Tag Archives: Web 2.0

Exploring the Use of Digital Technologies and Devices in Student Learning

Alan Donnelly, Dr Helen Kay, Dr Luke Desforges, Professor Guy Merchant & Judit Garcia-Martin.

Parallel session 1, Short Paper 1.8

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Short Abstract

This paper will provide an overview of the main findings of Sheffield Hallam’s Digital Technologies Survey. It will explore students’ use of digital technologies; their views, confidence and expectations of using them for their academic studies; and their access to, and use of, mobile devices and computers.

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Detailed Outline
Digital technologies and web 2.0 tools refer to web-based technologies which promote “personal publishing, ease of use, interactivity, collaboration, sharing and customisation” (Cochrane, 2006, p. 144). These technologies include blogs, wikis, video tools, social networking services and multimedia sharing tools. Studies in Australia and the United States have found that university students commonly own and use mobile devices to access digital technologies (Oblinger & Oblinger, 2005; Oliver & Goerke, 2007; Martin & Ertzberger, 2013) and technologies are increasingly being used to support and enhance learning.

The University’s strategy to 2020 outlined the importance of digital resources and technologies to support students’ academic, professional and social development. The strategy recognises the need to “capitalise on new and emerging technologies that help to deliver high quality teaching, research and operations” by “focusing on user needs”.

This paper will share the key findings of Sheffield Hallam’s Digital Technologies Survey, which was sent to new undergraduate and postgraduate students between October and November 2014. The purpose of the survey was to explore the digital technologies and devices that students use to support their learning. This paper will examine students’ use of digital technologies; their views, confidence and expectations of using digital technologies for their academic studies; and their access to, and use of, mobile devices and computers. The study was undertaken in collaboration with the University of Leon, Spain.

269 – Does e-learning and mobile technology have a place within HE Learning, Teaching and Assessment? – Jo Marsden

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.

221 – Creating a Collegiate Environment using Facebook – Anne Nortcliffe, Matthew Carpenter, Bzhar Hazhar, Bradley Jackson, Jake Ledger, Sherin Rajan

Social networking tools allow both students and their tutors to maintain unobtrusive and efficient relationships whilst fostering collegiality. There has been a rapid growth in students’ use of social networking tools in general and this has inevitably led to their particular use in establishing their sense of belonging and course identity. Social networking tools have also provided students with ways of fostering a sense of collective self-esteem (Gangadharbatla, 2008). Arguably, it can be easier to develop and maintain a social network online than in real life (Ahn el, 2007). First year Computer and Network Engineering students and their course leader will provide their personal reflections of using Facebook to develop and manage their course relationship.

221 Anne Nortcliffe LTA SHU Facebook v1

2012 The Digital Frontier: a look at tools beyond the VLE to support learning and teaching

Robin Gissing and Juliun Ryan

Whilst blackboard contains a robust set of tools for learning and teaching, you may be aware that in addition to these there are a vast number of ‘third party’ tools and services available online that offer potential to enhance the learning experience.

This hands-on workshop aims to introduce staff to some of these free and easy to use tools and explore how they can be used to offer new and innovative opportunities to enhance practice through the use of technology.

The workshop’s facilitators argue incorporating such tools constitutes a meaningful opportunity to develop students’ experience, knowledge and understanding of the wider digital landscape. This so-called ‘digital literacy’ is a vital graduate attribute, enabling students to live, learn and work in the 21st century. Its development is something both students and employers alike are increasingly keen to see universities address. Coinciding with the changes to the funding arrangements for students post-2012 we are embarking in an increasingly market driven learning economy. (JISC 2011) and some of these approaches may go some way to enhancing student experience and authenticity.

So, with that in mind, the workshop will provide ideas and specific examples of not only how these tools might be used, but also how one or more of them might be dynamically combined to create new configurations and thus new opportunities for facilitating learning and teaching. An example combination might be; an online interactive presentation tool and combined with a screencasting tool. This might create a video presentation with a more dynamic feel than that of a recorded powerpoint. 

The session will aim to create a social and creative environment for both the presenters and participants, which due to the nature of the session should be accessible to people of all levels of technical skill.

The facilitators will introduce the topics and tools as well as the themes and aims of the session. Attendees will then work together in groups, actively engaging in hands-on exploration of the tools functionalities to inform base pedagogic rationales for the use of those tools.  Attendees are then expected to feed-back to the wider group what they have discovered about the tools.

Attendees will then re-assemble into smaller teams to develop specific examples of how two or more tools can be used in combination in a “building block” approach to essentially develop a new tool which is the combination of 2 or more tools. Feedback of these new tools will then be expressed over a variety of media forms by attendees and the facilitators.


JISC. [online]. 2011. Last accessed 8 March 2012 at: http://www.jisc.ac.uk/developingdigitalliteracies

D4 – (EN19) 15.30