ipad integration for teaching in Business Schools: an overview, teaching frameworks and getting started

Transcription

1 Seminar 1, 2012: ipad integration for teaching in Business Schools: an overview, teaching frameworks and getting started Facilitator: Jenny Pesina, Teaching and Learning Unit

2 Context ipads in Australia Source: First version Still remains the most popular tablet device in Australia 1 million copies are sold in ) Post-PC culture A few studies are available for the Higher Education sector In general positive feedback from students, however little is known about the impact of tablets (such as ipads) on learning 2)

3 Current Research: An Overview Key Australian and International studies and reports Coming up in this seminar: Pepperdine University ipad Research Study First ipad University Course integration of an ipad into Mini-MBA in Digital Marketing (Rutgers University and Apple s higher education team, 2010) Trinity College ipad Pilot Study 2011 For further investigation: Promoting Student Engagement by Integrating New Technology into Tertiary Education: The Role of the ipad - Macquarie University

4 Pepperdine University ipad Research Study Overview Comparative study 2010/2011 Research questions: Does the ipad have the potential to enhance students' performance on course learning objectives? Can we develop a formula for success? Source:

5 Pepperdine University ipad Research Study Methodology Data collection: Pre-term technology use survey Classroom observations Student Focus Groups Post-term technology use survey Post-term interview with participating faculty member Collection of grades Course Materials: Equal access to Courses on Sakai and itunes U for all trial groups

6 Pepperdine University ipad Research Study Key Findings 2010 Term Usage: Nearly 75% of all students found ipad very helpful or slightly helpful for sharing information with others Value: ipad as do-it-all device Purpose: ipad does not have a purpose until the faculty member gives it purpose

7 Pepperdine University ipad Research Study Key Findings 2011 Term Most students will not take time to learn...unless they have to If the lecturer is frustrated with an app, most students won t even bother trying... There is a learning curve to using an ipad Apps must be chosen for the right teaching style for a specific learning objective Course materials need to be created ipad-friendly Integrate the apps into your course curriculum, attach them to specific learning outcomes and use them purposefully

8 First ipad University Course Integration of an ipad into Mini-MBA in Digital Marketing (Rutgers University and Apple s higher education team, 2010) Video: 'Goodbye Chalkboard and Hello ipad' Collaboration between Rutgers University and Apple s higher education team. Source:

9 Trinity College Study Overview The Step Forward Pilot program / 2011 Trinity College Foundation Studies: Phase 1: 9 academic subjects Phase 2: 14 academic subjects 20 staff Around 50 students ipad allocation to all study participants Source: Report : Step Forward ipad Program - a copy can be obtained via this link

10 Trinity College Study Key Findings Highlights: 76.2% of staff and 80% of students have recommended the use of ipads ipads are effective, durable, reliable... ipads are not a replacement for desktop/laptop computers or other educational technologies but are an enhancement High quality audio-visual equipment in the classroom is required to enable full integration of the ipads together with timely IT support Videos: Engaging Students in the 21 st Century Environment and Development Class

11 Getting Started 1 Start small pilot study with a few apps Consider if this is the right tool for your subject/program: embedding an ipad into your teaching strategy which apps and activities will support your learning outcomes? how will an ipad enhance the learning cycle? Source:

12 Getting Started 2 Consider initial training for everyone involved Consider available funding Staffing: educational and technical requirements TLU/Faculty collaboration on building blended learning courses User and instructor feedback Evaluation Source:

13 Pros and Cons: Should I use ipad in my course? Pros: An excellent selection of good quality educational apps Mobility, portability and high quality screen Can be switched on instantly, great battery life Personalized learning experience outside of classroom Focus on one app at a time less distraction A good device for classroom interaction due to its portability and nature Source:

14 Pros and Cons: Should I use ipad in my course? Cons: It is not a laptop/desktop replacement Can only have one app open at a time On-screen keyboard, text highlights and note taking takes some getting used to Expensive Classroom integration is resource-intensive Initial learning curve for students and the lecturer Source:

15 Getting Started: Using the ipad Fit Curriculum Framework Learn Teach Change Explore Implement (learning outcomes) (how the outcomes are taught) (from current teaching framework) (in-class and/or outside-of-class) (assessment and reflection) Developed by Dana Hoover and Janet Valencia, ipad Research Study, Pepperdine University

16 Evaluation How do we evaluate apps we are considering to use in our subjects? What are apps strength s and weaknesses in relation to our subject/course/program? Examples - methods: Pre and Post-term surveys (Pepperdine Study) Evaluation rubric for ipad and ipod apps

17 Evaluation Rubric

18 There is no such thing as a perfect platform, or a tool that does it all careful consideration of teaching and learning needs is required before adoption of educational technology in each and every case.

19 Further examples: Case-studies Business Schools: CEU Business School integrates the ipad into its innovative MBA curriculum YouTube video: HULT Business School, Cambridge, USA ERA Business School, New Delhi, India IMD Business School, Switzerland

20 Current Research: Literature Murphy (2011). Early ipad technology adoption in tertiary environments Advantages of mobiles devices in the facilitation of learning objectives ipad adoption and utilisation 6-point typology Manuguerra & Petocz (2011) Promoting student engagement with the use of an ipad in tertiary education Use of ipad to answer questions Assignment marking (grading) Brand & Kinash (2010). A pilot test of the ipad in a blended environment. Does student use of mobile technologies make a difference to their learning? Brand, Kinash, Mathew, Kordyban (2011). iwant does not equal iwill: Correlates of mobile learning with ipads, e-textbooks, Blackboard Mobile Learn and a blended learning experience. What is the observed relationship between use and attitudes of mobile learning tools and academic performance as a proxy for learning?

21 References Brand, J. & Kinash, S. (2010). Pad-agogy: A quasi-experimental and ethnographic pilot test of the ipad in a blended mobile learning environment. In C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp ). Brand, J., Kinash, S., Mathew, T. & Kordyban R. (2011). iwant does not equal iwill: Correlates of mobile learning with ipads, e-textbooks, BlackBoard Mobile Learn and a blended learning experience. In G.Williams, P. Statham, N. Brown, B.Cleland (Eds.) Changing Demands, Changing Directions. Proceedings ascilite Hobart (pp ) Manuguerra, M., & Petocz, P. (2011). Promoting Student Engagement by Integrating New Technology into Tertiary Education: The Role of the ipad. Asian Social Science, 7(11), Murphy, G. (2011). Post-PC devices: a summary of early ipad technology adoption in tertiary environments. e-journal of Business Education & Scholarship of Teaching, 5(1), [Online] Available:

22 Thank you for coming along and participating! Links to resources are on the e-learning Group s Twitter page: Next Discussion: Online Group-Work with Wikis: 16 May 2012 Facilitator: Jenny Pesina, Teaching and Learning Unit