Mobile learning case studies from University of Leeds (Inside Government Mobile learning event)

Faculty of Biological Sciences

Enhancing flexible learning through integrating

tablet devices

Neil Morris

Director of Digital Learning

Professor of Educational Technology, Innovation and Change

University of Leeds

National Teaching Fellow

Image © University of Leeds

Email: [email protected]

Twitter: @neilmorrisleeds

Increased

student

expectations

Highly

competitive

recruitment

market

Greater need

to demonstrate

distinctiveness

Multi-channel

content

Lack of digital

skills in staff

and students

Prevalence of

multi-functional

mobile devices

Multi-faceted

pressures on

staff

Focus on

graduate

employability

Public metrics

e.g. KIS

The changing landscape of Higher Education

Mobile learning in action

Deep learning

Multimodal learning

Any time, any place

N=1363 (Nov 2012; Middleton and Caperon, 2013)

50% use a mobile device

frequently for research or assignments


frequently to read e-books

86% own a smartphone

97%own a laptop.

20% own a tablet device

35% are planning to purchase a

tablet device for academic and social

reasons

70% likely to use a mobile

device to read articles or books online


frequently to use a search engine

University of Leeds students’ use of mobile devices

Digital strategy for Student Education

Blended Learning Strategy

Policy on Audio and Video Recordings for Educational Purposes

MOOC vision and strategy

Open Educational Resources policy

University strategies for Digital Learning

Blended learning strategy

Face to face

classes

Learning resources

Eventcapture

Interaction collaboration

Social media channels

Mobile devices

Online assessment

Research-based

learning

Provision of mobile technology

• An increasing number of secondary

schools are providing students with

access to laptops/tablet devices;

• Some universities provide students with

smartphones and tablet devices;

• Mobile technology deployment:

i. Bring Your Own Device (BYOD);

ii. Module/Programme/School/Faculty

deployment (loan/permanent);

iii. Institutional deployment (out of the box / pre-

configured).

© Yorkshire Evening Post

Images © University of Leeds;

Investigating the impact of a

tablet device on study habits

© University of Leeds

The iPad was used extensively for studying

• The total time spent on apps

per day was calculated at

232.9 ± 47.5 minutes (over 3

and a half hours per day).

• App usage was relatively

stable over the 10 week trial

period with a slight (but non-

significant) dip in usage

around the middle of the trial.

Min

ute

s

Week

Morris et al. (2012) Advances in Physiology Education 36: 97-107


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 use80% 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

Participants’ descriptions of using the iPad

“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”

“Got 60 of my dissertation

papers on Goodreader. Much

lighter than having paper

copies, but can still mark them

up in a similar way.”

“I use the iPad for accessing course notes,

emailing, internet browsing, soundnotes for

lectures and iBooks for downloading course text

web version.”


Neil Morris, University of Leeds; CC-BY-NC-

SANeil Morris, University of Leeds; CC-BY-NC-

SA

Investigating the role for tablet

devices in a practical setting

Average of 13.6 ± 0.6 minsusing 3-D Brain app during 2 hour practical class (n=273, 3 years)

98% of students used the 3-D Brain app during the

practical class (n=256, 3 years)

70-99% of students found the 3-D Brain app useful

or very useful for learning (n=247, 3 years)

76-83% found tablet device in class

beneficial (3 years)

77-84% found using tablet devices in class

enjoyable (3 years)

72-81% thought that tablet devices

enhancelearning (3 years)

0102030405060708090

100

Looking atimages to

understand brainstructure

Reading textabout the brain to

understandstructure/function

Looking upinformation or

definitions

Writing notesabout things

learnt

% A

gre

e

© Morris et al, in preparation (data collected in three academic sessions)

“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”Neil Morris, University of Leeds; CC-BY-NC-SA

© Morris et al, in preparation (data collected in three academic sessions)

Investigating the role for multimedia

ebooks in a practical setting

Neil Morris, University of Leeds; CC-BY-NC-

SA

Cutaneous testingImmunofluorescence

Electrophysiology

Morris, N.P. & Lambe, J. (2014) Submitted

Students perceptions of changes in study habits

Access to learning resources:

“Well I’ve got the access to internet in lectures. I think the main thing I’ve used

it for is cos it’s portable and easy to carry around and stuff, so I’ve always got

access to you know the internet and VLE wherever I am, I don’t have to get a

computer. Accessibility is probably the main thing it’s changed.”

Organisation and time management:

“I feel more organised, like before I was always the person asking other

people when assignments were due, but it took two minutes to set up and I’ve

found it really useful”

Ownership:

“I think I could get used to it but being aware that I’d have to get it back, I

don’t want to get too used to it. It would be good if you were to actually get

one for real. Then I’d probably use it more.”

Students perceptions of eBooks

Aesthetic appeal:

“I think the eBook is more inviting to use than the hand-outs, like before the lab

I wanted to go over some of the material and I went straight to the iPad

because the eBook looks nicer and it explains it well”

Skills training:

“I've used the eBooks just in practical [classes] with the videos, sometimes its

better to have a pictorial display instead of just a written protocol to

understand how to do things particularly in dissections.”

References and acknowledgementsMorris, 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

Cottrell S; Morris N.P. (2012) Study Skills Connected. Palgrave MacMillan.

Morris NP (2014) First time MOOC provider: reflections from a research-intensive university in the UK. European MOOC summit : 259-

263.

Smith, K. & Morris, N.P. (2014) Evaluation of Biomedical Science students use and perceptions of Podcasting. Bioscience Education.

24.

Acknowledgements to all final year project students, student interns,

project officers and the Digital Learning Team who contributed to the

work presented.

Work funded by Higher Education Academy and University of Leeds

All data © Neil Morris, University of Leeds

Future online learning strategy