Copyright Forrest Rose 2011. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial,

Copyright Forrest Rose 2011. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

iPad Pilot Project: Lessons Learned at a Liberal Arts College

Educause 2011

Forrest RoseInstructional TechnologistOberlin College

Session GoalsAttendees will be able to:identify pedagogical uses of the iPaddiscuss issues managing multiple iPadsreflect upon lessons learned from our project participants

Technology Integration

enter the iPad

April 2010

We had a single question…

Does the iPad have a legitimate pedagogical application in the

classroom?

To answer that question…

Getting Started: The Logistics

• 20 iPads(1st gen-wifi)• 2 carts• 5 faculty ($25 app store credit)• Wireless access in all academic buildings• Small budget to purchase apps• Hybrid Distribution model

(user-owned/controlled, college-owned/controlled, or hybrid)

Where to focus first?Project

Managementor

Teaching with the iPad

Project Management

•Volume licensing•Imaging Process•File Mgmt

Volume Licensing

Imaging Process• Setup device with apps and settings• Create Backup in iTunes• Restore & Update additional device• Restore from Backup• Check settings for email• Sign out of App Store• Repeat— 15 min per device• Only image once a semester• Access our blog for specific details

– http://octet1.csr.oberlin.edu/wp/ipad/2011/03/10/process-for-imaging-multiple-ipads

File Mgmt• Drop Box App• Shared email account; Mail App

setup to send/receive from this account

• WiFi using App• Sync with iTunes

Teaching with the iPad

Jan CooperAssociate Professor of Rhetoric & Composition

Sigrun HeinzelmannAssistant Professor of Music

Carter McAdamsProfessor of Dance

Victoria VaughanAsst Director of Opera Theater

Faculty Participants

Faculty Observations

Footprint

Footprint

Access to info

Access to info

MobilityMobility

Supports

personal

learning

Supports

personal

learningCollaborativeprocess

Collaborativeprocess

Enables pedagog

y

Enables pedagog

y

Immediate

feedback

Immediate

feedback

There really is an app for that!

There really is an app for that!

Faculty Observations Detailed• Supports Personal Learning

– Provides mechanism for individualized experiences– Instead of giving PPT presentation, students download presentation and view

at their own pace (Vic Vaughan –OPTH)

• Immediate Feedback– Experiment with iPad2 in dance class—record student movements, and then

provide visual feedback about how they did and what they need to improve upon (Carter McAdams –DANC)

• Mobility– Ability to use device in classroom—dance studio or opera theater studio—is

invaluable because students can access the info they need when they need it– Instrumental in fieldtrip for FYSP course “The Crusade Against Evolution”

where they visit two museums with opposite viewpoints while detailing their thoughts and checking facts via Wifi and several pre-loaded apps

Faculty Observations Detailed• Enables Pedagogy

– Gives faculty the tools to enhance current practice – Enables peer editing or workshopping in a writing class (Jan Cooper—RHET)– Prepares students for real-world application of using technology for writing

• Access to Info– In conjunction with WiFi, the device gives you access to the Internet (info at their fingertips for

reinforcing concepts), files on Blackboard or pre-loaded files

• Collaborative Process– faculty needed to give up notion that they must control everything in the classroom…not knowing

everything about the device allowed the instructor and students to explore how best to use it in the class together—it became a collaboration of peers instead of “sage on the stage”

– Device works well for individual or pairs of students—while using audio splitters, 2 students were able to work on scores, listen to specific pieces, & annotate without disrupting class or disturbing neighbors (Sigrun Heinzelmann –MUTH)

Faculty Observations Detailed• Footprint

– Less intrusive than a laptop; the device appears to be less of a barrier during instruction (seamless integration?)—no physical separation like with a screen

– Writing class able to go almost entirely paperless—instead of a case of paper, only one ream used—more inline with mission of College

• There really is an App for that!– Instead of carrying 35 pounds of scores to a class to mark up and study, these

can be managed on the device through forScore– Peer-editing accomplished via iAnnotate, Drop Box and email– Blackboard Mobile App receives better reviews than native app– Presentation problems solved by 2Screens

Issues Encountered• Distribution

– hybrid model requires more management– scheduling & transport of devices takes time and commitment

• Volume licenses– months to jump through process just to purchase apps

• Imaging process– 15 min per device; trial & error to find best process

• Finding the right app takes trial & error and $$• File Management

– takes time to download files over WiFi– can’t always rely on WiFi access points (how many devices can it handle at a time?)– best to sync with iTunes; not always possible because this takes planning

• Intended to be used by individual, not by multiple individuals• Lost or stolen devices?

– Use Mobile Me

QUESTIONS?

Thank you for coming!

[email protected]

Get more info at our project sitehttps://sites.google.com/a/oberlin.edu/ipad-pilot-program/