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Collaborative Learning Using iPads
Sara Hattersley, E-Learning ManagerCentre for Lifelong Learning
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.
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).
Brainstorming: iBrainstorm
Task in pairs or small groups:Use iBrainstorm to record 5-10 benefits of collaborative learning.
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?
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)
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.”
Resource creation, portability and relative ‘value’
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.
Assessment examples
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.
Expanding ideas: Simplemind
Task in pairs or small groups:
Use Simplemind to explore ideas about the use of iPads in the HE context.
Model of Accessible M-Learning
Accessible contentDoes 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_Accessible_m-learning
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
Student resource bank – typical page
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).
