Dianne F. Harrison, President Hilary J. Baker, Vice President for IT/ CIO
Deone Zell, Senior Director, Academic Technology
Engaging the Mobile Generation: CSUN’s Tablet Initiative
Jeopardy Game
• Increase engagement • Improve the quality of learning materials • Reduce the cost of learning materials
myCSUNtablet Goals
7 majors 70 faculty 1,800+ students
iPad and non-iPad Classes Offered
Students opt in to iPad classes iPad required, payment plans available Cost neutrality over 3 course sequence
Wi-fi for the New Norm!
Branding
So How Did We Get Started?
myCSUNtablet Faculty Kickoff
Why Apple?
What Can You Do With An iPad?
" Read eTexts " Access LMS " Access Internet " Learn with apps " Watch lectures " Respond to polls " Video conference " Share screens " Photo and video " Take exams
Apps – Core and Discipline Specific
Majors or Freshmen?
Expansion to Athletics
Expansion to Advisors
Bringing iPads to the Classroom
CSUN Faculty Authored eTexts
Melissa Wall, Ph.D.
Melissa Wall, Ph.D.
Sloane Burke, Ph.D.
Dan Mathiyakom
Untethered Faculty
Exam Underway
What Impact Do iPads Have?
Audience Poll
�LAUNCH YOUR BROWSER AND VISIT POLLEV.COM/CSUN ��
First Semester Student Survey Results
Use less paper - 85% Access course material more effectively - 78% Enabled me to study "on the go”- 72% Engage more with the course material - 65% Learn the material better - 63% Enabled me to improve my grades – 58%
“The in-‐class iPad assignments made sure you were paying a8en9on.”
“I loved how it saved paper and space. All the informa9on for my course was saved in one li8le iPad.“
“I was able to ac9vely 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.”
Not Without Challenges
“The teacher didn't use the iPads. The lectures were on PowerPoint but they were not at all interac9ve. It was basically pointless to have one except for the tests.”
Assessment: Introductory 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).
0102030405060708090
100
no iPad no iPadiPad iPad
section one section two
* *p
erc
en
tag
e
Assessment: Introductory 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
Tradi&onal class: students study examples of good and bad paragraphs; prac9ce wri9ng them, and turn them in
iPad class: instructor uses Nearpod app to push out good and bad paragraphs; students then asked to prac9ce wri9ng paragraphs on their iPads
Results: Inconsistent and insignificant; the quality of wri9ng did not improve systema9cally. Instructor noted benefit of keeping students a8en9on
Assessment: Journalism Writing Class
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