1. WRITE ON THE WALLS: The use of whiteboard paint to aid student learning Dr. Jim Lusted Senior Lecturer, Sport & Exercise, School of Health Jim.lusted@northampton.ac.uk

2. PROJECT RATIONALE Changing use/design of teaching ‘spaces’ (Oblinger 2005) Driven by desire to improve seminar activities: Peer learning Interactive learning Collaborative learning Visual and creative learning (Wall et al. 2005) Whiteboard paint used to ‘free users from the constraints of the traditional classroom’ (Jankowska & Atlay 2008: 272) Still in infancy – not widely used or researched Research focus on use of IWBs (Lewin et al. 2008)

3. “I just wanted to email you to say that your idea of having a room with the walls covered in whiteboards would be a really good idea. I feel this would benefit use a lot due to the group work and tasks we do, and would facilitate our learning!” “Thought I’d email to say I think the idea of a white board room is really good, as it would help significantly with group tasks as we would not have to move tables. Also it will allow us to be more creative and less limited with space. In terms of the class as a whole we would benefit as when people are explaining a point from a poster, we can visually see what they are talking about on the wall, which will help with our understanding” STUDENT FEEDBACK ON IDEA 3 rd year Sport Studies students

4. WHITEBOARD WALL TECHNOLOGY

5. PROJECT OVERVIEW Gained support from Lucie Armstrong (School Manager) & Matthew Waite (Infrastructure Services) Nov 2013 Successful bid for UoN Innovation Fund Dec 2013 Ready for use Jan 2014 SPO3014 as ‘pilot’ module Changes made to Brampton 15 Xmas 2013 Walls covered in Whiteboard paint - Removal of IWB Addition of pull down projector screen Pen holders placed on walls

9. Personal reflections 10 sessions with 3 rd year students Jan – April 2014 Other teaching staff comments Student module evaluation forms Informal focus group 2 x 3 rd year students on my module Unstructured, participant led METHODOLOGY/SOURCES OF FEEDBACK

10. Student Feedback  encouraged peer learning  made tasks more exciting  public display of work meant it was taken seriously  aided inclusion of less confident students Staff Reflections  engages and enthuses students  allows for spontaneity in teaching  aids teacher feedback/input  greater collaboration within and between groups INITIAL FINDINGS

11. EARLY EVALUATION Whiteboard walls have the potential to: Enthuse and engage students in tasks Allow for more inclusive group work Provide a space for peer learning and tutor feedback But…. The technology does not do the teaching! Emphasis remains on tutor to devise and manage suitable activities (Jankowska & Atley 2008) And… some potential limitations Graffiti/abuse of walls Scruffy appearance of walls Expense – replacement of pens, repaints How to properly ‘capture’ the work done? Time in rubbing it all off!

12. REFERENCES Jankowska, M., & Atlay, M. (2008). Use of creative space in enhancing students’ engagement. Innovations in Education and Teaching International, 45(3), 271–279. Lewin, C., Somekh, B., & Steadman, S. (2008). Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice. Education and Information Technologies, 13(4), 291–303. Oblinger, D. (2005). Leading the Transition from Classrooms to Learning Spaces. Educause Quarterly, 1, 14-18 Wall, K., Higgins, S., & Smith, H. (2005). “The visual helps me understand the complicated things”: pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology, 36(5), 851–867.

13. Written and presented by Jim Lusted