1. Padding around – Using iPads to promote collaborative learning. Deborah O’Connor, Claire Hamshire and Hannah Crumbleholme Faculty of Health, Psychology and Social Care, Manchester Metropolitan University

2. Faculty iPad Project Aims To promote active engagement with the curriculum for a diverse student body

3. Getting Started

4. iPad Pedagogy

5. Background to the project Challenge of facilitating reflection Developing communication skills Providing constructive and meaningful feedback Peer support for professional skill development Engaging students in evaluating practice

6. What did we do? Introduced the iPads informally in practical skills workshops  Create, review and share student generated video  Review and critique performance of skills and practical techniques  Review communication skills to highlight good practice  Reflect and engage in feedback processes

7. Evaluation Stage one Student Interviews Stage two Staff Focus Groups Thematic Analysis Thematic Analysis Stage 3 Interpretation of Entire Analysis

8. Evaluation – main themes Evaluation Student Perspectives Accessibility Engagement Added value Staff Perspectives Digital Literacy New Approaches Added value

9. Participant A “Wonderful, quick and easy to use” Accessibility/Usability Participant G “… It’s got a lot of advantages… you’re able to record what you’re doing right now, you’re able to record as you engage.” Participant B “I really enjoyed the opportunity to use one and could see how it would make studying and work easier.” Participant F “It’s so fast and really easy to use… it doesn’t take any time away from our learning.”

10. Centre for Learning and Teaching Participant B “I really enjoyed the opportunity to use one and could see how it would make studying and work easier.”

11. Participant D “The use of the iPad makes the classes more interactive and I can see the benefit of using these in the future for further exercises and classes.” Engagement/collaboration Participant B “Great to use, good to interact with other students and compare comments and results. Makes you think outside the box when considering others views. Really good session. More iPad sessions please! ” Participant A “You’ll be seeing something and the tutor can see something else and then they can give you feedback on what they’re seeing.”

12. Centre for Learning and Teaching Participant B “Great to use, good to interact with other students and compare comments and results. Makes you think outside the box when considering others views. Really good session. More iPad sessions please! ”

13. Participant A “It was someone else who brought it to my attention… they thought I was getting better…it was good to get that feedback.” Participant F “It definitely made us more conscious since we knew we were being filmed… just to be a bit more professional and work together more professionally…” Added value Participant C “This is sooooo nice, I love to take it home, this was really helpful and made our day more enjoyable.”

14. Centre for Learning and Teaching Participant F “It definitely made us more conscious since we knew we were being filmed… just to be a bit more professional and work together more professionally…”

15. Participant B “We are also developing skills for those who are less au fait with technology “ Participant G “My students are mindful of their own digital literacy so would pair up with someone used to using an iPhone so not only are they learning they are improving their own IT skills as well.” Staff comments – Digital Literacy Participant E “We’re developing a culture of students who are able to utilise the benefits of technology and see how it can enhance their practice, both academically and practically.”

16. Centre for Learning and Teaching Participant G “My students are mindful of their own digital literacy so would pair up with someone used to using an iPhone so not only are they learning they are improving their own IT skills as well.”

17. Participant B “I let the students discover the information rather than me deliver to them.” Participant G “Usually I have to do lots of demos but with video they can watch me as many times as they like.” Participant E “iPads show us possibilities for learning; it blows the lid off traditional way of doing things.” New approaches to teaching

18. Centre for Learning and Teaching Participant B “I let the students discover the information rather than me deliver to them.”

19. Participant B “Student interaction increases the pace of lesson.” Participant D “It’s completely changed the way I teach I can give more individual support rather than a whole group.” Participant A “I’ve become a complete convert! The iPad is my portable academic world! It is more efficient, I am now paperless and it has enabled innovation in the classroom.” Added Value

20. Centre for Learning and Teaching Participant D “It’s completely changed the way I teach I can give more individual support rather than a whole group.”

21. Challenges and Lessons learnt  Staff engagement and enthusiasm  Student over-enthusiasm!  Managing change  Practical challenges to ensure iPad accessibility  Technical challenges and IT support

22. Moving Forward… Maintaining the established and effective ‘iPad community’. Knowledge exchange and sharing good practice. Developing further activities that enable students personal and professional development:  Reflection  Communication  Peer review

23. Conclusions The iPad is a versatile, mobile pedagogical tool. The iPad will succeed in transforming the classroom with support to maintain and facilitate their use. The iPad can stimulate unanticipated learning experiences. The iPad can refresh, inspire and develop innovative teaching and learning.

24. Acknowledgements Physiotherapy students who participated in the iPad video study