This was a workshop on mobile learning case studies presented at the International Union of Physiological Societies Teaching Workshop in Bristol 2013.

1. Faculty of Biological Sciences
Using digital and mobile technologies to enhance
student learning: a hands on workshop
Dr Neil Morris
Director of Digital Learning
Senior lecturer in Neuroscience
University of Leeds
National Teaching Fellow
Image © University of Leeds
Email: n.p.morris@leeds.ac.uk
Twitter: @LT_tech_HE hashtag for this session: #iupstw

2. Overview
A changing landscape
Mobile learning
Case studies using mobile technologies
Discussion

4. Increased
student
expectations
Highly
competitive
recruitment
market
Greater need
to demonstrate
distinctiveness
Multi-channel
content
Lack of digital
skills in staff
and students
Prevalence of
multi-functional
mobile devices
Multi-faceted
pressures on
staff
Focus on
graduate
employability
Public metrics
e.g. KIS
The changing landscape of Higher Education

5. 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
University of Leeds students use of mobile devices
70% likely to use a mobile
device to read articles or books online
87% use a mobile device
frequently to use a search engine

6. Mobile learning
© University of Leeds
Flexible
learning
Collaboration Interaction
Deep
learning
Multimodal
learning
Any time,
any place
Accessibility Engagement
Social
learning

7. Event capture
Interaction
Communication
Information retrieval
Research skills

8. “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”

9. Smith & Morris, 2012 (submitted); n=120 BMSC2118, FBS (Feb 2012; based on Semester 1, 11-12)
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

10. Podcasts can enhance
examination performance
• McKinney D, Dyck JL, Luber ES. iTunes University and the classroom: Can
podcasts replace Professors? Computers & Education 52: 617-623, 2009.
• Morris, N.P. (2010) Podcasts and mobile assessment enhance student
learning experience and academic performance. Bioscience Education. Vol.
16. http://www.bioscience.heacademy.ac.uk/journal/vol16/

11. 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?

12. 12
Perceptions of lecture recordings
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Very useful: Somewhat useful: Not useful: Useless:
%ofrespondents
Lecture handouts/slides
Audio recordings (podcasts)
Interactive lecture recordings
(audio and slides)
Audio recordings would be more useful
if it was easier to move back and
forwards more specifically through the
recording.
I love the interactive visual recording
lectures. I like being able to pause
them and go back over if I don't
understand. The Audio recordings are
good but it's annoying that you can't
pause/rewind like the video.
Podcasts are very useful specially for
foreign students.
Very useful because it allows me to
concentrate on listening and
understanding during the lectures
without feeling like I have to write it all
down.

13. 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

14. Event capture
Issues to consider:
• Speaker consent (tutor and students)
• Data protection
• Copyright (third party material)
• Intellectual Property Rights

15. Discussion: event capture
Easy
Handheld
digital
recorder
Audio only
Medium
DIY event
capture
system
Audio and
Screen
Hard
Installed
event
capture
Audio
and/or video
and screen

16. Interaction

17. 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

18. 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.”

22. Discussion: interaction
Easy Voting
handsets
Web-
based
Medium
Sharing
student
content
Hard Mobile
devices

23. Communication

24. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
%participantsagreed
The discussion board supported my
learning
The ability to post anonymously on the
discussion board encouraged me to
participate
The ability to 'subscribe' to the
discussion board improved its
effectiveness
The questions on the discussion board
were answered promptly
The answers provided on the discussion
board were detailed, relevant and useful
The availability of the discussion board
increased my engagement with the
module
0
10
20
30
40
50
60
Numberofthreads

25. Using social media to extend student engagement
Additional learning resources (e.g. research articles, links
to videos, news items)
Content provided via Hootsuite simultaneously to:
• Facebook page (public)
• Twitter account (public)
• RSS feed (private, within VLE)

26. H
Engagement via Facebook

27. Use of Facebook
93% of respondents use Facebook
63% „Liked‟ the module FB page
Of these:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
%ofrespondentagree
The content provided on the
Facebook page was useful for
my learning.
The content provided on the
Facebook page increased my
engagement with the module.
The use of the Facebook page
was appropriate.
I do not think staff should
provide learning resources for
students via Facebook.
Staff should always provide
additional learning resources via
multiple channels (e.g
Facebook, Twitter and VLE)

28. H
Use of Twitter
• 29.5% of respondents followed
BMSC2118 on Twitter
• Over 57% of respondents don‟t
use Twitter

29. Students views about social media
 A fantastic way of sharing useful, relevant papers and resources (such as lectures recorded on
youtube) via what is quite possibly the best procrastination tool for students (Facebook).
 I don't think having it on facebook is a good idea, as going onto facebook stops me doing work.
 I go on fb to socialise, and don't really want to be faced with Neuroscience instead! Stick to the
VLE for posting things
 It's a great way to get across a lot of information quickly so should definitely be used.
 Learning resources are very useful on the VLE but I don't think they should be provided on
Facebook
 The University in general tends to communicate with students via their uni email, but this is
actually the thing I (and I'm guessing others) check the least. Twitter and Facebook are on my phone
and will in fact 'beep' at me to tell me about things. It's just a good way of being reminded to read
things or areas to work on.

30. Neil Morris, University of Leeds; CC-BY-NC-SA
72% of
respondents
reported that a
generic
feedback video
on a summative
exam essay
helped to
clarify things
they did not
understand.
Use of generic video feedback

31. Discussion: communication
© University of Leeds
Easy Discussion
board
One social
media
channel
Medium
Integrated
social
media
Audio /
video
feedback
Hard Integrated
comms

32. Information retrieval

33. 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

34. Open Educational Resources
Morris et al (2012) Embedding
OERs into student education.
HEA/JISC funded project.
Final report at: http://bit.ly/XqYoLq

35. Maximising the impact of the research community
“I can safely say that having access to these podcasts would have a massive positive impact on
our learning, as well as understanding of research papers that may have been read previously.
Students don't always understand what they are reading and being able to listen the researcher
talk about their work will help them to grasp the content.”
Neil Morris, University of Leeds; CC-BY-NC-SA

36. Production of local multimedia resources to stimulate learning
“The amount of additional
resources offered was
amazing and truly helpful in
helping me understand the
material better.”
“The materials in the VLE
and the feedback provided
really helped me make the
most out of this module. “

37. “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

38. 76% said that using tablet
devices in a practical class was beneficial
to their learning
3D brain app was used by 98%
of students for an average of 16
minutes during the 2 hour class
98% found the 3D brain
app to be useful for enhancing their
learning during the practical class
Over70%used allof the apps
provided on the tablet device during the
practical class
Googleapp was used by
75% of students for an average of 14
minutes during the 2 hour class
94% used the device to “Look at
images to understand brain structure”
© Morris et al, in preparation (data collected in two academic sessions)

39. © Morris et al, in preparation (data collected in two academic sessions)
76% said that using tablet
devices in a practical class was beneficial
to their learning
Over70%used allof the apps
provided on the tablet device during the
practical class
3D Brain HD Brain Slyvius Google Soundnote
% students
used
98.2 71.9 26.3 75.4 9.6
Average time
used (minutes
±SD)
16.2±9.5 9.5±7 10.2±8 14±9 6.8±4
% Agreed
useful
98.0 75.0 68.1 94.6 63.0

40. Morris et al, in preparation (data collected in two academic sessions)
0
10
20
30
40
50
60
70
80
90
100
Looking at images to understand brain structureReading text about the brain to understand structure/functionLooking up information or definitionsWriting notes about things learn
%Agree
© Morris et al, in preparation (data collected in two academic sessions)

41. “Revolutionary, this has
changed the way I approach
a class, I feel totally
prepared as, I get the lecture
slides without having to print
them, take notes
, record, reference and if
necessary look things up, all
in the palm of my hand...
WOW”
© University of Leeds
© University of Leeds

42. Morris et al. (2012) Advances in Physiology Education 36: 97-107
Over 3 ½ h per day
using device for studying
Significant  in use of laptopfor
studying after 10 weeks with a tablet device
96% found the device easy to use
80% thought the iPad was
a useful tool for studying
Top educational apps:
Soundnote
Docs To Go
iBooks
GoodReader
Pubmed on Tap
Coursenotes
Dropbox
Dictionary
Wikipanion
Significant  in use of:
Literature search engines
Wikis
Podcasts
Audio recordings
Significant  in use of printed learning resources
Significant  in word-processing
Significant  in use of pen and paper
Significant  in use of email

43. Discussion: information retrieval
Easy Linking Curating
Medium Student
produced
Advising
on apps
Hard Configured
devices
Platform
agnostic

44. Research skills

45. Cutaneous testing
Immunofluorescence
Electrophysiology

46. Use of eBooks in practical classes
Total average time using ebooks in class 33 ± 5 mins; stable over weeks; N=41 total; level 2 undergraduate students (2012-13); (*P<0.05)
Average time + SD (minutes) spent using each element
eBook
Element Immunofluorescence Cutaneous Snail Brain
Text 12 ± 1 16 ± 3 12 ± 0.5
Images 11 ± 0.4 12 ± 3 11 ± 2
Videos 5 ± 0.4 5 ± 0.5 9 ± 2*
Slideshows 11 ± 3 10 ± 2 9 ± 1
Quizzes 7 ± 0.6 6 ± 0.3 6 ± 1

47. Students perceptions of eBooks versus paper
I found it preferable to use the eBook over a paper protocol:
“I quite like the idea of the eBooks and stuff, but especially the last practical you
just don’t think to use it, you just go to pen and paper rather than the drawer thing.
So I think it could do but I think you kind of need to practice at it cos you’re just so
stuck in your ways”

48. Students perceptions of eBooks
Aesthetic appeal:
“I think the eBook is more inviting to use than the hand-outs, like before the lab
I wanted to go over some of the material and I went straight to the iPad
because the eBook looks nicer and it explains it well”
Skills training:
“I've used the eBooks just in practical [classes] with the videos, sometimes its
better to have a pictorial display instead of just a written protocol to
understand how to do things particularly in dissections.”

49. Students use of apps
Safari
iB
ooks
M
obileLearn
Facebook0
20
40
60
80
100
MeanUsage(mins)
Week 1
Week 2
Week 3
“I’ve been trying to use it, but I don’t really know… I feel like we should have
had a proper tutorial on it”

50. 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.”

51. Discussion: research skills
Neil Morris, University of Leeds; CC-BY-NC-
SA
Easy Online
tools / apps
Mendeley
Medium Video
content
eBooks
Hard Configured
devices
Interactive
eBooks

52. Summary and conclusions
• Students make extensive use of learning resources
provided on tablet devices.
• Device ownership is a key determinant of alterations to
study habits.
• Digital literacy training is necessary and beneficial.
• Delivery of learning resources in multiple formats for
cross-platform use is becoming an expectation.

53. Stella Cottrell and Neil Morris
Study Skills Connected
9781137019455
£12.99
27 Jul 2012

54. References and acknowledgements
Morris, N.P. (2007) HEA Centre for Bioscience E-learning Case Study. Blended learning resources for a first year
neuroscience/pharmacology module – an e-learning practice case study: ftp://www.bioscience.heacademy.ac.uk/Resources/morris.pdf
Morris, N.P. (2008) VLE implementation project. Learning and Teaching Bulletin, University of Leeds, Issue 18.
Morris, N.P. (2010) Podcasts and mobile assessment enhance student learning experience and academic performance. Bioscience
Education. 16:1.
Morris, N.P. (2010) Using eVoting handsets in Biological Sciences. Learning and Teaching Bulletin, University of Leeds. Issue 24.
Morris, N.P. (2010) Blended learning approaches enhance student academic performance. Enhancing Learning Experiences in Higher
Education, Hong Kong University. Conference Proceedings: http://www.cetl.hku.hk/conference2010/pdf/Morris.pdf
Morris, N. P. (2011) Using Blackboard for Blended Learning Enhances Student Engagement and Learning. Blackboard World
Conference, Las Vegas, July 2011. http://blackboard.echo360.com/ess/echo/presentation/1a246e1f-faba-4bc6-8fe1-8e4234a4c790
Morris N.P., Ramsay, L., Chauhan, V. (2012) Can a tablet device enhance undergraduate science students study behaviours?
Advances in Physiology Education 36: 97-107
Acknowledgements to all final year project
students, student interns and project officers who
contributed to the work presented.
Work funded by Higher Education Academy and
University of Leeds
All data © Neil Morris, University of Leeds

55. Thank you.
For more information about the Bioscience
Education Research Group at Leeds, see
www.fbs.leeds.ac.uk/research/ulberg
Follow us on Twitter @UL_BERG
Dr Neil Morris Email: n.p.morris@leeds.ac.uk Tel: +44 113 343 7014