All undergraduates studying Computing, Mathematics, Electronics and Robotics subjects (n=1200) have been given iPads as part of an initiative by the Head of School, Professor Steven Furnell.
Students are now able to access learning materials via their iPads, tutors are exploring different ways they can support learning alongside traditional lectures and demonstrations.
Inclusivity challenge / Students in this school have a range of inclusivity issues, with variants of AS (Asperger's Syndrome) being more common than in other schools (DAS April 2013). Anecdotally this may be because students with AS can play to their strengths when they study Computing, Mathematics, Electronics and Robotics subjects, having 'excellent memory, particularly for facts and figures, [being] meticulous, focused and [having] a good eye for detail and errors' (Guidance for Staff, DAS 2012). Some students with mild AS may not be diagnosed andtherefore no Student Support Document. However, these students benefit from clear instructions, opportunities to revisit learning materials and objectives, and help with organising their time.
The School also has many students with other inclusivity challenges. For example one student was identified as suffering severe visual impairment which meant that he was unable to follow live coding demonstrations on the projector during lectures. Pre-recording these demonstrations has helped address this.
Nicholas Outram, an Associate Professor in Computing and Electronics, felt that use of iPads could support students with a range of learning challenges thanks to the built-in accessibility features.
Rationale and aims / Use of iPads was already widespread through the School due to their introduction in 2012 for all Stage 1 undergraduates. By 2013 they had been distributed to all undergraduates. The course manager summarized the aims of this particular application:
to provide lecture and demonstration materials online in a format that could be accessed via the iPads with their inbuilt accessibility features;
to provide additional organisational structure to the course materials using features of iTunes.
These developments were designed to support students with visual and hearing impairments, and to support students with personal organisational issues more generally.
Development undertaken / This case study could be categorised as:
use of assistive/inclusive technology;
enabling diverse approaches to learning
Lecture slides were made available alongside audio commentary either before each lecture or immediately after.
Videocasts of coding demonstrations were made available in the same way.
Camtasia and Keynote were used to create the online resources. The Apple hosted iTunesU course manager was used to host and make them available to students via a closed link. Students automatically receive personal notifications whenever material was made available to them via this service.
Extra time was required to record the demonstrations and to edit and upload these files, and the lecturer has to ensure slides and audio/podcasts are completed well in advance of lectures. The lecturer also has to upload materials twice; once on the DLE and once on iTunesU. However, this extra effort is minimal and has been worthwhile.
Deliverables / Face to face lectures/demonstrations continue but with the added benefit to students of access to online resources. In previous years the lecturer piloted providing the lecture slides and audio as stand-alone resources and using lecture time in other ways, but found that students were not motivated by this approach. So the live lectures were reintroduced and the online materials made available wherever possible. Online materials allow students to enjoy the industry-leading accessibility features of their iPads, including:
Vision: VoiceOver; Zoom; Large Text; Invert Colors; Speak Selection
Hearing: LED Flash for Alerts; Mono Audio
Learning: Guided Access
Physical and motor: AssistiveTouch: Home-click Speed; Incoming Calls
Benefits and impact / Making learning materials available online; including video recordings of coding demonstrations has not only given fairer access to students with different needs but benefited all students through added variety, convenience and reinforcement. Some students use the pre-downloaded slides on their iPads to follow the live lecture. Otherstudents use them for revision or both .
The student with visual disabilities can easily pinch-zoom to follow the slides or demonstrations and no longer has to sit right at the front of the class to follow the session. Other students benefit from the clear organisation of their course materials in iTunes U.
Evaluation – 11 student responses to a questionnaire
- 10 students found the online resources very, extremely or 'insanely' useful.
- Value was added to the student experience in the areas of: revision (7), learning (7), personal organisation (5) efficiency/use of time (4), use of video/multimedia (3) and catching up on missed lectures (3).
- This data confirms the tutors view that the iTunes U resources have improved personal organisation and use of time.
- 5 students commented positively on access to and layout of the iTunes resources in comparison to resources on the DLE .
- 4 students stated that similar resources should be available through other modules, though two of these acknowledged the resources to be 'extra work' and commended the tutor for going the extra mile
- ‘Because of the iPads portability I was able to look at the notes in any situation’
- ‘It was a great help with coursework as you could watch the podcasts when you were stuck on something’
- ‘The multimedia elements and structured layout offered students with different learning styles to understand the discipline’
- ‘Information easily accessible and very handy as a reference tool’
- ‘Lecture and practical materials all in one place wasvery helpful.’
- 'Some students say they want a reason get up and [the live lecture] gives them some order to their day. And then they watch the podcast for revision. Doing both isn't that much extra work and it really helps.'
- 'Where students have mentioned it in feedback it has been positive. In fact some wish everyone did it.'
- 'Those with organisational issues can just look on their iPad and there it is, all grouped nicely together. So I think the system helps provide clarity for those who need a bit of added structure in their world.'
Lessons learned / The project illustrates how minor changes to practice can have a large impact on students. It also shows the value to all students of taking an inclusive approach.
As Nick Outram explains,
'you can always make the case, you have to do it for one student. Even if it's only one, it actually benefits everyone... We all have different abilities so the things we put in place now for people who are 'disabled' benefit us all. We all become disabled eventually, it’s called age. We are all going to need propping up one day.'
There are also more practical lessons. The University could make it easier for departments to use external services such as iTunes U where there is a clear benefit for students without so much duplication of effort. It would be worth analysing the benefits associated with the School Executive's decision to buy iPads for all undergraduates in the school, with inclusivity issues to the fore.
Further opportunities / The work described is being shared within the School among other lecturing staff as they explore together the benefits to students of using iPads for learning.
Contact / Nicholas Outram: Associate Professor Computing and Electronics
Professor Steven Furnell: Head of School SoCM