Jisc rsc morris_2012

Bioscience Education Research Group
Faculty of Biological Sciences

Using technology to
enhance the quality
of the student
experience

Dr Neil Morris
Dr Neil Morris Email: n.p.morris@leeds.ac.uk Tel: +44 113 343 7014


“Enhancing learning and teaching through the use of technology”


Information
Collaboration Interaction
retrieval

Any time, any
Multimedia Self-assessment
place

Independent
Creativity Social learning
study


Audi Coll Ass Infor

Pod Lect Artic Inter Mult Disc Cha Soci Wiki Clou eVot Quiz For Mob Mult Inter Bibli Digit Ref New


National survey of primary and secondary school learners in England (2009-10)
http://dera.ioe.ac.uk/1555/1/becta_2010_htsslearner_report.pdf


97% of secondary school 94% of primary school
learners have internet access learners have internet access
at home at home



97% of secondary school 94% of primary school
learners have internet access learners have internet access
at home at home

81% of Y10 secondary 60% of Y10
students know how to upload secondary students know
videos, pictures or recordings how to edit a wiki or a blog



30% of young people
“find it difficult to find useful
information online”

25% believed they
should “use all information
they found”


A current student’s use of technology


Luddite: One who opposes technical or technological change



Audio recordings and
podcasts

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.

• 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/


“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”


n=120 undergraduate students, FBS (Feb 2012; based on Semester 1, 11-12)

76% 60%
have listened to more
happy with the whole, unedited,

than half of the lecture audio recordings
available to them lecture being posted. 30%
prefer silences etc to be removed
would

On average, students listened to audio recordings of lectures

TWICE, with over 80% 73% indicated that the availability of lecture
listening to more than half of the recording
audio recordings does not influence lecture attendance

93% indicated that lecture audio
94% used recordings to increase understanding

recordings had become important/very important to
their study habits
84%
and used them to write detailed

lecture notes

90% indicated that they concentrate more in
lectures where audio recordings are provided, as they don’t have to
83% of students indicated that they think
make so many notes all lectures should be provided as an audio recording

n=120 undergraduate students, FBS (Feb 2012; based on Semester 1, 11-12)



Student voting handsets
and lecture capture

eVoting handsets (student response systems)

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

• Increase interactivity;


• Increase knowledge retention;


• Stimulate debate;


• Increase engagement;


• Offer feedback;


• Offer feedback;
• Increase participation in lectures,
practicals and tutorials.



Morris, N.P. (2010) Using eVoting handsets in Biological Sciences. Learning and Teaching Bulletin,
University of Leeds. Issue 24.


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.”



98% said
recorded lectures were
very useful for their
studies/revision (n=122;
2010-11)


98% said
2010-11)

Total daily views for one recorded lecture.
Average of 5.8 views per day.

‘The lecture
recordings were
one of the most
useful materials I
have ever used.’

98% said
2010-11)

Total daily views for one recorded lecture.
Average of 5.8 views per day.


Good uses for interactive chat:
• Summarise main points David T: why does it stop
potassium?
• Ask questions
maria: how does it block
• Resolve problems 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?


Good uses for interactive chat:
• Summarise main points David T: why does it stop
potassium?
• Ask questions
maria: how does it block
• Resolve problems the channel? with a
molecule or via a protein
shipoopi: whats a hilock ?
55% said they liked having xxx: are ipsp's used to
prevent unwanted ap's
interactive chat; 35% said they liked
occurring spontaneously or
just when an ap is
having it but they wanted students to use occurring and needs to be
it for sensible comments/questions; stopped?
10% said they didn’t like it. (n=107;
2010-11)


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

beneficial for
Particularly No detrimental effect on lecture
non-native English
Faculty of Biological Sciences attendance
language speakers.

Beneficial for weaker Useful for revision
students, who view
recordings multiple
times Synchronised with
learning materials
Useful for high achieving
students to skip
through and find key Popular with students
points of interest. and easy to use

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



Students’ use of tablet
devices


“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”


Morris et al. (2012) Advances in Physiology Education 36: 97-107

 laptop
3½h
Significant in use of
for studying after 10 weeks with a tablet device
Over per day
using device for studying
Significant  in use
Top educational apps: of:

Soundnote Literature search engines
Docs To Go Wikis
iBooks Podcasts
GoodReader Audio recordings
Pubmed on Tap
Coursenotes Significant  in use of printed learning resources
Dropbox
Dictionary
Significant  in word-processing
Wikipanion Significant  in use of pen and paper

Significant  in use of email

80% thought the iPad was a

useful tool for studying 96% found the device easy to use
Morris et al. (2012) Advances in Physiology Education 36: 97-107



Technology integration in
practical settings


“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 ways”.


n=115 undergraduate students, FBS (Nov 2011)

17%
76%
take their laptop into
felt using tablet devices in a
practical class was beneficial to their learning
university more than THREE times a week, even
though 98% own one.

76% used Wikipedia at least TWICE a
week for academic work
3D brain app was used for an average

of 16 minutes during the 2 hour class

89%
day for academic work
used a search engine every
Over 70% used all of the apps provided on the
tablet device during the practical class

67%
tor academic work
had access to a touch screen device suitable 98% found the 3D brain app to be
useful for enhancing their learning during the practical class

n=115 undergraduate students, FBS (Nov 2011)

Multimedia interactive eBook created using iBook
Author tool; Tested in a neuroscience practical class
(n=36); 17 students completed a survey about the
eBook:

• 100% indicated that they had
watched the dissection video
• 70% had viewed the eBook
• 63% had used the MCQs.
• 100% indicated that it was
useful for enhancing their
learning.


Johnson L, Smith R, Willis H, Levine A, Haywood K. The horizon report [Online]. The New Media Consortium. http://csn.edu/
PDFFiles/OTS/Website documents/getconnected/HR2011.pdf.


Summary
• Integration of technology enhanced learning is becoming
a baseline expectation for Higher Education students.
• Blended learning approaches offer benefits for student
engagement, student performance and learning.
• HEIs developing blended learning and mobile strategies
can access evidence based research to help inform
implementations.
• Use of mobile content/devices and eBooks are the major
priorities on the horizon.


Stella Cottrell and Neil Morris

Study Skills Connected

9781137019455

£12.99

27 Jul 2012

References and acknowledgements

Catherine Bell, Neil Morris, Alina Secara, Steven Sourbron, Aisha Walker, Dragos Ciobanu. (2011) Can one
tool change the culture of an institution? ALT-C conference, University of Leeds.
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) 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


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

Jisc rsc morris_2012

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