Using mobile technology for active learning in lectures - comparing interactive tools.

Delivered by practitioners across two University faculties, this hands-on workshop will provide the opportunity for delegates to explore mobile applications to facilitate the transition to a flipped learning approach. This workshop will: report on and present a number of new case studies in which interactive technology has been used in lecture theatres: using a bespoke interactive app (EEFS) and also the Nearpod® classroom system; discuss the implications of these technologies across various subject areas, and students of varying abilities in the post-digital era. provide an opportunity for hands-on engagement with interactive technologies The widespread availability of mobile technology has meant that a number of tools have been developed to support learning. For students using these tools on personal devices, certain skills have been identified that may enhance their learning 1 (e.g. the skills of play, appropriation, simulation, and collective intelligence). These tools have contributed to rapidly growing initiatives in pervasive learning, where students are digitally immersed in classroom activities 2 . However, with the array of tools available, and the ever-changing mobile environment, it can be difficult for practitioners to select tools, and establish an approach to mobile learning in classroom environments. In STEM subjects, it has been found that active learning increases student performance 3 . In recent years a number of initiatives in STEM departments at the University of Greenwich have explored active learning with technology. For instance: in science, iPads have been used to enhance laboratory teaching 4 ; and in maths, the use of mobile devices has been shown to facilitate collaborative learning and encourage student engagement 5 . A systematic review of current research on the use of iPads in the higher education sector has suggested that, whilst they enhance the educational experience, there is currently insufficient evidence of improved learning outcomes 6 .  This may be particularly true in areas where the application of mobile technology has been minimalistic. The emergence of a variety of enabling educational tools (e.g., Nearpod, Showbie, Padlet and Socrative) that support ‘flipped’ learning approaches will no doubt lead to better outcomes if appropriately applied.  The tools will be demonstrated as part of the workshop and discussion will be facilitated on the student and staff experiences. Perspectives will be sought from workshop participants, to consider: What effective active learning tools are practitioners currently using for classroom interactivity? How can these activities be connected to flipped classrooms? Do we need an institutional working party to review emerging tools? As part of the interactive workshop, the student experience of active learning approaches will be disseminated to the group.  Students will be invited to participate in the discussion detailing their experiences of the technologies employed in both faculties, including the perceived benefits, and potential pitfalls.