Implementation of mobile tablet technology and apps to enhance

student learning on an undergraduate occupational therapy curriculum

Alison J. Laver-Fawcett PhD, OT(C), DipCOT, PCAP

Stephen Wey, Senior LecturerJanet Golledge, Senior Lecturer

Dasha Zhurauskaya, LTD Student Officer

Initial quiz using eClicker

eClickerClient

 

eClickerPresenter 

Expectation that technology is part of the landscape; difficulty with environments that lack technology

Preference for pictures rather than text Preference for learning through activity rather

than reading or listening Craving for speed and inability to tolerate slow-

paced environment Preference for collaboration and constant

connectivity

Digital native learner characteristics

(Prensky, 2001 and Tapscott, 2009 as cited in Thomson, 2013, p.14)

Example apps

ADOC

Muscle System

Keynote

Pocket Brain

 SocrativeTeacher Clicker 

eClickerPresenter eClicker

Client 

 SocrativeStudent Clicker 

FINR Brain Atlas

3D Brain

Teaching anatomy using apps

Several anatomy apps have been used in teaching on anatomy in the occupational therapy programme across 2 modules – Analysing Movement and Health Well being and Occupation.

Used in a workshop context so learning was interactive and task focussed incorporating guided study and questions to answer (in a workbook)

Teaching anatomy using apps

Apps used included: Muscle System Pro http://

applications.3d4medical.com/muscle_pro

Skeletal System Pro

3DBrain (free)

FNIR Brain

Pocket Brain

This project enabled the students to interact in the workshop by accessing the resource via the iPad. All students were able to have an iPad in the classroom as well as access to support using it.

Teaching anatomy using apps

It was evident from the workshops that students were more engaged and use of the technology promoted more discussion around the subject matter. Additional benefits of the apps included: high quality 3D images of the human body

the ability to zoom in and out of structures within the muscle , skeletal and nervous systems

the ability to freely rotate the anatomical structures being viewed

tactile, gestural, interface

interactive media including animations such as of muscle action and joint movements

detailed descriptions of the structures

Teaching anatomy using apps

a searchable index for structures

the ability to peel back layers to reveal underlying tendons and bones.

Links to clinical examples and research in some apps (e.g. 3D and FNIR Brain)

Potential for developing quizzes

Limitations - familiarity with technology, some anatomical structures not covered (particularly nervous system/CNS), “pins”, quizzes could be more flexible, animations not fully integrated

What next? – new curriculum e-learning component. Hand, hip and spinal anatomy? iPad project blog - http://blog.yorksj.ac.uk/ipadproject/

Example from a level 3 module – going beyond apps

To identify and discuss negative attitudes towards older adults in society and their impact on participation, health and well being

To explore and critique media and public representations of older adults in society

To critically evaluate current policy for older adults in relation to ageism and promoting inclusion

Students were enabled to debate and evaluate positive views of ageing in society and generate practical approaches to promote these

Aims of session

Enquiry-based learning activity

Students worked in 4 groups to research themes Definitions – set the scene Examples of good/bad practices Policy context, guidelines, initiatives Practice implications

Used iPads to research information – post links and comments on Moodle forum

Presented to group and led discussion (10 mins per group)

Outcome

Everyone able to access the web, research sources and Moodle while remaining free to talk and interact (unlike going to library and accessing 14 computers) more collaborative learning

faster access to information to generate and collect together ideas

used Moodle discussion forum to share ideas, references and links

Students collected information using Safari and used Keynote to structure presentations – familiar methods, close to PowerPoint

Mostly seen to be user friendly – good accessibility features

Some students more engaged than usual

Cons – not everyone familiar with using iPads but able to learn quickly We were able to provide support throughout the session

Using apps to support clinical assessment

Aid for Decision-making in Occupation Choice (ADOC) is an app developed for the i-Pad (Tomori et al, 2012)

It can be used to facilitate ‘the client to express what he or she wants and needs to do, and encourages participation in rehabilitation goal setting process’

ADOC involves the choice of illustrations describing daily activities related to the activities and participation domains in the ICF

ADOC

Use of ADOC app for assessment

Clients can rate the importance of each activity area on ADOC

Importance ratings assist clients and therapists to decide on goals and prioritise occupations for occupational therapy intervention.

ADOC can also be used for the client to self-report his / her satisfaction related to each chosen occupation on a simple scale.

If important occupations for clients are not listed, ADOC allows clients and occupational therapists to add and to label new items as needed.

There is a report template and the results page and the report can be exported in the format of a password protected pdf file.

Use of ADOC app for assessment

ADOC was developed in Japan ADOC version 1.4 update 2012 http://

itunes.apple.com/gb/app/adoc-aid-for-decision-making/id433375610?mt=8 [accessed 14.9.12]

For more information about ADOC see the paper by Tomori K et al (2012) ‘Utilization of the iPad application: Aid for Decision-making in Occupational Choice.’

ADOC

Examples of student positive feedback from module evaluation question related

to use of iPadsIncredibly

useful, learnt the most while using them

The iPad gave me greater understanding how the

placement of the muscle affects the movement that

it makes. Since I was clearly able to see the

attachment of the muscles, and on some how the

muscle moved the joint

They helped me to visualise and understand difficult concepts

very useful, clearer pictures than in books,

better labellings and illustrations,

shows more views too

As someone who is dyslexic and a visual learner I

found them very beneficial and

easier to identify the muscles and

bones than looking in books

I found using the iPads very useful. It made the anatomy

much easier to understand and

digest

I think the use of the ipads

was great- so simple to use

and really helped me to understand information

Examples of student negative feedback from module evaluation question related

to use of iPadsI did not find the apps that useful. The search tool

was useful for finding things quickly, but I

prefer my books

I didn't find the ipads very helpful as I prefer to have all my notes written down in one place but it could be

useful for identifying a muscle

Found them useful but

difficult to work. Mainly due to my

lack of knowledge in technology!

I have not really used an i-pad so

could not navigate my way around the apps

I did not find the apps

particularly useful. Took the whole

lesson just the figure out how to use them.

Examples of student feedback from module evaluation – things to improve

upon

I think it is not that useful cause I don't have my own one so I can only use them on lessons and did not use them very often. I found the internet resources more useful. So it would be

much more better if more useful websites or phone apps rather than Apple apps could be recommended

Found them helpful as a visual

resource would have been better if there were enough

for one between two as it's easier

to see

Really useful for finding the muscles

but it would be even more useful to find an app which

allows you to move the parts of the

body and see how the muscles

act...apart from that, they were

really good

The iPads were very useful in sessions but it wasn't always

clear how we were expected to be applying the

information to what we were

learning

I found using iPad was

useful but I think we

could have more iPad for a large group

of people

Best practice principles

Aim to use apps that are free or reasonably priced as much as possible

Lecturers spent considerable time researching the most appropriate apps, including correspondence with app developers to pass on feedback regarding design and content

Quality and reliability of content, interface, usability, gradability – wide variation, quality control

Aim to use apps that are available on multiple platforms where possible – e.g. Android, PC, Mac as well as iOS

Best practice principles

Provision of tablets with workshops

Provision of technical support within workshops

Lecturer should be comfortable with using the technology

It’s not about apps, it’s about processes

Pedagogic uses of tablets

To facilitate enquiry based and collaborative learning

Used by educators to prepare and present sessions interactively and using a variety of media (including virtual anatomy, physics etc..) – including setting interactive quizzes Socrativ, e-Clicker vs “hands up”

Can facilitate less linear approaches to thinking, problem solving and learning Accessibility features – visual impairment, dyslexia

Pedagogic uses of tablets

Interacting with VLEs

Accessing research, databases, research communities and web based resources

They can be used by students or staff to review literature, comment on articles and provide feedback on assignments – marking, multimedia feedback, action feedback, Facetime

Students can use them to structure their time, plan projects, make to-do lists, etc.

Used by staff and students to create blogs and websites, videos and multimedia portfolios

Situating use of tablets within the teaching and learning ecosystem

Activity theory analyses an entire working activity system (including organisations), beyond just one user, focusing on purposeful activity, the relationship between people and the tools they use, and in particular the role of tools and other artefacts (such as tablets) as mediators in people’s everyday activities and learning.

Kaptelinin and Nardi, 2006

Card sort app (iCardSort) to evaluate student placement interventions

Coaches Eye and similar apps for Movement analysis

Clinical intervention – Visual Creator – activity analysis and scheduling, sequencing, and cueing, for people with cognitive disabilities

Life Story Work – use of iPads as clinical and research tool

Additional examples (if time)

Kaptelinin, V and Nardi, B (2006) Acting With Technology: Activity Theory and Interaction Design. MIT Press: London

Thompson P (2013) The digital natives as learners: Technology use patterns and approaches to learning. Computers and Education, 65, 12 – 33. Available from: http://dx.doi.org/10.1016/j.compedu.2012.12.022 [accessed 28.5.13]

Tomori K, Uezu S, Kinjo S, Ogahara K, Nagatani R, Higashi T (2012) Utilization of the iPad application: Aid for Decision-making in Occupational Choice. Occupational Therapy International, 19, 88-97

References