The digital transformation of learning environments affords the Bring Your Own Device (BYOD) option for students. But, what arrangements (e.g., policy and tech support) are in place at your University in facilitating this option and how is the implementation working for you?
- Charging Stations are available
- wi-fi access password for that building will be provided
- Charging Stations are available
- wi-fi access password for that building will be provided
Paul: Great question, Debra. At my university, each professor can implement their own policy about electronic devices in the classroom in the course syllabus. Many years ago, I had a policy that banned all electronic devices in the classroom. However, as their popularity increased, I now have a policy that says electronic devices can only be used to take notes or visit websites related to the class topics. If I catch a student using an electronic device for browsing, then I ask the student to turn the device off for the remainder of that class session. Also, no electronic devices can be used during exams. If an electronic device is used during an exam, it is cheating and the student receives a zero for the exam and is reported to university administrators for cheating. This policy seems to work well for me.
Following Recommendations are made from our university.
1. Audio-visual resources, such as podcasts, screencasts and lecture recordings are especially useful for second-language students who may need to revisit material. Such online
resources assist lecturers to cater for the diverse needs of their students.
2. Ubiquitous access to laptops means that lecturers are less dependent on booking computer
laboratories.
3. The role of IT staff is still crucial as widespread BYOD entails the need for wi-fi infrastructure in lecture venues and additional plug points and charging stations on campus.
4. Laptops transform the traditional dynamics of learning spaces. Lecturers can engage
students in new ways in the classroom and students can engage with technology in spaces other than computer laboratories (for example, architecture studios or a lecture halls),
which then transforms the traditional dynamics of those particular learning spaces. This enables a ‘hybrid’ teaching and learning space where different activities coexist.
5. This ‘hybridity’ may be a challenge for lecturers and a distraction for fellow students if students are engaged in ‘off-task’ activities. However, lecturers and students can find new strategies to manage this.
6. Increased mobility and personal ownership are highly valued by students and influence how they use technology to support their learning. It means they can work on assignments
at home, accessing the Internet and online resources, using software from a personal device, and are not tied down to a computer laboratory or campus site.
7. To be effective, lecturers need training, based on best practices for BYOD and flipped classroom models.
8. Approach PMDs and laptops from the perspective of enhancing rather than replacing traditional learning. Lecturers need to be encouraged to design course activities and
assignments that use mobile devices as academic resources with the potential to deepen student engagement.
Our university is successful in implementing most of the above recommendations.
Wi-Fi access password for that building will be provided and but there is no use this devices in classroom. Only use in Lab rooms in our university.
- Badges
- Science topic