Stratford-upon-Avon College

Year 1: MobTec in Action 2007/2008

The MobTec in Action project was designed to explore and develop the use of multimedia devices in a range of teaching and learning scenarios.

A wireless network was established across the Stratford-upon-Avon College campus and used in conjunction with the multimedia devices, thus providing a framework for lecturers to create, share and submit resources of varying types. Learners then accessed these to enhance their overall learning experience. Lecturers and learners were given a multimedia device, plus a docking station that they could use for home study.

The research questions placed particular focus on learners with learning difficulties and disabilities (LLDD) and the use of multimedia within the library. The initial thrust of the project also required lecturers to focus on the creation of resource that could potentially be used on a college-wide basis.

Project Background

The Mobtec in Action Project was an opportunity to explore the dedicated use of multimedia devices in the classroom and in the broader learning context of use off-site. To this end, a wireless network was to be established across the campus and used in conjunction with the multimedia devices, thus providing a framework for lecturers to create, share and submit resources of varying types. Learners could then access them to enhance their overall learning experience. Lecturers and learners were to be given a multimedia device, plus a docking station that they could use for home study.

Lecturers selected to take part in the project also had the use of a laptop computer which they could either connect directly to the multimedia units or connect to an open shared folder for the direct downloading of resources. The overall thrust of the project was to analyse and identify the range and type of formats in which educational materials could be given to learners, and to determine whether this was of quantitative advantage to learners; and, if so, by how much.

The project hoped to achieve a variety of results, all of which could be shared as good practice and used in successive lessons in a cross-college context. Initially, the project wanted to introduce multimedia into the experiences of a diverse range of learners; this was then narrowed down to three distinct research questions that would, essentially, focus on the positive outcomes of the project. It was also hoped that the project would encourage the use of multimedia resources in a wider context, by introducing them into programmes of study that had previously been dominated by paper-based materials and/or prescriptive lecturer-led courses. It was anticipated that LDD learners would experience a marked increase in learning opportunities due to the project intervention; that there would be an increase in the use of mobile devices to download materials for classes; that lecturers would be encouraged to produce items for a shared resource bank, and that there would be an increase in the learners joining the library as a direct result of the mobile devices being offered for loan.

Initially the project was introduced by the tutor in terms of making resources available, but the real setting of the project was the students’ use in and outside the classroom. It was hoped that learners would create and contribute their own resources to a shared bank available through the wireless network.

Project aims

By exploring a variety of usage methods across a range of learning areas, to provide sufficient evidence to inform our future strategy for inclusion of the use of ultra-portable technology in our learning programmes.

Key objectives

To engage 1000 learners in the project
To engage at least six different groups of learners in the project
To establish a central media library and share resources throughout the college
To ensure that every appropriate department has at least two staff members fully conversant with media-handling techniques
To encourage learners to contribute at least two items of appropriate media to the media resource library
To ensure that learners with limited remote access are specifically represented throughout the project
To ensure that each involved area participates in at least one taught-class lecture/delivery recording for distribution to learners.

Benefits for participants

Benefits for learners

There was particularly positive feedback from literacy skills learners. It appears that the use of technology allows more appropriate variety in the delivery of information and enables private study, which has been popular.
Very positive feedback was also received about access to learning resources ‘any time, anywhere’. Learners have acknowledged that the project has introduced added interest to their subjects.
General feedback on the ‘trust’ aspects of being provided with valuable, electronic equipment has been very positive. Learners appreciate this aspect and have responded well (only two devices lost and four damaged).
A greater level of involvement and contribution to the learning process has been welcomed by many learners and there has been some frustration about ‘wanting to contribute more’.
Generally, it has been accepted that this approach has broadened the scope of learning processes and provides opportunities for more individual learning.

Benefits for staff

Initially, the project was seen by some team members as an added demand on their time. As it progressed, however, and began to address some areas of limited IT skills, the outcomes and benefits became more obvious. In most cases, the project has been welcomed as a reason to review the ways in which learning resources are used and an encouragement to take a fresh view of handling information. Significant enterprise has been shown in the creation of new resources and staff have acknowledged the increase in motivation provided. All the tutors involved have expressed their wish to continue using mobile technology in their teaching and intention to adapt their curricula accordingly for the next academic year.

Benefits for the lead college

The project has achieved its main objective. As a result of the knowledge, experience and equipment gained during the project term, the College is now positively engaged in the use of mobile technology and intends to continue being so. There is now a fully wireless-enabled learner network and the College has learned much about the issues of security without experiencing the drawbacks of using such a network.

An influential number of tutors and learners are spreading their enthusiasm for this aspect of learning and a growing number of others now wish to ‘get involved’.

The College has also benefited from the need for innovative approaches to media creation and both staff and learners have developed their skills accordingly.

In summary, the College is now at a stage of development in the integration of technology into learning which they would otherwise have been unlikely to achieve for some significant time and the project has created an excellent foundation for future development. Overall, feedback has been extremely positive and interest from areas of the College not initially engaged suggests likely success in integrating mobile technology cross-college.

Lessons learned

Teaching and learning lessons

There has been quite a variance in the success of implementation. In most cases, this can be linked to the area of learning and how well it lends itself to mobile technology. In some cases, attempts have been made to ‘make it fit’ rather than work to the natural strengths of the equipment and while this has produced some benefits, learner feedback reinforces that unless learners see a clear, logical purpose for using the equipment, they will not engage successfully. Findings from the project will inform College decisions on future engagement areas and they will need to ensure appropriate alignment.

There are clear benefits to engaging learners in the adaption and creation of learning resources. Although this has been limited during the project term, it has established a level of learner engagement which suggests that this is an avenue likely to pay dividends. The College will expand this aspect significantly during the next 12 months and will be able to adapt the curriculum accordingly.

Tutors need to be enthusiastic about getting involved. It is no coincidence that the groups recording lower levels of satisfaction are inevitably those in which the tutor has struggled with the technology. While these groups stand to make the largest gains through adoption of technology, the amount of initial assessment and subsequent training required should not be under-estimated.

Technical lessons

The range of effectiveness of the project can be linked to the technical competence and confidence of the relevant tutors. It is clear that in future they will need to focus more on the technical abilities of staff and allocate considerably more resource to training before engagement in the project.

While the decision to run with a single type of mobile equipment and restrict use to manageable proportions has paid off in that they have been able to progress the project with reasonable success, the findings are therefore limited and the College would benefit from now trialling a wider range of equipment. There is no question however that they would have had considerable difficulty in managing an increased range within the timescale allowed.

The College also struggled with clashes of interest in using the existing network as the main communication channel for devices and learning resource deposits. The complex security issues affecting the network caused significant delay in implementing the network structure and they eventually had to resort to setting up distinct networks, each with its own server, network channels and Internet access. While this enabled them to move forward, the College must continue to seek workable compromise between security and progress if they aim to truly integrate mobile technology into our learning process. Due to current restrictions, it was not possible to allow direct Internet access from the Archos devices and this has been flagged up as an essential, future requirement. The College proposal for further usage includes a requirement for such access to be accommodated.

Handpicked links

Best Non Gamstop Casinos Uk