Click to edit Master title style HELP ME! Higher Education Launch Pad Mobile Enhanced Julie Murphy and Adele Cushing

Facilitate at least 25% progression of 22 Level 3 Early Years Practitioners to Level 4/5 Early Childhood Studies Foundation Degree. Develop a task driven module in common with the first core unit of the degree – study skills. Facilitate this module by mobile technology to personalise learning. Scaffold Level 4 Foundation Degree for 10 BA Youth Work students’ learning in a similar way. Aims of the Project

Implementation Collaboration between the E-Learning Manager and Curriculum Manager of Health Education and Social Care (HESC). Lecturing staff introduced to the potential of using mobile phones for learning. They introduced the concept to their students. One student from the Level 3 group did not a suitable phone and borrowed a handset from the college, on loan for the duration of the course. A generic study skills taster was created to integrate with current curriculum content that could be adapted as necessary.

Outcomes of the project Pre-project 2 students had not used a mobile phone before coming to college – texting was the most popular use. The camera was used the most for learning (to capture class work) and voice recorder use increased but was still low in number. Students who used the voice recorder seemed to benefit a great deal. Youth Work students on placement used mobiles to record discussion with young people (with their permission), to plan projects and demonstrate evidence. 50% of students on the L3 course have completed applications for progression to L4 IT Skills Improved for both students and staff and use of text languate was evaluated and improved upon.

Evaluation 2 students stated the mobile project had influenced them to consider progression but it is the holistic approach that really makes the difference: Recommended that Lecturers talk about progression from course commencement. Mobile Learning technologies should be integrated into Teacher Training Shared practice at IQER internal training 2 March 2011

Comments “It is quite hard to quantify why students wish to progress but due to the mobile phone project progression was discussed right at the beginning of the year which put it on students radar. My students have already had a talk about the foundation degree in Early Childhood Studies and some are applying for it. I do feel that strategies to promote independent and active learning, of which the mobile phone project is one, help the more able students to achieve. I actually feel that there should be an expectation at enrolment that students will engage with supportive technology like moodle, ebooks, google books/scholar and mob phones.” (Lecturer) “I think this mobile phones project is not really relevant to the younger population, as we all know about the benefits of the phones without any one coming and telling us about them.” (Student quote) However mobiles enhance learning for some, particularly visual learners. “I took pictures of the boards, as I`m more visual learner.” (Student quote)

Dissemination In conjunction with University partnerships e.g. Middlesex University via Curriculum Manager and University of Hertfordshire International Blended Learning Conference (16 June 11). CM disseminated information at Early Childhood Studies Board of Studies with other University partner colleges. One Lecturer has introduced the practice to her foundation degree students also. Internal across college sharing of practice with HE colleagues at staff development events (July 11)