The document discusses using iPads and Apple TV for classroom teaching. It describes a trial conducted at the University Scholars Programme where students were given iPads and the instructor used an Apple TV to project iPad screens. This allowed for interactive sharing of course materials and student work. Students found the experience beneficial, rating ease of use and sharing capabilities highly. The trial demonstrated that mobile devices can enhance classroom discussions and make teaching more student-centric.

1. “Flipping Screens”
Teaching with iPads & Apple TV
Johan Geertsema
University Scholars Programme 1
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2. Back Channel
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3. Back Channel
todaysmeet.com/help/backchannel
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4. Back Channel
todaysmeet.com/help/backchannel
todaysmeet.com/BuzzEd2013
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5. 3
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6. Background:
UWC2101H: “Power, Space, and Pleasure”
What might social media have to do
with both television and a prison?
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7. Background:
UWC2101H: “Power, Space, and Pleasure”
What might social media have to do
with both television and a prison?
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9. Stills from The Truman Show (1997)
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13. All three involve the gaze:
(different) forms of watching.
Salvador Dali, “The Eye” (1945)
http://www.virtualdali.com/45Eye.html
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14. All three involve the gaze:
(different) forms of watching.
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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, family
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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?
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18. 10
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19. Background: Trial Questions
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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?
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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?
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22. 11
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23. Background: Trial Objectives
Accessing course readings on the device
Commenting on and grading of student work
Student / peer work
Compiling digital / ePortfolios
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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
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25. 12
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26. Hardware
iPads
Apple TV
• to connect
(wirelessly)
to projector
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27. 12
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28. Apps / Software
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29. Apps / Software
Evernote
iAnnotate PDF
Dropbox
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30. Apps / Software
Evernote
iAnnotate PDF
Dropbox
Doceri
Keynote
Pear Note
Terminology
Todaysmeet
Facebook
QuickOffice
Kobo
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31. Problems
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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)
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33. Evernote
Notebook service that syncs across devices (“cloud”)
Used for: ePortfolio & sharing, organizing, and archiving notes
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35. 17
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36. 18
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37. Evernote
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38. Evernote
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39. Evernote
Mailing in notes to notebook:
To: <Evernote address>
Subject: <@Notebook Name>
To: uspjgh.a1bd8@m.evernote.com
Subject: @BuzzEd2013
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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
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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)
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42. iAnnotate PDF
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43. iAnnotate PDF
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44. iAnnotate PDF
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45. iAnnotate PDF
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46. Student views
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47. Student views
Student blogged to The Tablet
Filmed interviews
Survey
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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.
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49. Average rating 8.42
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50. Average rating 5.17
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51. Average rating 7.92
Average rating 7.64
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52. Average rating 8.25
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53. Average rating 8.42
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54. 8.42
8.42
Average rating 8.83
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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."
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56. 34
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57. 34
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58. Main benefits
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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
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60. Flipping screens & flipping classes?
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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
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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
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63. Thank you!
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