Teaching, Learning and the Impact of New Technologies at HE Institutions David Kane Centre for research into Quality (CRQ) Birmingham City University and Paul Gorman Centre for Learning Innovation and Professional Practice (CLIPP) Aston University 31st Annual EAIR Forum in Vilnius, Lithuania 23 to 26 August 2009

Outline of the presentation  Introduction to the research Birmingham City University Aston University  Findings  Conclusion  Questions

BCU – the use of video technology with trainee teachers Project arose from an interest in the application of new technologies including: Podcasting Blogs Wikis  Funding secured  Intervention decided upon – the use of video to assist in reflective practice  The technology – Flip Camera

Training and Selection Participating staff were invited to a training session which covered:  Using the camera  Downloading clips  Simple editing  They were asked to select trainees to have use of the camera during teaching practice  Trainees given similar training

Ethical concerns  A secure project repository for video clips was set up using the web-based service Vimeo  Trainees were required to obtain written consent from head teachers before using the cameras in schools  A letter was sent to head teachers explaining the purpose of the project

Results - Trainees  Suspicion of the web – based repository - Concern for the safety and security of pupils at the schools  Difficulties with existing ICT  Reticence in using the camera for reflective practice  No engagement with repository/social space  Camera used for specific purposes e.g. filming a technique for demonstration purposes  Filming class experiences e.g. school trips

Results - Staff A split between disciplines:  Art & Design staff were enthusiastic, saw the potential of the technology; explored different uses  Maths – did not engage with the project!

BCU - conclusions  Problem of negotiating permission to use technology, particularly when third parties are involved  Need to have an awareness of the technical infrastructure that exists outside the institution – this can also present a barrier to the introduction of new techniques as can reliance on already embedded technological solutions  Not falling into the ‘one size fits all’ trap  Project has led to an awareness of the use of new technologies across the University – potential for future collaboration

Aston University - undergraduate use of lecture recordings  Undergraduate use of lecture recordings  Questionnaire - 31 students on Psychology module  Optivote voting system  End of year module questionnaire - 17 responses  How, what, when, where and why?

The results  86.67% agreed that watching the video lectures added to their learning  100% agreed that the video lectures improve the quality of their learning  63.33% agreed that they use video lectures to help them memorise material  83.34% disagreed that video lectures replace other forms of study in their module  66.67% agreed that watching lecture videos stimulated them to do further study in the module

The results.... continued  100% agreed that the lecture recordings help them make sense of material  96.67% disagreed that video lectures are a satisfactory substitute for contact with staff  50% agreed they would be happy for previously recorded lectures to replace live lectures. 20% were unsure, 30% disagreed  83.33% agreed that knowing the lecture is being recorded for future viewing helps them learn more effectively in the lecture

End of year module evaluation- 17 questionnaires received  The recordings of the lectures were also useful  Having the lecture series recorded, again, has been useful  Video lectures are an exceptional resource! Not just when lectures are missed, but even more so when revising. Fantastic concept which should run throughout the university  The video recording of the lectures was a good idea, useful if anyone could not make it to the lecture for any reason

Aston University - conclusions  Video lectures no replacement for face-to-face learning – added value  Revision, note-taking and filling in the gaps if lectures are missed  Electronic materials are merely a useful tool  Only the beginning of what can be explored at Aston

General conclusions  Any technological innovation should help and not hinder  Technology should be adapted to educational needs  It is necessary to be conscious of ‘real world’ applications  Technology should enhance – not replace.  We should not deny the existence of what we did prior to any new innovation - ‘Tried and tested’  Suite of tools and use combinations – Variety in teaching methods can encourage deeper learning (Trigwell et al, 1999)

Any questions? David Kane Centre for research into Quality (CRQ) Birmingham City University and Paul Gorman Centre for Learning Innovation and Professional Practice (CLIPP) Aston University