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Rating: 5.0/5 (1 vote cast)

Authors Institution
Marja Silenti & Teemu Masalin University of Helsinki - Faculty of Medicine
Theme
8II Mobile learning
Supporting teachers integrating mobile technologies in medical education
Background

In September 2013 all the incoming students (N=170) at the University of Helsinki Faculty of Medicine received iPads, funded by Jane and Aatos Erkko Foundation. The funding covers iPads for two years. Nevertheless, the arrival of iPads has been a start of a widespread renovation of pedagogics, including teaching methods and updating learning environments (to meet the expectations of mobile learning).

There are around 50 teacers involved in the teaching of the first year. The Faculty has one full time educational technology specialist and one technical support person to assist teachers with new technics. There is also one full time senior lecturer in university pedagogy.

The funding covers only two years, but aim is to develop sustainable new teaching methods and learning environments. vs. learning spaces.

Summary of Work

The goal of the iPad project is to provide better studying tools for the students, that can also help teachers to improve teaching. Students have adopted iPads quickly and some of them have had high expectations for next generation teaching methods. However, iPads are integrated into teaching gradually, along with increasing teachers’ know-how.

In addition to the persons supporting teachers full time Faculty has formulated a multi disciplined work group to improve and research mobile learning. This work group includes students, teachers and library workers. Work group has organized teaching sessions and seminars for teachers to network and share ideas.

FIGURE 1.Timeline of the iPad project with the various training and events organized for teachers, faculty and whole university. 


A group discussion was held for teachers (N=5) teaching the first year students with iPads on February 2014. Teachers were asked: 

  1. if and how iPads have changed: planning of teaching, teaching situations, assessment, evaluation and feedback
  2. what supoort have been needed and given
  3. what kind of support model would be ideal

Results show that teachers have been motivated to explore the possibilities of iPads. Some have had concerns that iPads will distract the students during teaching. They have also feared that students search information instead of thinking. To make the iPad project successful, it is significant to support these teachers.

“Limited time is a challenge. I do not have time to look for or try apps. Basic skills on how to use iPads, the apps and equipment is required."

FIGURE 2. Students are using iPads constantly during lectures but they have not caused problems with e.g. use of social media. 

Summary of Results

During the first year of the iPad project, there have been very few technical problems and support has been adequate. Instead, planning and organizing teaching from mobile learning perspective have been challenging due to teachers’ limited experience. (With more expertise and versatile support, it will be easier to engage teachers in the future.)

Training sessions, seminars, conferences and open pop-up trainings  (Figure 1) have been very popular. There have been participating teachers from all the courses and also from the University hospital. The need to improve and enhance learning environments is apparent. iPad has been a catalyst to develop teaching methods, interest towards digital and mobile learning has risen and expanded to whole campus.

  • wireless networks have been improved

  • wireless smart projectors and Apple TV have been introduced to classrooms

  • Unitube-studio for flipped classroom video-recording is being built

  • Faculty has moved timetables to Google Calendar, which can be utilized easily with iPads, but also on traditional computers and smartphones

  • first electronic exams (Moodle) have been carried out with iPads

Conclusion

In addition to technical support, teachers require help and guidance with planning and organizing teaching. Best practices, peer-to-peer networks and committed support persons are essential to reduce the discomfort of teachers.

Successful implementation of new mobile technology in learning requires dedicated and forward lookin personnel. The new devices bring changes to learning spaces, teaching methods and assessment. It requires technical and especially pedagogical support. Strong involvement of teachers and an active peer-to-peer network are mandatory for the continuity and curriculum integration.

FIGURE 3. The aim must be to involve not only the teachers, but the whole community with comprehensive networking inside the organisation. It is important to aim further with sustainable solutions to prepare for future. 

Take-home Messages

It is easy to just buy iPads and give them away to teachers students. If you want to develop teaching sustainably you need devoted persons from different disciplines who are willing to do pioneer work. Succesfull project needs an active core group who does the research (levels 1 & 2) and organize project further. In adiition to that mindset of the whole faculty should positive towards the change.

 

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Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
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