March 2012 Archives

The result of U of M iPad Project

ipadLindaJemma.jpg

College of Education and Human Development (CEHD) at U of M initiated an iPad pilot project in 2010 fall, providing iPad for the entire freshman class (about 450 undergraduate students) in the college. (If you want to know more about the project, read this previous blog posting)

Now the college published a Year One report explaining what they learned from the project.

In the report, they explain what they learned from using iPad in classrooms in six broad categories:

1. Reducing the digital divide: Instructors expressed optimism that the iPad could reduce the digital divide in the classroom. They emphasized finding apps that are free or very inexpensive for students.

2. Increased Media Production: Instructors frequently asked students to create media using their iPad, including development of individual photo journals, e-documents, speeches with image projections, short movies on a course theme, photomontages of images, and pictures or videos for class presentation.

3. Increased Personal Productivity: Instructors were positive about the convenience
and ease of accessing email and calendars on the iPad, and many used the iPad to schedule appointments or send email to students "on-the-spot" during class.

4. Increased information Literacy: Instructors and students agree that information access and consumption is one of the primary strengths of the iPad. And students used iPad to do many kinds of class preparation and research activities resulting in increased information literacy of students.

5. Sustainable classroom: To reduce the use and related cost of traditional course materials and to take advantage of the features of the iPad, some faculty, for example, used an e-version of required texts, encouraged students to access and annotate course readings via a reader app, and checked and sent assignments using their iPads.

6. Learning Beyond the classroom: Several faculty members developed curriculum that used the iPad to change the learning context. For example, in an introduction to psychology course students used the portability of the iPad and the college's online survey tool to collect data in the community related to their research questions.

For more information, read the executive summary of the report or the full report.

Video Ant: A video annotation tools

According to a recent article in the Chronicle of the Higher Education, it is found in a new study that many online instructors aren't taking advantage of interactive instructional tools like online video. Instead, the professors are relying on static (i.e., text based) course materials and assignments. These text-based course materials aren't likely to motivate students very much.

For instructors who are using or planning to use video in their courses, I would like to introduce the 'Video Ant (http://ant.umn.edu)', an easy video annotation tools created by U of M.


video ant screen2.jpg

Using video ant, students can critique and annotate their idea about a video on Youtube or Media Mill.

You can find more information and video tutorials of Video Ant in Video Ant Blog.

As an example of utilizing the Video Ant, Tani Bialek, an instructor in OLPD let her online course students find a video on Youtube related to the course topic. And then, students are required to discuss, critique, and annotate it. The annotated videos are then posted on the Moodle site for all students in the course to view.

Read more about Bialek's story in another TEL blog entry.

About this Archive

This page is an archive of entries from March 2012 listed from newest to oldest.

February 2012 is the previous archive.

April 2012 is the next archive.

Find recent content on the main index or look in the archives to find all content.