大型课堂之移动数码学习 MOBILE LEARNING IN LARGE CLASSES CHED 2014: Chinese Higher Education Development Network 两岸四地高校教学发展网络 Presenters 讲者 : Mr. Ian Brown 伊恩布朗 先生 Senior Educational Development Officer 高级教学发展主任 Educational Development Centre (EDC) 教学发展中心 Dr. Kevin Chan 陈显宏 博士 Research Assistant Professor 研究助理教授 Department of Applied Social Sciences 应用社会科学系 香港理工大学 “ 学生汇应系统团队 ” The Hong Kong Polytechnic University

 Background – Who, What, Where? 背景  Working with academic departments 与教学部门的合作  Using mobile technology for teaching & learning 、 使用移动通讯技术进行教学与学习  What next? 未来路向  Q&A 提问环节

教学发展中心的服务

教学发展中心的目标

网上学习的发展与支援

 Initiate active learning  Let learners create/construct their own knowledge  Design the class around the learners' life contexts  Support collaborative learning in learning context  Use simulators and multimedia to practice something that is more complex in the 'real world'  Don't re-invent the wheel - use existing resources  Make it fun! A Checklist – IDEAS!

Using Mobile Technology for Teaching and Learning 使用移动通讯技术进行教学与学习

 Promote blended learning  Demand to transform large classes into active/interactive learning environment  Arrival of fast broadband access  New technologies for collaborative learning  Affordability of (sophisticated) mobile devices  Integration with university’s LMS  Correlation between use of SRS and LMS usage (student engagement & academic performance)

您课堂中的移动设备 香港理工大学移动设备所有率： 98%

您希望见到怎样的情况？

使用 Turning Point 作为 “ 学生汇应系统 ” 软件

一个跨院系的合作项目

数字知多少

发展情况及未来路向

“ 学生课堂回应系统 ” 一周中的使用情况

“ 学生汇应系统 ” 问题类别

您期望通过使用 “ 学生汇应系统 ” 达到什么目的？

技术接受模型（ TAM ）得出的学生态度

Results have shown that students who were logging in with a higher level of participation in the SRS activities were shown to have moderately better subject grades, enhanced overall course engagement, and improved appreciation of mastering the subject content. 学生对于 “ 学生汇应系统 ” 的态度

SubjectsN Bb Minimum Bb MaximumBb Mean Bb Std. DeviationBb Total Student Engagement (M) Student Engagement (SD) APSS111_20131_A_Introduction to Psychology APSS111_20131_B_Introduction to Psychology APSS111_20131_C_Introduction to Psychology APSS111_APSS1A07_20131_D_ Introduction to Psychology APSS222_20131_A_ Introduction to Psychology APSS222_20131_B_Introduction to Psychology APSS489_20131_A_Research Methods in Applied Psychology _Let The Data Speak CBS290_20131_A_Academic and Technical Chinese Writing CBS2904_20131_B_Academic and Technical Chinese Writing COMP1001_20131_A_Problem Solving Methodology in Information Technology COMP201_20131_A_Principles of Programming EE4041_20131_B_Engineering Project Management ENG2002_20131_D_Computer Programming ENG307_20131_B_Society and The Engineer ENG307_20131_C_Society and The Engineer HSS2011_20131_J_ Human Anatomy MM2711_20131_B_ Introduction to Marketing SN206_20131_C_ Clinical Microbiology SN210_20131_A_Fundamental Concepts of Health and Nursing  The table presents the usage of Blackboard, in terms of frequency of access, for 19 classes in the first semester 2013/14 (from 2 Sept 2013 – 24 Dec 2013).  The engagement levels of students were measured by three questions based on Morling’s study (2008). The score ranges from 1-5, with higher scores representing higher engagement levels.  The results suggest that students with different engagement levels really effects the usage of Blackboard. Specifically, the results suggest that the frequencies of accessing Blackboard were higher among students with a high engagement level. Students who were more engaged in university life tended to visit and explore Blackboard more.

Term quiz scores APSS111_20131_C Introduction to Psychology Pearson Correlation.405 ** Sig. (2-tailed).000 N 79 HSS2011_20131_J Human Anatomy Pearson Correlation.182 ** Sig. (2-tailed).001 N 305 **. Correlation is significant at the 0.01 level (2-tailed). The relationship between usage of Blackboard and academic performance in terms of objective indicators in some classes can also be observed. Frequencies of accessing Blackboard and scores for term quizzes are positively correlated in Introduction to Psychology and Human Anatomy, with r (79)=0.405, p<0.01, and r(305)=0.182, p<0.01 respectively. The correlation analysis suggests that students in Introduction to Introduction to Psychology and Human Anatomy who visited Blackboard more often tended to perform better in their term quizzes. Table: Correlation table on Blackboard usage and academic performance

课堂使用 “ 学生汇应系统 ” 情况

未来路向

Online assessment using iPad

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