SEC3 2014 Engaging Leeds

SEC3 2014 Engaging Leeds Blended Learning Symposium Welcome! Twitter: #SEC3

SEC3 2014 Engaging Leeds Blended Learning Symposium Introduction Neil Morris Director of Digital Learning Professor of Educational Technology, Innovation and Change, School of Education

SEC3 2014 Engaging Leeds 2013 at a glance! • NEW Digital Strategy for Student Education • NEW Blended Learning Strategy • Digital Learning Team established • Lecture capture and multimedia management projects initiated • First Leeds MOOC successfully delivered • Leeds iTunesU channel successfully delivered

SEC3 2014 Engaging Leeds Priorities for 2014 • Procurement, implementation and use of lecture capture, multimedia management system and interactive classroom functionality. • Embedding of Digital Strategy for Taught Student Education and Blended Learning Strategy within Faculties and Schools. • Institution-wide focus on blended and digital learning approaches. • On-going development of external digital learning channels (e.g. FutureLearn, iTunesU, YouTube, Jorum).

SEC3 2014 Engaging Leeds Blended Learning Strategy Blended Learning is the considered, complementary use of face-to-face teaching, technology, online tools and resources to enhance student education. Vision Each programme will define and embed into a research-led curriculum an appropriate blended learning approach which supports learning, enhances the student experience, and inspires students to reach their full potential so that they can have an impact on our global and digital society.

SEC3 2014 Engaging Leeds

SEC3 2014 Engaging Leeds Only available to Registered Students Available to all learners Individual Learning Objects Online Courses Learning Objects complementing face-to-face provision (Blended Learning)

SEC3 2014 Engaging Leeds Provide additional learning resources for current students Engage new global audiences with accessible content Showcase the University to prospective UG / PG students Provide digital materials for disadvantaged learners

Nature and fairness: When worlds collide 2 week mini-MOOC: 21st Oct to 3rd Nov 2013 Key Facts 97% of learners would recommend the course 5,000+ Enrolled learners 90% of learners rated the course as excellent or very good 10,000+ Total comments 24 mins Per visit 15 pages Per visit

SEC3 2014 Engaging Leeds Blended Learning Symposium Oral Presentations

SEC3 2014 Engaging Leeds Blended Learning Symposium Hype or Help? Incoming students and technologies for study Alice Shepherd Senior Teaching Fellow in Accounting and Finance, LUBS Jessica Johnson Postgraduate tutor in Accounting and Finance, LUBS

SEC3 2014 Engaging Leeds • International Business tablet pilots – 2011/12 and 2012/13 • Faculty providing iPads for all incoming PGT students (either 2013/14 or 2014/15) • Accounting and Finance iPad affordances pilot (6 staff with various teaching and research roles) to investigate pedagogic uses of tablet technology from April 2013-December 2013 • Idea to survey our incoming PGT and UG students in September 2013 came out of the pilot group Context

SEC3 2014 Engaging Leeds • Existing literature • Prensky (2001) Digital natives, digital immigrants typology – much criticised (lacks subtlety, pre-social media) • Helsper and Eynon (2010) Using Oxford Internet Survey (OxIS) in UK (not specific to educational internet uses), age, experience, breadth of internet use are all important factors in degree of internet engagement – spectrum of engagement suggested • White and Le Cornu (2011) Again using OxIS to suggest a new typology not based on age/background but on preference and perceptions of the internet. Continuum between visitors (internet as toolbox) and residents (internet as community) • Kinash et al (2012) Australian HE study loaning iPads with Blackboard MobileLearn to students (module already using blended approaches). Wide range of leisure and educational uses, no strong preference for iPads but some indication they were a motivating tool for learning • Morris et al (2012) UoL study in FBS loaning iPads but not altering curriculum. Wide variety of affordances and classroom uses. Some level 2 and 3 students claimed iPad did not influence study activities – suggesting these can be embedded and persistent among more advanced learners

SEC3 2014 Engaging Leeds • Important to capture information about incoming cohorts at induction, before university blended learning practices have influenced them Purposes of our survey (1)

SEC3 2014 Engaging Leeds Purposes of our survey (2)

SEC3 2014 Engaging Leeds • Response rate: • PGT students (A&F, Finance and Investment, Financial Risk Management) = 122 (85%) • UG students (A&F) = 42 (50%) • Some responses incomplete (statistically, assumed mean response if blank) Our sample

SEC3 2014 Engaging Leeds Demographics

SEC3 2014 Engaging Leeds Interesting descriptive results

SEC3 2014 Engaging Leeds Statistical Analysis – Q3 Past use of devices for general purposes

SEC3 2014 Engaging Leeds Statistical Analysis – Q4 Past use of devices for educational purposes

SEC3 2014 Engaging Leeds Statistical Analysis – Q5 Intentions to use devices for educational purposes at LUBS

SEC3 2014 Engaging Leeds • Students appear to have diverse prior educational technology experiences, and different starting points and preferences with regard to digital and blended learning – we need to acknowledge, support and develop their experiences, as well as responding to their needs and preferences • Dissemination of our findings in LUBS and in the Accounting Education academic community • Consideration of how what we have learned is important for future programme refresh/redesign, module development and our blended learning teaching practices • Wider use of iPads by staff and PGT students in A&F next year- another learning curve • Further statistical analysis to mine our data…and publish! Conclusions/next steps

SEC3 2014 Engaging Leeds We would appreciate questions or comments later on We can be contacted at: Alice Shepherd A.K.Shepherd@leeds.ac.uk (Twitter:@AliSheph) Jessica Johnson J.C.Johnson@leeds.ac.uk If you wish to use/adapt the survey, please contact us by email and we can provide it electronically

SEC3 2014 Engaging Leeds • References • Helsper, J. and R. Eynon (2010) Digital natives: where is the evidence? British Educational Research Journal 36 (3), pp.503-520 • Kinash, S., J. Brand and T. Mathew (2012) Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads, Australasian Journal of Educational Technology 28(4), pp.639-655 • Morris, N. Ramsay, L. and V. Chauhan (2012) Can a tablet device alter undergraduate science students’ study behaviour and use of technology? Advances in Physiology Education 36(2), pp.97-107 • Prensky, M. (2001) Digital natives, digital immigrants. Part 1, On the Horizon, 9(5), pp.1-6 • White, D. and A. Le Cornu (2011) Visitors and Residents. A new typology for online engagement. First Monday 16(9) DOI: http://dx.doi.org/10.5210%2Ffm.v16i9.3171

SEC3 2014 Engaging Leeds Blended Learning Symposium Development of an anatomy eBook to promote flexible learning Dr James Pickering Lecturer in Anatomy School of Medicine (j.d.pickering@leeds.ac.uk; @accessanatomy)

SEC3 2014 Engaging Leeds Context of enhancement • Promote flexible learning with use of mobile media (smart phones / tablets) for anatomy teaching across the School of Medicine; • Increase flexible learning = hstudent engagement; • To increase flexible learning - make resources available off-line. Previous learning resource creation • Anatomy teaching within SoM is already supported by diverse range of blended learning resources with evidence of positive outcomes: • Screencasts – 95% and 92% of students found these resources improved their student experience and increased their knowledge base • Podcasts – 83% and 82% of students found these resources improved their student experience and increased their knowledge base • Articulate presentations –“the on-line neuroanatomy ‘Articulate’ presentations helped my understanding of the topics”4.79/5 (Likert scale). James Pickering, Blended Learning Symposium

SEC3 2014 Engaging Leeds Creation of Screencasts and Podcasts • Hardware • Wacom tablet • Mic and amp • PC/Mac • Software • Screen-capture software (Camtasia) • Graphic suite (Adobe Illustrator) • Audio capture (Adobe Audition/Audacity) • Output • 5-15min .mp4 / .mp3 files • Easy playback on PC/Mac, smart phone or tablet If interested please get in touch for more information! James Pickering, Blended Learning Symposium

SEC3 2014 Engaging Leeds Why these resources on this platform? • 100% Year 2 MBChB students have access to mobile media devices that are internet enabled; • 93% use them to access learning material. • 80% use their mobile device to access learning material whilst undertaking other activities. James Pickering, Blended Learning Symposium

SEC3 2014 Engaging Leeds Creation of e(i)Book with iBooks author • Advantages: • Free from Apple app store; • Easy to use without needing to be familiar with Pages (mac version of MS Word); • Can export as iBook direct to students through VLE, do no need to upload to iTunes; • Can be easily uploaded to iTunesU for wider dissemination; • Students can access material off-line; • Update easily and quickly. • Disdvantages: • Need an iMac or MacBook; • Only outputs to iPad or iBooks on iMac or MacBook; • Only students with access to either the above can access the full resource; • Can export as .pdf, but lose interactive tools; • Embedded resources may need to be uploaded to VLE separately to ensure ALL students • have access. James Pickering, Blended Learning Symposium

SEC3 2014 Engaging Leeds Preliminary student feedback Would you prefer to use this over a traditional textbook? Y Y Y Would you like some MCQ questions at the end of each chapter? Y Y Y Would you like some diagrams to be embedded? N Y Y Do you feel it is overly detrimental to not have any diagrams? N Y Y Generally the students really enjoyed the iBook, specifically commenting on the screencast element. It was easy to navigate and very accessible as WiFi is not required. The students mentioned the addition of a self-test area would be beneficial (now added). Also, due to the media content it is a large file to download and takes up a lot of space on smaller capacity iPads (maybe split in half?).

SEC3 2014 Engaging Leeds Blended Learning Symposium Social media platforms as educational interfaces A Case Study in Dance in Higher Education Ms Kelly Preece BA (Hons), MA, FHEA Research Associate and Lecturer in Dance School of Performance and Cultural Industries, University of Leeds School of Arts, University of Northampton

SEC3 2014 Engaging Leeds Aims of the Project explore the use of social media platforms as alternative educational interfaces to the VLE collate useful online resources in my subject area help students to recognise reliable online source materials Kelly Preece, Blended Learning Symposium

SEC3 2014 Engaging Leeds Padlet Kelly Preece, Blended Learning Symposium

SEC3 2014 Engaging Leeds Emerging Themes Autonomy over learning Bitesize/ongoing engagement Engaging visual appearance and clarity Awareness raising of online resources Facilitating critical reflection Content sharing and discussion amongst students Need for video tutorials Kelly Preece, Blended Learning Symposium

SEC3 2014 Engaging Leeds Impact • Use of tumblr blogs with the same cohort on the third year module Choreography 3: Experiments in Performance • Enhances: discussion, content sharing and critical reflection • Project exploring tumblr as a tool for documenting and facilitating collaborative media arts practice (with Matthew Gough and Tim Halliday at University of Northampton) • Adoption of the use of Padlet by the Merce Cunningham Trust Kelly Preece, Blended Learning Symposium

SEC3 2014 Engaging Leeds Provocation: Is the VLE fit for purpose as an educational tool? Kelly Preece, Blended Learning Symposium

SEC3 2014 Engaging Leeds Can Online Resources Fully Engage Students? Developing online resources in the School of Education Dr Bronwen Swinnerton Project Manager: PGCE Investment Project School of Education

Online / distance materials • M Level CPD • Research methods modules: Getting started: research questions and approaches in education Philosophical underpinning of educational research Introduction to quantitative data analysis Qualitative data: processes of collection, interpretation and analysis

Research Methods module • ‘Getting started: research questions and approaches in education’ • Who is it for? • PGR students/PGT students – research training We will be able to offer a distance /PhD where students can receive their choice of research methods training. Was - six two-hour face to face sessions in order Now – six online sessions to be completed in order, plus one free-standing session AND 3 tutorials (face to face or online)

SEC3 2014 Engaging Leeds