Published on March 20, 2014
iDo or iDon’t - myCSUNtablet Initiative Lucy Parker COMP 100 Lecturer/Coordinator Lucy@csun.edu
Overview • Process • Goals • Programs • Apps • Accessibility • Progress to date • Technology challenges and resulting actions • Assessment • Faculty and student data • Conclusion & Next Steps
Why CSUN? • Anticipating a widening deployment of portable devices and Cloud Technology • Faculty already using strategies to engage students • Students are urban commuters, tech-savvy, on tight budgets, expecting: – Low Cost – Portability – Personalized Media-enriched Content
Why Apple? Why Tablet? Few have thought as holistically as Apple Integrates devices, Apps, Accessi bility, Authoring tools, Repositories, Co nsultation Convenient ALWAYS ON Access Anytime -Anywhere Multi-Functional
iPad user Profile iPad owners are six times more likely to be wealthy, well-educated, power-hungry, over- achieving, sophisticated, unkind and non-altruistic 30-50 year olds!
Why now? • Largest colleges issued iPads to the faculty • iPad is industry standard in nearby K-12 • Governor signaled in the budget an interest in technological solutions for access, cost problems • Surge in hybrid courses and e-books that faculty author • CSUN has reached a tipping point for strategic change
1.Reduce COSTS for students 2.Enhance LEARNING experience 3.Greater student ENGAGEMENT 4.Increase quality of TEACHING materials Goals
Process • Meeting at Apple in December 2012 • Faculty retreat January 2013, led to faculty volunteers • Focus on three semester sequence launched Fall 2013 • Offer iPad and non-iPad sections
Programs • 7 Majors Biology Journalism Liberal Studies Health Sciences Integrated Teacher Education Program (ITEP) Kinesiology Engineering & Computer Science In Fall 2014 Psychology Special Education
Stats Overview70 faculty volunteered 44 Faculty in F2013 + S2014 Fall 2013 = 1,121 students Spring 2014 enrollment = 1700 60 Advisors got iPads for mobility and convenience Professional development workshops 30 iPads for the Matador Achievement Center (MAC) distance tutoring/mentoring
Getting Started • Purchase iPads • mini or Retina, 32GB, iOS6 • Encouraged to purchase at Bookstore – Option A: Full payment – Option B: 2-3 semester installment plan • No Rent – Yes Loan • Free AppleCare for first 500 students • Eligible for Financial Aid coverage
Logistics to Support Students • IT Help Center Learning Commons Call X 1400 Chat • Online guides and tutorials
Information on the Web •Getting the Word Out
Schedule of Classes - iPad and non-iPad options
Intensive Workshop Lineup
Moodle for myCSUNtablet
Accessibility • ADA accessibility core to initiative • iPad makes testing for accessibility relatively easy • All apps tested for accessibility • App liaisons identified for each program
Changes to the Technology Infrastructure • Classroom Readiness • Untethered Teaching – H/W - Clearpass – S/W - Aruba Airgroup and AirServer – Preventing excess load “chatter” on the network which would compromise performance • myCSUNbox
Other Apps • Adobe • Blackboard Collaborator • Calculator Pro • Dictionary.com • Dragon Dictation • DropBox • EasyBib • Encyclopedia Britannica • Explain Everything • Free Books • Flipboard • iBooks • Keynote • Numbers • Pages • Scan • Skype • Bloomberg • Frankenstein:Biblion • Garbology • GoodReader • Idea Sketch • Kindle • Mendeley • NeuNotes • NeuDraw • Wikipanion • World’s Fair: Biblion Funded by Campus Quality Fee
Tools for the Collaborative Classroom Nearpod Learning Catalytics Socrative
eTexts • Can be Adopted, assembled or created • 19 Faculty - converting print text into digital format • 7 Faculty - creating eTexts from scratch • Electronic versions are lower cost from publishers • Creations are free or low cost • Interactive, modular, multimedia
eTexts • Three Tools used : –iBooks Author –Softchalk –PDFs • FTC work with Library to help faculty with Copyright issues • Some profs wish to make their work public for no charge
Distribution of Apps In Spring 2014, CSUN plans to test the newly released Apple program whereby Apps can be purchased by departments and “loaned”, making it possible to take advantage of volume purchasing.
Classroom & Technology Issues Problems accessing the wireless network myCSUNbox Integration Learning how to teach untethered Learning Examsoft paperless testing Learning & using the collaborative Apps • Nearpod • Socrative • Learning Catalytics combination of pushing materials out to students and collecting student responses via wi-fi
Assessment: The Four Plans Direct Impact on student learning outcomes Indirect impact on student & faculty attitudes & behaviors Indirect impact on pedagogy Ethnographic analysis of classroom practices
Direct Assessment: Impact on student learning outcomes Conducted by identifying “Signature Assignments” Assignments carefully designed to identify the unique contribution of iPads to student learning outcomes Three courses were studied Two in Biology and One in Journalism •BIOL 106 - 97 students •BIOL 106 - 112 students
The Journalism Experience
Mobile Reporting How important is it for a journalist to know how to use a tablet as a reporting tool? 1 = Not important 5 = Very important
There’s An App for That App Category Examples Collaborative newsroom Google Drive, Box Audio and note taking WavePad, AudioNote, Notability, Soundcloud Social media Twitter, Facebook, Instagram, Storify Writing and story ideas Pages, Inspiration Lite Video/photo Snapseed, iMovie, YouTube Capture, Video Transfer Plus, UStream, flickr
Journalism TRADITIONAL Students study examples of good and bad paragraphs, then practice writing and turn them in iPad Faculty used Nearpod App to push out exemplary paragraphs; students were then asked to practice writing and editing paragraphs on their iPads Results: Inconsistent and Insignificant The quality of writing did not improve systematically! The Instructor noted a benefit of being able to commandeer student’s attention
Indirect Assessment: Faculty and Student Surveys 221 Students (25%) - 15 Professors (50%) 0% 5% 10% 15% 20% 25% 30% 35% 40% Bookstore Outside CSUN Already Own Borrowed Obtaining iPads
Use of iPads Accessing the internet 94% Take a quiz 92% Visit a course in Moodle 90% Use apps 84% Process email 76% Take pictures 76% Take notes 75% Take an exam 75% Annotate slides 68% Read an eText 66% Watch a video 62% Draw pictures 60%
Student attitudes towards iPads: Instructor relied enough on the iPad in teaching the course to make it worthwhile 75% Apps Cost reasonable 75% Happy with the way iPads were used in the course 61% iPads should be adopted in teaching more broadly at CSUN 60% iPad Help me save money in the long run 51%
Specific benefits of iPads Use less paper 85% Access course material more effectively 78% Study “on the go” more 72% Engage more with course material 65% Learn the material better 63% Improve my grades 58%
Variation by Instructors: Instructors who used the iPad extensively and for a variety of activities received significantly higher evaluations from students than those who used iPads for one or two activities
Conclusions & Next Steps
iPads can increase student engagement 120 students responding to poll question
Paperless Exams iPads have the potential to improve the quality of teaching
Personalized Learning in the Classroom Real-time understanding
Marking Up Slides with Explain Everything iPads can improve student scores through active learning
Three devices per student
Achieving cost neutrality will be difficult
Next Steps 1. Faculty to design more signature assignments 2. Faculty discovery of existing digital materials via Open Education Resources 3. Faculty-authored eTexts 4. Faculty to Increase professional development 5. Faculty be allowed time to Redesign their courses & be up to speed quickly 6. Holistic adoption of tablets, consider going DEVICE NEUTRAL 7. Funding for significant wireless enhancements 8. Untethered solution to all myCSUNtablet classrooms
Elimination of hardbound books? Evolution of the online world? PUBLISHERS ROLE?
iPads have the potential to improve learning in certain but not all teaching situations.
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