Collaborative Learning Using
iPads
Sara Hattersley, E-Learning Manager
Centre for Lifelong Learning
Session outcomes
• To discuss the pedagogical advantages of
tablet technology, particularly for
collaborative learning.
• To explore a handful of apps and student/staff
experiences specifically related to the use of
iPads for Initial Teacher Training in CLL.
• To reflect on possible uses of tablet
technologies in other contexts.
Taking the ‘i’ out of iPad
• The ‘i’ in Apple products originally stood for
‘internet’ but also reflects the product as
‘innovative’ and ‘individual’. There is a strong
personal dimension to Apple products.
• However, the iPad in particular offers much
potential as a collaborative educational tool
for pairs or small groups (e.g. student-student;
student-tutor; tutor-tutor).
Brainstorming: iBrainstorm
Task in pairs or
small groups:
Use iBrainstorm to
record 5-10
benefits of
collaborative
learning.
Collaborative use of iPads….
• Promotes discussion and shared responsibility
for learning.
• Ensures students remain task-focussed.
• Encourages constructivist development of
learning and of e-skills simultaneously.
• Enhances presentation in resource creation.
• Leads to greater equity in group work?
Student reflections: what worked
“I found that one advantage of
using the iPad to record…thoughts
and ideas was that it was easy to
change, was not necessarily
permanent and therefore it was
easier to make a start on an
activity, unlike pen and paper.”
“It allowed all of us to join in.
Often with pen and paper stuff
learners don’t like to join in;
myself included as my
handwriting and drawing skills
are not too good.”
“The iPad meant that I
could make mistakes
and still put my ideas
forward.”
“The resources
look great – really
easy to read!”
“I notice that everyone
seemed excited.” (to be
using the iPads)
Student reflections: the issues
“I did not try the mind map tool
but allowed someone who
looked like they knew what
they were doing to draw the
diagram!”
“I thought it
made the activity
longer than
necessary.”
“…the activities that they were
being used for were based on a
traditional post-it notes activity,
which I think would have been
better because they are more
‘hands on’ than moving pretend
paper on a screen.”
“…because we were
unfamiliar with the
technology, we found
ourselves concentrating
more on how to create/edit
a note, rather than
considering the content.”
Resource creation, portability and
relative ‘value’
Assessment: formative and
summative
• Using iPads formative assessment activities can be
carried out in class, and assessed by a tutor and/or
peers.
• Using the wireless network those assessment
activities can be saved, moved and reviewed at a
later time by a tutor and/or peers.
• The authenticity and immediacy of the electronic
record makes the iPad an efficient, versatile and
academically sound tool for assessment.
Assessment examples
iPads for whole group work
There are also a
number of
applications
(e.g.
GroupBoard,
Idea Flight,
Popplet) that
allow for whole
group, real time
engagement.
Expanding ideas: Simplemind
Task in pairs or
small groups:
Use Simplemind
to explore ideas
about the use
of iPads in the
HE context.
Model of Accessible M-Learning
Accessible
content
Accessible
interface
Does it
support me?
Can I work
it?
Cultural
capital
Do I value it?
Accessible
task
Does it
engage me?
Adapted from JISC, A Model of Accessible M-Learning:
http://www.jisctechdis.ac.uk/pages/detail/floating_pages/A_Model_of_Acce
ssible_m-learning
Activity design
Pre-task
During task
Post-task
•Setting up of equipment/electronic learning tools
•Considering where it fits in overall session plan
•Notes on session plan (e.g. learner groups)
•Clear instructions to learners, including learning objectives
•Facilitator role with support as required
•Reinforcing of instructions and encouragement of collaboration
•Refer to session plan (including timings)
•Observation/formative assessment of collaboration and learning
•Plenary and summative assessment opportunities – learning objectives
•Evaluation from learners (on collaboration and learning)
•Evaluation by tutor (notes on session plan?)
•Re-design of activity
Student resource bank – typical page
Top tips for using iPads with groups
• Ensure a close match between the app and the
intended learning outcome.
• Facilitate activities to ensure confidence and
equitable access for all students, until apps
become more familiar.
• Allow sufficient time pre, during and post-activity.
• Use one group email account for uploading
assessment activities and resources.
• Check wireless network strength (if uploading
resources or using ‘real time’ activities).
Sara Hattersley
S.Hattersley@warwick.ac.uk
Liz White
E.White@warwick.ac.uk