This document discusses the implementation of mobile tablet technology and apps to enhance student learning in an undergraduate occupational therapy curriculum. It provides examples of how various anatomy and assessment apps were used in workshops and clinical contexts. Students generally found the apps engaging and helpful for visualizing concepts, though some struggled with the technology. Best practices are outlined, such as providing technical support and choosing apps available across platforms. The pedagogic benefits of tablets for collaborative and enquiry-based learning are also discussed.
Implementation of mobile tablet technology (HEA Conference, June 2013)
1. Implementation of mobile tablet
technology and apps to enhance student
learning on an undergraduate occupational
therapy curriculum
Alison J. Laver-Fawcett PhD, OT(C), DipCOT, PCAP
Stephen Wey, Senior Lecturer
Janet Golledge, Senior Lecturer
Dasha Zhurauskaya, LTD Student Officer
3. Expectation that technology is part of the landscape;
difficulty with environments that lack technology
Preference for pictures rather than text
Preference for learning through activity rather than
reading or listening
Craving for speed and inability to tolerate slow-paced
environment
Preference for collaboration and constant
connectivity
Digital native learner characteristics
(Prensky, 2001 and Tapscott, 2009 as cited in Thomson, 2013, p.14)
5. Teaching anatomy using apps
Several anatomy apps have been used in teaching on
anatomy in the occupational therapy programme across 2
modules – Analysing Movement and Health Well being and
Occupation.
Used in a workshop context so learning was interactive and
task focussed incorporating guided study and questions to
answer (in a workbook)
6. Teaching anatomy using apps
Apps used included:
Muscle System Pro
http://applications.3d4medical.com/muscle_pro
Skeletal System Pro
3DBrain (free)
FNIR Brain
Pocket Brain
This project enabled the students to interact in the
workshop by accessing the resource via the iPad. All
students were able to have an iPad in the classroom as well
as access to support using it.
7. Teaching anatomy using apps
It was evident from the workshops that students were more
engaged and use of the technology promoted more discussion
around the subject matter. Additional benefits of the apps
included:
high quality 3D images of the human body
the ability to zoom in and out of structures within the muscle
, skeletal and nervous systems
the ability to freely rotate the anatomical structures being viewed
tactile, gestural, interface
interactive media including animations such as of muscle action and
joint movements
detailed descriptions of the structures
8. Teaching anatomy using apps
a searchable index for structures
the ability to peel back layers to reveal underlying tendons and
bones.
Links to clinical examples and research in some apps (e.g. 3D and
FNIR Brain)
Potential for developing quizzes
Limitations - familiarity with technology, some anatomical
structures not covered (particularly nervous
system/CNS), “pins”, quizzes could be more flexible, animations
not fully integrated
What next? – new curriculum e-learning component. Hand, hip
and spinal anatomy?
iPad project blog - http://blog.yorksj.ac.uk/ipadproject/
9. Example from a level 3 module
– going beyond apps
To identify and discuss negative attitudes towards older
adults in society and their impact on participation, health
and well being
To explore and critique media and public representations
of older adults in society
To critically evaluate current policy for older adults in
relation to ageism and promoting inclusion
Students were enabled to debate and evaluate positive
views of ageing in society and generate practical
approaches to promote these
Aims of session
10. Enquiry-based learning activity
Students worked in 4 groups to research themes
Definitions – set the scene
Examples of good/bad practices
Policy context, guidelines, initiatives
Practice implications
Used iPads to research information – post links and
comments on Moodle forum
Presented to group and led discussion (10 mins per
group)
11. Outcome
Everyone able to access the web, research sources and Moodle while
remaining free to talk and interact (unlike going to library and accessing
14 computers)
more collaborative learning
faster access to information to generate and collect together ideas
used Moodle discussion forum to share ideas, references and links
Students collected information using Safari and used Keynote to
structure presentations – familiar methods, close to PowerPoint
Mostly seen to be user friendly – good accessibility features
Some students more engaged than usual
Cons – not everyone familiar with using iPads but able to learn quickly
We were able to provide support throughout the session
12. Using apps to support clinical
assessment
Aid for Decision-making in Occupation Choice
(ADOC) is an app developed for the i-Pad (Tomori et
al, 2012)
It can be used to facilitate ‘the client to express
what he or she wants and needs to do, and
encourages participation in rehabilitation goal
setting process’
ADOC involves the choice of illustrations describing
daily activities related to the activities and
participation domains in the ICF
ADOC
13. Use of ADOC app for assessment
Clients can rate the importance of each activity area on ADOC
Importance ratings assist clients and therapists to decide on
goals and prioritise occupations for occupational therapy
intervention.
ADOC can also be used for the client to self-report his / her
satisfaction related to each chosen occupation on a simple scale.
If important occupations for clients are not listed, ADOC allows
clients and occupational therapists to add and to label new items
as needed.
There is a report template and the results page and the report
can be exported in the format of a password protected pdf file.
14.
15. Use of ADOC app for assessment
ADOC was developed in Japan
ADOC version 1.4 update 2012
http://itunes.apple.com/gb/app/adoc-aid-for-decision-
making/id433375610?mt=8 [accessed 14.9.12]
For more information about ADOC see the paper by
Tomori K et al (2012) ‘Utilization of the iPad
application: Aid for Decision-making in Occupational
Choice.’
ADOC
16. Examples of student positive feedback from
module evaluation question related to use of iPads
Incredibly
useful, learnt the
most while using
them
The iPad gave me greater
understanding how the
placement of the muscle
affects the movement that
it makes. Since I was
clearly able to see the
attachment of the
muscles, and on some how
the muscle moved the
joint
They helped me to
visualise and
understand difficult
concepts
very useful, clearer
pictures than in
books, better labellings
and illustrations, shows
more views too
As someone who is
dyslexic and a visual
learner I found them
very beneficial and
easier to identify the
muscles and bones
than looking in books
I found using the
iPads very useful. It
made the anatomy
much easier to
understand and
digest
I think the use of the
ipads was great- so
simple to use and
really helped me to
understand
information
17. Examples of student negative feedback from
module evaluation question related to use of iPads
I did not find the
apps that useful.
The search tool
was useful for
finding things
quickly, but I
prefer my books
I didn't find the ipads very
helpful as I prefer to have
all my notes written down
in one place but it could be
useful for identifying a
muscle
Found them useful but
difficult to work.
Mainly due to my lack
of knowledge in
technology!
I have not really used
an i-pad so could not
navigate my way
around the apps I did not find the
apps particularly
useful. Took the
whole lesson just
the figure out how
to use them.
18. Examples of student feedback from module
evaluation – things to improve upon
I think it is not that useful cause I
don't have my own one so I can
only use them on lessons and did
not use them very often. I found
the internet resources more useful.
So it would be much more better if
more useful websites or phone
apps rather than Apple apps could
be recommended
Found them helpful as a
visual resource would
have been better if there
were enough for one
between two as it's
easier to see
Really useful for finding
the muscles but it would
be even more useful to
find an app which allows
you to move the parts of
the body and see how the
muscles act...apart from
that, they were really
good
The iPads were very
useful in sessions but it
wasn't always clear how
we were expected to be
applying the information
to what we were
learning
I found using iPad
was useful but I
think we could
have more iPad
for a large group
of people
19. Best practice principles
Aim to use apps that are free or reasonably priced as much as
possible
Lecturers spent considerable time researching the most
appropriate apps, including correspondence with app developers
to pass on feedback regarding design and content
Quality and reliability of content, interface, usability, gradability
– wide variation, quality control
Aim to use apps that are available on multiple platforms where
possible – e.g. Android, PC, Mac as well as iOS
20. Best practice principles
Provision of tablets with workshops
Provision of technical support within workshops
Lecturer should be comfortable with using the technology
It’s not about apps, it’s about processes
21. Pedagogic uses of tablets
To facilitate enquiry based and collaborative learning
Used by educators to prepare and present sessions
interactively and using a variety of media (including virtual
anatomy, physics etc..) – including setting interactive
quizzes
Socrativ, e-Clicker vs “hands up”
Can facilitate less linear approaches to thinking, problem
solving and learning
Accessibility features – visual impairment, dyslexia
22. Pedagogic uses of tablets
Interacting with VLEs
Accessing research, databases, research communities and
web based resources
They can be used by students or staff to review
literature, comment on articles and provide feedback on
assignments – marking, multimedia feedback, action
feedback, Facetime
Students can use them to structure their time, plan
projects, make to-do lists, etc.
Used by staff and students to create blogs and
websites, videos and multimedia portfolios
23. Situating use of tablets within the
teaching and learning ecosystem
Activity theory analyses an entire working
activity system (including
organisations), beyond just one
user, focusing on purposeful activity, the
relationship between people and the tools
they use, and in particular the role of tools
and other artefacts (such as tablets) as
mediators in people’s everyday activities
and learning.
Kaptelinin and Nardi, 2006
24. Card sort app (iCardSort) to evaluate student
placement interventions
Coaches Eye and similar apps for Movement analysis
Clinical intervention – Visual Creator – activity analysis
and scheduling, sequencing, and cueing, for people
with cognitive disabilities
Life Story Work – use of iPads as clinical and research
tool
Additional examples (if time)
25. Kaptelinin, V and Nardi, B (2006) Acting With Technology:
Activity Theory and Interaction Design. MIT Press: London
Thompson P (2013) The digital natives as learners:
Technology use patterns and approaches to learning.
Computers and Education, 65, 12 – 33. Available from:
http://dx.doi.org/10.1016/j.compedu.2012.12.022 [accessed
28.5.13]
Tomori K, Uezu S, Kinjo S, Ogahara K, Nagatani R, Higashi T
(2012) Utilization of the iPad application: Aid for Decision-
making in Occupational Choice. Occupational Therapy
International, 19, 88-97
References
Notas del editor
To facilitate enquiry based and collaborative learning – such as by enabling students to research a topic, discuss and collaborate, share information and present itStudents can use them to structure their time, plan projects, make to do lists, etc..They can facilitate less linear approaches to thinking, problem solving and learning, such as through the use of Mind mapping, card sorts, cork boards etc. – this may also be of benefit to students with DyslexiaAlthough there is room for improvement, iPads in particular have some useful accessibility features such as text to speech, dynamic screen zooming, audio cues for touch control, contrast control, dictation support etc., which potentially widens opportunities for students to participateThey can be used to access research, databases and web based resources such as Moodle, Mendelay, research communities like LinkedIn etc.They can be used by students or staff to review literature, comment on articles and provide feedback on work (including the potential to do this more creatively and interactively such as via Face time and video links or audio comments)They can be used by educators to prepare and present sessions interactively and using a variety of media (including virtual anatomy, physics etc.) – including setting interactive quizzesThey can be used by staff and students to create blogs and websites, videos and multimedia portfolios; these in turn may provide a basis for assessment as well as presentation of research, learning or discussion topics
To facilitate enquiry based and collaborative learning – such as by enabling students to research a topic, discuss and collaborate, share information and present itStudents can use them to structure their time, plan projects, make to-do lists, etc.They can facilitate less linear approaches to thinking, problem solving and learning, such as through the use of Mind mapping, card sorts, cork boards etc. – this may also be of benefit to students with DyslexiaAlthough there is room for improvement, iPads in particular have some useful accessibility features such as text to speech, dynamic screen zooming, audio cues for touch control, contrast control, dictation support etc., which potentially widens opportunities for students to participateThey can be used to access research, databases and web based resources such as Moodle, Mendelay, research communities like LinkedIn etc.They can be used by students or staff to review literature, comment on articles and provide feedback on work (including the potential to do this more creatively and interactively such as via Facetime and video links or audio comments)They can be used by educators to prepare and present sessions interactively and using a variety of media (including virtual anatomy, physics etc.) – including setting interactive quizzesThey can be used by staff and students to create blogs and websites, videos and multimedia portfolios; these in turn may provide a basis for assessment as well as presentation of research, learning or discussion topics
