This week we were given the task to take one aspect of using an IPhone or IPad and look at how you can incorporate this into either your personal learning or university collaborative learning. We each had to pick a different area to write about and enter it into the collaborative Google Doc. Here is mine.
IPad collaborative lecture (Lyndsay Dunn)
For this collaborative task I chose to look at the IPad and how it can be incorporated into a collaborative lecture. I selected this area to reflect on as I have used the IPad in lecturers previously and have an understanding of how they can be used, but using them as part of a collaborative lecture is something I needed to research further.
There seem to be many different advantages of using the IPad in this way which could enhance learning. The first advantage that came to mind was using the device, so that lecturers can receive instantaneous or real time feedback. Tools such as Poll4 can be used for simple questions or to elicit deeper responses and are quick and easy to set up. Google Docs is another collaborative tool, which can be used to create and edit documents in real time by a number of people. I believe that by having this anonymous exchange of information, alongside verbal, can encourage interactions from the students. Anonymity may encourage more students to have a voice and be supported in their learning. Many students have answers to the questions being asked or have extra information, but never put their hands up. Lecture theatres can be a daunting place for some people.
An app I would like to discuss is Dropbox. Dropbox is a web based file hosting service, which enables users to access and share files on different devices using ‘cloud computing’. Using this app, lecturers could drop their power points into the Dropbox or students could download them from Blackboard dropping them into their own Dropbox. The IPad can then be used in lectures to pick up the power point and add notes. Students can not only add their own notes, but the lecturer may wish to add extra notes as well to enhance the lecture, personalising the learning to the particular class.
Good Reader used along with Dropbox is another tool to encourage collaboration. This app allows pdf files to be annotated, highlighted and drawn upon. Once this has been done the document can be shared among the lecture theatre. E books can also be highlighted and shared in a similar way giving access to more information.
There seems to be many advantages in incorporating the IPad into a collaborative lecture and am aware I’m just scratching the surface, however, it is important to look at the negative side too. As with most technology once you get used to using it it’s hard to live without. It is inevitable that at some point there will be some sort of fault and for this reason it is important to have a backup plan.
Changing the structure can be a good thing, however, it also means that time and effort must go into training and figuring out how to use everything. This will be easy for some people, but others may struggle or lack of time may be an issue and let’s not forget the people who don’t like change.
Using new technology is always exciting, but I feel that some may become distracted and lose focus on the lecture. Students could be looking at their Face book, checking their email.... instead of paying attention to the lecture and it could go undetected. Some students may be one step behind and miss out on important information while they are concentrating on something else.
There are always two sides to a story, but I think in this case the positive would outweigh the negatives. There are always going to be people who don’t want to pay attention in lectures, however, people need to take responsibility for their own learning.
For this collaborative task I chose to look at the IPad and how it can be incorporated into a collaborative lecture. I selected this area to reflect on as I have used the IPad in lecturers previously and have an understanding of how they can be used, but using them as part of a collaborative lecture is something I needed to research further.
There seem to be many different advantages of using the IPad in this way which could enhance learning. The first advantage that came to mind was using the device, so that lecturers can receive instantaneous or real time feedback. Tools such as Poll4 can be used for simple questions or to elicit deeper responses and are quick and easy to set up. Google Docs is another collaborative tool, which can be used to create and edit documents in real time by a number of people. I believe that by having this anonymous exchange of information, alongside verbal, can encourage interactions from the students. Anonymity may encourage more students to have a voice and be supported in their learning. Many students have answers to the questions being asked or have extra information, but never put their hands up. Lecture theatres can be a daunting place for some people.
An app I would like to discuss is Dropbox. Dropbox is a web based file hosting service, which enables users to access and share files on different devices using ‘cloud computing’. Using this app, lecturers could drop their power points into the Dropbox or students could download them from Blackboard dropping them into their own Dropbox. The IPad can then be used in lectures to pick up the power point and add notes. Students can not only add their own notes, but the lecturer may wish to add extra notes as well to enhance the lecture, personalising the learning to the particular class.
Good Reader used along with Dropbox is another tool to encourage collaboration. This app allows pdf files to be annotated, highlighted and drawn upon. Once this has been done the document can be shared among the lecture theatre. E books can also be highlighted and shared in a similar way giving access to more information.
There seems to be many advantages in incorporating the IPad into a collaborative lecture and am aware I’m just scratching the surface, however, it is important to look at the negative side too. As with most technology once you get used to using it it’s hard to live without. It is inevitable that at some point there will be some sort of fault and for this reason it is important to have a backup plan.
Changing the structure can be a good thing, however, it also means that time and effort must go into training and figuring out how to use everything. This will be easy for some people, but others may struggle or lack of time may be an issue and let’s not forget the people who don’t like change.
Using new technology is always exciting, but I feel that some may become distracted and lose focus on the lecture. Students could be looking at their Face book, checking their email.... instead of paying attention to the lecture and it could go undetected. Some students may be one step behind and miss out on important information while they are concentrating on something else.
There are always two sides to a story, but I think in this case the positive would outweigh the negatives. There are always going to be people who don’t want to pay attention in lectures, however, people need to take responsibility for their own learning.
2 comments:
This was a well researched post that looked at different tools related to using the iPad in the lecture sceario. The argument related to advantages and disadvantages were justified with a well thought out conclusion. I look forward to finding out how you manage to use this in lectures. You might find that it all depends on the version the lecture is saved in and you willbeither have to convert or view with another app. Let us know how it goes.
You have produced a well thought outand carefully considered piece of writing. Your discussion both for and against was justified. You rightly point out that some people are against change. Resistance to change can be found across the education sector eg there are teachers who are reluctant to make the changes needed to take forward CfE. Could it be fear of the unknown?
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