are we ready for smart learning? - anne nortcliffe, shu for melsig
DESCRIPTION
Initial finds from a university-wide survey of staff and students into their readiness to exploit smart technologies to enhance and transform their learningTRANSCRIPT
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Are we ready for smart learning?Anne Nortcliffe, and James Weldrake
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Why?Smart devices are having an impact on people’s commercial practice (Chen et al, 2010, Durbin, 2011, Lin and Brown,
2007):• what people work with• who people work with• how people work• where people work• when people workSo how much are these devices changing academia?
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Surveyed staff and students?•Students in ACES ~ 5000•Staff in SHU with mobile ~1410•Surveyed in January 2014• 174 ACES & 1 DS Students
responded out ~ 5000• 242 staff responded out ~1410
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Student
StaffConfidence in using the device? [Not confident 1 - 5 very confident]
12 staff specify training.
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How staff & student use their smart device?
Student (No 168)
Staff (No 238)
Personal Tool 15% 8%Tool for organising personal and University Life
28% 21%
Dependent on tool for certain aspects University Life
32% 36%
Use tools multi-functionality throughout University life.
24% 35%
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Category Staff (No 162)
Student (No 111)
Examples
1.Productivity 51% 64% Word processing, spreadsheets,
2.Reading 10% 5% newspapers, iBooks
3.Browsing 41% 46% Web browser,, TED,
4.Media Capture 22% 17% Sketching, graphing, video
5.Managing learning 77% 82% Blackboard, library, iStudiez, Diigo, Calender,
6. Social media 23% 31% Facebook, twitter,
7.Communications 86% 49% Email, Text, FaceTime8.Data manipulation 4% 3% Calculators, Surveys9.Subject specific tools 20% 15% Sim Monitor, Coach’s Eye,
SIGN/NICE, NHS apps, 10. Other 30% 28% Job sites, memory training,
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Reality?• Staff primarily reported using calendar
and email apps• Students it is Blackboard and writing
apps• 73% (No 195) Staff encourage
students smart device in classroom• 56% (No 170) Students who use their
device in classroom
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Reflections Staff(No 101)
Student(No 89)
Examples
1. Supplementary learning
35% 17% Goggling, TED,
2. Class response 30% 8% Socratives, Twitter 3. Learning Gathering 24% 55% Note-taking, Audio, Video, 4. View Class Learning Materials
9% 20% Class Slides, Handouts,
5. Collaborative learning
6% 15% Group reflections, Q&A
6.Generate learning 5% 2% Dev’ prest’n in class, 7. Promote Learning Organisation
3% 9% Calendar, DropBox
8. Communication learning
3% 7% Email students materials,
9. Personalised learning 1% 0% Each individual work to their personal style
10. Attendance Monitoring
1% 0% QR Code
11. Discouraged 9% 11% Misuse, Distraction,
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Socrative
My Room Number: 606596SOC#: SOC-3728244
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Thunderstorm of Apps
Student example of an app for University Life
Staff example of an app for University Life
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Table reflections and discussion?• Identify an app for University
Life• Discuss enabling and inhibitors• Note enabling and inhibitors
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Table Summaries
Each table summary of inhibitors and enablers
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Inhibitors: limitations or technical challenges of Smart devices/Apps • Students (No 103):
• 39% Perceived lack of Apps• 39% Network connection• 24% Limitations of Apps/ Websites
viewed on Mobile• Staff (No 112)
• 36% Network connection• 26% Physical practicalities
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Enablers: To make life better for smart device(s)/apps• Students (No 88):
• 25% Infrastructural Issues: IT Hardware• 42% Infrastructural Issues: IT Software
• Staff (No 132)• 23% Infrastructural Issues: IT Hardware• 26% Infrastructural Issues: IT Software• 38% Infrastructural Issues: Staff
Development and training/IT Support
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Conclusion• Staff are receptive in class use• Students are apprehensive in class use• Digital literacy is not clear cut between
generations• Students gather learning to supplement
their learning • Staff use for communication and
management for learning• University and App Developers have
work to be done
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ReferenceChen, J., Park, Y., and Putzer, G. J.,
2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16