Effective Deployment of Tablets and iPads: Lessons Learned (211666656)
Transcript of Effective Deployment of Tablets and iPads: Lessons Learned (211666656)
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Lesson s and Dilem m as :
Im plement ing and Evaluating aCo lleg e-Wid e iPad Pro ject
Presenters Charles Timothy (Tim) Dickel, EdD
AndMaya M. Khanna, PhD
Creighton University
EDUCAUSE –
ConnectChicago, IllinoisMarch 18, 2014
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PROJECT OVERVIEW • November 2011 : AVP and Director of Undergraduate
Admissions believe an iPad Program in the Collegeof Arts and Sciences will make the institution more
attractive to potential students and their families.• December 2011 : An associate dean of the College isasked to direct the project, and Dickel and Khannaare invited to a meeting to discuss how to evaluatethe proposed project. Freshmen entering the Collegein the fall of 2012 will be encouraged to bring aniPad.
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Question 1
How would you suggestapproaching this challenge, given
your role at your college oruniversity?
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Question 2
How would you implement this projectacross a undergraduate college of
2500 students?
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Question 3
What would you do to attractfaculty involvement in thisproject?
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Question 4
How would you prepare recruitedfaculty to teach using an iPad?
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Question 5
What would you suggest as theoutcomes for this program?
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Question 6
How would you evaluate thisproject across a undergraduate
college of 2500 students?
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Student Learning Data
Comparing iPad and Non-iPad Course Deliveries
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Faculty Response toPre/Post Content
Assessment • Non-iPad Sections: 238 out of 687
students completed both the pre- andpost-test sets.
• iPad Sections: 174 out of 198 studentscompleted both the pre- and post-test
sets.
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Content Assessments
• We asked each instructor to design anexam that would gauge students ’ understanding of the mostcentral/important content from theircourse.
• We asked that they use a 25 multiple-choice question exam.
• There was some variability in the type of
assessments that instructors designed.
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Pre/Post Content
Assessment • Instructors submitted student scores on the
pre- and post-tests.
• We calculated the proportion correct for eachstudent respondent.
• Non-iPad Sections: 238 out of 687 studentscompleted both the pre- and post-test sets.
• iPad Sections: 174 out of 198 studentscompleted both the pre- and post-test sets.
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Analyses of Pre/Post Sets • For the analyses, we used only the
participants with both pre- and post-test
available• We conducted a repeated-measures ANOVA
using time of test (pre vs. post) as a within-participants variable and mode ofinstruction(iPad section vs. non-iPad section)as a between-participants variable(participants are the students).
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Comparison of iPad and
Non-iPad Deliveries There was an interaction
between time of test and iPaduse ( F (1,390) = 17.14, p = .000.
There was a main effect ofTime of Test, F (1,390) =888.9, p = .000.
There was a marginal effectof instruction mode on testscores ( F (1,390) = 2.86, p =.093)
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ipad Sections Non-iPad Sections