1. Good Practice Event Effective use of mobile technologies to enhance learning,
teaching and assessment, 23 January 2014, Imperial College London
Warning! Modelling effective mobile learning is
infectious, an example from Higher Education
Chrissi Nerantzi, Academic Developer, Manchester Metropolitan University
Juliette Wilson, Graduate Teaching Student, University of Salford
Nadine Munro, Graduate Teaching Student, University of Salford
Gemma Lace-Costigan, Lecturer, University of Salford
Neil Currie, Lecturer, University of Salford

2. first things first!
If you have a smart phone or tablet with you,
please download the free Socrative app
(student version) now! Available for Apple and
Android devices ;)
Student version!!!

3. ILOs
By the end of this presentation, delegates will have
had the opportunity to:
• Explore the benefits and challenges of mobile
learning
• Discuss the mobile learning approach used within
a teacher development programme in HE
• Identify opportunities to embed new mobile
learning features into own practice

4. contextualising

5. Universities are spaces to....
• sustain conversations
• shape the future of human
life
• stimulate innovation
• shape new structures of
and for learning
• shape new pedagogies
from ECEL2011 keynote by Prof. Anne
Boddington, Dean of the Faculty of Arts,
University of Brighton
innovation
freedom
the
participatory
web
opening-up

6. change agents
Neame (2011) Academic Developers work with people, communities, networks
Gibbs (2013) Academic Development to lead innovation and influence change
Roche (2010) Academic Developers are
Browne Report (2010)
in HE
Teaching qualification for all staff teaching
UK Quality Code (2012) and European Commission (2013)
Initial and ongoing Development
of Teachers essential
Gibbs (2010, 2012) ; Parsons et al (2012) Impact of teaching qualifications on
practice
Teacher Development programmes to use
open and joined up approaches that foster collaborative
learning
Ryan & Tilbury (2013) Flexible pedagogies to be modelled in Academic Development
European Commission (2013)
provision
2014: Still
the case?
Donnelly (2010)
technologies are
under-used in
Academic
Development

7. “Technology doesn’t
enhance learning in the
same way cutlery doesn’t
enhance the food we eat.”
Prof. Glynis Cousin
“Good
use
of
technology is when you
don’t
notice
it”
FDOL132 participant

8. Explore the benefits and challenges of mobile learning

9. Let’s try this
together!
Access your (brand new) socrative app and type in room:
chrissinerantzi
Now add your thoughts around the benefits and/or
challenges of mobile learning

10. Discuss the mobile learning approach used within a teacher
development programme in HE

11. where we should measure impact
seed-> tree>apples>apple trees
core sep11:
32 participants/3448 students
108 students/per participant
plus impact on colleagues!!!

12. Postgraduate Certificate in Academic Practice (PGCAP)
•
•
•
•
•
•
•
•
the programme
blended
core and optional modules
multi-disciplinary
Teaching qualification in HE
accreditation HEA, NMC
greenhouse for active
experimentation
BYOD

13. Stories in a story

14. access on the go: LTHE site
http://learningandteachinghe.wordpress.com/

15. Discussing and supporting: Google +
community
https://plus.google.com/communities/112186086573392653278

16. Capturing learning: PGCAP portfolios

17. Sharing and connecting: tweet-tweet
https://twitter.com/pgcap

18. Visual learning: YouTube
http://www.youtube.com/user/pgcapsalford/videos

19. learning through games

20. learning students’ names

21. •
•
new to downloading apps
Socrative app > the ‘quiz’
term was problematic
Game worked better,
increased engagement
also used to collect student
feedback on teaching
•
•
Juliette @juliettephd
•
•
•
•
•
experienced with digital technologies
media-rich learning using WordPress on
the go
‘always on’ > support network
(commenting and feedback)
community formation
Collaborative content creation
Neil @asbo_allstar
•
•
•
•
•
•
•
Twitter to connect with each other, information
exchange
speedy connection via smart devices
valued connections with the wider community and
more experienced colleagues
organising Twitterchats using hashtags with own
students, student-led!!!
Students were apprehensive about using Twitter for
their learning
YouTube and video creation to catch up
Nadine stated: “Social media fostered inclusivity”
Nadine @neddy4291
Gemma @gemmalace
•
•
•
•
had a Twitter
account before
joining
Twitter >
communication
with students
students relactant
to respond/share
introduced
Facebook group >
observed more
exchange
4 stories

22. Juliette’s story @juliettephd
•
•
•
•
new to downloading apps
Socrative app > the ‘quiz’ term was problematic
Game worked better, increased engagement
also used to collect student feedback on teaching

23. Neil’s story @asbo_allstar
•
•
•
•
•
experienced with digital technologies
media-rich learning using WordPress on the go
‘always on’ > support network (commenting and feedback)
community formation
Collaborative content creation

24. Nadine’s story @neddy4291
•
•
•
•
•
Twitter to connect with each other, information exchange
speedy connection via smart devices
valued connections with the wider community and more experienced colleagues
organising Twitterchats using hashtags with own students, student-led!!!
Students were apprehensive about using Twitter for their learning
•
•
YouTube and video creation to catch up
Nadine stated: “Social media fostered inclusivity”

25. Gemma’s story @gemmalace
•
•
•
•
had a Twitter account before joining
Twitter > communication with students
students reluctant to respond/share
introduced Facebook group > observed more exchange

26. evaluation
– asynchronous focus group
sharing stories (via Google
doc)
– portfolio-based reflections
(Wordpress)
– observational data (blended
classroom)

27. I was astounded by the breadth of
knowledge made available to me via
Twitter and I found the networks I made
invaluable in aiding my own learning with
respect to the PGCAP, but also I found it an
excellent source of motivation and
inspiration with respect to influencing my
own teaching practice.
Following “game week” each learner was filmed selling their ideas
and their peers were able to access the clips and vote for a winning
idea. I was not able to participate in person and so the use of Youtube
meant I was still able to contribute my ideas and compete in the
activity. I think the motivation to still participate came from the ease
at which inclusivity can be fostered through social media and
particularly where mobile devices are utilised. The ability to engage
with my peer group while not being physically present gave me a
greater sense of involvement in the process.
Two issues quickly became clear. Firstly, not everyone had a smart device or
people had difficulty with the technology. To overcome this issue I ensured that
the Socrative activities were suited to pair or group work, and an unexpected
outcome of this was that it fostered more collaborative student engagement; it
got students working together. Secondly, the framing of the activity was very
important for example, when I initially introduced the activity as a ‘quiz’ it put
many students off attending.
The benefit of having an ‘always on’ connection that a smart
device presents, directly linked to their Wordpress blogs gives
instant notifications as users comment on content. The ability
to be alerted immediately not only encourages the revisiting of
previously written articles to aid personal reflection, but also
encourages the students to reciprocate and provide feedback
to their peers, building a peer support network.
Voices

28. I was astounded by the breadth of
knowledge made available to me
via Twitter and I found the
networks I made invaluable in
aiding my own learning with
respect to the PGCAP, but also I
found it an excellent source of
motivation and inspiration with
respect to influencing my own
teaching practice.
Voices

29. Following “game week” each
learner was filmed selling their
ideas and their peers were able
to access the clips and vote for a
winning idea. I was not able to
participate in person and so the
use of Youtube meant I was still
able to contribute my ideas and
compete in the activity. I think
the motivation to still
participate came from the ease
at which inclusivity can be
fostered through social media
and particularly where mobile
devices are utilised. The ability
to engage with my peer group
while not being physically
present gave me a greater sense
of involvement in the process.
Voices

30. Two issues quickly became clear.
Firstly, not everyone had a smart
device or people had difficulty with
the technology. To overcome this
issue I ensured that the Socrative
activities were suited to pair or group
work, and an unexpected outcome of
this was that it fostered more
collaborative student engagement; it
got students working together.
Secondly, the framing of the activity
was very important for example,
when I initially introduced the
activity as a ‘quiz’ it put many
students off attending.
Voices

31. The benefit of having an
‘always on’ connection that a
smart device presents,
directly linked to their
Wordpress blogs gives instant
notifications as users
comment on content. The
ability to be alerted
immediately not only
encourages the revisiting of
previously written articles to
aid personal reflection, but
also encourages the students
to reciprocate and provide
feedback to their peers,
building a peer support
network.
Voices

32. Benefits
•
•
•
•
•
•
•
•
Integrated approach increased confidence progressively
Increased connectivity and connectedness
Helped the formation of a learning community
Students’ opened up more, shared more
Peer-to-peer support, learning and collaboration increased
Increased curiosity to explore and actively experiment
Resourceful use of existing technologies
Teaching practices started changing

33. Challenges
•
•
•
•
•
Using own devices for Learning and Teaching new concept
Technological barriers
Support issues
Always ‘switched on’ - mismatch of expectations
Social media addiction?

34. So did modelling infect?

35. Identify opportunities to embed new mobile learning
features into own practice

37. “We need to stop seeing the curriculum as a
predictable, ordered and manageable space, but
instead review it as an important site of
transformation characterised by risk and
Prof. Maggi Savin-Baden, Prof of Higher Education Research,
uncertainty” Coventry University, 2011 ECEL2011 contribution

39. #BYOD4L open course starts on the 10 February 14!
http://byod4learning.wordpress.com/

40. References
Anderson, T. and Elloumi, F. (2004) ‘Introduction’, in: Anderson, T. and Elloumi (eds.) Theory and Practice of Online Learning. Canada: Athabasca University, pp.
xii-xxiv.
Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at
http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm [accessed 1 November 2013]
Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54(2), pp. 350-359.
European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of
teaching and learning in Europe’s higher education institutions, European Union, available at http://ec.europa.eu/education/highereducation/doc/modernisation_en.pdf [accessed 21 November 2013]
Gibbs, G. (2013) Reflections on the changing nature of educational development. International Journal for Academic Development, V. 18, Number 1, March
2013, pp. 4-14.
Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, available at
http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/HEA_Dimensions_of_Quality_2.pdf
Gibbs, G. (2010) Dimensions of quality, York: The Higher Education Academy, available at
http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/Dimensions_of_Quality.pdf [accessed 8 November 2013]
Goldstein, S. R. (1976) The asserted constitutional right of public school teachers to determine what they teach, University of Pennsylvania Law Review, 124,
1293-357.
Metzger, W. (1987) ‘Profession and constitution: two definitions of academic freefom in America’, Texas Law Review, 1265-322.
Neame, C. (2011) Exploring Models of Development of Professional Practice in Learning and Teaching in Higher Education: What Can We Learn from Biology
and Marketing? Educate~ Vol. 11, No. 1, 2011, pp. 9-19.
Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (2014) Warning! Modelling effective mobile learning is infectious, an example from Higher
Education, UCISA.
Roche, V. (2003) Being an agent of change, in: Kahn, P. and Baume, D. (eds.) A guide to Staff & Educational Development, Oxon: Routledge, pp. 171-191.
Ryan, A. & Tilbury, D. (2013) Flexible Pedagogies, new pedagogical ideas, York: HEA, available at
ttp://www.heacademy.ac.uk/news/detail/2013/new_pedagogical_ideas [accessed 21 November 2013]
The UK Quality Code for Higher Eduction (2012) Glouchester: Quality Assurance Agency, available at
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx [accessed 5 December 2013]
Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education, in: International Review of Research in
Open and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available at http://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 25
February 2013]

41. Warning! Modelling effective mobile learning is infectious, an
example from Higher Education
by
Chrissi Nerantzi, Juliette Wilson, Nadine Munro, Gemma Lace-Costigan & Neil
Currie
will be included in the
Best Practice Guide in the use of mobile technology
to enhance learning, teaching and assessment
2014

42. Get in touch
with us
Warning! Modelling effective mobile learning is
infectious, an example from Higher Education
Chrissi Nerantzi, Academic Developer, Manchester Metropolitan University, @chrissinerantzi
Juliette Wilson, Graduate Teaching Student, University of Salford, @juliettephd
Nadine Munro, Graduate Teaching Student, University of Salford, @neddy4291
Gemma Lace-Costigan, Lecturer, University of Salford, @gemmalace
Neil Currie, Lecturer, University of Salford, @asbo_allstar