iLibrarian: Virtual, iPads & Mobile Devices Willie Miller Internet Librarian 2011 Monterey Conference Center October 17, 2011
Key Messages Mobile tablets will have a significant effect on pedagogy in higher education. For some tasks, mobile tablets are superior to computers. Most students report engagement and learning while using iPads in class. Interdisciplinary working groups are valuable.
Presentation Outline Institution and Project Overview iPad Library Instruction Research Findings Best Practices Q & A
Indiana University – Purdue University Indianapolis(IUPUI) Indiana’s urban research institution Student population: 22,000 undergraduate 8,000 graduate
iPad Faculty Learning Community University Funding iPads in the classroom Eight-member interdisciplinary community
Library Instruction with iPads Courses Informatics First Year Experience (Fall ’10 & Fall ‘11) Perspectives in Communication (Fall ’10 & Fall ‘11) Computer Methods for Journalism (Spring ’11) Global Tourism Seminar (Fall ‘11)
Library Instruction with iPads Activities Information seeking and evaluation Mobile library resources (OPAC, EBSCO, Wilson Web, etc.) Mobile news and media (NPR, USA Today, TED, YouTube, etc.) Collaborative Concept Mapping (Popplet &iBrainstorm)
Study Design Describe how the iPad activity helped or limited your learning of the class content. Describe at least two things you liked about using iPads in this class. Describe at least two things you disliked about using iPads in this class. Do you have any suggestions for other ways to use the iPads in learning class content?
Preliminary Findings “Made even the students who are normally less engaged get into the activities” “All the tools you need are right there and customizable.” “Easily access information. Groups can produce more work quicker and eases group cohesiveness.” “It was convenient and fun …The portability of them made it easier to discuss with the professor.” “it’s nice to switch things up, and using the iPads was a ‘fun’ way to learn something that’s useful towards our degree.”
Preliminary Findings “I am faster at writing notes on paper than with an iPad.” “I found myself want[ing] to play with the apps or search the web rather than focus on course material.” “time wasted when the iPad wasn't working properly” “checked my email and Facebook rather than participating because it was easier to hide.” “People can get lost in the iPad and not focus on group work”
Best Practices Plan activities in detail and test technology Convey expectations Monitor activities carefully Curate resources Cultivate mobile information literacy Consider device limitations