The impact of enhancement technologies DMU

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• The impact of enhancement technologies _at_ DMU
• Malcolm Andrew, Richard Hall and Steve Mackenzie

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Initial aims of the DMU e-Learning Pathfinder
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Some e-learning themes in emerging technologies
 Culture change around leadership, curriculum
delivery and administrative processes
Models of professional development
The implementation of non-institutional
technologies and building staff capability for
their use
The student view of the use of non-institutional
technologies disadvantage, access, and
informal/formal learning spaces
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Student voices learning enhancement
They are useful purely cos its just like an
additional thing and I thought I was doing more
on the lecture and actually doing the work for it
and it was getting me more involved in it and I
actually started enjoying it - so I thought they
were really good. And also because you could
watch them before you went to the lectures, it
gave you more opportunity in the lecture to
listen to what Dr Andrew was saying as opposed to
taking down notes constantly.
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Student voiceslearning flexibility
You can watch it on your iPod and you can
download it to your phone too. But it also
gives some flexibility like you could watch it on
the bus rather than put it all in notes. Its
probably the only thing you can do so
flexibly. Yeah
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Student voicesaffective learning
Do the podcasts make it more fun? Yeah Intera
ctive Definitely It makes you want to
learn Yeah
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Some student voices
things have changed and I am considering how
these technologies can not only enhance my
teaching, but also how they can help me with my
learning too. PGCertHE participant
This normally explicit division between the
academic and the social could easily become
blurred with use of Web 2.0, and therefore we
must understand where boundaries should be placed
to ring-fence both the personal and academic
experience these tools offer. Student Rep

• Students value
• increased control of tools
• ways of gaining access and participation
• freedom of association and
• strategies for building critical literacy.

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Practitioner voices

• Progressive pedagogies
• Innovations in professional development
• Student retention and progression
• Academic-related staff
• Pedagogic decision-making

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Where now?
Personalised technologies
SIGs podcasting DL Games Academic-related
Impact on learning and teaching
Reward and recognition
mobiles
Building networks and having fun
Professional development
Progressive pedagogies
Recognise extant work self-evaluation
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matters arisingspace, place and use

• Who sets the agenda for the use of a particular
  space?
• Who controls access to that space?
• What of participation and marginalisation?
• What of the fusion of internal and external
  networks and tools?
• The marriage of read/write strategies and tools
  can begin to open up spaces for people to
  associate and develop new literacies
• Read/write web tools and approaches promote
  dialogue and when embedded within the curriculum
  they extend engagement
• Opportunities for going where the
  socio-technological energy is and having fun

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Enhancement Technologies for Student Reflection
Phil Gravestock University of Gloucestershire
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Why enhancement?

• Low tech
• Easy to learn
• Accessible

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Story without digital works, but digital
without story doesnt. Jason Ohler

• Story without digital works, but digital without
  story doesnt. Jason Ohler.

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The in-class use of mobile technologies to
support formative assessment and feedback

• Tim Linsey
• Andreas Panayiotidis
• Ann Ooms
• Marion Webb
• Kingston University

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Background

• Rapid Response and Reaction (R3)
• 13 members of staff from 7 faculties used mobile
  technologies in the classroom for assessment
  purposes
• 2 mentors
• Support participants
• Meet with participants once a month as group
• Peer-observations

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Technologies available to participants

• Electronic voting systems
• Inbound text messaging
• Tablet PCs Wireless Data Projectors
• Interactive pads

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Rationale
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In-class interaction and feedback patterns

• Student Student
• Lecturer

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Research questions - Technology

• Under which conditions can each of the
  technologies be effectively and efficiently used
  for formative assessment?

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Research questions - learning

• What is the impact of the in-class use of mobile
  technologies for formative assessment on
• Students attitudes toward the module?
• On students conceptual understanding?
• On students test results?

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Research questions - assessment and teaching
practices

• What is the impact of the R3 project on
• Teaching practices (and will they be sustained?)
• Assessment practices (and will they be
  sustained?)
• What indicators are there of institutional
  commitment?

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Progress

• Modules
• Number of students range from 15 to 550
• Staff participants (13)
• Successfully used technology 12
• Planned but did not use 1
• Technologies used
• Electronic voting system 10 participants
• Tablet PCs 2 participants
• Interactive tablets 0 participants
• Ipods 3 participants
• Mobile phones 1 participants

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Staff Participants

• I felt a greater sense of involvement from the
  students in being able to see group feedback in
  real time.
• The students responded positively, many more of
  them were able to give responses (although
  anonymously).
• It was possible to discuss the range of
  answers.
• The questions stimulated a lot of discussion.

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Staff Participants

• The lecturer before me does not vacate the room
  in time and it takes a bit to set up
• I removed some of the material that I would
  normally talk about, which was really just
  informational, and pushed that into either
  additional slides, bits of reading outside the
  class, or a pod cast.

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Participants about Mentors

• Certainly that kind of encouragement and the
  warmth was very helpful.
• He was actually great. He came about a week
  before and he helped install the software which
  was really great. He was also really good with
  the first day he was there. Plus he came here
  to just go back over PP Vote to make sure I
  really understood how to use it, the day before
  classes started. And then I had this one problem,
  there was just nothing I could do, and so I
  talked to him about it and he got me a laptop.

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Student View

• Students agree that the in-classroom use of
  mobile technologies
• made the module more enjoyable to attend 73.6
• made the classroom sessions more interactive
  89.5
• had an impact on their motivation to study
  76.1
• was useful for feedback on their understanding
  78.8
• gave them information about their understanding
  of components 70.7
• had a positive impact on their understanding of
  the material 73.3
• was a positive experience overall 78.3

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Student View

• 70.2 agree that the feedback they received
  assisted them in focusing their study efforts.
• 84 would like other lecturers to use the
  technologies in their modules.
• 89.3 of the students would advise their lecturer
  to keep using the technologies.

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Student View

• Do you have any suggestions for improving the use
  of new technologies in this module?
• No , just keep introducing new technologies
• Very helpful in understanding difficult parts
• More questions and more time explaining the
  answers
• Use them more often!
• Everyone having a clicker instead of between a
  group
• For less motivated people in the group it gave
  them an opportunity to get involved

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Student View

• Is there anything else you would like to share
  with us about the use of the new technologies?
• Innovative and enjoyable to use.
• PP vote seems to allow students to show which
  aspect of their course they truly understand.
• I found it enjoyable, caused more interaction in
  lectures.
• The interaction in lectures was a good use of
  involvement / interaction with the subject
  content and helped aid learning.
• I think it was a good valuable use of learning
  resources. I felt it aided my understanding and
  what I need to improve in the study.

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Future Plans

• Further data analyses will be undertaken this
  summer
• Participants will take on the role of a mentor
• Additional data will be collected during the
  2008-2009 academic year