Taken from http://www.wired.com/gadgetlab/2009/12/iphone-university-abilene
Taken from http://www.wired.com/gadgetlab/2009/12/iphone-university-abilene
Should this University Become Connected? A presentation to discuss the benefits of taking MKU from a traditional university to a virtual learning environment. Presented to department chairs of MKU by Mary Katherine Cox
The Traditional College Classroom Expensive textbooks Lecture-style teaching Backpacks full of supplies and books Outdated teaching practices
What I have learned…. As a graduate student at Abilene Christian University, I have been exposed to incredible technology that I was unaware existed. Please keep an open mind and think of MKU and the ramifications of turning our campus into an ACU-style school while you are processing these ways of learning, teaching, and staying connected.
ACU At Abilene Christian University, students are given iphones upon arrival. Mobile technology is used on this campus to not only enhance learning, but to keep students connected to each other, classmates, and professors.
Take a look at ACU’s pioneering use of technology in their classrooms Please take a minute to read the next 3 slides to see the amazing use of technology on this college campus, and how the students will be impacted from this new type of educational setting.
Mobile Technology Initiatives at ACU Current year mobile learning fellows' research with results expected June 2012. Researcher(s): Stephen Baldridge, PhD, LMSW Email:email@example.com Abstract: This study will explore the use of mobile technology in remote teaching, giving professors the ability to teach and instruct students via the mobile device while not in the traditional classroom setting. This study will utilize a quasi-experimental design between separate sections of no less than three classes. Three sections will be taught utilizing extensive remote teaching activities (i.e. sending students out of the classroom to experience different activities and blogging/podcasting about them remotely on their device, conducting “scavenger hunts” using mobile devices for instruction, using HeadsUp to facilitate group work while the professor is not physically present), while the other three sections will be taught identical course materials using traditional face-to-face methods. Measurement will consist of a pre-test/post-test design to compare student comprehension, retention of, and interest in course materials. Research Hypotheses:Teaching class remotely with the use of mobile devices (professor and students not face-to-face) will yield no significant difference in regards to comprehension, retention, and student interest compared to traditional face-to-face instruction.
More… Researcher(s): Phyllis Bolin, Ph.D. Email:firstname.lastname@example.org Abstract:This project is designed as evaluative research to determine the effectiveness of the use of mobile learning activities on student learning in two different mathematics content classes for preservice teaching majors--one is primarily elementary and special education majors and the other is secondary mathematics teaching majors. This will include a systematic investigation of the impact on learning through enhanced reasoning, questioning, and discussion of mathematical ideas. Assessment of the impact of integration of mobile learning devices in the learning environment will be examined and measured in terms of student learning outcomes for critical thinking and problem solving. Strategies for guiding and encouraging class discussion will include, but are not limited to the following: Use of electronic textbooks on iPad that enable insertion of notes and links to websites. Use of iPad to provide a common learning device that students are able to personalize for specific learning needs. Use of daily mobile questioning at beginning of each class to generate and foster class discussion and engagement. Use of mobile learning devices to assess daily formative assessments to adjust and adapt learning activities. Assessment of the strategies will include a quantitative evaluation of student learning outcomes on tests and quizzes, frequency analysis of course blog data and email; and qualitative evaluation of questions added to Student Opinions of Instructors Surveys, analysis of weekly student journal entries, and course blog data. The instructor will keep a journal describing and recording details of class discussions and class activities that contributed to or distracted from the classroom learning. Research Hypotheses:The use of an interactive electronic textbook that can be personalized will result in increased student reading and independent study so that students are better prepared for class and assessments. Daily use of classroom response systems will foster increased reasoning, questioning, and discussion during class resulting in improved student learning outcomes and student satisfaction.
More… Researcher(s): Ian Shepherd, D.A. Brent Reeves, Ph.D. Email:email@example.com Abstract: Although ACU's mobile computing initiative has been exceptionally well-received, we have reached the limits of mobile computing research based on self-reporting surveys. We are now at the point where new insights into mobile computing require access to real usage data. Data will be collected via two methods: (1) data capture process from existing ACU system logs that stores “device use data” for analysis and (2) data reporting and query system that allows mobile fellows to query the data using web based analysis tools. This enables researchers to assess, for instance, how the mobile device usage patterns of an “A” student differ from that of a “D” student. Research Hypotheses: Collecting data by user (ixs03a), device type (desk top, lap top, mobile device), campus location (COBA atrium), application use (Blackboard), content accessed (Quiz, date / time (4/7/11 at 5:22 pm), and Banner demographic information (GPA) will enable ACU researchers to do pattern analysis on actual mobile device usage. The findings from Fall 2010 research showed a difference in use patterns of iPad students. Visualization of that data shows that iPad user patterns are more diffused when compared to the laptop user. One possible explanation is that because iPad is truly a mobile device, they are available at any moment to work on educational content. Laptops are more “fixed” and less mobile and therefore less available for moments of study.
The Research In the past 3 sides we have looked at current research projects being conducted at Abilene Christian University. This university continues to excel in the field of technology and the research studies when concluded will prove to be exciting and resourceful.
ACU Connected “In a world of search engines, social networking, and mobile computers, students have access to more information than one could process in a lifetime. At ACU, we are training students to not merely consume these vast amounts of information, but to assess information, to synthesize thoughts, to generate new ideas, and to contribute meaningfully to conversations of global importance. We are exploring how these technologies can be used to help people learn in new ways. And we are discovering how these tools can aid us in our mission to educate students for Christian service and leadership throughout the world.” (ACU Connected)
ACU, a great example In watching a video about an entering freshman just receiving her new iphone, she was overwhelmed with the prospect of learning the new technology. However, she was able to easily get started by plugging her iphone into her computer to sync with itunes, and then began her exploration.
New student She was able to find her classes, textbooks, schedule, and maps of the university, including a personal GPS system so that she wouldn’t get lost. She connected with a friend and changed her class so that she could go to another later class, the same class that her friend was attending. She did this all from her iphone and the first day of classes hadn’t even occurred yet.
First day of school On her first day of school at ACU, she used the iphone in class to vote on the format in which she wanted her first class to be delivered, voted in another class, added web content about cubism to her modernism class website, and was instructed by her professor to take video with her iphone and add these videos online so the class could be “there” with her.
Complete Interaction Her first day of class was astounding but not unusual for students that attend ACU. Could we do the same thing at our university, MKU? Absolutely
Take example from ACU The ACU Connected Mobile-Learning Initiative allows students to stay connected to peers and professors at all times. Email and text messaging enables both teachers and students to communicate instantaneously, fostering a real-time learning experience for students. Students have commented that the iphones have made lectures more easily understandable with less opportunity for confusion. If the professor talks about something unknown to a particular student, the student can Google the topic during the lecture, read about it quickly, without missing a beat.
Career Readiness By using this type of technology daily in their classes, students are more prepared for the intense technological careers of the future.
Blogs and Surveys Within the classroom setting, professors are able to get real-time results by having students respond in blogs, take surveys and polls, and get answers and feedback immediately. This can also be done anonymously and eliminates anxiety on the part of the students.
Let’s take a look at this site… http://www.wired.com/gadgetlab/2009/12/iphone-university-abilene Please discuss with the person sitting next to you three things that stood out to you. How could we do this on our campus?
Here is a quote taken directly from the article that we just discussed. “That’s the idea Abilene Christian University has to refresh classroom learning. Located in Texas, the private university just finished its first year of a pilot program, in which 1,000 freshman students had the choice between a free iPhone or an iPod Touch. The initiative’s goal was to explore how the always-connected iPhone might revolutionize the classroom experience with a dash of digital interactivity. Think web apps to turn in homework, look up campus maps, watch lecture podcasts and check class schedules and grades. For classroom participation, there’s even polling software for Abilene students to digitally raise their hand. The verdict? It’s working quite well. 2,100 Abilene students, or 48 percent of the population, are now equipped with a free iPhone. Fully 97 percent of the faculty population has iPhones, too. The iPhone is aiding Abilene in giving students the information they need — when they want it, wherever they want it, said Bill Rankin, a professor of medieval studies who helped plan the initiative.”
What does this mean for MKU Our students at MKU are technologically savy Most professors are abreast of Web and Cloud technology, and many who are not would like to receive training. We have many benefactors and contributing alumni that would love to help fund this initiative This initiative would help us be more competitive in an ever-increasing technological world. MKU would be a sought after college for advanced technological training, just as ACU.
Our students deserve this If we put the iphones in the students’ hands, the magic would happen just as it has at ACU. Many of our students are already using iphones and are proficient with Web 2.0 and Cloud technology. We must make this leap into the future in order to stay on pace with other universities. We must become a premiere technologically advanced university such as ACU.
Consider this.. “The traditional classroom, where an instructor assigns a textbook, is heading toward obsolescence. Why listen to a single source talk about a printed textbook that will inevitably be outdated in a few years? That setting seems stale and hopelessly limited when pitted against the internet, which opens a portal to a live stream of information provided by billions of minds. “About five years ago my students stopped taking notes,” Rankin said. “I asked, ‘Why are you not taking notes?’ And they said, ‘Why would we take notes on that?…. I can go to Wikipedia or go to Google, and I can get all the information I need.” Conversely, the problem with the internet is there’s too much information, and it’s difficult to determine which data is valuable. These are the specific educational problems Abilene is targeting with the iPhone. Instead of standing in front of a classroom and talking for an hour, Rankin instructs his students to use their iPhones to look up relevant information on the fly. Then, the students can discuss the information they’ve found, and Rankin leads the dialogue by helping assess which sources are accurate and useful. It’s like a mashup of a 1960s teach-in with smartphone technology from the 2000s.
A final thought… As a top Texas University, we will lead our university into the future by becoming a premier mobile-technology school. Our students will lead an educationally interactive life, with profound experiences that keep them engaged with their peers and professors at all times to foster the best learning experience possible.