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Flipping Screens: Teaching with iPads and Apple TV

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By Johan Geertsema ...

By Johan Geertsema

As part of a CIT trial my students and I each received an iPad last semester. But what is the added value of such technology for teaching? In this presentation, focusing in particular on mirroring screens by means of an Apple TV unit installed in the classroom, I will explain how we used the devices; I will also share the results of a student survey at the end of the semester.

After briefly explaining the classroom setup and the main apps we used, I will consider the chief benefits of teaching with iPads and an Apple TV:

enhanced interactivity through flipping screens, which enables increased discussion of course readings as well as student work (peer review)
community building by subverting teacher/learner hierarchies
the iPad as a vehicle for e-portfolios, with students learning how to record and organize their work
use of back channel to document classes



I will highlight some of the problems that came up, which ranged from technical issues to the pressures of multitasking, and will end by gesturing towards ways of taking this trial forward, in particular the possibility that flipping screens in large classes could help in flipping classes.

The presentation will as far as possible take the form of a hands-on demonstration: I plan to present using an iPad and Apple TV, show a video taken during class, and perhaps ask volunteer members of the audience to mirror their screens.

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Flipping Screens: Teaching with iPads and Apple TV Presentation Transcript

  • 1. “Flipping Screens” Teaching with iPads & Apple TV Johan Geertsema University Scholars Programme 1Friday, 11 January, 13
  • 2. Back Channel 2Friday, 11 January, 13
  • 3. Back Channel todaysmeet.com/help/backchannel 2Friday, 11 January, 13
  • 4. Back Channel todaysmeet.com/help/backchannel todaysmeet.com/BuzzEd2013 2Friday, 11 January, 13
  • 5. 3Friday, 11 January, 13
  • 6. Background: UWC2101H: “Power, Space, and Pleasure” What might social media have to do with both television and a prison? 3Friday, 11 January, 13
  • 7. Background: UWC2101H: “Power, Space, and Pleasure” What might social media have to do with both television and a prison? 3Friday, 11 January, 13
  • 8. Friday, 11 January, 13
  • 9. Stills from The Truman Show (1997)Friday, 11 January, 13
  • 10. Friday, 11 January, 13
  • 11. Friday, 11 January, 13
  • 12. Friday, 11 January, 13
  • 13. All three involve the gaze: (different) forms of watching. Salvador Dali, “The Eye” (1945) http://www.virtualdali.com/45Eye.htmlFriday, 11 January, 13
  • 14. All three involve the gaze: (different) forms of watching.Friday, 11 January, 13
  • 15. Prison a machine for watching people: prisoners, controlled through  containment & observation Television a machine for watching people: stars, celebrities, politicians Social media a machine for watching people: followers, friends, familyFriday, 11 January, 13
  • 16. What else might they have in common? To what extent can we think of social media as being ‘prison-like’? What are some of the effects of surveillance on people, both online and offline? What accounts for our desire to watch others?Friday, 11 January, 13
  • 17. Friday, 11 January, 13
  • 18. 10Friday, 11 January, 13
  • 19. Background: Trial Questions 10Friday, 11 January, 13
  • 20. Background: Trial Questions 1.Pedagogical experimentation: How might NUS faculty use a mobile device, such as the iPad, for classroom teaching? • More specifically: in a small writing and critical thinking seminar? 10Friday, 11 January, 13
  • 21. Background: Trial Questions 1.Pedagogical experimentation: How might NUS faculty use a mobile device, such as the iPad, for classroom teaching? • More specifically: in a small writing and critical thinking seminar? 2.Value addition: What might be the benefits and drawbacks of using such a device in, and also beyond, the classroom? 10Friday, 11 January, 13
  • 22. 11Friday, 11 January, 13
  • 23. Background: Trial Objectives Accessing course readings on the device Commenting on and grading of student work Student / peer work Compiling digital / ePortfolios 11Friday, 11 January, 13
  • 24. Background: Trial Objectives Accessing course readings on the device Commenting on and grading of student work Student / peer work Compiling digital / ePortfolios Projecting iPad screens to share content in class: making classes more interactive than before 11Friday, 11 January, 13
  • 25. 12Friday, 11 January, 13
  • 26. Hardware iPads Apple TV • to connect (wirelessly) to projector 12Friday, 11 January, 13
  • 27. 12Friday, 11 January, 13
  • 28. Apps / Software 13Friday, 11 January, 13
  • 29. Apps / Software Evernote iAnnotate PDF Dropbox 13Friday, 11 January, 13
  • 30. Apps / Software Evernote iAnnotate PDF Dropbox Doceri Keynote Pear Note Terminology Todaysmeet Facebook QuickOffice Kobo ... 13Friday, 11 January, 13
  • 31. Problems 14Friday, 11 January, 13
  • 32. Problems Initial technical issues Learning curve: training App stability & limitations Multi-tasking Damage iOS or OS X Mountain Lion-specific (but e.g. AirParrot) 14Friday, 11 January, 13
  • 33. Evernote Notebook service that syncs across devices (“cloud”) Used for: ePortfolio & sharing, organizing, and archiving notes 15Friday, 11 January, 13
  • 34. 16Friday, 11 January, 13
  • 35. 17Friday, 11 January, 13
  • 36. 18Friday, 11 January, 13
  • 37. Evernote 19Friday, 11 January, 13
  • 38. Evernote 19Friday, 11 January, 13
  • 39. Evernote Mailing in notes to notebook: To: <Evernote address> Subject: <@Notebook Name> To: uspjgh.a1bd8@m.evernote.com Subject: @BuzzEd2013 19Friday, 11 January, 13
  • 40. Evernote Mailing in notes to notebook: To: <Evernote address> Subject: <@Notebook Name> To: uspjgh.a1bd8@m.evernote.com Subject: @BuzzEd2013 Shared Evernote Notebook https://www.evernote.com/pub/uspjgh/buzzed2013 or http://tinyurl.com/bksxk22 19Friday, 11 January, 13
  • 41. iAnnotate PDF PDF mark-up tool 1.commenting on student work in PDF (ease of use, archiving graded papers) 2.accessing course readings on the device (searchability and accessibility) 20Friday, 11 January, 13
  • 42. iAnnotate PDF 21Friday, 11 January, 13
  • 43. iAnnotate PDF 22Friday, 11 January, 13
  • 44. iAnnotate PDF 23Friday, 11 January, 13
  • 45. iAnnotate PDF 24Friday, 11 January, 13
  • 46. Student views 25Friday, 11 January, 13
  • 47. Student views Student blogged to The Tablet Filmed interviews Survey 25Friday, 11 January, 13
  • 48. Sample Survey Questions • Which MOBILE DEVICES have you owned or currently own? • To what extent do you feel that you BENEFITED from receiving an iPad this semester? • Please rate your OVERALL EXPERIENCE using the iPad in UWC2101H this semester. Please provide a reason for your OVERALL EXPERIENCE rating. • Please rate the EASE OF USE of the iPad. Please provide a reason for your EASE OF USE rating. • Did you face DIFFICULTIES with using the iPad? Please describe the DIFFICULTIES you faced with using the iPad. • And various questions that asked students to rate experience using particular apps. 26Friday, 11 January, 13
  • 49. Average rating 8.42 27Friday, 11 January, 13
  • 50. Average rating 5.17 28Friday, 11 January, 13
  • 51. Average rating 7.92 Average rating 7.64 29Friday, 11 January, 13
  • 52. Average rating 8.25 30Friday, 11 January, 13
  • 53. Average rating 8.42 31Friday, 11 January, 13
  • 54. 8.42 8.42 Average rating 8.83 32Friday, 11 January, 13
  • 55. On wirelessly projecting iPad screens for all to see:   "I loved this feature. I thought it was great that students could seamlessly connect to the network, and project their annotated documents. This made explanations much easier, and rendered discussions much more precise."   "Apple TV is very useful. It is easy for students to take over the screen and facilitate the discussions. It also saves lots of time during presentation compared to using PC."   "It allows documents to be shared and discussions to be made easily. It is efficient as well as it minimises the time required in setting up the connection."   "It saves a lot of time setting up [compared to] a normal presentation style. And it facilitates discussions as we can really see our friends comments and annotations and which part of the text they are at." 33Friday, 11 January, 13
  • 56. 34Friday, 11 January, 13
  • 57. 34Friday, 11 January, 13
  • 58. Main benefits 35Friday, 11 January, 13
  • 59. Main benefits • Seamless swapping of mirrored screens allows enhanced discussion of course texts and student work through sharing: focus on problems and feedback • More student-centric: e.g. teacher/learner hierarchy broken down • Saving time, e.g. when students present 35Friday, 11 January, 13
  • 60. Flipping screens & flipping classes? 36Friday, 11 January, 13
  • 61. Flipping screens & flipping classes? “Flipped” or “inverted” classrooms: • remote learning through e.g. online video, quizzes • lecturer can assume content familiarity • face-to-face class time used for hands-on work, not content transfer 36Friday, 11 January, 13
  • 62. Flipping screens & flipping classes? “Flipped” or “inverted” classrooms: • remote learning through e.g. online video, quizzes • lecturer can assume content familiarity • face-to-face class time used for hands-on work, not content transfer Flipping screens: • enhanced interactivity and discussion in my small class • potential to enhance students’ in-class experience also in much larger classes, especially if what is required is hands-on work with problems 36Friday, 11 January, 13
  • 63. Thank you! 37Friday, 11 January, 13