4. Mobile learning in action
Deep
learning
Multimodal
learning
Any time,
any place
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
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
6. 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
University strategies for Digital Learning
7. Blended learning strategy
Face to
face
classes
Learning
resources
Event
capture
Interaction
collaboration
Social media
channels
Mobile
devices
Online
assessment
Research-
based
learning
11. The iPad was used extensively for studying
• The total time spent on apps
per day was calculated at
232.9 ± 47.5 minutes (over 3
and a half hours per day).
• App usage was relatively
stable over the 10 week trial
period with a slight (but non-
significant) dip in usage
around the middle of the trial.
Minutes
Week
Morris et al. (2012) Advances in Physiology Education 36: 97-107
12. 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
13. Participants’ descriptions of using the iPad
“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”
“Got 60 of my dissertation
papers on Goodreader. Much
lighter than having paper
copies, but can still mark them
up in a similar way.”
“I use the iPad for accessing course notes,
emailing, internet browsing, soundnotes for
lectures and iBooks for downloading course text
web version.”
Morris et al. (2012) Advances in Physiology Education 36: 97-107
14. Neil Morris, University of Leeds; CC-BY-NC-
SA
Neil Morris, University of Leeds; CC-BY-NC-
SA
Investigating the role for tablet
devices in a practical setting
15. Average of 13.6 ± 0.6 mins
using 3-D Brain app during 2 hour practical class (n=273, 3 years)
98% of students used the 3-D Brain app during the
practical class (n=256, 3 years)
70-99% of students found the 3-D Brain app useful
or very useful for learning (n=247, 3 years)
16. 76-83% found tablet device in class
beneficial(3 years)
77-84% found using tablet devices in class
enjoyable(3 years)
72-81% thought that tablet devices
enhancelearning(3 years)
22. 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.”
23. 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.”