Tablets, screencasting and Tablets, screencasting and webconferencing - university trials to webconferencing - university trials to adoption, or: how to engage academics adoption, or: how to engage academics Birgit Loch [email protected]http://www.sci.usq.edu.au/staff/lochb http://www.swin.edu.au/engineering/ staff/birgit Department of Mathematics and Computing University of Southern Queensland Faculty of Engineering and Industrial Sciences Swinburne University of Technology
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Tablets, screencasting and webconferencing - university trials to adoption, or: how to engage academics Birgit Loch [email protected] .
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Tablets, screencasting and webconferencing - Tablets, screencasting and webconferencing - university trials to adoption, or: how to engage university trials to adoption, or: how to engage academicsacademicsBirgit Loch
Department of Mathematics and Computing University of Southern Queensland
Faculty of Engineering and Industrial Sciences
Swinburne University of Technology
Nottingham Trent University, 22 June, 2010
OverviewOverview
USQ Context Three examples of successful technology trials
Elluminate Tablet PCs Camtasia Relay
Lessons learnt: what makes a trial successful/how to engage academics
Nottingham Trent University, 22 June, 2010
USQ ContextUSQ Context
USQ - regional, multi-campus, 26,000 students Large distance student population - 75% of students
studying off campus in over 70 countries (WEB, EXT, ONC)
Large percentage of students mature age, work full-time, study part-time, live remotely, low socio-economic background. Incarcerated student.
Award winner for technology use in early 2000s – not much investment since
But a clear need to use technologies to communicate with students!
Nottingham Trent University, 22 June, 2010
Three examples of successful trialsThree examples of successful trials
They have in common: Driven by “champions”, academics with an
interest in improving their teaching Needs of students Needs of teachers Needs of the institution
Bottom up approach: trials in individual teaching, then extended
All have led to university adoption
Nottingham Trent University, 22 June, 2010
1. Elluminate trial1. Elluminate trial
Why trial? To enable synchronous communication
Timeframe: 2006: Phase 1, individual trials in online pedagogies
(Shirley Reushle) and in maths (Birgit Loch) 2007: Phase 2, university-wide trial 2008: Phase 3, post-trial evaluations,
recommendations
Nottingham Trent University, 22 June, 2010
Induction, training, support:Induction, training, support:How were academics engaged?How were academics engaged?
Phase 2: Info sessions invitation sent to all staff encouragement of individuals to attend demonstrations of the software, and examples
of how it can been used speaking from experience, and explaining
what is possible across disciplines Information on how to get started
Nottingham Trent University, 22 June, 2010
Teacher and students explore maths concepts with shared whiteboard, graphing calculator, audio and text chat…
Example: Course - Algebra and CalculusExample: Course - Algebra and Calculus
Nottingham Trent University, 22 June, 2010
Students brainstormed using shared whiteboard, audio, text chat…
Students conducted interactive presentations with their peers, recorded the sessions and then facilitated additional asynchronous discussion activities…
Example: Course – Online Pedagogy in Example: Course – Online Pedagogy in PracticePractice
Shirley Reushle
Nottingham Trent University, 22 June, 2010
Induction, training, support:Induction, training, support:How were academics engaged? (cont)How were academics engaged? (cont)
Phase 2: Training/support one-on-one sessions where needed training via Elluminate technical and pedagogical support,
pointing out the difference to face to face classes, possibilities discussed
Nottingham Trent University, 22 June, 2010
How were technical issues resolved?How were technical issues resolved?
Limitations of trial licence: two rooms, 25 seats each -> calendar booking system
Connectivity via wireless network (firewall, proxy settings)
…my first conferencing session…was fantastic. I felt like a real teacher doing real teaching in a virtual environment – The students loved it and so did I.
Another great learning tool being offered to external students. One student said that just being present, listening and learning has inspired them to get started on their project…
… I've gotten a bit greedy and booked all my tute slots for my first year course for the whole semester - I really hope we get this tool for keeps!!!
Nottingham Trent University, 22 June, 2010
OutcomesOutcomes
The good news: Recommendations put forward The university committed to a web
conferencing tool for three years
Nottingham Trent University, 22 June, 2010
OutcomesOutcomes
The good news: Recommendations put forward The university committed to a web conferencing
tool for three years
The bad news: Instead of Elluminate, an untrialled system was
rolled out: technical issues, lecturers lost confidence, project lost momentum, champions no longer available
Nottingham Trent University, 22 June, 2010
Impact on pedagogical approachesImpact on pedagogical approaches
New pedagogy? Student centred Teacher as guide/facilitator Handing control to students Students helping students
(a scary thought for some!)
Nottingham Trent University, 22 June, 2010
2. Tablet PC trial2. Tablet PC trial
Why trial? To enable handwritten communication
Timeframe: 2005: 1 tablet PC, used in mathematics and computing teaching 2006: USQ L&T grant, 6 more tablet PCs (comparison with OU
trial being written up) 2009: USQ L&T Fellowship, support from all Deans, ITS, VC,
Student support via screencastsStudent support via screencasts
Operations Research
Nottingham Trent University, 22 June, 2010
Induction, training, support:Induction, training, support:How were academics engaged?How were academics engaged?
Support Via Fellow Regular face to face meetings, with demonstrations and
time for questions Community website, with forum to ask questions Corridor chats
Getting started German language teaching
Nottingham Trent University, 22 June, 2010
UptakeUptake
Staff component: 2009
Approx 5,500 students taught in S1 2009
All faculties, plus library
Student component: 2009/2010 20 Digital note pens 30 mini tablet PCs
Nottingham Trent University, 22 June, 2010
How were technical issues resolved?How were technical issues resolved?
Issues with frozen touch screens, lost recordings -> swapping machines
3 lecturers with severe technical issues
Nottingham Trent University, 22 June, 2010
From the participants…From the participants…
Have you obtained unexpected results? Yes, whilst we thought the Tablet PC would increase
student learning we were surprised by how much the Tablet PC increased our own engagement with technology (librarian)
In terms of how the use has invigorated my teaching. […] For the first time in years I have felt excited about my teaching and that is reflected in how I interact with students. So then they get excited (Sciences academic)
Nottingham Trent University, 22 June, 2010
Feedback from interviewsFeedback from interviews
Tablets have led to more engagement with technology in
general made lectures more dynamic are more than just a communication tool have led to a change in teaching approaches
Nottingham Trent University, 22 June, 2010
OutcomesOutcomes
The good news: Lecturers demanding more tablet PCs from Associate
Deans L&T, Heads, Deans Lecturers with tech issues: One is convinced tablet
user, one asked for a tablet, the third will wait a bit Adoption: full ITS support, can ask for tablet as desktop
refresh (who covers the gap?) Faculties/departments purchasing more tablets.
Mathematicians encouraged to write on tablet in class and record lecture
Nottingham Trent University, 22 June, 2010
Finance courseFinance course
Phillips & Loch (submitted 2010)
Nottingham Trent University, 22 June, 2010
Tablet PCs in other disciplinesTablet PCs in other disciplines
Faculties of Sciences Engineering and Surveying Business
Arts Education
Nottingham Trent University, 22 June, 2010
Impact on pedagogical approachesImpact on pedagogical approaches
New pedagogy? Interactive lectures Teaching via screencasts Communicating in writing not in type
Nottingham Trent University, 22 June, 2010
3. Camtasia Relay trial3. Camtasia Relay trial
Why trial? To produce live lecture recordings
Timeframe: 2008: Discovered call for participants in beta trial. Undertook
limited trial for 4 weeks 2009 semester 1: Faculty-funded licence, small scale trial,
ICT project methodology 2009 semester 2: Roll out to all teaching rooms, availability
on staff computers 2010: post-trial evaluations, recommendations
Nottingham Trent University, 22 June, 2010
Induction, training, support:Induction, training, support:How were academics engaged?How were academics engaged?
University roll out Relay mentors from all faculties Raising awareness of the tool’s availability “Student daemons” in first 2 weeks of semester “Roadshow” to introduce Relay Cheat sheets in lecture rooms, training material Good practice guide
Nottingham Trent University, 22 June, 2010
How were technical issues resolved?How were technical issues resolved?
Microphone availability Recording the first lecture
Nottingham Trent University, 22 June, 2010
OutcomesOutcomes
The good news: In semester 1 2010 (March-June), 1637 successful
recordings. 200 users. One faculty mandates recording of all lectures Possible mandate by DVC (Global Learning) to
record all lectures at USQ
Nottingham Trent University, 22 June, 2010
OutcomesOutcomes
The good news: In semester 1 2010 (March-June), 1637 successful
recordings. 200 users. One faculty mandates recording of all lectures Possible mandate by DVC (Global Learning) to record
all lectures at USQ
The bad news: Technical issues due to technology modifications in
lecture rooms, changes in access to production folders
Nottingham Trent University, 22 June, 2010
Impact on pedagogical approachesImpact on pedagogical approaches
New pedagogy? Should you make available a whole
lecture, or just some parts? Can (or should) a recording replace a
face to face lecture? Can a recording complement a face to
face class rather than replicate?
Nottingham Trent University, 22 June, 2010
Important lessons from Relay trialImportant lessons from Relay trial
No matter how large and bright red the recording button, academics like to be shown in person how to press it
Workload allocation for faculty mentors? Academic ownership of the product?
Nottingham Trent University, 22 June, 2010
Important lessons learnt from all trialsImportant lessons learnt from all trials
Champions who are teaching, can lead by example
Technical and pedagogical training and support Building trust is vital – in the technology, but also
in the support available Engage lecturers who are easily enthused, and
can carry this forward -> create new champions Workload allocation?
Nottingham Trent University, 22 June, 2010
RecommendationsRecommendations
From (Loch&Fisher, in preparation) Choose the participants wisely Share the load Take a sustainable approach Foster collegial support Train the participants Focus on dissemination Ensure ITS support Measure the change Overcome fear of change
Nottingham Trent University, 22 June, 2010
ICT mentorsICT mentors
USQ LTPF project ($50,000) Time release for mentors (80 hours this
year) Individual approaches Survey of students and lecturers on