Tablets, screencasting and webconferencing - university trials to adoption, or: how to engage...

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

[email protected]://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

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


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!


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


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


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


Teacher and students explore maths concepts with shared whiteboard, graphing calculator, audio and text chat…

Example: Course - Algebra and CalculusExample: Course - Algebra and Calculus


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


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


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)

Java installation (ITS help) Headset availability Audio settings


From the lecturers…From the lecturers…

…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!!!


OutcomesOutcomes

The good news: Recommendations put forward The university committed to a web

conferencing tool for three years


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


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!)


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,

university-wide trial; student component 2010: post-trial evaluations, recommendations



Fellowship participants induction, training Academics from all faculties carefully selected Group or one-on-one sessions, to show technical side,

but also pedagogical approaches, examples Conditions for participation, e.g. sharing practice,

providing feedback. Emphasis on innovation Discussion of individual situations, best approaches


Capturing lectures/tutorials: CalculusCapturing lectures/tutorials: Calculus


Student support via screencastsStudent support via screencasts

Operations Research



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


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



Issues with frozen touch screens, lost recordings -> swapping machines

3 lecturers with severe technical issues


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)


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


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


Finance courseFinance course

Phillips & Loch (submitted 2010)


Tablet PCs in other disciplinesTablet PCs in other disciplines

Faculties of Sciences Engineering and Surveying Business

Arts Education



New pedagogy? Interactive lectures Teaching via screencasts Communicating in writing not in type


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



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



Microphone availability Recording the first lecture


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


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



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?


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?


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?


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


ICT mentorsICT mentors

USQ LTPF project ($50,000) Time release for mentors (80 hours this

year) Individual approaches Survey of students and lecturers on

their use of ICT

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