iPad as e-book reader: we need more data

The MSc in Security, Conflict, and International Development, was the focus of two papers I presented at the MobiLearnAsia 2012 Conference in Sentosa, Singapore, 24-26 October. This MSc course at the University of Leicester provides an iPad to each student; students are located all over the world, largely in conflict zones.

I presented Mummies, War Zones, and Pompeii: the use of tablet computers in situated and on-the-go learning, and also Embedded E-books and E-readers in  Distance Education. This second presentation is particularly interesting to our Places project, because it shows how the use of iPads in the MSc in Security programme is building on the use of e-readers in Psych and Education  Masters, which was done in the DUCKLING Project. It is great to see how research done in a previous project is being continued and developed, and taking some unexpected turns.

Information assistants carrying iPads at Changi Airport in Singapore

The e-book readers in DUCKLING were pretty basic, the Sony PRS 505, the only model available for purchase in the UK in 2009 which is when DUCKLiNG happened.  We pre-loaded the learning materials, then shipped the devices to students around the world. Because of copyright issues, we could only succeed in including one book on the e-readers, in addition to our instructor-authored learning materials. Time-poor students found the e-readers very helpful to keep up on reading in a convenient, accessible psckage, because they could make use of even 10 minutes during the day. One student felt using the e-reader helped her to focus on assigned reading and achieve better marks in assignments.

In the case of the iPads for MSc In Security, nothing is preloaded; the iPad is simply shipped to the student w instructions to download the free, custom-made app (called ‘SCID’, and it is free in the Apple store). The student downloads the app and has the course information from a single handy source. The student is also given Amazon book vouchers so as to purchase some of the recommended readings for the course.

So far students are very positive about both the app and the iPad, but less positive about e-books on the iPad. One person lives in a country in which Amazon books cannot be purchased. Another person commented thats/he had not yet gotten into the habit of using the iPad for all of the readings.

We need more data to be sure, but in our case, e-books on the iPad don’t seem to be quite as popular as the app, about which students are definitely very positive. Why is this? Is it because we did not pre-install the readings? It does seem clear that in DUCKLING, students liked having the readings pre-installed on the e-book reader. Is it because the iPad is not as easy-on -the-eyes as an e-ink e-reader? We have not asked enough questions yet to make any conclusions at all, but we hope to establish whether the iPad is a successful e-book reader for these distance students.

Finally, we have received word that another distance program at Leicesteer is considering a one-mobile-device-per-student model, but this one may feature not iPads but e-book readers. It would be good if we could get even a bit of data on that one for our Places project as well.

Terese Bird, Learning Technologist, Beyond Distance Research Alliance, University of Leicester

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Creating learning materials optimised for mobile devices

For the past several days, I have had the privilege to attend the MobiLearnAsia 2012 Conference in Singapore. The conference has been really excellent, with great opportunities to discuss mobile learning innovation in the Pacific Asian context — which is energetic and imaginative.

The view at Resorts World, Sentosa, Singapore, the site of the MobiLearnAsia 2012 Conference

I was able to present on the Places project, specifically the University of Leicester Criminology MSc in Security, Conflict, and International Development.  I have still not found another use of tablet computers in distance learning like this one. One outcome I am seeing so far, is that it is not clear that sending students an iPad and giving them Amazon vouchers for ebooks is a successful way of giving everyone the ebooks they need. One person lives in a country to whom Amazon does not sell (Sudan) and so this student could not get the ebooks at all. One other comment by a student said that s/he was not yet in the habit of using the iPad for the readings. We will need to tease out the specific issues in upcoming evaluation.

Something else that has become clear to me: instructors and other staff need to know how to simply create learning materials that are optimised for mobile devices. I have begun to create some helpsheets, and post my first offerings here. Let me know if you have any comments!

Using Calibre to create ebooks for ereaders

Using Prezi to create map-based virtual tours

Terese Bird, Learning Technologist

Beyond Distance Research Alliance, University of Leicester

Mummies, War Zones, and Pompeii: the use of tablet computers in situated and on-the-go learning

Two weeks ago I presented ‘Mummies, War Zones, and Pompeii: the use of tablet computers in situated and on-the-go learning,’ at ALT-C, the annual conference of the Association for Learning Technology, which took place this year in Manchester. Tablet computers in learning is not new; mathematics and physics teaching especially has long benefited from the ability to scribble a formula and share out to students and receive students’ formulae in return — one use of in-class tablet computers. It didn’t take long after the launch of the iPad in 2010 for one-iPad-per-student projects to spring up in every level of education.

The case studies I presented on, however, made use of the out-of-class benefits of tablet computers. I describe each in a nutshell:

1) Mummies: University of Leicester Museum Studies masters students take field trips to such destinations as the British Museum. After the trip, students report back, group by group, and discuss as a class. Using cleverly-designed Powerpoint shows on Windows tablets, instructors gave students video interviews with British Museum academics and other learning material. Carrying the tablets around the museum, students viewed and learnt from the material while standing before the actual artefacts, took notes and photos, and created presentation reports in time for a 10am deadline next morning. The project has been felt to be a great success and plans are underway to create material for further, different field trips.

2) War Zones: University of Leicester Criminology students of the online Masters in Security, Conflict and International Development are each sent an iPad and instructed to download the free app (yes, you can download it too! It’s called SCID).  The app serves multimedia learning material which works on the iPad whether or not there is an internet connection, which is key because for their day jobs these students are visiting refugee camps or living in a submarine for weeks at a time. Early feedback is overwhelmingly positive for both iPad and app.

3) Pompeii: In the Porta Stabia project and the Quadriporticus Project (directed by Steven Ellis of University of Cincinnati and Eric Poehler of University of Massachusetts, and in which some of our University of Leicester Archaeology colleagues joined in the research), iPads were taken into the ruins of Pompeii to process photographs of the ruins and overlay archaeological layers. iPads were also used as field notebooks in every way, including receiving data into Filemaker Pro to be later synced with data collected by all iPads. The end result was an efficiency increase of 371% plus other benefits.

These case studies illustrate the power of mobile outside of the classroom, in what I refer to as situated and on-the-go learning. I’m especially interested in this kind of use of mobile devices; please comment if you know of any other great case studies along these lines.

Terese Bird, Learning Technologist and SCORE Research Fellow

 

 

 

Early findings from a new programme using iPads

Today I met with one of our lecturers who is soon to launch a new distance masters programme, the MA in International Education. It is planned that for this programme, every student will be furnished an iPad and instructions how to load it up with module materials.  I wanted to get an idea of how easy or hard it is for him to prepare materials for the iPad. Unfortunately for me, he hasn’t been working on that part yet, but he feels confident that using iBooks Author, it won’t be very onerous. I have only fiddled with iBooks Author a little bit myself, and I found it pretty easy but not quite as intuitive as I would have liked. I hope that my colleague’s confidence turns out to be well-founded. I will keep you posted here.

One thing I have learnt from both this programme and our Criminology programme also utilitising iPads is that it is pretty time-consuming to create distance learning materials to go on a VLE. This really isn’t very different from the time-consuming process of creating printed learning materials in the old correspondence course model. With this Education course, the lecturer has hopes that developing material for the iPad may even be easier than developing for the VLE. The ‘Criminology iPad’ module is making use of an app developer to create the materials for the course, so that’s an unusual way of producing learning material.

Apple has done much in recent months to make it easier to create learning materials for the iPad. Just the other day I created a Course using the Apple Course Manager, which is not a piece of software but a place on Apple’s website. All you need to create a course is your learning materials, a Mac with Safari, and an Apple ID. You don’t need to belong to an institution that’s in iTunes U. As for the learning materials, I quote the iTunesU Course Guidelines:

“Assignments can include many types of materials that are part of your course, such
as videos, audio files, web links, apps, books, documents, and presentations. You can
add content from the App Store and the iBookstore, and you can even upload your
own original materials.”

A course in iTunes U, comprised of various materials and links. Photo courtesy of fraserspeirs on Flickr

The course I built consisted of 4 pdf documents, 2 mp4 video files, and then I made up a course outline which I posted in the “Posts” section. Creating the course took all of 20 minutes. I then received an email from Apple with the url of my new course, and I emailed it around to a few colleagues. An instructor could email that to the students. A course must be ‘consumed’ using an Apple handheld device — iPad, iPhone, or iPod Touch. The student clicks the url of the course, and is told that her enrolment is pending approval. Meanwhile, the instructor receives an email saying a’ new student wants to enrol in your course’, and the instructor grants access by clicking a green tick in the Course Manager page. Once the student has access, she accesses it through the iTunes U app, which quickly downloads the materials to her device. It is surprisingly smooth and simple. I showed this method to my Education colleague, and he may end up going down this route for his programme.

Bad points? Completely proprietary to Apple. Good points? It’s so easy. Does it enable good learning? I hope to find out as part of the Places project.

Terese Bird, Learning Technologist and SCORE Fellow, University of Leicester

Review and Re-package: JISC Mobile Learning Infokit

For our Places project, which will evaluate the use of tablet computers in University of Leicester programmes, we are beginning with a literature review and a re-packaging of some of the information in the sources we choose. Why is re-packaging part of the project? I think it’s because this particular field — mobile learning — is moving at the speed of light. New technology looks old in a few months’ time. It is hard to write something well-researched quickly enough to still look current when it is published. And yet well-researched older material (even a whole 3 years old!) may present findings which apply perfectly well to current technology and practice. For example, when we were writing our final DUCKLING report in 2010, we felt we needed to comment on how outdated was the technology we had used: the original Sony PRS505 e-reader, the first e-reader available in the UK. But our findings agree with current findings of the use of mobile devices such as the iPad.

Reading a Sony PRS-505 E-Reader in 2009. Photo courtesy of Cwluc on Flickr

And so I’m reading through the literature, and am finding the JISC Mobile Learning Infokit very valuable. I will definitely be taking bits from it for re-packaging. It is not old — first published in autumn 2011. I appreciate, for example, having several definitions of mobile learning – ranging from Mike Sharples’ which emphasises processes, to the MoLeNET definition which emphasises the devices.

But what stood out more was the ‘Tangible benefits of mobile learning’ listed in the infokit. The list begins with the usual affordances attributed to mobile devices: ‘personal’, ‘pervasive’, ‘portable.’  The last item caught my attention: ‘Reduces technical barriers to e-learning.’ I was thinking that only a few years ago, mobile devices presented their own technical barriers — I remember endlessly struggling to help different colleagues to sync up their Palms to their desktop computers. But in 2012, yes, many mobile devices reduce technical barriers to e-learning. I am thinking of our Criminology distance masters programme in which students around the world are shipped an iPad, and instructed how to download the app which contains multimedia learning materials. I’m reading preliminary feedback from students, and so far the majority are saying they value the fact the app allows them to study even when there is no internet connection.  I am likely to find evidence to the contrary on that note, but so far, I’m seeing evidence of  ‘reduces technical barriers to e-learning’.

Now that we have healthy competition in the mobile realm, and products have arrived at a good level of usability, I believe we will see those ‘barriers to e-learning’ continue to fall.

Terese Bird, Learning Technologist and SCORE Research Fellow, University of Leicester

JISC. (2011). Mobile Learning infokit / Home. Retrieved August 22, 2012, from https://mobilelearninginfokit.pbworks.com/w/page/41122430/Home

Introducing Places

Welcome to the first blog post of Places, a new JISC Transformations Programme project being carried out at University of Leicester. There are different strands to the Transformations Programme projects. Places will be studying, within the strand of enhanced student experience, the use of iPads in several University of Leicester programmes — most notably, in the Criminology Masters in Security, Conflict, and International Development. In this distance learning programme, every student is sent an iPad and is given instructions to download a custom-made app for the course. Students taking part in this programme are located anywhere in the world, and often in conflict zones. We thought ‘Places’ would be an appropriate project name, highlighting the ‘anywhere’ affordance of mobile technology in learning.

Troops in Iraq making use of mobile technology.             Photo courtesy of The USO.

The first stage of the project is to examine the literature and learn from mobile-technology-in-learning projects that have gone before us. I am reading the final reports of JISC projects such as iBorrow, in which students could borrow laptops short-term for learning in the library at Canterbury Christ Church University, and also Project Erewhon at University of Oxford, which investigated the uses of geo-spacial and mobile computing in both higher and further education.

Of course, we will be very much informed by our own DUCKLING project which ran from 2008 through 2010, and which studied amongst other innovations the use of ebook readers as a course material delivery device for distance masters students. I was learning technologist on DUCKLING, and saw close-up the difficulties and successes of the approach, from the points of view of both staff and students. I am very much looking forward to similarly evaluating the use of iPads in our criminology and other programmes.

I created a Mendeley group called MobileLearn HE in which I’m gathering reports, journal articles, case studies, and blog posts on this topic. The group is public and I welcome you to join in. Please suggest case studies and papers you know of, on the topic of mobile learning in HE. Or suggest a case study or example via the comments below!

Terese Bird, Learning Technologist and SCORE Research Fellow, University of Leicester