Tablets, screencasting and webconferencing - university trials to adoption, or: how to engage academics Birgit Loch Department of Mathematics and Computing University of Southern Queensland Faculty of Engineering and Industrial Sciences Swinburne University of Technology

Nottingham Trent University, 22 June, 2010Overview USQ Context Three examples of successful technology trials Elluminate Tablet PCs Camtasia Relay Lessons learnt: what makes a trial successful/how to engage academics

Nottingham Trent University, 22 June, 2010 USQ 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!

Nottingham Trent University, 22 June, 2010 Three 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

Nottingham Trent University, 22 June, 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

Nottingham Trent University, 22 June, 2010 Induction, training, support: 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

Nottingham Trent University, 22 June, 2010 Teacher and students explore maths concepts with shared whiteboard, graphing calculator, audio and text chat… Example: Course - Algebra and Calculus

Nottingham Trent University, 22 June, 2010 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 Practice Shirley Reushle

Nottingham Trent University, 22 June, 2010 Induction, training, support: 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

Nottingham Trent University, 22 June, 2010 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

Nottingham Trent University, 22 June, 2010 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!!!

Nottingham Trent University, 22 June, 2010Outcomes The good news: Recommendations put forward The university committed to a web conferencing tool for three years

Nottingham Trent University, 22 June, 2010Outcomes 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

Nottingham Trent University, 22 June, 2010 Impact on pedagogical approaches New pedagogy? Student centred Teacher as guide/facilitator Handing control to students Students helping students (a scary thought for some!)

Nottingham Trent University, 22 June, 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

Nottingham Trent University, 22 June, 2010 Induction, training, support: How were academics engaged? 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

Nottingham Trent University, 22 June, 2010 Capturing lectures/tutorials: Calculus

Nottingham Trent University, 22 June, 2010 Student support via screencasts Operations Research

Nottingham Trent University, 22 June, 2010 Induction, training, support: How were academics engaged? 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

Nottingham Trent University, 22 June, 2010Uptake Staff component: 2009 Approx 5,500 students taught in S All faculties, plus library Student component: 2009/ Digital note pens 30 mini tablet PCs

Nottingham Trent University, 22 June, 2010 How were technical issues resolved? Issues with frozen touch screens, lost recordings -> swapping machines 3 lecturers with severe technical issues

Nottingham Trent University, 22 June, 2010 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)

Nottingham Trent University, 22 June, 2010 Feedback 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

Nottingham Trent University, 22 June, 2010Outcomes 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

Nottingham Trent University, 22 June, 2010 Finance course Phillips & Loch (submitted 2010)

Nottingham Trent University, 22 June, 2010 Tablet PCs in other disciplines Faculties of Sciences Engineering and Surveying Business Arts Education

Nottingham Trent University, 22 June, 2010 Impact on pedagogical approaches New pedagogy? Interactive lectures Teaching via screencasts Communicating in writing not in type

Nottingham Trent University, 22 June, 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

Nottingham Trent University, 22 June, 2010 Induction, training, support: How were academics engaged? 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

Nottingham Trent University, 22 June, 2010 How were technical issues resolved? Microphone availability Recording the first lecture

Nottingham Trent University, 22 June, 2010Outcomes The good news: In semester (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

Nottingham Trent University, 22 June, 2010Outcomes The good news: In semester (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

Nottingham Trent University, 22 June, 2010 Impact on pedagogical approaches 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?

Nottingham Trent University, 22 June, 2010 Important 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?

Nottingham Trent University, 22 June, 2010 Important 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?

Nottingham Trent University, 22 June, 2010Recommendations 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

Nottingham Trent University, 22 June, 2010 ICT 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