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

Seminar 1, 2012:

iPad integration for teaching in

Business Schools: an overview,

teaching frameworks and getting

started

• First version - 2010

• Still remains the most popular tablet

device in Australia –1 million copies are sold in 2011 2)

• “Post-PC” culture

• A few studies are available for the

Higher Education sector

2) http://delimiter.com.au/2012/02/15/apple-australia-sold-1-million-ipads-in-2011/

Context – iPads in Australia

Source: http://www.flickr.com/photos/hawaii/5523471880/z

In general positive feedback from students, however little is

known about the impact of tablets (such as iPads) on learning

Key Australian and International studies and reports

Coming up in this seminar:

• - 2010-2011

•

Digital Marketing (Rutgers University and Apple’s higher education team, 2010)

•

For further investigation:

•

- Macquarie University

Current Research:

An Overview

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?

Pepperdine University

iPad Research Study

Source:

Methodology

• 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

Pepperdine University

iPad Research Study

Key Findings

• 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”

Pepperdine University

iPad Research Study

Key Findings

• “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”

Pepperdine University

iPad Research Study

• Integration of an iPad into Mini-MBA in Digital Marketing (Rutgers

University and Apple’s higher education team, 2010)

• Collaboration between Rutgers University and Apple’s higher

education team.

First iPad University Course

Overview

The “Step Forward” Pilot program - 2010 / 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

Trinity College Study

Source: http://www.flickr.com/photos/flixel/5194989015/

Key Findings

• 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:

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?

Getting Started 1

• 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

Getting Started 2

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

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

Pros and Cons:

Should I use iPad in my course?

Learn

(learning outcomes)

Teach

(how the outcomes are taught)

Change

(from current teaching framework)

Explore

(in-class and/or outside-of-class)

Implement

(assessment and reflection)

Getting Started:

Using the iPad Fit Curriculum

Framework

• 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:

•

•

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.

Case-studies – Business Schools:

• “CEU Business School integrates the iPad into its innovative MBA

curriculum” YouTube video: • •

Further examples:

• 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?”

Current Research:

Literature

•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.147-151).

•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 2011. (pp.168-178)

•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), 61-65.

•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), 18-32. [Online] Available:

Next Discussion:

Online Group-Work with Wikis: 16 May 2012

Facilitator: Jenny Pesina, Teaching and Learning Unit Thank you for coming along and participating! Links to resources are on the e-Learning Group’s