Learning through web-conferencing

         As part of PIDP 3100 assignment, I was to pair up with my learning partner and find a topic together and then to setup another date to do a teach-back to each other on the research that we found. There were two aspects to this assignment/exercise I found very interesting:

          
         The first was the more noticeable aspect in which we realized how we both could envision such different directions on the same topic. Our topic was technology and education, Jan found that cellphones in class rooms could be advantageous to her teaching and not as an annoyance as she once thought. For me, I found out that tablets are being used as a teaching tool at Stanford University, something that I am currently utilizing as well. Personally Jan’s reflections were something I would have never thought of, and it definitely opened my eyes to that aspect.

          
          On the other hand, this assignment was interesting if we look at it from the class instructor’s perspective. Why does this part of the assignment work? It works because we have two adult learners. If we look at the principles of andragogy, the following applies: Each of us was self-directed, we found our own resources and interpretations, we shared and gained through teaching each other findings and life/work experiences and because we are both currently instructors (in different fields) we are able to apply our findings relatively quickly. Therefore even though it is a relatively straight forward assignment, I found it particularly intriguing.

Advantages of using tablets to teach- Instructors' point of view

            In this article, the author spoke of how adapting to new technologies such as tablet devices mutually benefits both the students and facilitators. He first mentioned the most important effect for the facilitator is how the tablet changes the delivery of presentations. With a portable hand held device, the instructor is able to view the presentation slides or notes as he or she moves around the room. Compared to the traditional environment where the facility could be limited to a computer station or an overhead projector, with a tablet, it is a new found freedom. This flexibility in movement is a valuable asset in the classroom to help keep the students engaged and focused.

       

            The second benefit for an instructor is the ability to multitask. While facilitating a module, the instructor can prepare for the next topic, taking attendance, noting down observations and searching for the latest information. All while the learners are focused on the current topic and unaware of the background work.

           

            The third advantage by adapting a tablet in the classroom would be to utilize the tablet computer as a Learning Management System (LMS).  The author defined it as “you continue to move around classroom or through learning areas and rooms, allowing you to conveniently check progress, assign tests and due to the mobile portable form factor can discuss aspects whilst with the learner if carrying out a review.”

            

            As a classroom facilitator myself, I particularly agree with this article; I too have begun using my tablet as a tool for me to teach. I agree completely with what the author describes, and I see the advantages for an instructor to use a tablet.

Massey, David. Using Tablet Devices in Learning, Teaching and Education. David Massey's / DPM.me.uk Blog, 18 Jun. 2011. Web. 10 Dec. 2012.

Advantages of using tablets to learn - Learners' point of view

It was not that long ago that smartphones begun taking over the consumer market and innovators in various fields tried to exploit the change in technology. Educators too tried to look for new ways students could learn from new technologies. It was in 2006 when the Horizon Report claimed that smartphones were the new way for students to learn. Yet before the theory fully matured, new technologies have evolved and educators are now looking into other ways of advancing, one of those new technologies is the tablet computer, in particular the iPad.

           

Since 2010, Stanford University School of Medicine has circulated Apple iPads to each of their new medical students at the start of new school year in September. Their goal was to explore ways of paperless course delivery and shifting classroom learning to mobile learning.

            

The first immediate impact was that the students received e-syllabus, rather than pages worth of course outline. The form factor of tablet meant pupils were able to bring their iPad class to class without worrying about running out of paper or pens. Notes could now be typed directly on the tablet; even images could be drawn via a stylus pen. The lightweight construction also meant they were taking the tablet to the gym to study while running on the treadmill.

           

Course materials were distributed electronically in PDF form and special apps were designed for specific courses to be learned and interacted on the tablet. On average, 3500 pages of paper per medical student were saved each year. Wi-Fi access covered the campus and this gave the students even more freedom on where they could access their course information and assignments.

           

The induction of tablets to the education field certainly adds a new dimension for the learner in his or her learning experience. For example, if the instructor is demonstrating a procedure or formula equation on the podium, the student could try to mimic or reproduce the result in real time. This in theory could then cover the auditory, visual and the kinaesthetic learners.

Tobin, Brian. Launching a University Tablet Initiative: Recommendations from Stanford University's iPad Implementation . The EDUCAUSE Learning Initiative, April. 2012. Web. 6 Dec. 2012.