Higher Educationacademy E-Learning Research Grants 2006

Higher EducationAcademy e-Learning Research Grants 2006

Full proposal form

(please read all guidelines carefully in conjunction with the feedback on submitted Expressions of Interest).

Contact details
Name: / Professor Gilly Salmon
Job title: / Professor of E-Learning and Learning Technologies and Head of Beyond Distance Research Alliance
Institution: / University of Leicester
Address: / Beyond Distance Research Alliance
Room 1813, AttenboroughTower
University Road, Leicester LE1 7RH
Email address: /
Telephone number: / 0116 252 2440
Partner details (if applicable)
Please continue on a separate sheet if necessary
Name: / Mr Nick Short, Head of the Electronic Media Unit
Institution: / RoyalVeterinaryCollege, Royal College Street, London
NW1 0TU.
Name: / Dr Kenny Lynch, Senior Lecturer in Geography
Institution: / Department of Natural & Social Sciences, FCH Campus, University of Gloucestershire, Swindon Road, Cheltenham
GL50 4AZ.
Name: / Ms Libby Rothwell, Principal Lecturer in English
Institution: / Faculty of Arts and Social Sciences, Kingston University, Penrhyn Road Campus, Kingston upon Thames, Surrey, KT1 2EE.
Project information
Title: / Informal Mobile Podcasting And Learning Adaptation (IMPALA)
Theme(s): / Please enter the appropriate number(s) for the theme(s) that will be addressed (see Appendix 1)
A3
Grant requested: / £38,835
Project description
Rationale and aims
Informal Mobile Podcasting And Learning Adaptation (IMPALA) will investigate the impact of Podcasting (downloading of files from the Internet onto personal MP3 players) on student learning and how the beneficial effects can be enhanced. IMPALA will deliver a testable and transferable pedagogical model of Podcasting, for student learning in Higher Education (HE).
IMPALA arose from our interest in digital audio loaded onto students’ own mobile devices, especially MP3 players such as iPods, which offer platforms for a variety of services with potential impact on learning and teaching in HE. Widespread penetration of broadband internet connections, increasing personal ownership of MP3 players and freely available and easy to use software and internet tools all work in favour of greater use of ‘personal broadcasting’ for content delivery and student engagement (EDUCAUSE, 2006).Podcasting and MP3 players are new to education, yet these devices are widely used by the population demographic of which students are a part (22.5% of adults in the 15-24 age group own a digital file player ((Mintel-BMRB Survey, March 2005)). Podcasting and MP3 players are new to education, yet already widely used by students for entertainment. The academic community is showing a strong interest in this, with at least 20 experiments running in the UK already. We urgently need to develop pedagogical models to use in supporting and enhancing students’ motivation and learning through Podcasting.

Research questions

How does students’ learning supported by Podcasting differ from their learning through structured campus or e-learning processes? For example, does Podcasting assist with student motivation? Is their learning more flexible, easier or successful?
What kinds of pedagogical applications can be developed for Podcasting through MP3 players for students’ informal use within formal HE modules that work to enhance their learning?
Can students switch from using MP3 players for entertainment to learning?
What are the psychological, social and institutional barriers to and advantages of more informal learning using Podcasting?

Links to existing literature
Research into students’ experience of Podcasting is understandably in its very early stages. Few studies exist of the impact on students’ learning of the newest learning technologies (Littlejohn, 2004).Literature on Podcasting is limited to descriptions of small projects and positive but informal accounts of user satisfaction in small trials. Issues in using Podcasting in formal higher education await examination.
The core content medium in Podcasting is audio, not new to education. Durbridge (1984) identified audio’s educational advantages as its ability to influence cognition through clarity of instructions, and emotional aspects of learning by conveying immediacy and a connection with the teacher (see also Bates, 1981; Laaser, 1986; Power, 1990; and Kates, 1998). Tutor-initiated audio embedded into email messages yielded increased student participation in group activities, and added a sense of online community and satisfaction with the overall learning experience (Woods and Keeler, 2001). We will investigate such potential benefits in 21st Century distance and campus-based learning, mediated by VLEs.
Chan and Lee’s (2005) pilot study on Podcasts for 28 Australian undergraduates shows that informal, short audio clips may help address students’ anxieties and concerns about the course and assessment while offering a flexible medium, with portability and social acceptance of use in public settings (Clark and Walsh, 2004). Chinnery (2006) discusses bringing an authentic cultural experience to students learning foreign languages, but such studies are seldom evaluative.
Studies of other mobile technologies (PDAs, Smartphones and Tablet PCs) point to their pedagogical potential: support of learning activities (Sharples, 2001), specific needs and cognitive abilities of diverse learners (Kukulska-Hulme and Traxler, 2005; JISC, 2005), situated and authentic learning experiences (Sariola and Rionka, 2003) and the personal nature of learning through mobile devices (Plant, 2001). Evaluation of learners’ engagement in large scale mobile learning environments (‘MOBILearn’; JISC, 2005) has drawn researchers’ attention to unique experiences that mobile learning environments can offer. Taylor et al (forthcoming), McAndrew, Taylor and Clow (forthcoming) and Scanlon, Jones and Waycott (2005) emphasise that the capabilities of mobile devices combined with their advantages to a learner on the move can create opportunities for learning activities impossible in conventional leaning environments or through other learning technologies. They emphasis the relevance of activity theory, as expressed by Engeström (1987), to unravel the learning experience offered in a mobile learning environment. Sharples (2000) proposes that PDAs can provide the learner with flexibility and freedom to learn from any location as well as tools to engage in lifelong learning.
Detailed work plan

Partners and coverage

The research will be carried out in three departments at the University of Leicester (UoL), two modules at the Royal Veterinary College (RVC), one department at the University of Gloucestershire (UoG), and one department at Kingston University (KU) covering level 1 and 2 modules on Engineering, Veterinary Sciences, Genetics, English Language and Communication and Physical and Human Geography.
Approximately 300 students and 15 academic staff will take part in the study during the academic year 2006 – 2007. The project partners are already working together in a number of small pedagogical projects and have held their first IMPALA conference. The first workshop is planned for 2nd June 2006.
The detailed workplan (see overleaf) consists of 5 workpackages:

WP1: Project planning and continuation of pilot study
WP2: Developing the Semester 1 Podcasting
WP3: Implementing and researching Semester 1 Podcasting and developing a 2nd model of Podcasting
WP4:Implementing and researching Semester 2 Podcasting
WP5: Wider dissemination

The research design consists of a pilot stage, pedagogical design and development of discipline-specific Podcasting applications, researching students’ learning experience during two semesters, and wide dissemination of project outcomes.
The pilot phase has already begun at UoL through a small-scale study of student learning on an engineering module which integrates Podcasting and e-tivities based on Salmon’s 5-stage model.
The pedagogical design of Podcasting will be carried out through two workshops (June 2006 and February 2007) attended by academic, technical and learning resource centre staff from all partner sites.
Data on students’ experience of learning with Podcasting will be captured via qualitative and quantitative methods through: focus groups, personal interviews and questionnaire surveys. Staff will be interviewed at the end of each module.
Overall evaluation
Evaluation will address success factors for the use of Podcasting including engagement of the learner, accessibility and the ubiquity of Podcasts, costs, meaningful contextualisation, quality assurance, sustainability and ease of repurposing resources.
DETAILED WORKPLAN
Work-pckages / Months 
Activities / April 06 / May 06 / Jun 06 / Jul 06 / Aug 06 / Sep 06 / Oct 06 / Nov 06 / Dec 06 / Jan 07 / Feb 07 / Mar 07 / Apr 07 / May 07
0 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13
wp1: project planning and continuation of pilot study
WP1 / Recruitment & induction of temporary researcher for 2 months
WP1 / Coordination of the partners
WP1 / Set up project management
WP1 / Continue pilot work at UoL
WP1 / Recruitment & induction of temporary researcher for the remaining 10 months
WP1 / Plan and set up steering groups and meetings& project groups (pedagogical, technical, research) and meetings
WP1 / Liaison with relevant projects and tools
WP1 / Liaison with Pedagogical and technical support groups
WP1 / Identification and development of research tools, agreement with partners on research design, protocols and instruments
WP1 / Systematic review of literature
WP1 / Pilot work on current UoL Podcasting
WP1 / Develop a project Website (Beyond + Community) and Wiki and Blogs for project partners and interested community
wp2: developing the semester 1 podcasting
WP2 / Analysis of data from pilot work
WP2 / Develop pedagogical guidelines for Podcasting in the light of pilot study and literature review findings – 1st model of Podcasting
WP2 / 1st workshop with collaborating staff to identify pedagogical approaches to Podcasting and technical skills in developing Podcasting applications in relevant disciplines (pedagogy, instructional design, technical training)
WP2 / Staff developing Podcasting applications
wp3: implementing and researching semester 1 podcasting and developing a 2nd model of podcasting
WP3 / Implementation of Podcasting in participating modules at four universities (Semester 1)
WP3 / Data collection: focus groups with students (mid–term);
WP3 / Data collection: personal interviews with students and staff (end-term)
WP3 / Data collection: user statistics on the VLE (continuous)
WP3 / Data analysis
WP3 / 2nd workshop with lecturers and others on interim findings on the impact of Podcasting on student learning and usability issues, and improved pedagogical designs for Podcasting, implications for staff/institutions – 2nd model of Podcasting
WP3 / Conference presentation at Online Educa Berlin
wp4: implementing and researching semester 2 podcasting
WP4 / Implementation of revised model of Podcasting by selected modules/sites
WP4 / Data collection: focus groups with students (mid–term)
WP4 / Data collection: personal interviews with students and staff (end-term
WP4 / Data collection: user statistics on the VLE (continuous)
WP4 / Data analysis
WP4 / Review and critically assess the pedagogical design and technical infrastructures during the project
wp5: wider dissemination
WP5 / Final pedagogical model of integrating personal audio broadcasting as part of e-learning environment in HE
WP5 / Workshop series (institutional and national) for lecturers, staff developers, resources staff) on final findings on how Podcasting contributes to and improves student learning, improved pedagogical designs for Podcasting, implications for staff institutions
WP5 / Develop exemplars & case studies for HE staff across disciplines, add tothe project Website
WP5 / Prepare final evaluation report based on staff use and student learning experiences
WP5 / Conference presentations at EDEN 2007; prepare and submit proposals for ALT-C 2007; mLearning 2007.
Deliverables and outcomes
1.A first transferable and testable model of the potential for student learning that can be supported by personal audio broadcasting, and a ‘proof of concept’ that can be reused and retried in different contexts, levels and disciplines. The model will be presented in highly accessible diagrammatic form with examples and user cases which will be available to practitioners to use with feedback. It will be distributed from an open website and through supported workshops.
2.Resources for practitioners for designing learning activities based on digitised audio for delivery on personal devices. The IMPALA Website will offer researched and tested guidelines and downloadable examples of Podcasts. An e mail address will be offered for technical advice.
3.Subject-specificexemplars and user cases developed from the evidence of students’ learning experience. These will be produced in draft from the commencement of the study, through the Web site, which will request comments and feedback through the project blog and be provided in book format on completion of the project.
4.Guidelines for integrating Podcasting into disciplinary and institutional specific contexts and as part of institutional e-learning strategies. HEA Subject Centres and CETLs will be invited to engage in appropriate means of distribution of our findings and guidelines, in addition to our published means of distribution (see dissemination).
Project impact
IMPALA will

Guide the development of mobile technologies for learning, focussing on the pedagogy and student experience.
Improve understanding of the barriers and potential of the switch from entertainment to learning in the use of personal digital devices.
Provide guidance and models for testing, based on empirical, credible, relevant and up to date research, to the sector on deploying an entertainment and life-style technology for learning and reaching a wider range of students.
Contribute to the critical debate around mobile technologies and students’ learning, drawing on theories of educational engagement though mobile devices and informal learning, situated learning, the activity theory and lifelong learning.

Dissemination:
Acceptability of IMPALA’s findings will be enhanced by reflections of practitioners’, academics’ and teachers’ values and by feedback from 300 student users.

IMPALA’s systematic dissemination strategy uses the Internet, presentations, workshops, publications and Podcasting.
The project website will include: work-in-progress, research tools, literature, an online discussion forum, blogs, a gallery of Podcasts, a wiki for work groups, subject-specific exemplars, use cases, resources and tools for practitioners, links to HEA, Subject Centres, CETLs and relevant JISC and other m-learning projects.
HEA Subject Centres: Early engagement with relevant subject centres will lead to each discipline involved in the IMPALA project offering a workshop and papers to its subject centre inviting critical review of the models.
CETLs: The project team will work with the three partner CETLs and others (including Reusable Learning Objects, Enabling Achievement within a Diverse Student Body, The Blended Learning Unit).
Workshops and seminars at institutional and national levels will increase impact including Beyond Distance Research Alliance national workshop in April 2007 in The Media Zoo at UoL.
Communication to the research, academic and practitioner communities through key-note speeches, presentations and workshops at national and international conferences on e-learning, mobile learning and higher education research (ALT-C 2006, 2007; HEA Conferences, SRHE 2007; Online Educa Berlin 2006, EDEN 2007 and mLearn). Prof Salmon and Dr Edirisingha presented workshops on the IMPALA pilot to the Blended Learning: Integration and Innovation Conference in Falmouth (06.04.2006) and workshops have been agreed for the Blended Learning Conference at the University of Hertfordshirein June 2006, ALT-C 2006 in Sept 2006 and Online Educa Berlinin Dec 2006.
Papers: these will cover: the overall project implementation and the findings; the nature of informal and situated learning provided by Podcasting and the relevant pedagogy; evaluation methodology used, with an activity theory perspective, student learning experience through Podcasts in different subjects; social, institutional and psychological perspectives of mobile learning. These papers, co-authored with practitioners from participating departments, will be submitted to journals on learning technology including ALT-J, BJET, Computers and Education; Innovate and JIME; journals on teaching and learning in higher education and subject-specific pedagogical journals including those developed by Subject Centres and CETLs. Members of the steering group will support publication through their membership of editorial boards.

Projected costs
Directly incurred costs:
Researcher (10 months) = £24,291
Researcher (2 months) = £4,503
Consumables = £200
Travel for data collection = £840
Travel - Project partners for workshops = £750
Travel - Steering group = £600
Student incentives (book-tokens, refreshments) = £1,450
Dissemination = £4,200
Web development and continuity =£2,000
SUB-TOTAL - 1= £38,835
UoL allocated costs (Institutional contribution):
Directly allocated staff (project manager/researcher,
project director, and technical support/advisory) =£12,322
Estates costs (building, premises, utilities, etc.) = £6,830
Indirect costs (admin, library, computing, etc.)= £44,087
SUB-TOTAL - 2= £63,239
Full economic cost= £102,074
Total applied from HEA = £38,835

Please return your completed form by email and one signed hard copy by 28 April 2006 to:

Gareth Long

eLRC Project Coordinator

The Higher EducationAcademy

Innovation Way

YorkSciencePark

Heslington

York YO10 5DQ

Tel: 01904 717500

Fax: 01904 717505

Email:

Annex I

Please note: -

It is anticipated that two projects will be funded under each theme. Please refer clearly to the theme and sub-theme you are addressing (e.g. A.1, B.3, etc., It is possible to refer to more than one sub-theme within a theme, but applicants are advised to consider carefully the potential affects of attempting too much in one project.

Theme A

Student learning experience

Student diversity and its impact on the demand for learning solutions.
Student conceptions of e-Learning and perceptions of e-Learning environments
Issues raised by more informal learning, such as loss of tutor control, student blogging, the ability of students to learn in any location when using personal devices and related issues of quality.
Disciplinary differences in the role and use of e-Learning; e-Learning and internationalism, including the internationalisation of the curriculum.
The forms of e-assessment and their impact on the students’ learning experience.

Theme B

The e-Learning environment

Ways in which institutions link and relate support for e-Learning with other institutional teaching and learning supports structures.
Issues for the design and implementation of staff development to support e-Learning
Approaches to Collaborative and Community learning
Blended learning: anticipating learner preferences; learning objects and reuse; improving retention and support, formalising support in e-Learning, resource management, e-assessment, etc.,