelong Learning

2. Session outcomes To discuss the pedagogical advantages of tablet technology, particularly for collaborative learning. To explore a handful of apps and student/staff experiences specifically related to the use of iPads for Initial Teacher Training in CLL. To reflect on possible uses of tablet technologies in other contexts.

3. Taking the ‘i’ out of iPad The ‘i’ in Apple products originally stood for ‘internet’ but also reflects the product as ‘innovative’ and ‘individual’. There is a strong personal dimension to Apple products. However, the iPad in particular offers much potential as a collaborative educational tool for pairs or small groups (e.g. student-student; student-tutor; tutor-tutor).

4. Brainstorming: iBrainstorm Task in pairs or small groups: Use iBrainstorm to record 5-10 benefits of collaborative learning.

5. Collaborative use of iPads…. Promotes discussion and shared responsibility for learning. Ensures students remain task-focussed. Encourages constructivist development of learning and of e-skills simultaneously. Enhances presentation in resource creation. Leads to greater equity in group work?

6. Student reflections: what worked “I found that one advantage of using the iPad to record…thoughts and ideas was that it was easy to change, was not necessarily permanent and therefore it was easier to make a start on an activity, unlike pen and paper.” “It allowed all of us to join in. Often with pen and paper stuff learners don’t like to join in; myself included as my handwriting and drawing skills are not too good.” “The iPad meant that I could make mistakes and still put my ideas forward.” “The resources look great – really easy to read!” “I notice that everyone seemed excited.” (to be using the iPads)

7. Student reflections: the issues “I did not try the mind map tool but allowed someone who looked like they knew what they were doing to draw the diagram!” “…the activities that they were being used for were based on a traditional post-it notes activity, which I think would have been better because they are more ‘hands on’ than moving pretend paper on a screen.” “I thought it made the activity longer than necessary.” “…because we were unfamiliar with the technology, we found ourselves concentrating more on how to create/edit a note, rather than considering the content.”

8. Resource creation, portability and relative ‘value’

9. Assessment: formative and summative Using iPads formative assessment activities can be carried out in class, and assessed by a tutor and/or peers. Using the wireless network those assessment activities can be saved, moved and reviewed at a later time by a tutor and/or peers. The authenticity and immediacy of the electronic record makes the iPad an efficient, versatile and academically sound tool for assessment.

10. Assessment examples

11. iPads for whole group work There are also a number of applications (e.g. GroupBoard, Idea Flight, Popplet) that allow for whole group, real time engagement.

12. Expanding ideas: Simplemind Task in pairs or small groups: Use Simplemind to explore ideas about the use of iPads in the HE context.

13. Model of Accessible M-Learning Accessible content Does it support me? Accessible interface Can I work it? Cultural capital Do I value it? Accessible task Does it engage me? Adapted from JISC, A Model of Accessible M-Learning: http://www.jisctechdis.ac.uk/pages/detail/floating_pages/A_Model_of_Acce ssible_m-learning http://www.jisctechdis.ac.uk/pages/detail/floating_pages/A_Model_of_Acce ssible_m-learning

14. Activity design Pre-task Setting up of equipment/electronic learning tools Considering where it fits in overall session plan Notes on session plan (e.g. learner groups) Clear instructions to learners, including learning objectives During task Facilitator role with support as required Reinforcing of instructions and encouragement of collaboration Refer to session plan (including timings) Observation/formative assessment of collaboration and learning Post-task Plenary and summative assessment opportunities – learning objectives Evaluation from learners (on collaboration and learning) Evaluation by tutor (notes on session plan?) Re-design of activity

15. Student resource bank – typical page

16. Top tips for using iPads with groups Ensure a close match between the app and the intended learning outcome. Facilitate activities to ensure confidence and equitable access for all students, until apps become more familiar. Allow sufficient time pre, during and post-activity. Use one group email account for uploading assessment activities and resources. Check wireless network strength (if uploading resources or using ‘real time’ activities).

17. Sara Hattersley S.Hattersley@warwick.ac.uk Liz White E.White@warwick.ac.uk S.Hattersley@warwick.ac.uk E.White@warwick.ac.uk