Presentation given to EDUCAUSE Connect in Portland, Oregon in February 2014

1. Engaging the Mobile Generation:
CSUN’s Tablet Initiative
Dianne F. Harrison, President
Hilary J. Baker, Vice President for IT/ CIO
Deone Zell, Senior Director, Academic Technology

2. Jeopardy Game

3. myCSUNtablet Goals
• Increase engagement
• Improve the quality of learning materials
• Reduce the cost of learning materials
7 majors
70 faculty
1,800+ students

4. iPad and non-iPad Classes Offered
Students opt in to iPad classes
iPad required, payment plans available
Cost neutrality over 3 course sequence

5. Wi-fi for the New Norm!

6. Branding

7. So How Did We
Get Started?

8. myCSUNtablet Faculty Kickoff

9. Why Apple?

10. What Can You Do With An iPad?
"
"
"
"
"
"
"
"
"
"
Read eTexts
Access LMS
Access Internet
Learn with apps
Watch lectures
Respond to polls
Video conference
Share screens
Photo and video
Take exams

11. Apps – Core and Discipline Specific

12. Majors or Freshmen?

13. Expansion to Athletics

14. Expansion to Advisors

15. Bringing iPads to the Classroom

16. CSUN Faculty Authored eTexts
Sloane Burke, Ph.D.
Dan Mathiyakom
Melissa Wall, Ph.D.
Melissa Wall, Ph.D.

17. Untethered Faculty

18. Exam Underway

19. What Impact Do iPads Have?

20. LAUNCH YOUR BROWSER AND VISIT POLLEV.COM/CSUN
Audience Poll

22. First Semester Student Survey Results
Use less paper - 85%
Access course material more effectively - 78%
Enabled me to study "on the go”- 72%
Engage more with the course material - 65%
Learn the material better - 63%
Enabled me to improve my grades – 58%

23. “Instead
of
trying
to
hurry
and
copy
down
notes,
we
could
make
notes
on
the
PowerPoint
we
downloaded.
That
way
you
get
more
out
of
your
lectures!“
“The
in-­‐class
iPad
assignments
made
sure
you
were
paying
a8en9on.”
“I
loved
how
it
saved
paper
and
space.
All
the
informa9on
for
my
course
was
saved
in
one
li8le
iPad.“
“I
was
able
to
ac9vely
draw
things
in
class
which
helped
with
my
understanding
of
the
material.“
Student Comments

24. “The
teacher
didn't
use
the
iPads.
The
lectures
were
on
PowerPoint
but
they
were
not
at
all
interac9ve.
It
was
basically
pointless
to
have
one
except
for
the
tests.”
“The
worst
part
was
that
I
had
to
buy
it
while
I
already
had
Samsung
tablet.”
Not Without Challenges

25. percentage
Assessment: Introductory Biology Class #1
100
90
80
70
60
50
40
30
20
10
0
*
*
no iPad
iPad
section one
no iPad
iPad
section two
Student performance on assessment quizzes without and with iPad-based learning
for two sections of Introductory Biology, BIOL 106
(section 1, N = 97 students, p< 0.0001; section 2, N = 112 students, p< 0.0001).

26. Assessment: Introductory Biology Class #2
• Two teaching
approaches – iPad
and non-iPad
• Pre, post-test of both
methods
• Correct answers rose
from from 36% (no
iPad) to 92% (iPad)
• Results demonstrate
better understanding
of topic

27. Assessment: Journalism Writing Class
Tradi&onal
class:
students
study
examples
of
good
and
bad
paragraphs;
prac9ce
wri9ng
them,
and
turn
them
in
iPad
class:
instructor
uses
Nearpod
app
to
push
out
good
and
bad
paragraphs;
students
then
asked
to
prac9ce
wri9ng
paragraphs
on
their
iPads
Results:
Inconsistent
and
insignificant;
the
quality
of
wri9ng
did
not
improve
systema9cally.
Instructor
noted
benefit
of
keeping
students
a8en9on

28. Lesson Learned: It Takes a Village
Information
Technology
Library
Faculty
Technology
Center
Financial Aid
Faculty
Development
Chairs and
Deans
Apple
Disability Resources &
Educational Services
Faculty
Admissions and
Records
Universal Design
Center
Assessment &
Program Review
National Center on
Deafness
Institutional Research
Bookstore
Advancement
Financial Services

29. Next Steps