Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.

1. Neil Morris
Director of Digital Learning
Professor of Educational Technology,
Innovation and Change
University of Leeds
National Teaching Fellow
Image © University of Leeds
Email: n.p.morris@leeds.ac.uk
Twitter: @neilmorrisleeds, @unileedsonline
Embracing digital technologies to enhance
student education in Higher Education

2. Disruption
Blended learning
Mobile learning
Social learning
Students as learning partners
Session overview

3. Increased
student
expectations
Highly
competitive
recruitment
market
Greater need
to demonstrate
distinctiveness
Multi-channel
content
Lack of digital
skills in staff
and students
Prevalence of
multi-functional
mobile devices
Multi-faceted
pressures on
staff
Focus on
graduate
employability
Public metrics
e.g. KIS
The changing landscape of Higher Education

6. Mobile learning in action
Deep
learning
Multimodal
learning
Any time,
any place

7. N=1363 (Nov 2012; Middleton and Caperon, 2013)
50% use a mobile device
frequently for research or assignments
23% use a mobile device
frequently to read e-books
86% own a smartphone
97%own a laptop.
20% own a tablet device
35% are planning to purchase a
tablet device for academic and social
reasons
70% likely to use a mobile
device to read articles or books online
87% use a mobile device
frequently to use a search engine
University of Leeds students’ use of mobile devices

8. Multi-channel content

9. Teacher as
content provider
Teacher as
content advisor
or curator
Student
learning
Face to
face
teaching
Other
learning
materials
Other
learning
materials
Restricted
online
material
Publically
available
online
material
Learning
materialsStudent sourced
content
Student produced
content

10. University strategies for Digital Learning
Digital strategy for Student Education
Blended Learning Strategy
Policy on Audio and
Video Recordings for
Educational Purposes
MOOC vision and
strategy
Open Educational
Resources policy

11. Blended learning strategy
Face to
face
classes
Learning
resources
Event
capture
Interaction
collaboration
Social media
channels
Mobile
devices
Online
assessment
Research

12. Digital learning channel portfolio
Guidance on OERsPromoting online learning channels
Only available to
Registered Students Available to all learners
Online Courses
Individual Learning Objects
Learning Objects complementing face-to-face provision (Blended Learning)

13. Enhancing face to face interactions

14. “Audio recordings of the lectures have been invaluable to me
during my revision as they have allowed me to make full
notes for revision purposes, as well as aiding my
understanding of the more difficult material”

15. 76% have listened to more
than half of the lecture audio recordings
available to them
On average, students listened to audio recordings of lectures
TWICE, with over 80%
listening to more than half of the recording
60% happy with the whole,
unedited, lecture being posted. 30%would prefer silences etc to be removed
73% indicated that the availability of lecture
audio recordings does not influence lecture attendance
93% indicated that lecture audio
recordings had become important/very important
to their study habits
83% of students indicated that they think
all lectures should be provided as an audio recording
90% indicated that they concentrate more in
lectures where audio recordings are provided, as they don’t
have to make so many notes
94%used recordings to increase understanding
and 84% used them to write detailed
lecture notes
Smith, K and Morris, NP (2014) Evaluation of biomedical science students use and perceptions of podcasting. Bioscience Education Electronic Journal. ISSN 1479-786 Full text available
as: http://dx.doi.org/10.11120/beej.2014.00024

16. 0%
5%
10%
15%
20%
25%
30%
35%
Every lecture: Most lectures: Some lectures: Few lectures: No lectures:
%ofrespondents
11.a. Watch on
computer/laptop/mobile device
11.b. Watch on
computer/laptop/mobile device and
use to supplement lecture notes
11.c. Pause, rewind or watch
multiple times
David T: why does it stop
potassium?
maria: how does it block the
channel? with a molecule or via a
protein
shipoopi: whats a hilock ?
xxx: are ipsp's used to prevent
unwanted ap's occurring
spontaneously or just when an ap
is occurring and needs to be
stopped?

17. Particularly beneficial for
non-native English
language speakers.
No detrimental effect on
lecture attendance
Bollmeier, S. G., Wenger P. J., Forinash A. B. (2011) Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course.
American Journal of Pharmaceutical Education. 74: 127
Davis, S.J., Connolly, A., Linfield, E. (2009) Lecture capture: Making the most of face to face learning Engineering Education: Journal of the
Higher Education Academy Engineering Subject Centre 4: 4-13
Owston R.; Lupshenyuk D.; Wideman H. (2011) Lecture capture in large undergraduate classes: Student perceptions and academic
performance. Internet and Higher Education. 14: 262-268
Shaw G.P.; Molnar D. (2011) Non-native english language speakers benefit most from the use of lecture capture in medical school.
Biochemistry and Molecular Biology Education. 39: 416-420
Useful for high achieving
students to skip
through and find key
points of interest.
Beneficial for weaker
students, who view
recordings
multiple times Synchronised with
learning materials
Useful for revision
Popular with students
and easy to use

18. REC
Open desktop software and press record.
Screen, audio and video captured.
Automatic upload to system for review, edit
and approve.
Make available to
colleague, VLE or
public.
REC
Upload video to MyMediasite
from mobile devices.
Available for review, edit and
approve.
Make available to colleague,
VLE or public.
Capturing and creating content
One simple interface
Intuitive editing tools
Seamless integration
Review, Edit, Approve
One simple interface
VLE or ‘MyMediaSite’
Secure access control
Review, edit and approve
One simple interface for review, edit and
approve. In VLE or via ‘MyMediaSite’.
Remove video, add content, edit material.
* If lecturer has not opted-out of recording.
† If video camera available, and a video recording has been scheduled
Learning
Teaching
Research
REC
Recording starts and
stops automatically* .
Button on the lectern can
be used to pause / stop.
Scheduled session in Central
Teaching Space
Screen, audio and video† captured.
Automatic upload to system for review, edit
and approve.
At-desk recording
Create and upload content
from a mobile device

19. The flipped classroom
At-desk recording
REC
Open desktop software and press record.
Screen, audio and video captured.
Automatic upload to system for review, edit
and approve.
Make available to
colleague, VLE or
public.
Problem-solving
Discussion
Creativity
Conceptual
understanding
Active learning

20. Embracing digital technologies to
enhance student education in Higher
Education
http://www.sdduonline.leeds.ac.uk/changinglandscape/

21. Enhancing students engagement with learning
© University of Leeds

22. eVoting handsets (student response systems)
• Increase interactivity;
• Increase knowledge retention;
• Stimulate debate;
• Increase engagement;
• Offer feedback;
• Increase participation in lectures,
practicals and tutorials.
Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University of
Wisconsin System Study of Clickers," Educause Center for Applied Research
Research Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6
Beatty, Ian. "Transforming Student Learning with Classroom Communication
Systems," Educause Center for Applied Research Research Bulletin. Volume
2004, Issue 3 (February 3, 2004), p. 5.
Using classroom communication systems to support interaction and discussion in
large class settings by James Boyle & David Nicol -
http://www.ph.utexas.edu/~ctalk/bulletin/glasgow2.pdf

23. One professor in FBS teaching first-year biochemistry students said: “Simply, it was a
great week. Students seem to love the clicker questions... The atmosphere in the
lecture theatre was like none I have experienced before, with students talking to me
and working with me, asking questions, and asking for help.”

24. Data from Pew Internet & American Life Project (2011 and 2012 data sets). See: http://pewinternet.org/ for full details. Image © Twitter
65% of American adult
users make use of a social networking site
like Facebook, LinkedIn or MySpace
61% of online
Americans under 30 use a social
networking site on a daily basis
32% of American internet
users aged 50-64 use a social networking
site on a daily basis (up from 20% in 2010)
15% of American internet
users make use of Twitter, with 8% using it on
a typical day, quadrupling since 2010.

25. H
Engagement via Facebook
93% of respondents use Facebook
63% ‘Liked’ the module FB page
70% indicated that the FB content was useful for learning

26. H
Use of Twitter
• 29.5% of respondents followed
BMSC2118 on Twitter
• Over 57% of respondents don’t
use Twitter

27. Investigating the impact of tablet
devices on learning
© University of Leeds #aberBL

28. “Revolutionary, this has
changed the way I approach
a class, I feel totally
prepared as, I get the lecture
slides without having to print
them, take notes , record,
reference and if necessary
look things up, all in the
palm of my hand... WOW” © University of Leeds
© University of Leeds

29. “I really enjoyed the neuroanatomy practical class as I felt the use of iPads cleverly
appealed to the students whilst allowing us to revise in a new and effective way”
“Made finding information really easy - when you have a question and can't find the
answer using the iPad you can find it yourself instead or leaving without knowing”
Neil Morris, University of Leeds; CC-BY-NC-SA Neil Morris, University of Leeds; CC-BY-NC-SA

30. © Morris et al, in preparation (data collected in three academic sessions)
76% said that using tablet
devices in a practical class was beneficial
to their learning
Over70%used allof the apps
provided on the tablet device during the
practical class
3D Brain HD Brain Slyvius Google Soundnote
% students
used
98.2 71.9 26.3 75.4 9.6
Average time
used (minutes
±SD)
16.2±9.5 9.5±7 10.2±8 14±9 6.8±4
% Agreed
useful
98.0 75.0 68.1 94.6 63.0

31. Cutaneous testing
Immunofluorescence
Electrophysiology

32. Morris, N.P. & Lambe, J. (2014) Submitted

33. Students perceptions of changes in study habits
Access to learning resources:
“Well I’ve got the access to internet in lectures. I think the main thing I’ve used
it for is cos it’s portable and easy to carry around and stuff, so I’ve always got
access to you know the internet and VLE wherever I am, I don’t have to get a
computer. Accessibility is probably the main thing it’s changed.”
Organisation and time management:
“I feel more organised, like before I was always the person asking other
people when assignments were due, but it took two minutes to set up and I’ve
found it really useful”
Ownership:
“I think I could get used to it but being aware that I’d have to get it back, I
don’t want to get too used to it. It would be good if you were to actually get
one for real. Then I’d probably use it more.”

34. Images © University of
Leeds;

35. Embracing openness
© CC

36. Cormier, D. (2010) What is a MOOC? YouTube. CC-BY 2010 Accessed at: http://www.youtube.com/watch?v=eW3g

37. Staff perspectives on blended learning and MOOCs. N=267 responses, Summer 2013, © University of Leeds)
82% agreed that
MOOCs offer opportunities for
flexible learning
69% agreed that
MOOCs increase access
to Higher Education
140 academics would
like to develop a MOOC in
next 1-2 years
64% agreed that
developing a MOOC would
enhance their digital literacy
skills
57% agreed that face-to-
face learning in combination with
MOOCs was an effective learning
model
70% agreed they
would recommend
MOOCs to their students

38. MOOC pedagogy
Social
constructivist
Participatory
Active
learning
Research-
based
Teacher- and
participant-
focused
Digital
literacy
support
Multi-format
content
Accessible
content
Social

39. FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy
SEC3 2014 Engaging Leeds
Guidance on OERs
MOOC portfolio
Delivered:
For delivery in 2014:

40. second is is
Images © University of Leeds

41. second is is
Students are encouraged to participate in discussion
forums to interact with the course content and their
fellow students.
Interactive Discussion Forums
Images © University of Leeds

42. 0
10
20
30
40
50
60
70
80
90
100
0 5 10 15 20 25 30
%QUIZSCORE
NUMBER OF VIDEOS
WWC1
WWC2

43. FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy

44. FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy

45. iTunesU
Guidance on OERsiTunes U

47. The future of digital learning
Online accreditation
Hybrid
courses
Online
exams
Game-
based
learning
Personalised
learning
Integrated
tablets
Learning
analytics

49. References and acknowledgements
Morris, N.P. (2007) HEA Centre for Bioscience E-learning Case Study. Blended learning resources for a first year
neuroscience/pharmacology module – an e-learning practice case study: ftp://www.bioscience.heacademy.ac.uk/Resources/morris.pdf
Morris, N.P. (2008) VLE implementation project. Learning and Teaching Bulletin, University of Leeds, Issue 18.
Morris, N.P. (2010) Podcasts and mobile assessment enhance student learning experience and academic performance. Bioscience
Education. 16:1.
Morris, N.P. (2010) Using eVoting handsets in Biological Sciences. Learning and Teaching Bulletin, University of Leeds. Issue 24.
Morris, N.P. (2010) Blended learning approaches enhance student academic performance. Enhancing Learning Experiences in Higher
Education, Hong Kong University. Conference Proceedings: http://www.cetl.hku.hk/conference2010/pdf/Morris.pdf
Morris, N. P. (2011) Using Blackboard for Blended Learning Enhances Student Engagement and Learning. Blackboard World
Conference, Las Vegas, July 2011. http://blackboard.echo360.com/ess/echo/presentation/1a246e1f-faba-4bc6-8fe1-8e4234a4c790
Morris N.P., Ramsay, L., Chauhan, V. (2012) Can a tablet device enhance undergraduate science students study behaviours?
Advances in Physiology Education 36: 97-107
Cottrell S; Morris N.P. (2012) Study Skills Connected. Palgrave MacMillan.
Morris NP (2014) First time MOOC provider: reflections from a research-intensive university in the UK. European MOOC summit : 259-
263.
Smith, K. & Morris, N.P. (2014) Evaluation of Biomedical Science students use and perceptions of Podcasting. Bioscience Education.
24.
Acknowledgements to all final year project students, student interns,
project officers and the Digital Learning Team who contributed to the
work presented.
Work funded by Higher Education Academy and University of Leeds
All data © Neil Morris, University of Leeds
Future online learning strategy

50. Stella Cottrell and Neil Morris
Study Skills Connected
9781137019455
£12.99
27 Jul 2012
Future online learning strategy