myCSUNtablet
Council of Presidents
President Dianne Harrison
April 22, 2014
A partnership between California State University, Northridge and
Apple that seeks to:
• Increase engagement
• Improve the quality of learning materials
• Reduce the cost of learning materials
Introducing myCSUNtablet Video
Progress
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 unique students
Why Apple?
Faculty Retreat
January 2013
Faculty Kickoff
April 2013
How Did This Get Started?
Timeline
• November 2012 – Met at Apple
• January 2013 - Announced opportunity at faculty retreat, asked for volunteers
• April 2013 – Faculty kickoff event with 70 faculty in 7 majors; 60 advisors
• Summer 2013 - Trained faculty, worked with Apple and campus partners
• August 2013 - Launched in 30 classes, 1,100+ enrollments
• November 2013 - Called for new majors for Fall 2014
• Spring 2014 – Added instructors and courses, 1,700+ enrollments
• June 2014 - Tablet Academy planned
• Fall 2014 – 2 additional majors join for total of 9; all 8 colleges represented
Why Tablets?
Access Internet
Interactive apps
Quizzes
eTexts
Pictures
Photo
Video
Mark-up slides
Exams
Co
re A
pp
s
Ensuring Accessibility
Discipline Specific Apps
Freshmen or Majors?
First Purchase in Campus
Bookstore
• Purchase iPads in the
campus bookstore
• First 500 students
received free Apple
Care
• Bookstore became
authorized Repair
Center
Branding
Expansion to Athletics
Expansion to Advisors
Student Experience
• iPad required
• iPad and non-iPad
sections
• Payment plans available
• Cost neutral after 3 sem’s
iPad Classes Listed in
Schedule of Classes
Helping Students
Helping Faculty
Faculty and Staff Training
myCSUNtablet Academy
Textbook Content for Tablet
Delivery
Adopt lower-cost versions of print
textbooks
Assemble electronic course
readers
Create “born digital” textbooks
using faculty-authored material
CSUN Faculty Authored eTexts
Melissa Wall, Ph.D.
Melissa Wall, Ph.D.
Sloane Burke, Ph.D.
Dan Mathiyakom
eText Initiative Video
Bringing iPads to the Classroom
The Active
Learning
Classroom
Responding to a Quiz Question
Do Students Understand?
Wi-fi for the New Norm!
Create (not just Consume)
Journalism’s “Pop-Up Newsroom”
Cheat-proof, Paperless Exams
Chancellor White Visits a
myCSUNtablet class
Does It Work?
Assessment
1. Indirect
2. Direct
3. Pedagogy
4. Ethnography
“The in-class iPad assignments made sure you were paying attention.”
“I loved how it saved paper and space. All the information for my course was saved in one little iPad.“
“I was able to actively draw things in class which helped with my understanding of the material.“
Student 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. And also it took a time for me to get familiar with iOS software since this was the first Apple product that I had.”
Not Without Challenges
“The teacher didn't use the iPads. The lectures were on PowerPoint but they were not at all interactive. It was basically pointless to have one except for the tests.”
Findings from Student Survey
•Student satisfaction was largely function of
faculty skill, preparation, attitude
• Best part of iPad use: Annotate slides, read eTexts, save paper, view
professors’ notes, watch video, take pictures, learn with apps, interact
in class, take exams, get organized, less to carry
• Worst part of iPad use: Cost to obtain, requirement to buy 32 GB,
redundancy with existing laptop, can’t use other tablets, connectivity
and technical issues, professors still learning
Findings from Faculty Survey
•Faculty say iPads have great potential but
adopting them requires pedagogy redesign
• Biggest Uses of iPads: distributing content, checking for
understanding, requiring drawing, photos, video assignments,
untethered teaching
• Perceived Benefits: increase student engagement, student
collaboration, help students save money over time, students more
excited about class, deepening understanding
What Did Tablets Help Students Do?
Use less paper - 85%
Access course material more effectively - 78%
Enabled them to study "on the go”- 72%
Engage more with the course material - 65%
Learn the material better - 63%
Improve my grades – 58%
Assessment: 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).
Assessment: 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
• Did not find improvement in Journalism writing class
• iPad was used to teach writing, which could have been done just
as easily on laptop
• Raises point that tablet use has to be carefully integrated; not a
panacea
Assessment: Journalism Class
Disability Resources &
Educational Services
Lesson 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
CenterFaculty
Development
Faculty
Library
Challenges Thus Far
• Not a panacea – iPad use has to be thoughtfully
deployed and assessed
• Faculty want time and the ability to redesign their
courses for effective tablet teaching and learning
• eTexts are fastest route to cost recovery but
require time and raise questions about RTP
• Requires expanded wi-fi in the myCSUNtablet
classrooms
Next Steps
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