Interested in experimenting with iPads in a Spring 2013 course?
In Fall 2011, the Lehigh Lab began a research project evaluating how iPads can be used in higher education classrooms. Our key research questions are:
1) Which uses of the iPad are most/least useful in helping students meet course goals?
2) Do the iPads detract in any significant way from traditional modes of teaching and learning valued by the students or instructors?
3) Does the presence of the iPads in this class have an impact on students’ perception of educational technology in general?
4) Do the students use their iPads for other classes and, if so, how?
5) What new uses of the devices do users envision (i.e., uses that would require hardware or apps that do not yet exist)?
6) What are the key elements of effective Instructional Technology support for such a class and what factors promoted/impeded such support?
To answer these questions, we will work closely with faculty and students in selected courses that are using LTS-supplied iPads. Data will be gathered through surveys and focus groups with students and faculty. We will also ask faculty to include, when possible, assignments that specifically invite student reflection on questions 1-5 above. Question 6 will be addressed by the Instructional Technology consultants involved in the project, who will keep notes on successes and challenges encountered in the project.
TECHNICAL AND LOGISTICAL DETAILS
Each semester, Lehigh faculty will be invited to submit a proposal to the Lehigh Lab describing how they would use iPads in the coming semester. Proposals will include a statement of the learning goals for the course and research goals specifically related to the integration of iPads into the course. Selected faculty and their students willl receive an iPad to use for the full duration of the semester and the class will receive dedicated support from the Instructional Technology team. Participating faculty and students will record reflections on their use of the iPad in the classroom (chronicling successes and frustrations) and will be asked to participate in surveys and focus groups to help the research team determine areas of most and least successful uses.
For Fall 2011, LTS purchased 25 iPads (with a keyboard/case and a stylus for each user). For Spring 2012, LTS purchased an additional 37 units.
COURSES AND FACULTY
PLANNING FOR Spring 2013
Chemistry Seminar (CHM-301) Professor: Natalie Foster
Clean Energy: The Science Behind Energy (PHY-90) Professor: Volkmar Deirolf
The Heirs of Scheherazade (ENGL-398) Professor: Elizabeth Fifer
Intelligent Machines (CSE-90) Professor: Roger Nagel
Intermediate Spanish (SPAN-11) Professor: Diego Argibay
Nanoscience (SCHP-425) Professor: Slava Rotkin
Painting (ART-35) Professor: Berrisford Boothe
Product Design (DES-40) Professor: Wesley Heiss
Multimedia Storytelling (JOUR 230) Professors: Jeremy Littau and Jack Lule "The IPad, in our class, will be of particular interest for study of mobility. iPads were designed to find a niche between mobile phones and laptop computers. The mobility of the iPad is key, a feature made more important with the development of cloud computing. The iPad will allow students to see the possibilities that come with being able to instantaneously sync pictures, video, and written content among devices. In the context of journalism, students will be creating the mobile newsroom of the future. Newsrooms are going more mobile and cloud based. Photos and videos shot in Egypt are downloaded instantaneously in New York for editing and distribution. Having iPads in the class would allow us to experiment with approaches on how mobile devices can tell peoples' stories in meaningful ways."
Victorian Imagination of Africa (ENGL 372) Professor: D. Michael Kramp "Students in ENGL 372 (Victorian Imagination of Africa) would essentially use the iPad as both our sole text and our primary means of class communication, assessment, and work production. Given the content material of the class, it is inordinately expensive to purchase texts; many of the travel writings, diaries, and letters detailing Victorian conceptions of Africa are now available, but they are only purchasable as expensive library editions. The iPad will allow us to use these texts as electronic documents. The students will also use the iPad to construct digital projects on the nineteenth-century efforts of collecting and archiving the African experience; we will specifically use the iPad's filmic, photographic, and audio functions to generate this project. Finally, we will use the iPad to submit, evaluate, and respond to written and oral work in the class."
Globalization and Contextualization (CIE 401) Professor: Peggy A. Kong "I imagine six potential uses of the iPad in the class. First, the iPad would be a single repository for class readings, class notes (hand written or typed notes), assignments, videos, student collaboration, and discussion. Second, before and after classes, students are required to participate in online forums. The iPad would allow students easy access to the online forums and hopefully encourage lively discussion. I am interested in exploring if there are other applications/possibilities using the Ipad for encouraging more discussion and preparation outside of class time. Third, several class meetings will involve in-class discussions and collaborations. During these classes, having iPads in class will ensure that all students have access to the internet and collaborative space on the class website to share/discuss work. For example, students will be asked to explore a specific country context or topic in class and would able to access UNESCO, World Bank, or other educational data. Having iPads in class would be better than reserving a computer lab for each of these class discussions. Fourth, students will use the iPad to discuss their own interaction with education and technology in a US institution of higher education. How do iPads open up the creative and educational spaces for student development and exploration? Fifth, I think an iPad could be used for student assessment. I would like to explore how student work can be assessed and managed using an iPad. Sixth, group projects are an integral part of the course. iPad could be used for student collaboration for group projects and presentations."
Assessment and Intervention in Educational Consultation (SCHP-425) Professor: Ed Shapiro In this course, there is quite a bit of student engagement but also substantial lecture- type presentations. The hope is that iPads will allow for effective dissemination of lecture material and then simplify the process of students taking and sharing notes and comments on this material. The iPads will also be useful in facilitating faculty feedback to students.
Philosophy and Technology (PHIL 090) Professor: Greg Reihman "I am interested in discovering ways the iPad can be used in a discussion-intensive humanities classroom. In particular, I hope to learn (1) if the functionality of the iPad can enhance the conversations we have during class time, perhaps by permitting students to share thoughts on the class material prior to our meeting face to face (in easier or better ways than can currently be done using a course management system's discussion board), perhaps by providing easier access to resources during in-class discussion; (2) Whether we can find a way to use the iPad to enhance student collaboration, during in-class group work and between classes, in ways that make the collaboration more productive and makes the fruits of their collaboration more easily shared (3) if the iPad can help with student writing, by changing the ways instructors and writing fellows give feedback on student work, and (4) if the iPad can help give me, the instructor, a better understanding of students' current thinking on a topic (including questions they have, level of understanding of a reading, etc.) In short, I hope to learn whether we can find ways to use the iPads to have a meaningful impact on how students in my class discuss, read, present, collaborate, and communicate."