I pad you pad we all pad
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iPad, You Pad, We All Pad Harry Hellenbrand, Provost Deone Zell, Senior Director, Academic Technology Mary-Pat Stein, Faculty Fellow and Biology Professor
Transcript of I pad you pad we all pad
iPad, You Pad, We All Pad
Harry Hellenbrand, Provost Deone Zell, Senior Director, Academic Technology Mary-Pat Stein, Faculty Fellow and Biology Professor
Introducing myCSUNtablet
For a video and more informa-on, please visit
h4p://www.csun.edu/it/mycsuntablet
• Increase engagement • Improve quality • Reduce costs
myCSUNtablet Goals and Numbers
• 7 majors • 70 faculty in program • 44 faculty taught thus far • 1,121 enrollments in Fall 2013 • 1,700 enrollments in Spring 2014 • 1,873 students Fall – Spring
• Increase engagement • Improve quality • Reduce costs
myCSUNtablet Goals and Numbers
• 1-1 deployment • Students required to use an iPad • Payment plans available • Cost neutrality • 3 course sequence • iPad and non-iPad sections
Why Apple? • Integrated ecosystem • ADA Accessibility • Engaged partner
What Can You Do With a Tablet? " Access internet " Take quizzes " Read eTexts " Access LMS " Email " Take pictures " Take notes " Annotate slides " Take exams " Watch a video " Draw pictures " Create and edit video
ANYWHERE ANYTIME
Apps – Core and Discipline Specific
Faculty Retreat January 2013
Faculty Kickoff April 2013
Branding
Trained Faculty
Faculty Created eTexts
Melissa Wall, Ph.D.
Melissa Wall, Ph.D.
Sloane Burke, Ph.D.
Dan Mathiyakom
First student buys iPad from
campus bookstore in August 2013
• First 500 students received free Apple Care
• Authorized Repair Center
Supported Students in the IT Helpdesk, Learning Commons
• Phone support
• 9 – 5 chat
• Online guides
Expanded to Athletics
Expanded to Advising
Wifi for the New Norm!
Bringing Tablets to the Classroom
Example of Student Engagement
Mapping to Seats
Exam Underway!
What Impact Do iPads Have?
Assessment: Introductory Biology Class #1
Student performance on assessment quizzes without and with iPad-based learning for two sections of Introductory Biology, BIOL 106 (section 1, N = 97 students, p< 0.0001; section 2, N = 112 students, p< 0.0001).
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100
no iPad no iPadiPad iPad
section one section two
* *p
erc
en
tag
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Assessment: Introductory Biology Class #2
• Two teaching approaches – iPad and non-iPad
• Pre, post-test of both methods
• Correct answers rose from from 36% (no iPad) to 92% (iPad)
• Results demonstrate better understanding of topic
First Semester Student Survey Results
Use less paper - 85% Access course material more effectively - 78% Enabled me to study "on the go" more - 72% Engage more with the course material - 65% Learn the material better - 63% Enabled me to improve my grades – 58%
“The in-‐class iPad assignments made sure you were paying a(en*on.”
“I loved how it saved paper and space. All the informa-on for my course was saved in one li(le iPad.“
“I was able to ac*vely draw things in class which helped with my understanding of the material.“
Positive Comments
“Instead of trying to hurry and copy down notes, we could make notes on the PowerPoint we downloaded. That way you get more out of your lectures!“
“The worst part was that I had to buy it while I already had Samsung tablet. Also it took -me for me to get familiar with iOS soIware since this was the first Apple product that I had.”
Challenges
“The teacher didn't use the iPads. The lectures were on PowerPoint but they were not at all interac-ve. It was basically pointless to have one except for the tests.”
Lessons Learned and Next Steps
1. Digital content to reduce costs
2. Support faculty to redesign
3. Enhance wireless
4. Build in assessment
5. Go device neutral?
Disability Resources & Educational Services
We Learned It Takes a Village
Universal Design Center
Assessment & Program Review National Center on
Deafness
Information Technology
Admissions and Records
Institutional Research Bookstore
Apple
Advancement
Chairs and Deans
Financial Aid
Financial Services
Faculty Technology Center
Faculty Development
Faculty
Library
Questions?
