Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.
6. Mobile learning in action
Deep
learning
Multimodal
learning
Any time,
any place
7. N=1363 (Nov 2012; Middleton and Caperon, 2013)
50% use a mobile device
frequently for research or assignments
23% use a mobile device
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
87% use a mobile device
frequently to use a search engine
University of Leeds students’ use of mobile devices
9. Teacher as
content provider
Teacher as
content advisor
or curator
Student
learning
Face to
face
teaching
Other
learning
materials
Other
learning
materials
Restricted
online
material
Publically
available
online
material
Learning
materialsStudent sourced
content
Student produced
content
10. University strategies for Digital Learning
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
11. Blended learning strategy
Face to
face
classes
Learning
resources
Event
capture
Interaction
collaboration
Social media
channels
Mobile
devices
Online
assessment
Research
12. Digital learning channel portfolio
Guidance on OERsPromoting online learning channels
Only available to
Registered Students Available to all learners
Online Courses
Individual Learning Objects
Learning Objects complementing face-to-face provision (Blended Learning)
14. “Audio recordings of the lectures have been invaluable to me
during my revision as they have allowed me to make full
notes for revision purposes, as well as aiding my
understanding of the more difficult material”
15. 76% have listened to more
than half of the lecture audio recordings
available to them
On average, students listened to audio recordings of lectures
TWICE, with over 80%
listening to more than half of the recording
60% happy with the whole,
unedited, lecture being posted. 30%would prefer silences etc to be removed
73% indicated that the availability of lecture
audio recordings does not influence lecture attendance
93% indicated that lecture audio
recordings had become important/very important
to their study habits
83% of students indicated that they think
all lectures should be provided as an audio recording
90% indicated that they concentrate more in
lectures where audio recordings are provided, as they don’t
have to make so many notes
94%used recordings to increase understanding
and 84% used them to write detailed
lecture notes
Smith, K and Morris, NP (2014) Evaluation of biomedical science students use and perceptions of podcasting. Bioscience Education Electronic Journal. ISSN 1479-786 Full text available
as: http://dx.doi.org/10.11120/beej.2014.00024
16. 0%
5%
10%
15%
20%
25%
30%
35%
Every lecture: Most lectures: Some lectures: Few lectures: No lectures:
%ofrespondents
11.a. Watch on
computer/laptop/mobile device
11.b. Watch on
computer/laptop/mobile device and
use to supplement lecture notes
11.c. Pause, rewind or watch
multiple times
David T: why does it stop
potassium?
maria: how does it block the
channel? with a molecule or via a
protein
shipoopi: whats a hilock ?
xxx: are ipsp's used to prevent
unwanted ap's occurring
spontaneously or just when an ap
is occurring and needs to be
stopped?
17. Particularly beneficial for
non-native English
language speakers.
No detrimental effect on
lecture attendance
Bollmeier, S. G., Wenger P. J., Forinash A. B. (2011) Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course.
American Journal of Pharmaceutical Education. 74: 127
Davis, S.J., Connolly, A., Linfield, E. (2009) Lecture capture: Making the most of face to face learning Engineering Education: Journal of the
Higher Education Academy Engineering Subject Centre 4: 4-13
Owston R.; Lupshenyuk D.; Wideman H. (2011) Lecture capture in large undergraduate classes: Student perceptions and academic
performance. Internet and Higher Education. 14: 262-268
Shaw G.P.; Molnar D. (2011) Non-native english language speakers benefit most from the use of lecture capture in medical school.
Biochemistry and Molecular Biology Education. 39: 416-420
Useful for high achieving
students to skip
through and find key
points of interest.
Beneficial for weaker
students, who view
recordings
multiple times Synchronised with
learning materials
Useful for revision
Popular with students
and easy to use
18. REC
Open desktop software and press record.
Screen, audio and video captured.
Automatic upload to system for review, edit
and approve.
Make available to
colleague, VLE or
public.
REC
Upload video to MyMediasite
from mobile devices.
Available for review, edit and
approve.
Make available to colleague,
VLE or public.
Capturing and creating content
One simple interface
Intuitive editing tools
Seamless integration
Review, Edit, Approve
One simple interface
VLE or ‘MyMediaSite’
Secure access control
Review, edit and approve
One simple interface for review, edit and
approve. In VLE or via ‘MyMediaSite’.
Remove video, add content, edit material.
* If lecturer has not opted-out of recording.
† If video camera available, and a video recording has been scheduled
Learning
Teaching
Research
REC
Recording starts and
stops automatically* .
Button on the lectern can
be used to pause / stop.
Scheduled session in Central
Teaching Space
Screen, audio and video† captured.
Automatic upload to system for review, edit
and approve.
At-desk recording
Create and upload content
from a mobile device
19. The flipped classroom
At-desk recording
REC
Open desktop software and press record.
Screen, audio and video captured.
Automatic upload to system for review, edit
and approve.
Make available to
colleague, VLE or
public.
Problem-solving
Discussion
Creativity
Conceptual
understanding
Active learning
20. Embracing digital technologies to
enhance student education in Higher
Education
http://www.sdduonline.leeds.ac.uk/changinglandscape/
22. eVoting handsets (student response systems)
• Increase interactivity;
• Increase knowledge retention;
• Stimulate debate;
• Increase engagement;
• Offer feedback;
• Increase participation in lectures,
practicals and tutorials.
Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University of
Wisconsin System Study of Clickers," Educause Center for Applied Research
Research Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6
Beatty, Ian. "Transforming Student Learning with Classroom Communication
Systems," Educause Center for Applied Research Research Bulletin. Volume
2004, Issue 3 (February 3, 2004), p. 5.
Using classroom communication systems to support interaction and discussion in
large class settings by James Boyle & David Nicol -
http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf
23. One professor in FBS teaching first-year biochemistry students said: “Simply, it was a
great week. Students seem to love the clicker questions... The atmosphere in the
lecture theatre was like none I have experienced before, with students talking to me
and working with me, asking questions, and asking for help.”
29. “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 Neil Morris, University of Leeds; CC-BY-NC-SA
33. 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.”
39. FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy
SEC3 2014 Engaging Leeds
Guidance on OERs
MOOC portfolio
Delivered:
For delivery in 2014:
43. FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy
44. FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy