|Strand: The technology enhanced course Anticipated outcomes:• Discuss the viability & usefulness of iPads within LTA Session outline (or abstract): max 300 words Technology has brought about irreversible change to the world (Su 2009) and educators have had to acknowledge the reality of technologically-induced change and it’s constantly evolving pace. This extreme growth in the capabilities of technology, especially mobile technology, alongside increasing affordability has led to the acknowledgement of a ubiquitous learning tool within higher education (Pollaro and Broussard 2011). As non-traditional methods of education become more established and as a factor of that informal and flexible learning environments become necessary for students in an ever-connected society, e-learning will play a significant role (Fetaji 2008). Within this example e-learning has been utilised as a tool for:• student engagement• student learning• a teaching aid• assessment support This has been through the use of:• iPads• screencasting• online feedback• Google Docs• Google Forms The views of the students, teaching staff and support staff have been collected on the use of these tools within different settings. The outcomes from the students were positive in the use of different learning environments and technologies and assisted in student engagement, however there were questions raised over the impact on student learning. The use of iPads for the purpose of assessment support assisted in achieving the new assessment regulations of a 3-week turnaround and in facilitating online student feedback, which was also favourably received. The examples incorporated a blended approach to teaching and learning for isolated modules within the Department of Sport. As technology usage within Higher Education becomes more prevalent and staff become more aware of the options, and also the ways in which to combine technology into the classroom, the real focus needs to shift to the course design and the integration of technology within this.|
This presentation provides an opportunity to consider Blackboard Mobile – a learner-centred virtual learning environment for smart devices. The new Blackboard Mobile app uses Web 2.0 functionality which create new opportunities for course and module leaders and course administrations, as well as learners. The apps’ functionality and potential for promoting learner engagement and a personalised learning experience will be discussed.
In 2007 students reported that a version of Blackboard Mobile for the HP IPaq device had made their learning easier: the user interface was intuitive and provided easier ways for them to communicate and access learning materials stored in Blackboard (Trajkovik, 2007). However, like the desktop version of Blackboard, Bb Mobile replicated an instructor-led model of learning (McLoughlin & Lee, 2008) missing the opportunity to promote a more student-centred learning paradigm.
Pocket PCs (sometimes known as PDAs) have evolved into the smart devices of today in the form smartphones, tablets, and mini-tablets. The Blackboard Mobile app has also evolved. The new Blackboard Mobile version contrasts with the generally deployed desktop version of Blackboard. It offers staff and students additional Web 2.0 functionality and enables students and staff to shape and personalise their learning experience. Web 2.0 technology offers and interactive and social paradigm and provides users with the means to easily communicate, share their personal reflections and data in a timely fashion (O’Reilly, 2005). Whereas the desktop Blackboard 9.1 lacks social tools, Logan and Neumann (2010), for example the discussion forum far less developed than desktop Moodle, Bremer and Bryant (2005).
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