RSCs – Stimulating and supporting innovation in learning

1. The use of Tablet Devices in Education Project Findings from RSC West Midlands Jason Curtis Learning Technologies and Information Officer, JISC RSC West Midlands Go to View > Header & Footer to edit www.rsc-wm.ac.uk RSCs – Stimulating and supporting innovation in learning

2. Learning Journey Made Mobile 2011 This project explored the use of mobile technologies in the work based learning sector. We asked providers to bid for money (£500) to purchase a single piece of mobile technology that they felt had the potential to improve teaching and learning. Large amount of demand to assess the potential of tablet devices. www.rsc-wm.ac.uk

3. Learning Journey Made Mobile • Eleven successful applicants that were chosen to take part. They purchased and evaluated their chosen mobile devices and reported their findings back to us. • The report shown summarises what these providers found, highlighting what technology they bought, what were the main challenges, what benefits were gained and what their plans are now after using their chosen device. • Findings would feed into Excellence Gateway case studies. • Take a closer look at a couple of examples... http://wiki.rscwmsystems.org.uk/images/c/c2/LJMM.pdf www.rsc-wm.ac.uk

4. Suggested Uses • One provider had two separate uses planned for the iPad, the first, capturing Learner Views, and the second, carrying out Learner Progress Reviews. Assessors could take the iPad out to the learners and facilitate the completion of the surveys using a page that includes links to both the FfE Learner Views Survey and the providers own survey site. • A second training provider hoped to use an iPad to allow their learners (and employers and assessors) in the work place, to access a personalised individual learning package. This would include giving learners access to GOLA online summative assessment, the providers VLE, their e-ILP and SkillWise e-portfolio, and other online learning opportunities. • Another provider hoped that the use of an Apple iPad as a portable presentation tool would assist trainers who are “on the move”. They noted that the iPad could be connected to a portable projector (if necessary) to cope with small group training. • Another regional provider has already had great success with implementing Loan Laptops to learners and was now considering the iPad to provide portable and lightweight access to the internet for their Assessors when in company. Their Apprentices and Advanced Apprentices require immediate information when questioning the assessor and this device would enable such information to be available on the shop floor immediately. www.rsc-wm.ac.uk

5. Suggested Uses • Another provider wanted to test mobile devices such as the iPad for their access to course materials and resources from various locations, using web-enabled technology. They hoped that these devices would free individuals, including tutors, from the constraints of the classroom or ICT suite, allowing them to refer to, capture and share information and thoughts from anywhere with web access. • Another provider hoped the new Samsung Tab would allow them to build up on the popularity and functionality of their new e-portfolio system Learning Assistant. Using both the Care and Construction areas within the Apprenticeship Assessor teams the project would focus on uploading, reviewing and assessing candidate portfolio work using the network and large hard drive capabilities of the Tab. • For another provider, the 7inch Android Multi Touch Screen Tablet was to be piloted with group of CDP Leaders in Schools. The aim was that they would be enrolled on a Level 5 Coaching programme and would submit their assessment modules on to the Learning Providers own Moodle. The provider planned to send out regular knowledge “tests” which would encourage the learners to use social networking to share CPD resources that can be used in schools. www.rsc-wm.ac.uk

6. Example 1: Stourbridge College • Stourbridge College successfully bid and purchased a Samsung Galaxy – a touchscreen tablet device that comes with web browsing and built in camera, video and mobile office software. • The college purchased the device to complement the e-portfolio system and give assessors better access in the field to candidates’ work, calendars and e-mail. Additionally, they purchased a data plan to facilitate internet and e-mail access where Wi-Fi was unavailable. The college trialled the device exclusively with the college’s Construction and Plumbing assessor, Matt Thompson. • “I can access the e-portfolios wherever I am, either using the college’s or other designated Wi-Fi, or via 3G whilst out at the learners’ workplace which is particularly useful. I can give feedback to the learner and employer whilst on site – not just on a single observation, but on overall progress which employers really value. I can upload my report along with any evidence submitted and show the candidate what they need to do next.” • Matt Thompson, Construction and Plumbing assessor • “If it wasn’t for the Regional Support Centre, we wouldn’t have been able to trial a tablet device. The project gave us a real opportunity and it was important for us to demonstrate some tangible outcomes and benefits. The RSC project took the risk away from the college. We had their support during the project and were able to share experiences with the other successful providers.” • Alex Speed, Director of IT & ILT www.rsc-wm.ac.uk

7. Example 2: EEF Technology • EEF bought an Apple iPad and a Huawei wireless modem for their project. These mobile devices enabled them to access the internet in any location with mobile telephone connectivity. Two separate uses where planned for these devices, the first, capturing Learner Views, and the second, carrying out Learner Progress Reviews. • They arranged for Assessors to take the devices out to the learners and facilitate the completion of the surveys using a specific website landing page that includes links to both the Framework for Excellence Learner Views Survey and their own survey site. Because the wireless modem could connect up to 5 wireless devices to the internet they sent out four Netbook PC‟s along with the iPad. This gave two benefits, it meant that they could survey up to 5 learners simultaneously and it gave them a benchmark against other PC technologies. • “This has proved successful with a 55% completion rate so far on their Framework for Excellence Learner Views Survey (up by 25 ~ 30% on previous years completion rates). • Both learners and staff liked the quick start up of the iPad compared to the other two types of device and found the iPad very easy to use once they had grasped the basic pinch, drag and flip functions of the iPad. Many of their younger learners have iPhones so the functionality of the iPad was second nature to them.” • Graham Cowen, Quality Manager www.rsc-wm.ac.uk

8. Example 3: CWT Training • Coventry based CWT Training trialled an Apple iPad tablet for use in the delivery of vocational learning within Apprenticeships. They wanted to test this particular mobile device for its positive engagement and motivation of learners, providing them with instant access to course materials and resources wherever they are. The target recipients were Apprentices, aged 16 and upwards, who are following vocational learning routes which combine on and off the job learning. They were drawn from Hairdressing and Early Years Care sectors at Levels 2 and 3. • Apps were identified and downloaded for use in the hairdressing training salon, adopting it as a very current style book, where learners can research current styles, including those of celebrities to assist in their advice to clients and to aid their understanding of client requirements. It was also used in the salon to research an era and then produce a style to reflect that era. • “The impact of the iPad has been a highly positive one, being well received by both learners and Tutors alike. It has added greater flexibility to the learning environment, enabling learners and Tutors to use sector relevant Apps to develop their technical knowledge as well as provide instant internet access to facilitate research. • “For some learners, particularly those who have iPhones or iPods, the iPad offers a seamless extension of existing skills. It offers the same look and feel and learners were productive straight away.” • Offered a modern feel to learning and has had a positive effect on learners‟ image of their course”. • Jan Ryan, Operations Director www.rsc-wm.ac.uk

9. New Tablet Project • Initiative is open to all of our supported learning providers; all that is required is a willingness to see what tablet devices can do, and to complete a survey at the end. • Eight brands of tablet devices available, each with differing features and specifications. • Learning providers able to loan a set of five different devices for a period of approximately four weeks. • During this time they are encouraged to use them with staff and learners and at the end of the period feedback their findings to us in a short survey. Apple iPad Asus Eee Pad Transformer Blackberry Playbook Motorola Xoom HTC Flyer Samsung Galaxy Toshiba AT100 Sony S www.rsc-wm.ac.uk

10. New Tablet Project • Initiative was oversubscribed - 42 applications resulted in 25 completed bids. Third set of kit purchased to accommodate demand. • More than a dozen regional providers now reported findings back to us. • Learning providers are a mixture of Work Based Learning, Adult and Community Learning, Higher and Further Education. • Supporting wiki page made available with videos reviews and additional resources. • http://tinyurl.com/88e7y93 www.rsc-wm.ac.uk

11. Proposed Usage • Build upon foundations laid in first tablet project. Use devices for individuals to research and explore their chosen subject and support independent reflective practice (such as in Hairdressing). (CWT training) • Look at using this form of technology for capturing learner feedback via media such as audio and video technology to evidence the leaner voice. (Dudley ACL) • Evaluate the usefulness of apps from the market place as opposed to generic web based resources. To examine whether there are apps that might support the delivery of their BTEC units. (Herefordshire College of Technology) • Field test a range of devices and raise staff awareness of the possible value of the tablet as a teaching tool. Determine which tablets are most compatible with existing systems, requires the least support, and is more robust as assessed by a combination of staff and IT support technicians. (South Worcestershire College) • Support the use of SharePoint for paperless meetings. Evaluate the relative merits of each device considering compatibility with college infrastructure. (Stoke on Trent Sixth Form College) • Show students within the engineering Department health and safety regulations, procedures and safe ways of working, e-demonstrations and how to set up tooling. Also used for on the job assessment. (City of Wolverhampton) www.rsc-wm.ac.uk

12. Proposed Usage (Continued) • Using tablets as a form of flashcard display (ideal for use with foundation leaners) Also playback of video clips in practical areas, such a s motor vehicle and hairdressing. (North Warwickshire and Hinkley College) • To assess whether applications (quizzes, memory aids, subject specific aps) are visually more stimulating and rewarding with less burden on teacher input. (Birmingham Metropolitan College) • Building e-portfolios on Moodle and Mahara in a workshop environment for apprentices. Used by assessors to complete tasks in placements to record visually and in writing up assessment reports to transfer directly into the e-portfolio. (Nova Training) • To open up the benefits of technology to ESOL learners, looking at how they can assist with developing English skills outside the classroom. (Solihull College) • Plus more…. www.rsc-wm.ac.uk

13. Findings – Advantages • City of Wolverhampton College were impressed by its appearance and the advantages of having a computer on hand without having to sit behind one. Normal conversation and study can be maintained round a table. • At CWT a Samsung Galaxy tab was used within the hospitality sector recording multiple leaners aged 19+ behind a busy bar, enabling the assessor to capture practice that might otherwise have been missed. This was considered to be more effective and efficient than a Flip Camera by the Assessor • Dudley MBC found that the mobile image and video capture useful. No additional apps required. They were great for research and online job search activities. They also liked the scribe facility, and found that the devices were highly portable. • Herefordshire College liked the consistency with applications on standard MAC machines. They also like the single user operation and the ability to instantly demonstrate emerging production techniques using latest equipment. • Wolverhampton college liked the dual use aspect of using tablets (e.g. using the Asus ePad). Birmingham Metropolitan students also liked this aspect (although is this then more like a small laptop?) • Stoke on Trent Sixth form liked the fact that the interface is similar to many mobile phones. Also its ability to use voice recognition to control aspects of the device and to dictate documents. They also liked the battery life on some models. www.rsc-wm.ac.uk

14. Findings – Disadvantages • Cost and availability. How can we make this available to all learners securely in a world where we cant all go out and buy one, and the college would struggle to lend them out hoping for them to be returned. • Concerned that students might be distracted by Facebook etc. when supposed to be studying. • Accounts need to be set up so unable to access most functionality. Wi-Fi needed. Also tablets are designed for individual use so not sure how multiple users would work. (City of Wolverhampton College) • College Wi-Fi is not very good and within certain blocks there is no wireless at all. Tried to use 3G but a number of the devices have no USB ports. • Desire to connect the device to the existing smart boards and projectors. Students there felt battery life was consideration too. (Wolverhampton College) • Limited access to internet. Devices not truly mobile in the strictest sense. (Dudley ACL) • Apps available for education are for lower level. Android Browser did not work with Turnitin, Celcat or Novell Web Access which are essential apps for some lecturers. (Herefordshire College of Technology) www.rsc-wm.ac.uk

15. Current State of Play • New tablet loan project is still on-going, findings being reported and will be shared in a published report nearer the summer. • Supporting wiki page still available. Page holds useful links and information which may help you with your Tablet Devices evaluation: http://tinyurl.com/88e7y93 • For further information contact Jason Curtis or Theresa Welch: • Jason Curtis • Learning Technologies & Information Officer, jason.curtis@rsc-wm.ac.uk • Theresa Welch • eLearning Advisor - Work Based Learning, theresa.welch@rsc-wm.ac.uk www.rsc-wm.ac.uk

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