 Mae'r byd i'r cymdeithas o'r cyhoeddfeydd. Mae'r byd i'r cyhoeddfeydd ar gyfer Deni, Durell, Allyson, Rhaenon i'n Caernau, mae'n dweud yn ei gweithio. Mae'r byd yn unrhyw o'r cyhoedd yng Nghaerfodd Llywodraeth. Mae'r rhaid o'r byd i'r byd yn y 1 yw'r ysgriffau cyfrannu. Mae'r Elfwyll yn ystod yw'r prif. Mwneud yma yw Llywodraeth ellys a Hallys Gallagir yn ymgeiswch ei rhaid i'r cyhoeddfeyddol, gyda'r d TWO TECH. Ond mae gennych beth o'r pwysig gyda'r dweud y cyfaen nhw. Rwyf wedi gweithio i wneud digon yn rhyw ffrif. Wrth gwrs, mae gennu'm lle ddweud eich sgwrs. Rwyf wedi gweld un o fenydd dechreu am eich pwyll footagea. Byddwch i'n ei ddechrau'n zeilhau. Rwyf wedi gweld unrhyw o beth o rwyf, dwi wedi gweld yn y dechrau i'r dweud wedi cyfeiri'r ddechrau. Mae'r bryd yn ein gofyn am hyn o gwbl yng nghydreif. I'm here to talk to you about a project that I've been running for the last two years called the iPilot. This is a project where we've been looking to embed the use of mobile devices into the classroom to see whether it promotes student creativity, it promotes their ability to collaborate with their peers and also increases their digital literacy skills as well. Now this was a project that was proposed by Learning and Teaching Development, which is the department that I work for, as well as our student union, and it comes off the back of a number of other projects. So a number of years ago we were involved in Fast Tech, which looked to use technology as a way of overcoming problems with assessment. And after that we also had a staff mobile device scheme at the university where staff members were given devices and they were also paired with students, students who are experts with digital technologies to see whether these devices could help improve their working lives. So the iPilot scheme was open to all undergraduate programs at the university to apply to be a part of. We had nine applicant programs and we invited eight of those to come to interview and at the interview they had to present how they were going to use these devices in the classroom in front of a panel that consisted of members of Learning and Teaching Team, as well as our student union and also one of our deputy vice-chancelors. Off the back of these interviews we accepted seven programs onto the pilot and we had a really broad mix of programs involved, which is a really good thing for us. So we had some quite large courses with say 200 students a year, down to some very small courses with only say roughly 20 students in a cohort. We also had a really varied mix of teaching practices as well. We had some which were quite traditional and very lecture based, some which were very workshop heavy, others where their students spent a lot of time actually away from the university on placement and others still where they spent a lot of time in science labs. So we had a really broad mix of programs and disciplines from across three of the four faculties at the university and this project began in 1516 and we ran it again last year in 1617 and so the first year students who joined these programs after they'd enrolled they were given an iPad Mini 2 and a case as a gift from the university to use as part of their studies. The staff who were teaching them were also provided with a device and they were also given some basic training on how they can go about embedding these devices into the way that they teach. So at present we've got roughly a thousand students at the university with devices and roughly a hundred members of staff as well. Now Winchester is quite a small university so we've got roughly seven and a half thousand students so having a thousand of those with iPads is quite a big chunk of our student body. Now in order to measure how effective these devices were being or the use of these devices was being to impact the students learning we conducted a number of surveys so the students take part in a survey and at the end of every semester we've run focus groups with students and we've also done a number of interviews with staff members as well but for me one of the most useful things has to actually been to go into classes and see these devices in action and so I just wanted to share with you some examples that I thought were really quite good practice. Now to start with nearly all of the programs have been relying heavily on polling apps so things like Kahoot, Poll Everywhere and Socrative they've been using these apps in order to engage the students and increase engagement in often what can be quite sterile kind of lecture situations but there are some individual uses as well which I thought were quite interesting so in our law program the students have been recording themselves just using the standard camera app they've been recording their performance in moots so they've used these videos to reflect on their abilities later on and work out what they need to improve. Our primary education team very much like to model good practice in their teaching because they know the students that their teaching will then go on to become teachers themselves and so they try when they're using the devices to really use them in the best way possible so as an example they've been using a green screen app when teaching foreign languages so that it appears the students are in a French cafe when they're learning things like French they've also used the AR app or RASMA in order to increase the information students have access to so as an example of that they went to a local zoo and there are a number of animals there that often hide or don't come out until it's dark and so using the AR app they built a little tool so that the students can put their phones or in this case their iPads over the information panel against this animal's enclosure and it will direct them to a video so that if the animal's not there they can still see how it behaves and how it moves but one of the best examples I think of the use of these devices and possibly one of the simplest as well has come from our sport department so they found that their first year students sometimes struggled to get to groups with marking criteria and assessments so what they did is they split the students in one class into small groups and they gave each group a PDF which had an old assignment in it so an old submission that was completely anonymised from several years ago they were also provided with marking criteria and in their groups they had to act as the marking tutor so using the tiny PDF editor app on their iPads they had to go through and mark up the script and at the end of that process they had to decide on the mark that they were going to give the student they then went to the front of the class, put their iPad onto the projector and discussed their decisions why they'd given this student a certain mark and why they'd picked out certain elements of this assignment and the tutor was then able to go over the marking criteria with them to really make sure they understood how these marking criteria apply to assessments so they can better understand that for their own work One of the other things we've done as part of this project is that each programme was allocated funds to recruit a student fellow and student fellows is something that we've been running for quite a long time at Winchester now for a number of years and it's where staff and students are partnered together to create and then follow through an educational development project so we actually made it a criteria for the programmes that wanted to be part of this project that we had to have a student fellow and they came up with some really interesting projects and interesting ideas and these ranged from the law student fellow looking at the use of the law trove app which gives them access to lots of textbooks and quizzes to see whether it actually increased the amount of reading these students were doing one of the primary education student fellows looked at the iPad as a personal development tool for when they were out on placement and how useful it was for recording their experiences and reflecting on their own practice and we even had an American Studies student look at the app Neapod as a potential replacement for PowerPoint and trying to get over the death by PowerPoint situation that often occur in lectures and to try and increase interactivity there so all of these projects will help shape how these programmes use the iPads in future years but it wasn't all smooth sailing with the student fellows the way the scheme normally works is that a staff member or a student will have an idea they will approach the scheme and then they will be partnered with an appropriate other but because we made it a requirement that they had to have these student fellows and we also said that it has to be to do with the iPads and had to be relevant to their course and we found that the staff and students a programme struggled initially to find an appropriate student to work alongside and also then it took them a while as well to come up with an idea of a project to work on and so because of this the iPads student fellows were a little bit behind the rest of their group as it were with regards to these projects now on these projects the staff and the students are equal partners and they are going to be equal in the power relationship on these projects and we often see that reflected in the student reflections that they have to submit as part of this however with the iPilot students we actually noticed that there was a perceived power imbalance and they still saw the staff members they were working with as being superior in that relationship and these issues might be why in last year, 1617 we didn't actually have anyone applied to be an iPilot student fellow so that's something that we're going to look to address in future years as I mentioned we've conducted a number of student focus groups we've done semi-structured interviews with staff members and we've also conducted student surveys at the end of every semester now these surveys looked to try and discover how students are using digital technology in their personal lives as well as their studies and we tried to base these questions on the GISC elements of digital literacy and there were some surprising results from this firstly, at the start of the project we weren't convinced that all of the students having the same device in this case an iPad would really have any effect because a lot of the common apps that we knew these programs were going to use are platform agnostic or they're available through a web browser but actually it turns out all of the students having the same device did make a difference for starters, although 98% of our students that were part of the iPilot did have a smartphone or an internet enabled device already that does mean that 2% don't and so by them all having this same device it created a level playing field so that no one was being left out it also helped staff members integrate the devices into their teaching because they didn't have to worry about students not having devices or students having different devices because they knew that if they could get an app on their iPad the students could also get it on theirs but one of the really interesting things that came out of this was that students actually regarded their iPads as a professional device they saw it as a device that was part of their university degree and part of their studies and they treated it as such so the students we spoke to they tended to keep social media and games and things like that to their personal devices and their phones and then things like Word or other word processors and cloud storage for their studies they would keep that stuff purely on their iPads there was a distinction and the students were treating these devices differently we're not entirely sure why this might have been partly due to the introductory talks that the programs gave their students about the use of these devices or it could have perhaps been the fact that they were branded you can perhaps just see on the image up there that the iPads were engraved with the university logo on the back and the students actually viewed this almost as like a badge of honour like they would buy a university sweatshirt or t-shirt so that was quite a nice added bonus we weren't necessarily expecting we found that students were being slightly more creative in the way that they were learning or at least the way they were recording their learning it's quite difficult to measure creativity certainly but we found that the students were taking much more visual recordings of what they were doing so they were using the camera app to take still images or video recordings of group work instead of just taking notes which they would have done before they were also using the devices a lot to organise said group work so they were using Facebook Messenger as an example of a way of organising who was going to do which tasks but what we were also able to do is we were able to benchmark some of these results against the JISC digital experience tracker and we found that the iPilot students, the students that were given iPads when compared to the national average were actually more likely to talk about their studies on social media they were more likely to access resources on the go and they were more likely to access additional resources as well so clearly something here is working there were a number of barriers however to implementing this project firstly cost is a big factor these devices aren't necessarily cheap and especially for a small university like ours giving a thousand iPads to students is not necessarily an easy thing to do there were also some practical limitations so the students were given a 16 gigabyte device and we found that these were quickly filling up especially if they had a number of tutors who wanted them to use a number of different apps there were also some issues with power points in rooms as well we did try and encourage students to make sure that their devices were fully charged for every class they attended but obviously that's not always possible and the placement of power sockets sometimes did cause problems but one of the biggest barriers we found was actually staff digital literacy so although the majority of the staff who received an iPad could use it, they could access email on it they could watch iPlayer on it and all the rest of it a lot of them struggled with embedding this into the classroom and embedding it into classroom activities and it wasn't necessarily the courses you'd expect as well some of our most digitally literate courses some of the courses their students create apps and websites as part of their degree their staff were some of the ones who struggled the most with actually embedding these devices into teaching and learning activities and this was further highlighted because we switched VLEs about a year and a half ago, two years ago so we moved from Moodle across to Canvas and that's further highlighted the fact that we do have some problems with staff digital literacy at the university and that some of our staff really struggled with some quite fundamental and basic digital skills so taking this scheme forward then we're actually moving away from the programmatic approach we've had in previous years and we're moving to a much more targeted modular scheme where individual module tutors can apply for their module to be a part of this scheme and their students and they will receive a loan device for the duration of that module this means we get over some potential issues with staff who have devices that just sit in their drawers all the time and it also means we don't have students who have got these devices and turn up to a class expecting to use them and then are disappointed that they're not going to it also means we can branch out and get more of the university involved and we can get lots of different programs using devices Apple has recently discontinued the iPad Mini 2 that we were using and so we've taken this as an opportunity to move away from Apple and to start using Android devices which typically tend to be a little bit cheaper as well Based on the back of this project I'm going to be creating a module a mobile devices handbook which is not necessarily aimed at the staff who are using or are going to be part of this scheme but it's aimed at staff who are considering using students' own devices in the classroom and it's going to give them some advice about how to create appropriate tasks and how to go about using student devices more We're also working on a digital literacy strategy for the university to try and address some of the issues that have been raised and to try to upskill staff and also provide extra information and training for our student body as well So that's where the scheme is going to in the future and hopefully it continues to be a success Thank you very much, are there any questions? Thank you for that, it was really interesting When it came to the practicalities of downloading apps how did students do that via the sort of YouTube store? Did they at all have their own Apple ID accounts? How was that managed? Yes, so what we did is we all of the students who were a firm acceptance with us before they arrived they were contacted and told that they were going to be receiving an iPad as part of their degree programme and in there was a list of instructions and one of those was to create an Apple ID so that as soon as they got the device they could set it up and start downloading apps We also tried where possible to use apps that were free as well because we were conscious of students accruing any extra cost and we want to try and avoid that And then you're talking about the cost Who's funded the iPad? Has it come essentially within departments or has it institutionally funded? It's been institutionally funded And the buy-in was... How did they get convinced that the people were all the purse strings that this is a good thing today? There were a number of different things looking at increasing digital literacy and trying to break away from what can be a very one-sided lecture environment was part of it Initially we thought as well it could be used as a recruitment tool but unfortunately our funding was never agreed early enough that we could actually use this open days as a kind of come to Winchester and get an iPad Anecdotally we did hear stories from a couple of students who were very torn about which university to go to They had two which they were like I could go to either of these and be quite happy and the iPad did help make them choose Winchester but unfortunately we were never able to really see how much leverage that would have Thank you very much My PowerPoint slide which shows a good place to start Try not to drop the iPad which would also be a great place to start Hi So my name is Elizabeth Ellis and this is my colleague Alice Gallagher We're here to talk about the experiences we've been having at the Open University identifying student personas for the development of learning and teaching technology experiences and spaces And basically through the presentation we're going to look at the process that we've gone through identifying those and how they might be useful for the future So we are based in the Learning Innovation Team at the Open University We sit within the TEL department and some of you may have heard me talk about our team's methodology at last year's OLC conference We were talking about human centre design and which we use as a kind of a key part of our approach And really the central part of that is thinking about our students as having insight into developing solutions or developing new ways of doing things but that they held the key to the experience We're a forward-looking team but we really realised that we had to start thinking getting to grips with our students' experiences now So who are they now and what are the experiences they're having in order to develop for the future So to do that we designed and ran a survey asking about those experiences So rather than asking them about what they want or what they like we wanted to find out more about how they behave within the environments that we provide to them The survey itself was online We had 130 responses and it was based around this framework with student success at the centre This student success is defined by the Open University which in this case is about increased attainment increased progression and increased retention Around student success is what we believe are the key drivers towards that success So what are the kinds of behaviours that we want to encourage in our students in order for them to be more successful In this case we identified these as participative learning which we're defining as students being able to contribute third-party materials or sourcing materials or cells sourcing ideas themselves and bringing it into the learning that we're providing to them Learning to learn which is really about developing those study skills to become ultimately successful deeper engagement with learning materials which is how they go about creating artefacts from the materials we're giving them digital or physical the process that they go through in order to do that and then collaborative learning which is obviously the ongoing curse and joy of group work The survey itself was a mix of quant and qual questions Qualitative questions were about trying to elicit anecdotal evidence of how they behave and act within the environment that the Open University provides them that is sometimes blended but often online only environment and then the quantitative questions were based around the liquid scale asking them about preferences for different types of technologies and different types of formats depending on where they are in the study process So all of that coming together in order to try and understand what that behaviour looks like I could wax lyrical about the responses because our students went into great great great detail exactly how they feel about it exactly how they feel and exactly how they behave in this environment We do have this available online and I do encourage you to go and have a look it's a really rich piece of data but in just the highlights though for us from the thematic analysis was so the key behaviours that we identified was students prioritisation when organising study sessions so for instance some of our students very specific assessment focus so they identify the question that they're going to have to answer in an exam or in a two to mark assignment and then they very specifically plan what they're going to do in order to do that some of them are very ad hoc they've got an hour here and an hour there whereas others will focus they basically prioritise their study sessions in different ways and then the artefact they're creating the reasons that they do that some of our students are dedicated highlighters and note makers and some of them are much more they don't make any notes at all they just read, scan but all of that is very different so there's personal reasoning but also we have found that students who are in STEM for instance will often make physical notes because often they're scribbling formula and they're practising through that that's going through whereas other students in the humanities areas will be taking notes in a very different way and synthesising those very differently and then what's really interesting for what Alice is going to discuss in a minute which is boundaries which is the we found from the research that students have very real kind of respect for what they consider a respect for what belongs to the open university what belongs to them as students and how they navigate that boundary and that's really interesting obviously for us in this world of co-authoring and co-creation ok so as Liz said we had some amazingly rich qualitative data that came back from our students they told us huge amounts about how they approached their study we were able to use a thematic analysis to pull out lots of really interesting themes 60 of the responses we were able to code against a series of sub themes that we're calling our digital personas so these are categories of behaviour attitude and preferences to digital learning what was really interesting was the lack of overlap that we found most responses fitted into one of these categories so we want to share with you in detail what we discovered in the data so the first group that came out was what we're calling the digital connectors so this was the largest group in our particular sample and these students saw the digital environment primarily as a way of making social connections the kind of behaviours that they were displaying were they were engaging forums they were using our VLE collaborative spaces but they were also going outside of the OU's VLE provision they were participating in Facebook groups very socially connected students the next group that we found was a slightly smaller group of students these are what we're calling our digital seekers these were also students who were very confident using digital tools but their focus was a bit more on finding information was on seeking information rather than making social connections so for example we had a student that told us that they make physical mind maps of the theories that were coming up in their module they were making connections between them and then they were going beyond their module materials they were doing their own research they were then adding that information into the mind maps so they were out there looking for the information to start building a picture of the topic that they were studying another example that we were given was a student that if they had stumbling block in their in their module that they would go and research additional tutorials so we had students that were going on Khan Academy to supplement their learning those areas that they felt that they needed that little bit of extra help with we saw a a group of students which was a similar size to the digital seekers which we're calling the digitalist clutter group so this group of students their focus was also on information but it was the kind of a different response that they felt overwhelmed by the amount of information that they had at any one time we were getting comments about how cluttered our websites were how much information they were bombarded with and they were the ones that felt the need to kind of simplify their their online environment in order to be able to focus on their study, focus on the task that they've been given this was one of the smaller groups in the particular sample that we were looking at and so like the digital connectors their focus was on the social connections that you can make in the digital environment but they saw it more as a distraction so we had students that were telling us that before they started a study session they would close down Facebook they would shut down tabs that weren't relevant to their study and otherwise they couldn't focus on their study and those students really felt like studying was a sort of activity that wasn't a group they weren't interesting group but they wanted a quiet solo space in order to concentrate and the final group that came out of this particular set of data was what we're calling those digitally limited students and this was a very small number of students in this sample and that's because it was an online survey but this wasn't to do with attitudes or behaviours or preferences this was more to do with practical circumstances often we have students that live in rural areas that have no broadband or for economic reasons they can't have broadband at home and can only study in the local library we also serve students in secure environments so other students do have obstacles to getting online and as we move forward with our research and our development into new tools and spaces we need to be really careful that we're representing those students and that we're making provision for them in the new tools that we'll be working on so you've heard a little bit about the the personas that we found in this particular set of data and we're really interested to know whether you identify with any of those yourselves so earlier today we tweeted out a link to this poll so if you've got a device handy feel free to go online and give us your input and we're going to leave this link up on the next few slides so if you want to add your thoughts it'll be really interesting to see what the OLC audience think about this and we'll be tweeting out the results at the end of the day so just thinking now a little bit about what's the point of doing this and what use are personas personas are, we tend to use personas at the OU as a part of our design UX type process but sometimes the personas can be based on a workshop, they can be based on marketing information, they're not always based on solid evidence so what we were keen to do is make sure we have this evidence based about the kind of behaviours that real students exhibit that we could then create the personas from that would help in our design processes I think we all make assumptions about our students and when it was an opportunity to take a step back and think a little bit about the real students that we're serving and as we think a little bit more about designing new tools and digital spaces, one of the things that really jumped out at us from the data was just how important skills are, good study skills to success and we're now posing the question for ourselves around can we design some new tools that will encourage the development of skills in the way that they're designed and one of the ways that we want to help shape our thinking and our thought processes and start to build early prototypes about those ideas are using these personas to think about how different types of students with different attitudes different backgrounds, different capabilities would approach those kind of new tools So these are going to talk a little bit about the kind of risks and challenges that we've identified as we've been going through this process and to be honest these are two quite open questions for us as well because we're coming to grips with this as we start to think about think about these personas and how we can apply them to our work and the first one is really that designing tools for students is very different to gathering straightforward user requirements when you were developing something that wasn't related to learning and teaching because this is an area where often what students want is not necessarily what they need there's some pretty strong research behind the idea that actually areas of discomfort and areas of challenge actually represent a better learning experience and contribute to better outcomes in the end but when we involve students directly in the development of tools, platforms ideas helping them extrapolate into the future of what a student like them might need to three to five years from now it's very difficult for them to do that and that's legitimately difficult for any of us to do but that's something that's really jumped out at us so when we're designing for the future we're really trying to think about students and people because people change people evolve and this is about how we're trying to accommodate that and by basing this on very kind of sound behavioural evidence of what they do now it means that we're slightly more secure and confident going forward which leads us to the second point which is the idea of oversimplifying personas to becoming labels and we know how damaging labels are and particularly relating to students where they cling to a label you have to use dynamite to try and blow that blow that apart and that's really something that we need to tease out because is it dodgy to not tell them that these personas exist in the background and that we might be thinking about using that for development is there any benefit to sharing that with them and that's really something that we're having to grapple with and decide about ourselves as we go forward because this is very much a living piece of research it's evolving as we go and Alice is going to talk a little bit more about that OK so these themes that emerged from our initial survey we think are really interesting and we want to follow up and see if we can find out a bit more about our students and their behaviour we've had some feedback from our colleagues who have we've asked a similar question about do you identify with any of these personas and the kind of feedback we've been getting is yes but in different situations sometimes these things are context specific so the other feedback or the other thing that we're aware of is just how small the sample is of our initial survey so at the moment we're now designing a follow up survey to validate these findings this is a survey that's going to go out to thousands of students rather than hundreds we're designing a series of statements so that we can analyse using a cluster analysis so what we want to do now is take all these characteristics that have emerged from this initial survey throw it all up in the air and see where it lands do these groups still exist are they different as you move through your study at different levels how nuanced is it and this is the first stage in a series of research activities that we've got over the next year where we're really thinking about student behaviors really trying to understand our students so that we can start to design new tools for the future that help our students succeed by picking up on what they do now why they do it, what their learning processes are and find we can design intuitive new tools for them so I'm hoping we'll be back here this time next year to tell you all the interesting things we've been finding out I was just wondering because you have such a wealth of data it seems these different personas how much do you think they overlap with other categories for example immediately came to my mind those who see the digital as clutter more will they be would you think they'd be more let's say surface learners are they less independent learners who need more direction these kind of things I think you've pretty much put your finger on the pulse there of why we wanted to do the validation which is that well this is very much this data really came from the survey we didn't actually go looking for it it came from the analysis which is why it's been so interesting to get to grips with and one of the questions that we're really asking is why we want to validate this and as Alice says throw it up and see what happens is to understand whether there are additional categories that might exist but also we haven't yet I mean is it possible to say out of those categories or personas is any one of them more successful than anyone else and if we share if we overlap actually what are the characteristics that would most benefit that kind of deeper engagement that kind of goes back to that original kind of research framework which is if we think about those as the drivers for student success what are the characteristics that will back that up so I kind of watch that space really but it is one of those things that's exactly why we're wanting to do the validation You raised the question about obviously labels and students like to them as do most people and just there's kind of two parts one I suppose you could maybe just align the statement to kind of boil them down so that there isn't that digital something kind of attached to it but I know you're kind of positioning this to kind of redesign tools but obviously there's challenges for academics and those involved in design curriculum now of trying to meet the digital capabilities that students need to go on to employment and I wonder whether you thought and you may say this but I might miss it whether you thought about how the stuff that you found here can feed forward into curriculum design going forward I know academics might want to think about if they're involved in a curriculum review or a redesign assessment how they might take advantage of some of this I mean I think we do go through a process of using personas in learning design but they tend to be just our academics and other support stuff just kind of coming up with ideas on the flying workshops and we're really keen that we use an evidence based process to think about real personas so yet absolutely feeding into the curriculum design process as well as the kind of wider scale of designing new tools and digital spaces because those two things are as well are really connected it's sort of designing tools and platforms that support the curriculum that we develop which then changes to then and I think it's quite an appreciative we're aiming for quite an appreciative cycle of that so that it's not one thing being put into something else or it being to service what we're teaching but rather trying to trying to have one impact the other in a kind of a positive way