PedRIO and TLS Completed Projects - Technology

Developing and evaluating 'PlymTour' a new mobile online educational resource for students on Plymouth's people and places

Mark Holton, Nichola Harmer and Rebecca Vickerstaff (Faculty of Science and Engineering and Academic Support, Technology and Innovation)

Recent pedagogic research highlights a need to incorporate mobile learning technologies (MLT) into teaching practice to assist and enhance the learning experience. MLT encourage active, place-based learning by encouraging students to interface with their environment, potentially increasing their agency within the learning process (Brown et al., 2015; Hoff, 2015; Li, 2007). This project responds to this call by developing and evaluating ‘PlymTour’ – a digital walking tour of central Plymouth for use on mobile devices, which aids disciplinary-based learning in situ and outdoors and encourages students to explore and learn about their term-time location. This develops previous knowledge of MLT by exploring how engagement can extend place-based learning beyond simply learning about place (Israel, 2012).  final report


Broaching Badges for Learning

Neil Witt, Anne McDermott, Emma Purnell, Mark Eggins and Joan Gavin (Academic Support, Technology and Innovation) final report


A holistic approach to defining digital literacy needs across the education spectrum

Neil Witt and Anne McDermott (Technology and Information Services, Educational Development)

In 2010-12 a consortia of post-92 universities developed and ran a survey of students’ personal ownership and use of mobile devices, laptops, services, software, and their technology enhanced learning practices. The results helped to shape Plymouth University’s Key Performance Indicators in the Teaching and Learning Strategy 2013-2020. The project will increase the University’s ability to forward plan the technologies and support its newest cohorts will be expect to use in their time at Plymouth. Final report.


Getting Podcasting Right for Students and their Learning 

Martin Lavelle (Faculty of Science and Engineering)

Modern technology is revolutionising higher education, with staff at Plymouth University have built up expertise in generating video podcasts that are extremely popular with students. But how students use the videos is more unknown. This research explores the use of video podcasts by Plymouth University students with an emphasis on how a range of structure and forms of videos can maximise use by students and best help their learning in mathematics.


Addressing the skills and competencies for technology enhanced blended and distance learning 

Anne McDermott and Neil Witt (PedRIO and Educational Development, Technology and Information Services)

The University has recently invested in a new Digital Learning Environment (DLE) for which it has developed a set of criteria to meet a definition of e-Supported learning. This project proposes to embed both blended and distance learning as part of the DLE, and will map the skills and competencies required by academic staff in delivering education using these new techniques. Final report.

Impact of online, progressive pre-grad learning resources and Moodle-based automated feedback in levelling the playing field for Ocean Science/Exploration students 

Jill Schwarz (Faculty of Science and Engineering)

Online learning resources have developed dramatically in the past few years, and these now include facilities to support learning and the capability to monitor student progress using uniform, automated-feedback resources. The primary aim of this project is to address differences in core science skills and prior learning, using Moodle-based online resources, among first year students. Poster- Diverse cohorts: A' Levels and Degrees in the Ocean Sciences 


Digital capital and inclusion: an exploration of the technology and e-learning experiences of disabled university and college students

Jane Seale, Julie Swain and Jan Georgeson (Academic Partnerships and Plymouth Institute of Education) Journal Paper- Not the right kind of 'digital capital'? An examination of the complex relationship between disabled students, their technologies and higher education institutions


Students as producers of multimedia curriculum content: an investigation of pedagogical merit

Tracey Collett, Fiona Dalton, Valerie Huggins, Priska Schoenborn and Verity Campbell Barr (Peninsula Medical Schools of Medicine and Dentistry, Faculty of Business, Plymouth Institute of Education and Educational Development) Journal paper- Challenges of 'Students as Producers' in Web 2.0: a reflective account 


Identifying deterioration in a simulated environment: testing of a pedagogic model

Ruth Endacot, Louise Winfield, Martyn Bradbury and Annie Jenkin (Faculty of Health and Human Sciences in partnership with University of Brighton - Julie Scholes and Monash University- Simon Cooper) Final report 


Automated, repeated and immediate feedback on fundamental programming skills

Dr Torbjorn S. Dahl (Faculty of Science and Engineering)