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Revised version of Anne's presentation from MELSIG event at Manchester Met on 14/4/14
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Are we ready for smart learning?Anne Nortcliffe, and James Weldrake
Why?Smart devices are having an impact on people’s commercial practice (Chen et al, 2010, Durbin, 2011, Lin and Brown,
2007):• what people work with• who people work with• how people work• where people work• when people workSo how much are these devices changing academia?
Surveyed staff and students?•Students in ACES ~ 5000•Staff in SHU with mobile ~1410•Surveyed in January 2014• 174 ACES & 1 DS Students
responded out ~ 5000• 242 staff responded out ~1410
Student
StaffConfidence in using the device? [Not confident 1 - 5 very confident]
12 staff specify training.
How staff & student use their smart device?
Student (No 168)
Staff (No 238)
Personal Tool 15% 8%Tool for organising personal and University Life
28% 21%
Dependent on tool for certain aspects University Life
32% 36%
Use tools multi-functionality throughout University life.
24% 35%
Category Staff (No 162)
Student (No 111)
Examples
1.Productivity 51% 64% Word processing, spreadsheets,
2.Reading 10% 5% newspapers, iBooks
3.Browsing 41% 46% Web browser,, TED,
4.Media Capture 22% 17% Sketching, graphing, video
5.Managing learning 77% 82% Blackboard, library, iStudiez, Diigo, Calender,
6. Social media 23% 31% Facebook, twitter,
7.Communications 86% 49% Email, Text, FaceTime8.Data manipulation 4% 3% Calculators, Surveys9.Subject specific tools 20% 15% Sim Monitor, Coach’s Eye,
SIGN/NICE, NHS apps, 10. Other 30% 28% Job sites, memory training,
Reality?• Staff primarily reported using calendar
and email apps• Students it is Blackboard and writing
apps• 73% (No 195) Staff encourage
students smart device in classroom• 56% (No 170) Students who use their
device in classroom
Reflections of use in Class
Staff(No 101)
Student(No 89)
Examples
1. Supplementary learning
35% 17% Goggling, TED,
2. Class response 30% 8% Socratives, Twitter 3. Learning Gathering 24% 55% Note-taking, Audio, Video, 4. View Class Learning Materials
9% 20% Class Slides, Handouts,
5. Collaborative learning
6% 15% Group reflections, Q&A
6.Generate learning 5% 2% Dev’ prest’n in class, 7. Promote Learning Organisation
3% 9% Calendar, DropBox
8. Communication learning
3% 7% Email students materials,
9. Personalised learning 1% 0% Each individual work to their personal style
10. Attendance Monitoring
1% 0% QR Code
11. Discouraged 9% 11% Misuse, Distraction,
Socrative
My Room Number: 606596SOC#: SOC-3728244
Thunderstorm of Apps
Student example of an app for University Life
Staff example of an app for University Life
Table reflections and discussion?• Identify an app for University
Life• Discuss enabling and inhibitors• Note enabling and inhibitors
Table Summaries
Each table summary of inhibitors and enablers
Inhibitors: limitations or technical challenges of Smart devices/Apps • Students (No 103):
• 39% Perceived lack of Apps• 39% Network connection• 24% Limitations of Apps/ Websites
viewed on Mobile• Staff (No 112)
• 36% Network connection• 26% Physical practicalities
Enablers: To make life better for smart device(s)/apps• Students (No 88):
• 25% Infrastructural Issues: IT Hardware• 42% Infrastructural Issues: IT Software
• Staff (No 132)• 23% Infrastructural Issues: IT Hardware• 26% Infrastructural Issues: IT Software• 38% Infrastructural Issues: Staff
Development and training/IT Support
Conclusion• Staff are receptive in class use• Students are apprehensive in class use• Digital literacy is not clear cut between
generations• Students gather learning to supplement
their learning • Staff use for communication and
management for learning• University and App Developers have
work to be done
ReferenceChen, J., Park, Y., and Putzer, G. J.,
2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16