The padagogy wheel V2.0 relating iPad apps to Bloom's digital taxonomy and Puentedura's Substitution Augmentation Modification Redefinition (SAMR) model to examine how mobile devices might impact learning (Source: Carrington, 2013) 

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... MINING FOR LEARNING ANALYTICS Figure 1: Clusters of behaviour related to degree programme and final mark % It can be seen that for P11102, P11916 and P03657 there are examples of students that have high levels of engagement and are achieving high marks. It can also be seen that in P11361, P12241 and P11916 that there are examples of students who have low levels of engagement and have achieved low marks. This is perhaps to be expected and is in line with the correlation co-efficients detailed in the previous ...

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... number one complaint from students was issues relating to Wi- Fi and internet coverage. A study by Welsh et al. (2015) on student perceptions of mobile devices also identified reduced connectivity as one of the main challenges. The devices have a SIM slot, but since this activity was taking place on campus I wanted to test the boundaries of the newly set-up outdoor Wi-Fi. I had not realised the signal was so patchy, with many of the target trees falling outside the coverage area, for example to the west of the Huxley building ( Figure 9). I think ratings of the ForestXplorer app would have been far higher if it had not kept dropping out due to the patchy signal. The internet issues are also to blame for some of the inaccuracies in target trees locations. This would have been an issue when recording the location and finding the target tree. SIM cards would greatly increase the running costs of outdoor educational activities. A way around this could be to tether the devices together, rather than load each with its own SIM card ( Figure 10). However, this means the devices cannot be used independently of each other and students would need to maintain a visual with the tether point, therefore restricting the geographical range of ...

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... comparing other criteria for grouping such as gender, age, and citizenship among others (data not shown), only gender showed a statistically significant correlation (P< 0.005) regarding the dissection experience. As illustrated in Table 5, male students were remarkably less negative (1.34 ± 0.16 vs. 1.89 ± 0.31) and more positive (3.74±.41 vs. 4.04±0.35) compared to females, respectively. However, in general, the dissection experience for all students was significantly more positive (P<0.001) than negative ( Figure 1 and Table ...

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... overarching aim of Keele's MBChB programme is to develop medical students into becoming excellent clinicians and to achieve the best standards specified by the medical professional body, the General Medical council (GMC). Based on GMC's guidelines I have taken a reflective approach and evaluated how the module is designed to equip students in fulfilling the three concurrent roles of a clinician, namely a scientist, a practitioner and a professional (GMC Tomorrow's Doctors 2009). Firstly, in my consideration the cancer module achieves this goal where it uses five distinct learning themes to enable students acquire knowledge, skills and develop professional attitudes in order to become GMC-standard doctors ( Figure ...

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... learning devices offer the opportunity to engage today's students in the process of species identification in ways previously out of reach in a field setting, and can be used as a means of bridging | 61 60 | JADE the communication gap to help students work collaboratively. As Churches (2009, p8) notes "collaboration is not a 21st Century skill, it is a 21st Century essential". The Field Studies Council (FSC) has rolled out iPhone and iPad apps of their highly acclaimed laminated species identification (ID) keys (FSC, 2012), and at present this is the only mobile learning platform available, which is why Apple iPad ® mobile digital devices were selected for this study. Interactive ID key apps for mobile devices are useful in education, in the promotion of nature-aware tourism and in projects of citizen science ( Nimis et al., 2012). In October 2013, at the time of the Apple annual iPad event, there were 1 million apps in the iPhone App Store (Ingraham 2013), of which 475,000 were native to iPad (Costello, 2014). Carrington (2007Carrington ( , 2013 related the wealth of different apps available to Bloom's digital taxonomy (Churches 2009) to demonstrate that mobile devices can impact all levels of learning ( Figure 1). With an appropriate app tool kit, mobile digital devices can fully enhance the field work experience by enabling students to record species as annotated images, maps, videos, sound recordings, etc. ...