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

Email

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