dr neil morris - university of reading · 2012-11-22 · dr neil morris dr neil morris email:...

Faculty of Biological Sciences

Using technology to

enhance the quality

of the student

experience

Dr Neil Morris

Dr Neil Morris Email: [email protected] Tel: +44 113 343 7014

Bioscience Education Research Group


The changing landscape of Higher Education

Increased student expectations

Greater need to evidence

distinctiveness

Focus on graduate attributes

and skills

Increased prevalence of multi-

functional mobile devices

Lack of digital literacy skills

within student and staff

populations

Multi-faceted pressures on

staff

Requirement to use contact

time effectively and efficiently

…and a general expectation that technology will solve all of the problems……


Information retrieval

Collaboration Interaction

Self-assessment

Multimedia Any time, any place

Creativity Independent

study Social

learning


Audio-visual

Podcasts

Lecture capture

Articulate presenter

Interactive whiteboard

Multimedia

Collaboration

Discussion boards

Chat tools

Social media

Wikis

Cloud computing

Assessment

eVoting handsets

Quiz tools

Formal online testing

Mobile devices

Multimedia feedback

Information

Internet

Bibliographic sources

Digital repositories

Reference management

tools

News feeds


Luddite: One who opposes technical or technological change


97% of secondary

school learners have

internet access at home

National survey of primary and secondary school learners in England (2009-10)

http://dera.ioe.ac.uk/1555/1/becta_2010_htsslearner_report.pdf

94% of primary school

have internet access

at home

81% of Y10 secondary

students know how to upload

videos, pictures or recordings

60% of Y10 secondary

students know how to edit a

wiki or a blog


30% of young

people “find it difficult to find

useful information online”

25% believed they

should “use all information

they found”


A current student’s use of technology

http://lutube.leeds.ac.uk/phsnpm/videos/7588


n=115 undergraduate students, FBS (Nov 2011)

76% used Wikipedia at least

TWICE a week for academic work

80% used multimedia

resources (e.g. YouTube) for learning at

least once a week

67% have access to a touch

screen device suitable for academic work

36% never take their laptop

into university, even though 98% own one.

55% of students with access to

a touch screen device use it for learning at

least once a week

61% are considering purchasing

a tablet device for academic and social

reasons

Current students’ uses of mobile devices and online resources


Time to adoption horizon

(one year or less):

Mobile apps

Tablet devices

Time to adoption horizon

(two to three years):

Game based learning

Learning analytics


Enhancing face to face interactions



“Audio recordings of

the lectures have

been invaluable to me

during my revision as

they have allowed me

to make full notes for

revision purposes, as

well as aiding my

understanding of the

more difficult material”


n=120 undergraduate students, FBS (Feb 2012; based on Semester 1, 11-12)

76% have listened to more

than half of the lecture audio recordings

available to them

On average, students listened to audio recordings of lectures

TWICE, with over 80% listening to more than half of the recording

60% happy with the whole,

unedited, lecture being posted. 30% would prefer silences etc to be removed

73% indicated that the availability of lecture

audio recordings does not influence lecture attendance

93% indicated that lecture audio

recordings had become important/very important

to their study habits

83% of students indicated that they think

all lectures should be provided as an audio recording

90% indicated that they concentrate more in

lectures where audio recordings are provided, as they don’t

have to make so many notes

94% used recordings to increase understanding

and 84% used them to write detailed

lecture notes


Podcasts can enhance

examination performance

• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can podcasts replace Professors? Computers & Education 52: 617-623, 2009.

• Morris, N.P. (2010) Podcasts and mobile assessment enhance student learning experience and academic performance. Bioscience Education. Vol. 16. http://www.bioscience.heacademy.ac.uk/journal/vol16/


Total daily views for one recorded lecture.

Average of 5.8 views per day.

98% said

recorded lectures

were very useful for

their studies/revision (n=122; 2010-11)

‘The lecture

recordings were

one of the most

useful materials I

have ever used.’


Good uses for interactive chat:

• Summarise main points

• Ask questions

• Resolve problems

David T: why does it stop potassium?

maria: how does it block the channel? with a molecule or via a protein

shipoopi: whats a hilock ?

xxx: are ipsp's used to prevent unwanted ap's occurring spontaneously or just when an ap is occurring and needs to be stopped?

55% said they liked having

interactive chat; 35% said they

liked having it but they wanted students

to use it for sensible

comments/questions; 10% said they

didn’t like it. (n=107; 2010-11)


Particularly beneficial for

non-native English language speakers.

No detrimental effect on

lecture attendance

Bollmeier, S. G., Wenger P. J., Forinash A. B. (2011) Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course.

American Journal of Pharmaceutical Education. 74: 127

Davis, S.J., Connolly, A., Linfield, E. (2009) Lecture capture: Making the most of face to face learning Engineering Education: Journal of the

Higher Education Academy Engineering Subject Centre 4: 4-13

Owston R.; Lupshenyuk D.; Wideman H. (2011) Lecture capture in large undergraduate classes: Student perceptions and academic

performance. Internet and Higher Education. 14: 262-268

Shaw G.P.; Molnar D. (2011) Non-native english language speakers benefit most from the use of lecture capture in medical school.

Biochemistry and Molecular Biology Education. 39: 416-420

Useful for high achieving

students to skip

through and find key

points of interest.

Beneficial for weaker

students, who view

recordings

multiple times Synchronised with

learning materials

Useful for revision

Popular with students

and easy to use


eVoting handsets (student response systems)

• Increase interactivity;

• Increase knowledge retention;

• Stimulate debate;

• Increase engagement;

• Offer feedback;

• Increase participation in lectures,

practicals and tutorials.

Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University of

Wisconsin System Study of Clickers," Educause Center for Applied Research

Research Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6

Beatty, Ian. "Transforming Student Learning with Classroom Communication

Systems," Educause Center for Applied Research Research Bulletin. Volume

2004, Issue 3 (February 3, 2004), p. 5.

Using classroom communication systems to support interaction and discussion in

large class settings by James Boyle & David Nicol -

http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf


One professor in FBS teaching first-year biochemistry students said: “Simply, it was a

great week. Students seem to love the clicker questions... The atmosphere in the

lecture theatre was like none I have experienced before, with students talking to me

and working with me, asking questions, and asking for help.”


Encouraging students’

independent study



Open Educational Resources

Faculty of Biological Sciences Production of local multimedia resources to stimulate learning

“The amount of additional

resources offered was

amazing and truly helpful in

helping me understand the

material better.”

“The materials in the VLE

and the feedback provided

really helped me make the

most out of this module. “

Faculty of Biological Sciences Maximising the impact of the research community

“I can safely say that having access to these podcasts would have a massive positive impact on

our learning, as well as understanding of research papers that may have been read previously.

Students don't always understand what they are reading and being able to listen the researcher

talk about their work will help them to grasp the content.”


“Many ways of learning helped

vary how to learn e.g. podcasts,

using Twitter, lecture slides, and

plenty of questions to help us

practice each topic. “

H

Harnessing social media to encourage wider reading


Enhancing dialogue with students



Individual:

Coursework

Project reports

Academic support

Presentations

Group:

Learning preparation

Coursework assignments

Examinations

Revision resources

✔

✔

✔

✔

✔

✔

✔

✔


N=194 enrolled; 40-80 views per post to date


Harnessing tablet devices to

enhance student learning


“Revolutionary, this has

changed the way I approach

a class, I feel totally

prepared as, I get the lecture

slides without having to print

them, take notes , record,

reference and if necessary

look things up, all in the

palm of my hand... WOW”


Morris et al. (2012) Advances in Physiology Education

Over 3 ½ h per day

using device for studying

Significant in use of laptop for

studying after 10 weeks with a tablet device

96% found the device easy to use 80% thought the iPad was

a useful tool for studying

Top educational apps:

Soundnote

Docs To Go

iBooks

GoodReader

Pubmed on Tap

Coursenotes

Dropbox

Dictionary

Wikipanion

Significant in use of:

Literature search engines

Wikis

Podcasts

Audio recordings

Significant in use of printed learning resources

Significant in word-processing

Significant in use of pen and paper

Significant in use of email


“I really enjoyed the neuroanatomy practical class as I felt the use of iPads cleverly

appealed to the students whilst allowing us to revise in a new and effective way”

“Made finding information really easy - when you have a question and can't find the

answer using the iPad you can find it yourself instead or leaving without knowing”


n=115 undergraduate students, FBS (Nov 2011)

76% said that using tablet

devices in a practical class was beneficial

to their learning

3D brain app was used by 98%

of students for an average of 16 minutes during the 2 hour class

98% found the 3D brain

app to be useful for enhancing their

learning during the practical class

Over70% used all of the apps

provided on the tablet device during the

practical class

Google app was used by

75% of students for an average of 14 minutes during the 2 hour class

94% used the device to “Look at

images to understand brain structure”


Multimedia interactive eBook created using iBook

Author tool; Tested in a neuroscience practical

class (n=36); 17 students completed a survey

about the eBook:

• 100% indicated that they

had watched the dissection

video

• 70% had viewed the eBook

• 63% had used the MCQs.

• 100% indicated that it was

useful for enhancing their

learning.


eBook in action


Stella Cottrell and Neil Morris

Study Skills Connected

9781137019455

£12.99

27 Jul 2012


References and acknowledgements

Bell, C, Morris, N., Secara, A. , Sourbron, S., Walker, A., Cioban,u, D.. (2011) Can one tool change the culture of an institution? ALT-C

conference, University of Leeds.

Morris, N.P. (2007) HEA Centre for Bioscience E-learning Case Study. Blended learning resources for a first year

neuroscience/pharmacology module – an e-learning practice case study: ftp://www.bioscience.heacademy.ac.uk/Resources/morris.pdf

Morris, N.P. (2008) VLE implementation project. Learning and Teaching Bulletin, University of Leeds, Issue 18.

Morris, N.P. (2010) Podcasts and mobile assessment enhance student learning experience and academic performance. Bioscience

Education. 16:1.

Morris, N.P. (2010) Using eVoting handsets in Biological Sciences. Learning and Teaching Bulletin, University of Leeds. Issue 24.

Morris, N.P. (2010) Blended learning approaches enhance student academic performance. Enhancing Learning Experiences in Higher

Education, Hong Kong University. Conference Proceedings: http://www.cetl.hku.hk/conference2010/pdf/Morris.pdf

Morris, N. P. (2011) Using Blackboard for Blended Learning Enhances Student Engagement and Learning. Blackboard World

Conference, Las Vegas, July 2011. http://blackboard.echo360.com/ess/echo/presentation/1a246e1f-faba-4bc6-8fe1-8e4234a4c790

Morris N.P., Ramsay, L., Chauhan, V. (2012) Can a tablet device enhance undergraduate science students study behaviours?

Advances in Physiology Education 36: 97-107

Lewis, D.I., Morris, N.P., et al (2012) Open Educational Resources at Leeds. Student Education Bulletin, University of Leeds.

http://www.lts.leeds.ac.uk/Student_Education_Bulletin/SEB_6/SEB6_9_000.php

Acknowledgements to all final year project

students, student interns and project officers who

contributed to the work presented.

Work funded by Higher Education Academy, JISC

and University of Leeds


Thank you.

For more information about the Bioscience

Education Research Group at Leeds, see

www.fbs.leeds.ac.uk/research/ulberg

Follow us on Twitter @UL_BERG

Dr Neil Morris Email: [email protected] Tel: +44 113 343 7014

http://www.fbs.leeds.ac.uk/research/ulberg

dr neil morris - university of reading · 2012-11-22 · dr neil morris dr neil morris email:...

Documents