The Use of PDAs
and Laptop Computers
as an Effective Tool
for Learning
Provider
Bishop Burton College
Contact Name
John Whalley & Philip Percival
Tel:
01482 870013
E-mail
whalleyj@gmail.com
Contents.
SUMMARY............................................................................................................................................. 1
INTRODUCTION .................................................................................................................................. 2
Expected Benefits to Learning ........................................................................................................ 2
Mobile Computing .......................................................................................................................... 2
MARKET RESEARCH ......................................................................................................................... 3
Psion ............................................................................................................................................... 3
Palm ................................................................................................................................................ 3
Windows CE Pocket PC .................................................................................................................. 3
PURCHASING ........................................................................................................................................ 4
PDAs ............................................................................................................................................... 4
Laptops ........................................................................................................................................... 4
THE PROJECT ...................................................................................................................................... 5
PDAs ............................................................................................................................................... 5
THE BOOKING SYSTEM ......................................................................................................................... 7
THE MACHINES ................................................................................................................................... 8
PDAS ................................................................................................................................................... 8
Viewing area: .................................................................................................................................. 8
PORTABLE COMPUTERS ........................................................................................................................ 9
The Computer Trolley ..................................................................................................................... 9
RESULTS OF SURVEYS AND EXERCISES ................................................................................... 10
PDAS ................................................................................................................................................. 10
Screen: .......................................................................................................................................... 10
Pen ................................................................................................................................................ 11
Program Navigation ..................................................................................................................... 11
Inputting ........................................................................................................................................ 11
Transferring Data ......................................................................................................................... 12
Battery Life ................................................................................................................................... 12
Annoying Features ........................................................................................................................ 12
Other Uses .................................................................................................................................... 12
PORTABLE COMPUTERS ...................................................................................................................... 13
Screen Visibility ............................................................................................................................ 14
Keyboard ....................................................................................................................................... 14
Touch pad ..................................................................................................................................... 14
Data Transfer ................................................................................................................................ 14
Battery Life ................................................................................................................................... 14
Mobile Facility .............................................................................................................................. 14
Software ........................................................................................................................................ 15
Comments on Annoying Features ................................................................................................. 15
Other Uses .................................................................................................................................... 15
The Computer Trolley ................................................................................................................... 15
General Observations from Staff .................................................................................................. 16
CONCLUSIONS AND RECOMMENDATIONS.............................................................................. 17
THE NEXT STEP .................................................................................................................................. 18
APPENDIX 1 ........................................................................................................................................ 19
A SELECTION OF THE EXERCISES PERFORMED ................................................................... 19
APPENDIX 2 ........................................................................................................................................ 21
GENERAL INSTRUCTION HANDOUT .......................................................................................... 21
THE HP JORNADA 560 ...................................................................................................................... 21
USING EXCEL ON THE JORNADA ................................................................................................ 22
HP JORNADA ...................................................................................................................................... 23
FERTILISER AND SPRAYER SPREADSHEETS ......................................................................................... 23
Getting Started. ............................................................................................................................. 23
Fertiliser (fert2) ............................................................................................................................ 23
Sprayer .......................................................................................................................................... 24
Knapsack Sprayer ......................................................................................................................... 24
APPENDIX 3 – CASE STUDIES ........................................................................................................ 25
CASE STUDY 1: ................................................................................................................................... 25
CASE STUDY 2: ................................................................................................................................... 28
CASE STUDY 3: ................................................................................................................................... 29
CASE STUDY 4: ................................................................................................................................... 30
The Use of PDAs and Laptops as an Effective Learning Tool
Summary
ICT is becoming an integral part of learning in the Further Education sector.
Integration of ‘Mobile Computing’ facilities into college curricula is envisaged
as an inevitable development of this process. This survey has analysed the
use of both Personal Digital assistants (PDAs) and laptops in a range of
learning situations, both within the classroom and out in the field.
Recommendations:
Laptops

Can be a useful alternative to desktop machines in classroom situations

These are best used in ‘table-based’ situations where they can be rested
firmly whilst in use

Power requirements for laptops and increasing use of multimedia mean
that a continuous power supply is advisable in most situations

Adequate secure storage is required combined with a transport system
which enables several laptops to be readily moved around a college site

Time to set up and store the laptops at the beginning and end of a session
is an important consideration
Personal Digital Assistants

Have many potential uses for fieldwork

Are much more easily transported ‘in bulk’ for use by groups of students

Are viewed as fashionable by students

Students have fewer difficulties with keyboard operations than might be
expected, possibly due to familiarity with texting on mobile phones

Require software to extend their capabilities beyond basic Pocket
Windows programs to make them more useable
Infrastructure

Internet booking systems need developing for their use

PDA docking stations should be available for student use as well as staff

Security problems need addressing particularly for PDAs

A wireless network throughout a college site would greatly enhance their
use

Technician backup is essential pre-sessions and post-sessions and
possibly during use
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The Use of PDAs and Laptops as an Effective Learning Tool
Introduction
The use of ICT is becoming an integrated part of learning at Bishop Burton
College. The facilities available mean that the vast majority of students are
now able to use the College's IT Suites and Open Access facilities to great
advantage to further learning within their chosen subject specialisms.
Training of all academic staff to ECDL level is now reaping benefits in this
area. Many staff are keen to integrate ICT within the curriculum and to
develop its use for furthering the learning experience. The College has been
at the forefront of ICT development for several years, introducing a
comprehensive intranet linked both to its own website and to the college's
vast specialist information base, made possible through having its own
commercial farm on site.
Expected Benefits to Learning
The planned research project was envisaged as furthering the use of ICT
within the curriculum by the direct involvement of students into the data
collection process. It is hoped that this will provide the benefits of:
a) Enhancing the appeal of the use of ICT as part of the students learning
process
b) Broaden the understanding of students by the use of digital information
collection and presentation methods as part of learning 'in the field'
c) Avoiding repetition of data input
d) Enhance student’s appreciation of the practicalities and problems of using
ICT devices 'in the field'.
The Project was scheduled to run from the March 1st 2002 to July 31st 2002.
Mobile Computing
For the purpose of the project the field of “Mobile Computing” was divided into
two areas.
a) Portable computers, which were not normally linked to the College
network, although capable of being so.
b) Personal Digital Assistants (PDAs).
In both cases it was envisaged that the machines could be used anywhere
and everywhere.
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The Use of PDAs and Laptops as an Effective Learning Tool
Market Research
The initial research was directed at establishing what PDAs were available on
the market and their capabilities.
A vast range of machines are available on the market. Prices range from £70
to £1000. The machines at the cheaper end of the range tend to be designed
primarily as organisers and do not include any of the connectivity which was
required. At the higher end new and emerging technologies such as
combined mobile phone and organiser are available, though for the moment
at any rate, these are considered as rather expensive.
Three basic configurations were examined, Psion, Palm, Pocket PC
Psion
These machines have one initial distinction, in that they come with a keyboard
that is exposed when the machine is unfolded. This makes the machine more
like any other computer and thus initially easier to use. Against this is the
keyboard is very small and thus quite difficult to type on. The design of the
machine and the folding nature makes its durability doubtful. The most
important consideration as far as Psion were concerned was that the
machines use relatively non standard software, and thus a smaller range of
software is available to them.
Palm
The palm operating system and machines based on it are very flexible and
powerful. The number of manufacturers using the Palm OS was limited, but a
considerable amount of third party software was available.
Windows CE Pocket PC
This is the operating system which appears to be being adopted by most of
the manufacturers of PDAs. The machines are all equipped with touch
sensitive screen based keyboards which are operated by stylus. However
separate keyboards are available.
An initial specification was set, the machines:
1) Need at least 32Mb of memory
2) Must be running a version of running Microsoft Windows CE
3) Must include all the required software/hardware to link the machine with a
standard PC
4) The machine must be able to stand up to multiple users (a single owner is
likely to look after a machine much more carefully).
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The Use of PDAs and Laptops as an Effective Learning Tool
Purchasing
PDAs
An order was placed initially for 6 HP Jornada 565s @ £321.00 each.
Following internet searches this was seen as a reasonably priced mid range
machine.
After initial inspection of these machines, it was felt that something stronger
might be required for some of the dirty farm/field conditions that they were
likely to encounter on the College and thus the second order placed was for 3
Cassiopeia EF 800 @ £625 each. The Cassiopeia is partly shock and
waterproof, this however makes it considerably heavier and bulkier.
N.B. The Cassiopeia was deceptively expensive as the quoted price did
not include the docking station . To make data entry easier it was
also decided to purchase a single portable folding keyboard for
these machines.
Both machines came with software which allowed them to be connected to,
and to synchronise with, a computer though the USB / serial port.
Laptops
The College followed its standard policy for the purchase of laptops.
Machines were selected on the basis of price (£750) and the best machines
available for the price were selected. This resulted in the specification:
Processor
Intel Celeron 850Mhz
Memory
128 Mb
Disk
10Gb
OS
Microsoft Windows ME
Applications
Office 2000
PMCIA Network Card
2 USB ports.
In addition to the laptops a secure trolley was purchased, in which the laptops
could be stored, charged and transported to the place of use.
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The Use of PDAs and Laptops as an Effective Learning Tool
The Project
Interesting problems arose once the purchase decision had been made.
PDAs are currently increasing hugely in popularity and finding a supplier who
had them in stock proved difficult. Being a relatively small and valuable item
they are also vulnerable to theft in the delivery system and the Casiopias
were stolen during the journey to the College and had to be re-supplied.
The sudden arrival of 20 laptops, caused a considerable headache for the IT
Department. Like most computer support departments it has a considerable
workload. The machines when they arrived were pre-installed. The preinstallation however did not include college network settings and Office
Professional. In the case of desktop machines there is a well practised
routine of installing an image containing everything the machine needs, which
takes about 20 minutes. The laptops have to be done on an individual basis,
because of the way the software is loaded, which is a great deal more time
consuming.
PDAs
The PDA was primarily designed as the name suggests as a personal tool,
i.e. a single user. In this role it is an excellent device, if used as a diary,
appointments record, memory jogger, alarm clock, dictaphone and in
conjunction with an internet linked PC for email.
Specialist applications have been written for them which for instance convert
the machine into a very useful teaching and diagnostic tool for doctors.
However the production of this software involved resources outside the scope
of this project.
One of the major functions which was envisaged for the machines was as an
electronic recording device. The bundled software was not sufficiently
powerful and the smallness of the screen made it relatively difficult and slow
to use. During this initial experimentation it was discovered that the
capabilities of pocket Excel in particular are rather limited, especially in terms
of spreadsheet automation and macros which are not available.
On arrival, after a little experimentation it was decided that the first essential
to allow them to be used by both staff and students was some basic
instructions, these were produced and are attached to this document, in
Appendix 2
After consulting a number of staff in the machinery department about areas
where they and their students might find PDAs useful, a number of small
spreadsheets were designed. To keep the usability factor as high as possible
for novice users the spreadsheet had to be very small. Printouts of the
spreadsheets are attached. (See Appendix 2)
Due to the limitations of the software which came with the machines a search
was performed for software for pocket PCs on the Internet. This yielded a
huge amount of information and potential software, from the sites listed below.
5
The Use of PDAs and Laptops as an Effective Learning Tool
http://www.pocketpccity.com/software.html
http://www.pocketpccity.com/
http://www.hpc.net/
http://www.download.com
http://downloads-zdnet.com.com/
http://4-pocketpc.com/
http://www.pocketpchelp.com/
http://www.pocketpchow2.com/howp1.htm
This software falls into three categories regarding price, freeware, shareware
and applications. A number of freeware packages were experimented with
and some were loaded onto some of the PDA for use with learners.
Installation of these packages was generally quick and easy, through the
docking station
Sprint DB
Cost £12.73
This is a very configurable database, which enables multiple
tables, forms and sub-forms, SQL queries.
The demo version is limited which inhibits full evaluation.
The software appears to be highly capable and would allow
complex databases to be set up. The process of setting up a
database demands a good working knowledge of databases and
a considerable learning curve on the software itself.
It could be used to create applications for students to use, but is
unlikely to be of much benefit to most students on its own.
XDb 1.8.8
Free
This object-oriented database for Windows and Pocket PCs
gives you the power to represent and manipulate complex data
in a manner unparalleled by traditional database technologies.
This package had extremely good reviews however the software
is complex and it would have taken too long to evaluate
properly.
It did have the advantage that a PC version of the software was
available so moving data from the PDA to a computer would be
relatively easy.
Pocket Context English/Italian
Shareware £50.00
This package was installed and trialled in Italy during an
exchange trip
6
The Use of PDAs and Laptops as an Effective Learning Tool
Mconvert 2.0
Freeware
This package provided excellent conversion facilities for most
types of unit, metric/imperial, currency conversions, clothes and
shoe sizes.
This package was also taken to Italy for evaluation purposes.
Transferring collected data presented problems as this had to be done on a
desktop machine that had been set up specifically for that model of PDA. The
skills which were required to do this task were limited to relatively few people
on the academic team.
The Booking System
Booking systems were established
for both the PDAs and the laptops,
in order to collect the data for the
project. Initially it was arranged that
the bookings could only be made
through the Visual Aids Technician
via telephone onto a paper based
booking system. At the point of
booking the machines, staff had to
explain what they were planning to
do with the machines and collect
the evaluation forms.
The booking system is currently
being updated to an on-line booking
system, via the college
intra/extranet. This will provide staff
with easy and immediate access to
the booking system from their desk
PC (or home if necessary). A
screen shot of the booking system
for the portable computers is
shown.
7
The Use of PDAs and Laptops as an Effective Learning Tool
The Machines
PDAs
As they are so small it was felt that these machines were a definite security
risk. In cases where more than 6 PDAs are used, a rigorous monitoring for
their allocation is probably required. A system should be established whereby
students individually sign for, and take responsibility for, a PDA. This is
necessary, not only from the viewpoint of security but also from the aspect of
allocating work done to individual students at the end of a session. Each PDA
has to be individually identified and its ID linked to a particular student.
Where more than one student is using a PDA then it is recommended that
one student is allocated ‘responsibility’ for its safe return. Allocating a PDA
also facilities identifying whose data belongs to whom when back in the
classroom.
Because of the way all the college computers are set up, particularly student
machines, all downloading of data collected had to be performed to the
project leaders' machines. Whilst this reduced the training need for staff, it is
going to be an important consideration after the end of the project. The
College intends to set up the charging and downloading facilities for these
machines in a central location. Staff and students will then be able to draw
machines from this location and after they have been used, transfer any data
collected to the college network.
Time is required to transfer data to and from the PDAs This means that when
being used in the field or classroom situation, approximately 2 minutes is
needed per PDA to connect the machine to its docking station and to
download relevant files. With groups of 12 this means allowing 30 minutes for
the process to occur, of course some other tasks can be done whilst this is
going on. This therefore means with the system as currently established,
combining student class work (e.g. enabling the students to construct their
own files for use on the PDA) with field work is probably a 2- session process.
It would, of course, be possible to equip a computer room with docking
stations but this would then necessitate the booking of that room by whoever
is tutoring the field work and would restrict its use.
Viewing area:
This is a major limitation of the PDA over the laptops as it has a very
restricted screen area. In Excel the standard area is only 3 columns by 8 rows
at 100% zoom. When viewed at 75% zoom, which is probably the lowest
practicable zoom for most students, 4 columns by 12 rows is the viewable
screen area.
For Word documents the viewable area at 100% zoom is 33 characters by 9
lines once the keypad is on the screen.
Many of the advanced functions do not work on the standard Windows
programs and so automating them for ease of use by students is difficult. For
instance, as Macros do not work on excel spreadsheets this necessitated the
8
The Use of PDAs and Laptops as an Effective Learning Tool
simplification of spreadsheets for student use and reduced overall
functionality of the devices.
A wide variety of experiments were carried out and with 32Mb of memory the
machines appeared to have perfectly adequate capacity. The college is the
owner of a HTML based plant database, which contains about 800 pages and
1400 pictures. The Jornadas were able to store this with space to spare.
This and other smaller collections of pictures were used, particularly for
plant/weed identification exercises, which worked well.
Portable Computers
The portable computers were divided into two groups.
 A collection of machines located in the secure trolley
 A collection of machines which were individually available.
All of the computers were equipped with Windows ME and Office 2000. This
fulfilled the major requirements of users. A number of specialist packages
were also loaded onto individual machines as required by staff for a particular
task.
The Computer Trolley
The concept of the trolley was to be able to turn any room (classroom, library
or laboratory) into a computer suite on a temporary basis, where teaching and
learning could be improved through the use of computers.
The trolley had a built in power supply into which the chargers for 16 of the lap
tops are plugged and will become the main mechanism for re-charging these
lap tops. The wires for all of these chargers has been wound into a
permanent loom within the trolley.
For security the trolley is lockable and of a fairly heavy construction. In
addition a length of chain and a lock have been purchased so that it can be
temporarily secured in various remote locations.
9
The Use of PDAs and Laptops as an Effective Learning Tool
Results of Surveys and Exercises
PDAs
Good
1
Moderate
2
3
Question
Bad
4
5
Average Score
Screen visibility indoors
1.5
Screen visibility in sunlight
2
Screen visibility in cloudy
conditions
1.7
Pen ease of use
1.5
Programs navigation
2
Ease of inputting text
2
Ease of inputting numbers
1.9
Ease of data transfer
1.7
Battery life
1.6
Screen:
There was some initial concern about the use of the PDA screens in terms of
their ease of being seen due to lighting conditions when used outside. There
were also problems foreseen due to the size of the screen itself.
The students rated the clarity of the screen as being easiest indoors, followed
by cloudy outdoor conditions and finally in direct sunlight. However, there
really were no major differences under all 3 conditions as perceived by the
students. This was possibly due to the small size of the PDA and the
consequent ability of students to move it into shade so that the screen could
be easily seen.
10
The Use of PDAs and Laptops as an Effective Learning Tool
Pen
The pen was felt to be fairly easy to use after some practice, although several
students commented that it could be a bit slippery on the screen and that the
keypad was a bit sensitive. Most students had little difficulty and felt it to be
both fast and accurate. Some students expressed concern about the strength
of the pen however none were broken during use. It was found to be possible
to use alternatives if a pen should be lost. For simple tasks such as turning
the volume on and off, even a tap with the fingertip would do! An empty BIC
pen shell was adequate to allow more detailed inputting. Storing the pen in
the corner of the machine case was felt to be a good idea although some
students had initial difficulty with extracting the pen to use it.
A few students found that inputting using the pen was much faster than via a
keyboard. Students are familiar with sending text messages to their friends
and using the pen in conjunction with the screen keypad presented them with
few problems. Staff were initially concerned about this but this may be due to
familiarity with desktop devices and keyboards
Program Navigation
Overall this was felt to be no harder than for a normal computer. Once most
of the students had got used to the slightly different layout of the menus and
positions of the functions, they navigated them with the same ease as for
other computers. The only real problem was with the size of the option boxes
as some students found them to be a bit small. Some students who were
already familiar with the layout of windows programs actually found the new
layout confusing and had to re-train themselves to the altered layouts on the
PDAs.
Inputting
When used in writing mode, it was felt that the restricted screen size, meant
that at the default 200% zoom, unless the student was used to writing small,
not many words could be written on a line as the screen did not scroll
sideways. 150% zoom was found to be the best compromise between size of
screen and viewing the written text. Some students found that it was easy to
press the wrong key on the keypad by mistake although most who had
previous experience with text messaging did not find this a problem.
Several students felt that a separate keyboard would have been useful for
inputting data but supervising staff felt that this would create problems with
monitoring and control. The keypads could be easily damaged or lost and
would be an extra item to have to monitor during a session.
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The Use of PDAs and Laptops as an Effective Learning Tool
Transferring Data
This was done by a member of staff on the students behalf. This is one area
where there may be problems if the PDAs are used on a regular basis.
Currently only 2 members of staff are using the docking stations and the ideal
would be for each tutor to download the information for their class or for each
student to be able to do this.
Several staff download points around the campus would be ideal, although
this would also mean deploying several of the PDAs around the campus. 2
points could also be established in the college’s ‘open access’ room for
students to download information themselves. This would mean however,
that 2 of the PDAs would have to be charged elsewhere.
Battery Life
Currently the PDAs are stored in the MIS section for security reasons and are
charged up before storage using the docking stations. This system will
probably be expanded in conjunction with some of the changes outlined
above.
Annoying Features
Were there any annoying features?
Several students commented on the quality of the lid and felt that it might
easily be broken. Some felt that it would be better if the lid flipped right back
out of the way. Some students felt that the pen might be better attached via a
chain to the PDA to ensure it was not lost.
A few students felt that the screen was too small and that the screen keypad
was difficult to work with. The battery saving feature of the screen turning
itself off when not used for more than 30 seconds was found to be annoying
to some students. When the sound was on some students found this a
distraction from inputting.
Other Uses
The following is a list of possible uses suggested by students and staff who
had used the PDAs;










Field Science projects
Dairy lactation recording
Tag number recording
Questionnaires
Crop walking
Taking lecture notes
As a diary / reminder
Downloading data from the internet for use later
Recording crop applications
Dairy rations
12
The Use of PDAs and Laptops as an Effective Learning Tool
Other uses were identified, provided further facilities were available:





Species counts possibly linked to GPS
Use of text reader software available to students in need of learning
support
Use of infra-red capabilities to enable ‘live’ data exchange between
students in a session
Voice recognition software
Use with ‘electronic study packs’ for student background reading on
specific topics.
Portable Computers
These could be booked either individually, in small collections or in the secure
computer trolley. As the trolley only became available later in the project, the
major use was with loose machines.
It was quickly established particularly due to the weight but also because of
shape and size that these were only really suitable as a mobile device up to
the point of use. A data collection exercise was carried out where the
machines were being carried and the users much preferred the PDAs. As a
result effort was concentrated in using the computers in static situations and
the PDAs where more mobility was needed.
Scoring
Good
1
Adequate
2
3
Question
Bad
4
5
Average
Screen visibility Indoors
1.5
Screen visibility Outdoors
2.5
Keyboard ease of use
1.2
Touch pad ease of use
2.1
Ease of data transfer
1.4
Battery life
2.1
Mobile facility helpful
1.4
Software adequate
1.7
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The Use of PDAs and Laptops as an Effective Learning Tool
Screen Visibility
The screens scored very well indoors with all users and comments made by
the users indicated that graphics and readability were good. On the
occasions that the machines were used outdoors, the screens were less
clear. This could possibly add barriers for users with reading difficulties,
although the opportunity to test this did not arise.
Keyboard
Typists often criticise portable keyboards because they have a different
shape. This was definitely not the opinion of the users in this survey who
found them easy to use.
Touch pad
The touch pad was the least popular feature of the laptops. A number of
users commented that they found it difficult to use. Staff reported that they
did cause a problem particularly for users who had never used one before but
that most users improved quickly.
When the laptops were used by people with reduced motor skills, a roller ball
or a mouse would be a definite asset.
Data Transfer
Transferring data and files never caused problems as the results of the users
work was always able to fit on a floppy disk.
An experiment was carried out with larger data files using a ZIP 250 disc
connected to the portable’s USB port. The operating system recognised and
installed the drive the instant it was attached and the mechanism worked well.
This, it is anticipated, will be important if the portable is being used in
conjunction with digital cameras in the future.
Battery Life
The average user session was just under an hour and in most cases the
batteries were adequate for this, however a number of users were forced to
stop using the machines prematurely.
To circumvent this, where possible, the machines were connected to the
mains
Mobile Facility
Almost all users found the availability of the laptops very helpful.
They particularly highlighted the fact that this allowed access to a computer in
areas of the college and situations where previously this had not been
possible. A number of users reported that because the machines were
available they would prefer to use them rather than the open access facilities
currently provided.
The small footprint of the machines was also appreciated in that it left more
room for books etc in the work space.
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The Use of PDAs and Laptops as an Effective Learning Tool
Software
Users were asked if they thought that the software provided on the laptops
was adequate for their needs.
This question scored highly (1.7) indicating that users were able to complete
the task that they needed to do. The only software missing as far as most
students were concerned was the lack of a browser, which was not made
readily available as the machines could not connect to the college network.
Comments on Annoying Features
The main criticism was as previously mentioned - the touch pads.
Some users also felt that they would like access, via the laptop, to the files
that they had stored on the network and the internet.
Other Uses
The responses particularly indicated that users would welcome access to the
portables in the library, in classrooms and in the common room. The uses
they envisaged were mainly for collecting information, producing assignments,
taking notes, class work, browsing the internet.
The Computer Trolley
All who used the trolley felt that it was a valuable resource, however a few
drawbacks to using computers in this way, were highlighted:

In order for the 16 chargers to be used in the trolley and comply with
health and safety regulations, the rather long wires which are fitted to the
chargers had to be wound into a loom, and thus were not removable. If
these machines are to be used with chargers, then a second set of
chargers will have to be purchased.

In order to be reasonably secure, the trolley is a fairly heavy construction,
when carrying 16 lap tops it is very heavy and thus quite difficult to move
between buildings and on slopes. The routes used between buildings on
our extended campus are limited to those with good paths and no steps.

When the trolley is located in a classroom it takes about 10minutes at both
the beginning and end of the session to set up and put away the
computers. Given that the tutor may only have 10 minutes between
sessions and they may have some distance to cover in that time,
technician support is needed.

The use of the computers is limited to the life of the battery, then an
approximately equivalent amount of time is needed to recharge. This does
not and will not necessarily fit in with the times that people want to use the
machines. The use of the multiple power points and all the trailing leads
associated with chargers in a classroom situation, makes the use of
15
The Use of PDAs and Laptops as an Effective Learning Tool
chargers in a classroom situation doubtful from a health and safety point of
view.

Laptop batteries give fairly good usage times when they are new. They do
however deteriorate fairly rapidly and in a machine which is a year old,
usage time may depending on charge patterns have dropped to about 45
minutes. Additional chargers will therefore be purchased so that the use
of the machines is not curtailed too much by battery life, however this will
only alleviate the problem in rooms with a sufficient supply of suitably
located power points, for health and safety reasons.
General Observations from Staff
Although lap top computers have been available for some time, they have
been rather expensive and thus relatively rare. There was therefore a
considerable amount of novelty for a number of staff and students alike.
Some staff who have often shown a reluctance to use computers in the past,
found the novelty appealing and students were very enthusiastic.
The machines arrived in the latter half of the academic year and a number of
staff reported them as being a great enabler in helping students to finish off
assignments and complete portfolios. This was because computers could be
drawn from the pool and taken to the normal class/tutorial meeting room
(computer suites being unavailable). The individuals or groups could then be
supervised and assisted.
The availability of laptops also made it possible to introduce a considerable
number of new teaching activities into the classroom. Often the students
found these activities more interesting and motivating.
There was an opportunity to witness and appreciate some of the computer
skills of the students first hand. This has actually acted as a goad to some
staff in improving their own skills.
It would have been even better if the computers had been able to access the
college network and thus the internet. (In fact the computers can, but most of
the ordinary class rooms are not yet wired for the network).
Considerably more use would have been made of the computers if more back
up support had been available, both in their setting up and during sessions.
16
The Use of PDAs and Laptops as an Effective Learning Tool
Conclusions and Recommendations
The laptops and the PDAs were an asset to staff and students alike. It is
important to appreciate the difference in the two types of machine and use
them appropriately. Laptops are most suitable in a situation where a table is
available and PDAs when working mobility is required.
They allowed staff to develop new teaching mechanisms/methods, which had
not previously been possible.
The novelty of the PDAs in particular acted as a great motivator for students.
This is something that staff can utilise in teaching.
The ability to take pre-prepared and relatively complex calculations into a
workshop or field situation was of great assistance to students.
The PDA is primarily designed for personal organisation. The bundled
software is good but did not always meet the college’s needs. With the added
development of some bespoke database type software it offers huge potential
for the collection of data in a field situation
The increase in flexible computer availability was greatly appreciated,
particularly in situations where an entire computer suite was not really needed
or justified.
The increased motivation and availability in a number of cases was very
positive and enabled several students to complete their courses, which would
otherwise have been in doubt
An easier mechanism must be established for the installation/configuration of
new lap top computers to make their introduction as easy as desktop
computers. Because of the way that software, particularly device drivers, is
bundled with new lap top computers this may well have licensing implications
for institutions.
The provision of a mobile facility such as a trolley containing 16 computers
has significant support implications. The facility will not be used unless staff
are provided with support both in establishing their “computer facility” and
possibly during it’s use.
The configuration of machines to meet the growing aspirations of staff in
terms of installing packages etc is going to incur significant support time from
computer departments.
In order to capitalise on their investment any institution considering the
purchase of laptop computers and PDAs should consider the following
inhibitors to their use carefully.
Security
The machines are very portable.
Staff skills A number of staff drew back from using them because
they felt unsure they could cope, particularly if something
went wrong in a class session.
Power
Lap top computers have a severely limited work pattern if
they rely on batteries alone.
17
The Use of PDAs and Laptops as an Effective Learning Tool
The Next Step
For these devices to be used most effectively colleges should have networks
for both staff and students which extend to every classroom / common
working area.
The advent of wireless networking has made this more feasible as only one
wireless point for each network is required per room. Each computer or PDA
can then be equipped with a wireless network card and full access to the
network and all the facilities it offers will then be possible.
All new or refurbished rooms should be provided with an abundance of
electrical power points. While computers are becoming smaller the advent of
new technologies such as DVD and other media means that for sustained use
they will still require access to a continuous power source.
Students who have their own laptop computers could then be encouraged to
bring these with them and be provided with network access, considerably
relieving the strain on a college’s own computer facilities.
18
The Use of PDAs and Laptops as an Effective Learning Tool
Appendix 1
A Selection of the Exercises Performed
Course
Machines
Location
Stages
Laptops
Library
GNVQ Engineering
Laptops
Engineering
Workshops
Various
Laptops
Laboratory
Target skills setting exams
Various
Laptops
Laboratory
Target skills setting exams
BTEC ND Public
Services
Laptops
Ice Pit
Classroom 4
Examining group behaviour
and its relevance to public
services.
BTEC ND Agriculture
Group A
Laptops
Farm
Assessing risk for COSHH
BTEC ND Agriculture
Group A
PDAs
Farm
Assessing risk for COSHH
BTEC ND Agriculture
Group B
PDAs
Farm
Assessing risk for COSHH
Endeavour AQA
(Schools)
PDAs
Farm
Weed Identification
HND Agriculture
PDAs
Farm
Nitrogen levels in slurry
First Diploma Public
Services
PDAs
Farm
Questionnaire analysis
National Diploma
Interior Design
PDAs
Whitby
Exhibition design suggestions
on site.
National Diploma
Agriculture Year 2
: PDAs -
Farm
Sprayer calibration
National Diploma
Agriculture Year 2
: PDAs -
Farm
Fertiliser spreader calibration
HND Agriculture
PDA v
Laptop
Farm
Comparison of effectiveness of
PDA and Laptop for on-farm
recoding
AVCE Leisure &
Tourism
PDA
Northern Italy
Unit and money conversion
Italian dictionary
Work Based Learners
Laptops
Classroom
Initial Key Skills Assessment.
BTEC ND Public
Services
Laptops
Tutorial
Preparing presentations.
Portfolio building.
19
Task
The Use of PDAs and Laptops as an Effective Learning Tool
Appendix 2
General Instruction Handout
The HP Jornada 560
Welcome to the Jornada
The Jornada is a hand held computer/organiser/personal assistant which
providing it is looked after should give years of service, please look after it and
avoid either dropping it or getting it wet.
Getting started
1. Press and release the power switch both to turn the machine on and turn it
off again.
Press and hold the power switch to turn off and on the backlighting
2. Press the Home / Menu
button
3. Look for the Excel icon
If this is not visible then use the Next/ Previous buttons to change screens.
4. A list of the available spreadsheets will then be displayed.
Locate the required spreadsheet and double click on it with
the pen or use the navigation pad and action button.
21
The Use of PDAs and Laptops as an Effective Learning Tool
Using Excel on the Jornada
Tips For Using Excel on a small screen
View in full screen mode to see as much of your spreadsheet as possible.
Tap VIEW then FULL SCREEN. To exit full screen mode tap RESTORE.
Show and hide window elements. Tap view and then tap the element you
want to show or hide.
Freeze panes on a worksheet. (VIEW menu)
Split panes to show two different parts of the spreadsheet (VIEW MENU)
Toolbar
Tap to
activate
or hide
keyboard
Start a
New
Spread
sheet
Edit
Menu
Undo
Redo
Cut
Copy
Paste
Clear
Select All
Find/Rep
Password
View
Menu
Format
Menu
Toolbar
Horiz Scroll Bar
Vert Scroll Bar
Status Bar
Sheet
Split
Freeze Panes
Full Screen
Zoom
Cells
Row
Column
Modify Sheets
Insert Cells
Delete Cells
22
Tools Menu
Show Hide
Toolbar
Go To
Sort
Autofilter
Insert Function
Insert Symbol
Define Name
Beam Workbook
Send Via E-mail
Revert to Saved
Save Workbook As
Delete Workbook
The Use of PDAs and Laptops as an Effective Learning Tool
HP Jornada
Fertiliser and Sprayer Spreadsheets
Getting Started.
Press the On button.
From the Start menu (top left) choose Programs
From the screen choose Pocket Excel
The three spreadsheets are displayed in the window, select the
required one by pointing at it and clicking.
All of the spreadsheets already contain formulas to do the calculations
required. The ONLY boxes that should be filled in are the BLUE ones.
Fertiliser (fert2)
To Calculate Speed
Time for
30
Distance
50
Speed
6
Required output
Volume
250
No of nozzles
24
Boom Width
12
Nozzle output
1.25
Calculate Application Rate
Collected (1noz)
1.5
Time
60
Nozzle output
1.5
Area Covered
7.2
Actual Volume
300
Tank Capacity
500
Rate (chemical)
2.4
Ha / tank
1.666667
Chem per tank
4
sec
m
km/hr
lt/ha
m
lt/min
lts
sec
lt/min
ha/hr
lt/ha
lt
lt or kg
ha
lt or kg
Enter the figures in the Blue section of the
spreadsheet near the top.
The answers you require will be calculated for
you in the lower section of the sheet.
23
The Use of PDAs and Laptops as an Effective Learning Tool
Sprayer
To Calculate Speed
Time for
30 sec
Distance
50 m
Speed
6 km/hr
Required output
Volume
250 lt/ha
No of nozzles
24
Boom Width
12 m
Nozzle output
1.25 lt/min
Calculate Application Rate
Collected (1noz)
1.5 lts
Time
60 sec
Nozzle output
1.5 lt/min
Area Covered
7.2 ha/hr
Actual Volume
300 lt/ha
Tank Capacity
500 lt
Rate (chemical)
2.4 lt or kg
Ha / tank
1.666667 ha
Chem per tank
4 lt or kg
This spreadsheet is divided into three
sections, depending on which calculations are
required. The top two sections are connected.
The bottom section is independent.
Fill in the blue boxes as required.
Knapsack Sprayer
Knapsack Sprayer
Speed of travel
Distance
Time
Speed
Speed
Swath Width
Nozzle output
No of nozzles
Total Output
Application Rt
Application Rt
Area to cover
Cemical Rate
Chemical needed
Water needed
60
60
1
3.6
2
1
6
6
500
10
50
5
25
4.975
m
sec
m/sec
km/hr
m
l/min
This spreadsheet is divided into two
sections, depending on which calculations
are required.
Fill in the blue boxes as required.
l/min
l/ha
l/100sqm
sqm
l/ha
ml
l
24
The Use of PDAs and Laptops as an Effective Learning Tool
Appendix 3 – Case Studies
Case Study 1:
Comparison of use of PDA and laptop for fieldwork on a Farm site.
Course:
BTEC ND Agriculture Group A
Tutor:
John Whalley
Location:
On Farm – Beef unit / Sheep unit / Dairy unit
No. Students: 7
Lesson:
Assessing risk for COSHH
Summary:
The students were allocated both laptops and a PDA for use in assessing
risks and hazards for COSHH on the farm. The data input required was
based on the Land Based Colleges Learning Pack on COSHH and was
established as a database on the laptops and as a spreadsheet on the PDAs.
Students had previously worked through the LBCNC pack and had their
previous session investigating the impact of Health and safety in Agriculture.
The object of this session was to increase their understanding of potentially
hazardous situations on a farm and to enable them to have some practice in
assessing level and likelihood of risk.
Ideally, using a database on both PDAs and laptops would have been
preferable but the PDAs did not come equipped with a suitable database and
the restricted Excel functions did not allow its database facilities to be used.
About 30 minutes development time was required to establish a spreadsheet
which would easily fit onto one screen and allow data inputting to occur. A
further 30 minutes was needed to establish a database system for use with
the laptops. In both cases approximately 2-5 minutes were required for the
files to be transferred onto laptops or PDAs (i.e. a further 30 minutes in total).
It was necessary to provide a handout for use with the PDA spreadsheet since
the format had to be somewhat different to that outlined within the study packs
in order to fit onto the small screen. Again, this took about 30 minutes to
produce.
The session began in the classroom with a 10 minute outline of both the PDAs
and Laptops and the students were issued with handouts explaining the task
involved and the PDA spreadsheet. Once this was done they were then taken
onto the farm and split into twos. One student was allocated to look after the
laptop and the other to look after the PDA. It was felt that allowing a student
to look after both would probably lead to one or the other being lost or
damaged.
The laptops were collected from their charging unit by the students, at this
point numbers were allocated to link laptops to students. Since the numbers
were on the inside of the laptop casing, each laptop had to be removed from
its case to do this. This process took a further 5 minutes. The laptops were
25
The Use of PDAs and Laptops as an Effective Learning Tool
taken to the farm in their carrying cases but it soon became apparent that the
students were finding it difficult to keep removing and replacing the laptops.
The cases were temporarily discarded which caused a problem with storage
at a point where they could easily be collected after the session but where
they would not be stolen in the meantime. They were eventualy stored in the
farm office.
The students then went off in pairs to review the Beef yard, the Sheep shed
and the Dairy unit. Students who had the laptops had a lot of difficulty in
finding somewhere to rest them whilst inputting data and the joints connecting
the screen to the keyboard section appeared to take a lot of strain. The
daylight conditions were bright sunlight and the students had to keep moving
the laptops in order to see the screens effectively. Because of their bulk, one
student also dropped his laptop, fortunately not damaging the machine. The
database on the laptop was however, much easier for the students to follow
as the screen was restricted to only the field boxes themselves unlike the
spreadsheets on the PDAs. The PDAs in contrast were much easier to
handle in a farm situation despite the more complicated spreadsheet. All
students expressed a preference to using the PDA in terms of handling. Once
a student had inputted their data for 1 hazard in a section of the farm, they
swapped with their partner and entered the other hazard via either the laptop
or the PDA.
In this exercise each hazard was a separate record on the database or was a
separate worksheet on the spreadsheet. Students found little difficulty using
the PDA screen to navigate from one worksheet to another once they were
used to the slightly different layout. Students in all cases preferred to use the
PDAs despite initial problems with inputting of data.
On completion of the exercise the PDAs were handed back to the tutor.
However, the students had to return to the farm office to collect their laptop
cases and then had to return the laptops to the main classroom block since
they would have been too heavy for the tutor to carry. In practice this meant a
further 10 minutes out of the lecture time. In a 50 minute session this is likely
to raise problems.
The tutor then downloaded the information from the devices and onto the
students own areas for use in the following sessions. Again, this required
approximately 30 minutes to complete. Laptops were then returned to their
storage box for charging – this task was found to be quite difficult for the tutor
since each laptop had to be placed back in its case, its charging pack stored
away and laptops returned, in pairs, to their charging unit. This process took
about 10 minutes. By contrast, the PDAs were placed onto their docking
stations ready for next time in about 2 minutes.
Some conclusions:
The students found the PDAs to be much easier to use in farm situation. The
bulkiness of the laptops is a real problem and they were felt not to be robust
enough for this type of session. Specialist ‘tough’ laptops would probably be
needed for regular use in field situations or there would have to be preprepared areas around the site where laptops could be rested for inputting.
26
The Use of PDAs and Laptops as an Effective Learning Tool
Obviously, this would not be viable for true fieldwork. By contrast the PDAs,
whilst initially being found a bit harder to input data onto, were well suited for
use in fieldwork. The students also found them ‘cool’ and this increased their
enthusiasm for the session. When using both devices together, the ease of
use of the PDAs was highlighted. Their main problem seems to be the lack of
software with ‘full’ abilities in that the cut-down packages on PDAs seem to
restrict the use of macros which could be used by tutors to overcome
problems with small screen size.
One significant area of advantage is in the storage and handling of the PDAs
over the laptops. PDAs require no carrying cases. Being so small, a dozen
can be easily transported to classes and field trials by lecturers and returning
them later is also much easier. In fact one lecturer transported hers around in
a carrier bag!
27
The Use of PDAs and Laptops as an Effective Learning Tool
Case Study 2:
Course:
AVCE Business
Tutor:
Nina Hayton
Location:
UK study tour
No. Students: 12
Lesson:
Use of PDA for recording information during visits to business
premises
Summary:
AVCE students went on a study tour to the Chester area, staying on a camp
site and using this as a base to visit several local organisations in the area.
These included Chester Races, Chester Zoo and Manchester Airport. The
use of laptops would have been difficult in these conditions i.e. all students
were transported in a minibus and had to store all their equipment in their own
tents. A PDA was trialled as a method of recording information from each
organisation visited. Manchester airport was the selected organisation since it
involved a 45 minute briefing followed by an hour long tour of the airport.
A PDA was used to record information during this time. Initially Pocket Word
was used with the keypad being used to record the talk as it was occurring.
The talk involved a history of the growth of the airport and its links to
surrounding businesses in the area. There was a high degree of statistical
information being delivered during this talk and it soon became apparent that
in these circumstances inputting data via the keypad was too slow. It was
difficult to cope with absorbing the statistics and finding the correct keys on
the keypad to input it in ‘realtime’.
Inputting via the transcriber was also tried as an alternative whereby
information is hand-written onto the screen and transcribed by the PDA to
characters. Whilst this was felt to be much better than using the keypad,
there were still problems with the speed of transcription and the errors in
translation that occurred. Whilst no re-typing was needed with this method,
there was found to be a definite need to correct large chunks of text. This
would possibly improve with the recognition software attuning to the writer but
would be difficult in cases where many students use the devices.
The third alternative was inputting via the ‘writing’ option whereby the
information was merely held as an image of the users handwriting. This was
definitely the best alternative for taking notes during the organisational visits.
With zoom at 75% this was felt to be the best compromise between area of
data to input with and ease of writing onto the PDA. This became the
preferred option and meant that the data was quick and easy to take down.
The disadvantage was that since it only records an image file in effect it does
not seem to have many advantages over a notepad. One of the main
advantages was that the ‘hand written’ information could be stored as a file for
processing at a later date and was not as likely to be lost.
28
The Use of PDAs and Laptops as an Effective Learning Tool
Case Study 3:
Course:
ND Agriculture
Tutor:
Mike Freeman
Location:
Machinery Workshop
No. Students: 10
Lesson:
Use of PDAs For Sprayer Calibration
Introduction:
Any person working with chemicals now has to be suitably qualified. In
agriculture and horticulture this particularly applies to the application of
chemicals to crops, but also to the cleansing and fumigation of buildings, soil
etc.
As a result of this most of the agricultural students at the College will undergo
training and testing for agricultural sprayers, to allow them to use them when
they enter their place of work.
Agri-chemicals are both expensive and potentially dangerous. Thus accurate
applications are important from both the financial and the safety point of view.
The only way of making sure that the chemical is being applied accurately is
to test both the speed and output of the machine against a stop watch, then
calculate what is actually being applied in the field. Instruments provided on
many agricultural machines are consistent but notoriously inaccurate.
The calculations that are required for this have often made learning how to
calibrate a sprayer difficult for students.
Summary:
The Cassiopias were used for these tasks, as they are waterproof and a little
more rugged. This meant that they could be used by wet hands and would
survive a little rough treatment in the tractor cab.
Both the tutor and the students commented that it made the calculations for
sprayer calibration a great deal easier. The spreadsheet that was used
evolved through the sessions to the one which is provided in Appendix 2.
The size of the screen, and making the spreadsheet easy to use constrained
the design greatly. Because of the lack of a protection facility to make sure
that users did not accidentally delete or overtype formulae, colour was used to
indicate where entries could be made on the spreadsheet.
Tutors expressed concern, that students had to understand how the actual
calculations were performed, so that if they did not have a PDA available then
they would still be able to calibrate a sprayer. The PDA did however remove
one of the traditional barriers to a student learning the process, as all they had
to do was to measure times distances and quantities and plug them into the
spreadsheet. This was a great time saving as the process has to be
performed on an empirical basis and repeated until the machine is set
correctly.
29
The Use of PDAs and Laptops as an Effective Learning Tool
Case Study 4:
Course:
Schools Group
Tutor:
Steven Meek
Location:
Arable Fields
No. Students:
Lesson:
6
Use of PDAs for Weed Identification
Summary:
In this session the imaging facilities of the PDAs were used. The HP image
viewer was the software used to view colour images of 15 different types of
weed commonly found in crops. The images of the weeds were resized so
that they would fit onto the PDA screen and would not require the students to
have to manipulate the images on screen. An image handling program,
Paintshop Pro 7, was used on a college desktop to resize the images to 250 x
250 pixel height and width. The images were saved as Jpeg files and
transferred to a sub-drectory in the PDA. On initial use it was felt that the
names of the weeds should also be added as an integral part of each image.
This was found to be very useful by the students who could then put a name
to a weed very quickly.
The schools group identified weeds using a PDA device but were not required
to input data onto the machine. Weed counts were recorded onto separate
sheets of paper as it was felt that instructing them in the use of the
spreadsheet or the word processor would take too much time out of the
session.
Students could easily see the images despite the tasks being undertaken on a
sunny day and had little difficulty in navigating from one image to another.
They found the task much more interesting than identifying weeds from a
book or from copied drawings.
30