Integrating the iPad into Your Academic Life by Debra Kouda

HOW TO ADDRESS THE ISSUE OF NON-NATIVE STUDENTS INCORPORATING TECHNOLOGY, SPECIFICALLY IPADS, INTO THEIR ACADEMIC LIFE

ED 195 INTEGRATING THE IPAD INTO YOUR ACADEMIC LIFE DEBRA KOUDA

INTRODUCTION: THE MISSION The job market is changing, it is calling for an entirely different type of employee than 30 years ago. It is searching for graduates who have a complete package of 21st Century Learning Skills including: life and career skills; information, media, and technology skills; along with learning and innovation skills (critical thinking, communication, collaboration, and creativity) (P21, 2011). Educators that understand this need and desire include people such as Professor Eric Mazur, Salman Khan, and Dr. Sugata Mitra. They speak of classrooms where learning and knowledge are the wanted end result, where lessons are broader and can explore more than just the end of the semester exam. Where a student has the opportunity to get right with the material and as Khan explained during his TED talk, fill in the possible “Swiss cheese gaps that have kept building throughout their foundation” (2011). Technology tools that are lending themselves to be of assistance during this time of revision include the iPad, self-paced software, including Khan Academy, and various learning management systems.

Educators, in turn, must ask themselves, “how do we eliminate the swiss cheese hole gaps?” and address the needs of the transforming job market with the technology tools we have available in this, the 21st century? Universities have started to deal with this 1

issue by modifying their methods of instruction, including creating blended e-learning (BELS) systems, which are defined by Graham (2006) as “two historically separate learning environments: classroom teaching and full e-learning” (as cited in Wu, Tennyson, & Hsia, 2010, p. 2) as well as fully asynchronous distance deliver courses. Both of these systems provide a classroom that is more student centric. A place where students control the pace of learning, while the teacher facilitates the lessons, becoming the guide who moves them through their studies. Mazur’s method of Peer Instruction is actively putting this concept into place. He has realized that students “can forget facts, but not understanding” (2008). The understanding is created when students are able to “teach” their fellow classmates, they are able to socially interact. Every person in a student’s life plays a very important role in their education, and that should be capitalized on in the classroom, not left by the wayside.

One major issue that comes up with the move toward more online and BELS education models are the assumptions that educational institutions make about their incoming student populations. 2001 was quite an influential year with regards to technology and pedagogy when Marc Prensky coined the phrase “digital natives” (Thinyane, 2010, p. 406). Once on the scene, there was an expectation within the educational community, universities included, that those generations of students born into a digital world would automatically know and be fluent in the ways of computers, videos, and the World Wide Web. A study conducted by Thinyane in 2010 on the experience of first year college students in South Africa found that “technological efficacy and technological anxiety are simply individual differences based on experience, exposure, personality, culture,

and environment” (p. 2). On top of what could be a completely different culture for someone coming from a rural area to a university environment, they are further delayed by their inexperience with technology and how it can be a part of their academic life. This thesis/project hybrid is focusing on the question of “How to address the issue of non-digital native students incorporating technology, specifically iPads, into their academic life.” A mixed methodology of quantitative and qualitative along with teacher action research will be utilized to address this query. This is a very real event in Alaska for rural K-12 students who are not “digital natives” as they make their way to higher learning institutions, including the University of Alaska. In order to tackle this issue, a six-week blended e-learning course was developed specifically for rural students who have had limited exposure to the world of the digital native. It will introduce them to mobile technology, in this case the iPad and iPod Touch, and show them how it can be a major component in their academic life. Here is to bringing students into the digital age!

THEORETICAL FRAMEWORK Constructivist theorists Cooper (1993) and Wilson (1997) support the ideal that “learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge” (as cited in Ally, 2004, p. 3).

This is exactly the type of theory that needs to be followed when creating a course where students must learn how to use a digital device or how to participate in an online environment. The students have to be able to make a connection with their device and actively see how it can influence their academic studies. There are a couple

of different roads that have been taken when it comes to teaching with iPads and/or incorporating them into schools. One approach is to only let the students use them while they are in class, another is for the students to take the devices home with them. The latter typically ends up being more useful, not only because the students are able to expand their learning outside of the classroom, but because the iPad becomes a part of their everyday life. This includes activities that may be done on the iPad that are not specifically academic. (do i have an article to reference here?)

The same theory rests for teachers and faculty. In many areas before iPad rollouts happen, faculty are given the iPad over the summer, with the intent to have it develop into an everyday necessary tool. At the same time, they are able to see how it could be used within their classroom. Everything with using these devices to influence various aspects of life revolve around the learner, whether it be student or faculty, physically using the device.It does not help to read everything about the iPad and then try to use it, although that could somewhat assist in the learning process.

According to Ally (2004), the theory behind constructivism sees “learners as being active rather than passive” (p. 18). Ally (2004) gave a list of factors necessary to make learning effective from a constructivist point of view:    1. Learning should be an active process.

and social presence, and to help develop personal meaning. (p. 1819)    The course that is being developed for the students reflects this theory in that they will be actively using the device to create items with which could be useful in an academic setting. The students will have access to the device at all times, and will be highly encouraged to make it a part of their daily routine. This includes using it as an alarm clock, using it for a campus map, listening to music, etc. The use of the BELS will be be helpful because a portion of the time the students will actually have face-to-face time with the teacher and other students. This time could be used for questions regarding the learning platform, Canvas, the iPads, or items surrounding the assignments. For first steps into the world or learning with technology and new systems, this seems like the ideal plan for the students, as well as the faculty involved.

2. Learners should construct their own knowledge, rather than   accepting that given by the instructor.    3. Collaborative and cooperative learning should be encouraged to facilitate constructivist learning.    4. Learners should be given control of the learning process.    5. Learners should be given time and the opportunity to reflect    6. Learning should be made meaningful.    7. Learning should be interactive to promote higher-level learning 5

REVIEW OF RELATED LITERATURE The digital age is upon us and is ever so rapidly sneaking into all levels of education. One of the most interesting aspects of this particular influx of technology is that there is actually a sense by many that the long needed educational revolution regarding teaching and learning is actually in the process of happening. This has not always been the case when it comes to incorporating, or trying to incorporate, technology into education.     There are three key ingredients to this recipe that this literature review will address regarding the issue of non-digital native students incorporating technology, specifically iPads, into their academic life:

teaching to the correct audience, digital natives or digital strangers; the tools with which the class will be taught, from the device to the learning platform to the design of the course; and finally the pedagogical role that the teacher plays within the classroom.

TEACHING TO THE CORRECT AUDIENCE, ARE THEY DIGITAL NATIVES OR DIGITAL STRANGERS?

On top of what could be a completely different culture for someone coming from a rural area to a university environment, students are further delayed by their inexperience with technology and how it can be a part of their academic life. One reason for this occurrence is thanks to Marc Prensky, who in 2001, coined the phrase ‘digital 6

native’ defined as   ...a person from the millennial generation; one who has grown   up with digital technology; one who comes to university familiar  with computers; and one who is purported to learn to use   computers informally - either teaching themselves or through   social networks such as family and friends - rather than   needing to be taught. (as cited in Brown & Czerniewicz, 2010,  p. 361)     Once the phrase existed, there was an expectation within the educational community, universities included, that those generations of students born into a digital world would automatically know and be fluent in the ways of computers, videos, and the World Wide Web.     The second well known classification is the ‘digital immigrant’, which encompasses those people that were born before the the dawn of digital tools who have ended up adopting them later in life.     In a study conducted by Brown and Czerniewicz (2010) on the digital native issue in South African Universities, a third group was found existing within the digital realm, which they called the “digital stranger”. They described this group as students who have less than fours years of experience with computers, have no direct use of Information and Communication Technologies (ICT) off of the university campus, and they are very dependent on University led courses and support staff regarding how to use digital devices (p. 363).    In conclusion of their research, Brown and Czerniewicz suggested there be a new definition drawn up for universities to better understand the technical knowledge of the incoming student populations:

We thus propose reclaiming the notion of the ‘digitizen’. A   concept such as this would acknowledge the full spectrum of  digital capabilities (thinking beyond computers) in varied   configurations. It would allow for notions of access as being   determined by connectivity and not location, and the   acknowledgement of skills based on what students are able   to achieve rather than the mastery of a device. (2010, p. 366)

THE TOOLS: THE COURSE DESIGN, THE DEVICE, AND THE LEARNING PLATFORM

The online educational environment was born out of a need by educators to figure out the best way to incorporate the World Wide Web into the traditional classroom. There are different systems that have brought on the popularity of online learning, including a fully asynchronous e-learning version. However, even with the advantages of the elimination of geographical barriers, the ease of convenience for individualized and collaborative learning, the serious drawbacks of a lack of peer contact and social interaction have made the asynchronous model less favored. Educators have instead turned to a blended e-learning system (BELS), which “refers to an instructional system that combines multiple learning delivery methods, including most often face-to-face class-room with asynchronous and/or synchronous online learning” (Wu et al., 2010, p. 155). Research has shown that there are benefits to the BELS and that most students adjust rather well, but according to Wu’s study it must always be remembered that  ...an effective BELS environment should consider the human and  technology factors that affect learner satisfactions with BELS,  such as individual attitudes, participant interaction, educational  technologies, and course design (Wu et al., 2008, p. 156).    7

If these are heeded, the students have a better achievement rate, and see a general value of e-learning. This value was studied by Žuvic-Butorac, Roncevic, Nemcanin, and Nebic (2011), where they looked into a student’s perspective of e-learning. The top three highlights the BELS model according to students were:

Within the realm of education, whether it be K-12 or higher education, significant positive results have occurred when iPads are introduced, everything from an increase in the passing rates of students, to a increase in student enrollment, and to an overall moral increase in students, teachers, and faculty. A prime example is Essa Academy just outside of Manchester, England. Before the iPads implementation, more than 70% of students were failing their classes and the school was looking at closing. It became obvious that a drastic change needed to occur. A decision was made to incorporate iPads into the entire school, giving students the ability to also utilize them at home. Apple TV’s were placed in each of the classrooms, and each faculty member received an iPad and MacBook Air. During the two year pilot of the iPad program, there was an amazing transformation, and Essa Academy is now basking in a 100% passing rate, up from 28% (Apple in Education, n.d.).

1) Most important to have access to teaching materials 24/7    2) Online materials better suited to students‘ need and in general    3) Having an e-course in addition to classroom teaching is helping them in organizing their learning better and scoring better results. (2011, p. 427)    Data from the study also concluded that out of the student population that was a part of the study, 77% preferred the BELS and those students had a better overall GPA (Zuvic & Butorac, 2011, p. 413).

When it is time to choose the educational technologies to use within the BELS, it is best to go with a world view, and the world is going mobile with the iPad. During the earnings call for the second quarter of 2012, Tim Cook, CEO of Apple, reported that over 94% of the Fortune 500 and 75% of the Global 500 companies were currently testing or deploying iPads (Moorhead, 2013). In February of 2013, Jordan Khan of 9to5Mac.com reported that Apple shipped 4.5 million iPads directly to educational institutions in the United States. This number almost doubled to education establishments worldwide, topping out at 8 million (Khan, 2013). All of this has occurred in the four short years that they iPad has been on the playing field.

After reading these stories of iPads and their success in education, they seem to be the logical device of when introducing rural students to the digital age of education. It also gives the students the chance to be ahead of the curve when entering the workforce. Another reason to be inclined to use this device revolves around its strong resemblance to cell phones. In the study by Brown and Czerniewicz, it was found that the group of ‘digital strangers’ all had cell phones, and that they used them regularly for text-messaging and making calls. Of that particular group, over half of them had access to the internet with their device and did regular searches on the internet. (2010, p. 366). In another South African study done by Thinyane in the same year (2010), results revealed that  When asked what technologies students do use or would like  to use for their studies, the mobile phone was again ranked  8

whose company, Instructure, believes that “learning enriches living”. Students and faculty could not really ask for much more.

first. The mobile phone therefore offers exciting opportunities  to innovative educators and HEI administrators who could find  a way to target a technology that students are already using.  (2010, p.412)

THE PEDAGOGICAL ROLE OF THE TEACHER

To incorporate all the new technological tools into a successful BELS and mobile learning curriculum, the basic methodologies and pedagogical practices of teaching have to adapt. If the teachers are able to see their true role and harness the power of learning available from the mobile learning devices, “the classroom becomes more learner centered, assessment-centered, knowledge-centered, and community-centered” (Rochelle, 2003, p.19).

If there is to be a mobile device, the learning platform by which the class will be delivered on has to be just as versatile. There are many popular Learning Management Systems (LMS) on the market that could possibly fit this role, highlighted by Blackboard, Desire2Learn, and the newest one to the market, Canvas by Instructure. Over the past couple years as multiple year contracts run out, universities have started exploring the possibilities of new LMS.

In many facets of education, teachers are struggling to incorporate the new technology into the curriculum that they have been assigned to teach. It is an age old problem in the schools. Districts are giddy about handing out the mobile devices and new technology, but fail to realize that the teachers do not actually know how to use the technology correctly, pedagogically and technically speaking, in the classroom (whether it be K12 or higher education). This is an issue that needs to be addressed in the initial phases of teacher training as the future teachers are engrossed in pedagogical study themselves. A group of professors turned researchers, Green, Edwards, Wolodko, Stewart, Brooks, and Littledyke (2010), at the University of New England in Australia began combatting this issue first hand with their online early education program.

Even though Instructure is a young company, they are starting to become known as the “rebels” of the LMS world with their learning platform, Canvas. Some of the results from the Zuvic-Butorac et al. research showed that there were some improvements to be made on the teaching angle to harness the strengths of the BELS, including an increased use of multimedia, the offering of self-assessments, and having access to digital literature and collaborative activities (Zuvic-Butorac et al., 2011, p. 426). Canvas allows teachers to incorporate these sorts of recommendations easily into the learning platform, and it was stated by a professor at Auburn University that “from an instructor standpoint loading materials and organizing is not only easy, but can actually be fun” (Hahn, 2011).     Just as the iPad is the tool which will lend itself to necessary skills for the workforce, Canvas is a revolutionary learning platform that is made for the 21st century. Why would you not want to use a platform

The researchers decided to forget about the technology for awhile, and simply focus on the pedagogy.  As teacher educators we identified a lack of guidance for higher  education related to the new curricula, initiatives and policies on  9

how to achieve the mandatory standards. The curriculum   outlines what to teach, but does not define how to teach it and  what the implications are for higher education and the   preparation and professional development of student teachers.  (Green et al., 2010, p.259)

Although the professors were from higher education, the group that they were educating were the future generations of early education teachers. What was most impressive about this particular study was that Green et al., (2010) took it upon themselves to find solutions to their problems. They did not wait for the dean or provost to put together the research study, or to give them funds, they simply took matters into their own hands. By doing this, the researchers have hopefully created a catalyst of encouragement for other teachers and professors to follow, showing them that it is possible to become pedagogically fluent with curriculum in today’s every-changing Web 2.0 world.    Along with the pedagogical changes, there is some fear among teachers that their role will be lessoned, but as Dr. Elliott Soloway, Professor of Education (as cited in Hill, 2011) stated:  “The real work of the teacher is the one to one, the small group,”   Soloway said. “Kids get the information outside the classroom,  bring it into the classroom for discussion, essentially flipping the  classroom. The classroom moves from an ‘I teach’ to ‘I learn‘   model, where the teacher actually ends up learning as much as  the student does.” (p. 24)    Teachers at Westlake High School in Austin, Texas, that have been surrounded by the mobile device movement have realized that “flip-

ping their classrooms” (Foote, n.d., p. 16) is an inevitable change in order to have success. It is time for educators to realize that what Graham said in 2006, that “blended learning systems change the way learners learn, but also change the way teachers teach” (as cited in Zuvic & Butorac, 2011, p.)    According to Maria Andersen (2011), “humans have always been learning, but how we learn has changed over time...” (p. 13). During this time of change in the classroom, it is important for all educational institutions to remember where all their students are coming from, to choose digital tools and design courses for the jobs of the future, and for teachers and faculty to understand that even though their role may be changing, it is still one of the most critical relationships that the students will have.   On a totally opposite side of the spectrum is Dr. Sugata Mitra, a Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, England. Mitra is originally from India, and began down this path in 1999 with his “Hole in the Wall” experiments on the border of a large Indian city slum, showing that even in the absence of a formal teacher, children are able to learn. His research has further gone on to demonstrate that, “even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge” (ted.com, n.d.).    Imagine that, a classroom where the teacher does not actually do any of the teaching. They just create the correct environment and prompt the students with questions to get them looking in the right direction. Mitra was the recipient of a one million dollar TED prize in 10

2013, and has taken all of his research from the initial â&#x20AC;&#x153;Hole in the Wallâ&#x20AC;? experiments, and designed it into toolkits that anyone around the world can use to create a Self Organized Learning Environment (SOLE). He has witnessed firsthand what children everywhere are capable of when they harness the power of the World Wide Web. A game changer, to say the least.

REFERENCES

(2011). Overview: Framework for 21st century learning. The Partnership for 21st Century Learning. Retrieved  from http://www.p21.org/overview  Ally, M. (2004). Foundations of educational theory for online learning. Theory and Practice of Online Learning, 3-31.  Andersen, M. H., & . (n.d.). The world is my school: Welcome to the era of personalized learning. , 12-17. Retrieved from EBSCO Host.  Apple in Education. (n.d.). Apple in education profiles: An ailing UK school makes an incredible transformation. Retrieved from  http://www.apple.com/education/profiles/essa/#video-essa  BokCenter. (2008, January 20). From questions to concepts: interactive teaching in physics. Video retrieved  from http://www.youtube.com/watchfeature=player_embedded&v=lBYrKPoVFwg  Brown, C., & Czerniewicz, L. (n.d.). Debunking the 'digital native': Beyond digital apartheid, towards digital democracy. , 357-369.   doi:10.1111/j.1365-2729.2010.00369.x  Green, N.C., Edwards, H., Wolodko, B., Stewart, C., Brooks, M., & Littledyke, R. (2010). Reconceptualising higher education pedagogy in   online learning. Distance Education, 31(3), 257-273. doi: 10.1080/01587919.2010.513951.  Hill, R. A. (2011). Mobile digital devices. Teacher Librarian, 39(1), 22-26.  Kahn, J. (2013, February 28). Apple has sold 3M iPads directly into US education over past year and 4.5M total (Update: 8M worldwide).   Retrieved from http://9to5mac.com/2013/02/28/ apple-has-sold-3m-ipads-directly-into-us-education-this-year-and-4-5m-total/  Moorhead, P. (2013, March 18). The iPad’s uncontested enterprise run is over. Retrieved from

http://www.forbes.com/sites/patrickmoorhead/2013/03/18/the-ipads-uncontestedenterprise-run-has-ended/  Roschelle, J. (2003). Keynote paper: Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning, 19(3),  260-272. doi 10.1046/j.0266-4909.2003.00028.x  Schaffhauser, D. (2011, July 14). Auburn U moves to open source Canvas LMS. Campus

Technology. Retrieved from:

http://campustechnology.com/articles/2011/07/14/auburn-u-moves-to-open-source-canvas-lms.aspx  Ted Conferences, LLC. (2011 March). Salman Khan: let’s use video to reinvent education. TED

Talks.Video retrieved from

http://www.ted.com/talks/lang/en/salman_khan_let_s_use_video_to_reinvent_education.html  12

Ted Conferences, LLC. (2013 February 27). Dr. Sugata Mitra: build a school in the cloud. Ted Talks. Video retrieved from  http://www.ted.com/talkssugata_mitra_build_a_school_in_the_cloud.html   Ted Conferences, LLC. (2013). Speakers Sugata Mitra: education researcher. Retrieved from http://www.ted.com/speakers/sugata_mitra.html  Thinyane, H. (2010). Are digital natives a world-wide phenomenon? An investigation into south african first year students use and experience  with technology. Computers & Education, 55(1), 406-414. Retrieved from Google Scholar.  Wu, J. -H., Tennyson, R. D., & Hsia, T. -L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers &  Education, 55(1), 155 - 164. doi:10.1016/j.teln.2010.01.006  Žuvic-Butorac, M., Roncevic, N., Nemcanin, D., & Nebic, Z. (n.d.). Blended e-learning in higher education: Research on students'   perspective. Issues in Informing Science & Information Technology, 409-429. Retrieved from EBSCO H

STATEMENT OF BIAS

I have been fortunate enough to have a couple of different cross cultural experiences, and the greatest lesson that I have learned when working with cultures other than my own is to go into the situation without expectations. Once you have those set, the biasâ&#x20AC;&#x2122; that you may have about the culture, good or bad, are already set in place. These lessons are being drawn from my time as a Peace Corps volunteer in Benin, West Africa. I initially went in thinking that I knew a little bit about the culture that I was going to be living in for the upcoming 27 months of my life. I realized very quickly that I did not have a clue. Other volunteers continued to hold onto their expectations, and some of them ended up leaving after a couple of months. One of the greatest honors that I found when working with a different culture was when people finally started to trust you, and you were able to trust them in return. However, this was also a game that had to be played. It usually turned out that the first people who you though that you could trust were really just using you for their own personal gain, whether it be a monetary or political one. This game of trust takes time, and that is something that not all people are willing to wait out.

My experience with the culture also changed when I began dating the man who would be my husband. His friends, along with his enemies, became mine. This had a surprising effect on some of the projects that I was working on, even though the village that I was living in as a whole was benefiting. In those projects that were tested, I had to develop new ways of either working with the original collaborators, or begin working with others. Along with that, new doors were open, and I became privy to ceremonies and family gatherings that I normally would not have been. Part of my job required working with around 1800 elementary and middle school age students on teaching them about the environment. Here was another huge culture shock. The classroom is not run the same way at all. Lucky for me, I knew about this part a little bit before actually going into the schools. People there mainly learn by observation, and in the classroom, it was all memorization. The most interesting part that I found about this was that outside of the classroom, the students were animated and creative, and truly showed that they were a product of a community culture. I decided to try and adapt my lessons to allow that particular aspect to shine through in the classroom. It was very hard at first, and students 15

really did not understand. However, after awhile, the students began showing the creative and critical thinking side of themselves. This required patience and constant classroom instruction adjustments, but in the end, it was well worth it. During the course that I will be teaching this summer, I will mainly be working with young rural Alaskans, many of which are Alaskan Native. Even though I have grown up in Alaska, I have yet to live in villages or towns that are in those rural areas. Due to this, I will be entering the classroom not just as the teacher, but as a learner as well. Basically, I will go in with the mindset of a new Peace Corps volunteer and let the observational skills take over, at least for the first one or two classes. I will in the classroom with an open mind, and with the realization that even though I feel that I have developed a wellthought out course, I have to be willing to make changes and adjustment at any moment in order to suit the needs of the students. Thinking back, if I had time, I might go back and do a little bit of research on the various Native Alaskan cultures. This would allow me to go in with a little more knowledge of what to expect from the students. At the same time, I am slightly hesitant to do that, because the research would be someone elseâ&#x20AC;&#x2122;s opinion about their experiences working with the cultures. Although they are different continents, I am going to rely slightly on my background working with students when I was in Benin. I realize that this is slightly dangerous, however, on a larger scale, culturally they are fairly similar. Both live off of the land, music and dance play a very large part within their culture, and there is a great respect for the elders of the community. Another item that I have to remember is that I am helping them to acclimate to a University culture, so in some regards, we will all be on the same playing field. 16

METHODOLOGY

The thesis/project hybrid is focusing on the question of “How to address the issue of non-digital native students incorporating technology, specifically iPads, into their academic life.” A mixed methodology of quantitative and qualitative along with teacher action research was utilized to address this query.    In order to tackle the issue of the rural K-12 students who fall into the digital stranger category as they make their way to higher learning institutions, a six-week blended e-learning course will be developed specifically for rural students with limited exposure to the world of the digital native. It will introduce them to mobile technology, in this case the iPad and iPod Touch, and show them how it can be a major component in their academic life.

increase the number of UBC graduates who enter colleges and universities. The class was delivered as a blended e-learning model, encompassing face-to-face and Canvas (an online learning platform) delivery.   There will be a pre and post Technology Self-Assessment survey given using SurveyMonkey, focusing on iPad applications that will be discussed throughout the course. A survey evaluation of the class was taken at the conclusion of the six weeks. Social and environmental factors will also be observed by the co-instructors. One to one conversations with students will also help to assess and improve the course.

The class is titled ED195: Introducing the iPad into Your Academic Life. It was co-instructed by the director of Upward Bound, Dr. John Monahan, and graduate student Debra Kouda, during the summer of 2013. It was taught to a group of 50 TRiO College Bound students (Upward Bound). The goal of the Upward Bound Classic (UBC) Program is to improve the graduation rates of high school students and 17

DATA AND FINDINGS Data collected for this projected was done in two forms, through surveys and professor observations. A pre and post survey was given out to the students on the first and last day of class. The surveys were taken to provide a baseline for the professor about where the students are with devices and software, in case there was a need to vary any of the material. The pre and post survey contained the following questions: 1. What is your skill level using the iPad?

4. What is your skill level using Numbers on the iPad? 5. What is your skill level using Keynote on the iPad? 6. What is your skill level using Garageband on the iPad? 7. What is your skill level using iMovie on the iPad? The students had the option of choosing: unskilled, beginner, intermediate, advanced, or expert.

2. What is your skill level using an iPod Touch? 3. What is your skill level using Pages on the iPad? 18

The data collected showed a general improvement in skills in everything from using the iPad to all of the apps specifically spoken to during the six week course. On the whole, there was a great shift from intermediate to advanced and expert with regards to using the devices themselves. The majority of the students were in the unskilled to beginner skill levels when it came to the apps: Pages, Numbers, Keynote, Garageband, and iMovie. By the end of the six weeks, there was a movement into the higher skill levels, with very few, if any, remaining in the unskilled category. The data shows that the more technical apps, Garageband and iMovie, had a higher rate of students staying in the beginner category. This would make sense, as while those apps are fun and there is the ability to create amazing products, the skill level required to master these would take more than one week to learn.

A class evaluation was done at the end of the six weeks, mainly to provide constructive feedback so that the professor could make improvements to the course. There was an overall consensus that the students were extremely and moderately satisfied with the course content and the way that the class was taught. The data shows that the students felt that the assignments were relevant to learning the material, with around 40% agreeing that it was very useful. Speed with which the class was taught was also suitable, with an overwhelming 80% of students choosing that the material was presented at about the right speed. One question that was of curiosity to the professor, was seeing if the students felt that they would have benefitted from have the class two times a week, instead of one. Initially, the class was to be held twice a week, but circumstances surrounding the issue only allowed for

one class a week. There was a 50/50 split from the survey results, which somewhat implies that there would be a benefit from meeting more than once. Overall, the data fit the observations that were made by the professor during the six week course.

This class was awesome! I am glad that we can take this class every week. It was a good experience learning new different things. 21

This class is fun but we really got to work hard.

This class was a great learning experience! I liked it cause I got to learn more about the iPads.

This class was pretty fun, I got better at understanding the iPad and the apps provided.

It was fun, especially doing the iMovies.

I liked this class. I liked how the teacher taught us how to work the apps. She even got a guest! From Apple even!

I had a lot of fun doing our assignments About this class, I think its really fun and I’m learning a lot of things. I’m happy because I’m learning important things from this classroom. I know how to make a trailer. I like it. Thanks! This class wasn’t boring. It was fun.

Loved it.

It was fun making the trailers!

I liked this class, I learned more about technology.

I like the class a lot. I learned how to use things I probably wouldn’t have learned how to use if I didn’t have this class.

This class was pretty awesome even though I didn’t do half the work. 23

THE ORIGINAL PROJECT The first chapter covers the entire six week class that was developed for the 2013 group of Upward Bound students. The class that was taken by the students was run off of the Canvas Learning Platform, and has been converted into an iBook for easier presentation purposes. The first page of each section identifies what was present on the class syllabus.

WEEK ONE INTRODUCTION TO THE IPAD AND IPOD

DISCUSSION • Blended e-Learning Model and why it is being used for this class • Security Issues, the Do’s and Don’ts of iPad ownership • Introduction to iOS devices: iPad and iPod Touch • Establish following accounts: iCloud, GoogleApps, Edmodo, Khan Academy, Canvas • Introduction to Edmodo (secure learning community) • Introduction to the Canvas LMS, take Technology SelfAssessment Survey • Set-up Nike Fuelband WEEKLY ASSIGNMENT 1. Sign up for Nixil alerts 2. Do first lesson in Khan Academy 3. Write an introduction post on the discussion board in Canvas

TEACHER NOTES and OBSERVATIONS This weather is certainly not going to help with class! All the students were very excited to have their iPads, but the timing (4pm) and placement of the class both appear to be wrong. We are in the basement of Stevens, with a makeshift screen (actually no screen at all!). Hard for me to walk around to check on students. This needs to be remedied. Sweat begins dripping down my forehead about halfway through class. First things, I asked the students to please not use Facebook and chat during this class period. Seemed to be heard alright. Begin going over the lesson for the first week. First bomber - difficulty and lengthy process of setting up Canvas. Half of the students figured it out, the other half needed help. Not easy for one person to do. Discussed the rules and regs and went over the syllubus, hopefully they understood to not do any “bad” stuff on their devices, because we are watching. Funny note here - you never know what kind of commercial YouTube is going to throw up before your video! As I am showing the first video for the class (the Apple iPad intro), the first clip on the screen is a naked

BEFORE 6/13 CLASS READING

Welcome to your new iOS devices and your first blended e-learning class! What are iOS you wonder? Well, they are the iPads and iPod Touches that you received - and basically anything that Apple makes that is a mobile device. As you have noticed by the title of this page, all of this material is to be reviewed before class begins on 6/11. I realize that this might be slightly difficult for the first class, but it is mandatory for all of the following. You also may be wondering what in the world a blended e-learning class is.

WHAT THE HECK IS BLENDED E-LEARNING?

As a short definition, it is a class that combines face-to-face learning in a classroom along with an online component. For this class, we will be meeting face-to-face two times a week (Tuesday and Thursday afternoons) to have discussions about the "before class materials", have a time for questions about projects, and showcase some of the final assignments. Outside of class, we will be meeting online through the Canvas app. It will be in the Canvas app that you will be able to: • find all of your assignments for this class, • the course syllabus, • participate in the discussion board, • review the material known as "before class reading", • contact me (the professor), • and finally, turn in all of your assignments.

Below is a short video that goes to illustrate how a blended elearning model works:

to show what Edmodo is. We will go through in class how to set it up on your iPad and iPod Touch.

Security Issues, and the do's and don'ts of iPad OwnershipÂ â&#x20AC;¨ (we are always watching...)

ICLOUD

So, not only do you have these really cool new devices that are going to be super helpful in your academic life, but you have a new responsibility that goes along with it. The internet can be very powerful when it comes to learning, but it can also be a dangerous place if you are not careful. We are going to go into more detail about what your presence means on the world wide web, but for now, please follow the rules as outlined below! And just so you know, the folks over at the Office of Information Technology are keeping an eye on your internet traffic....hint hint hint.

As you will see in the video below, iCloud is what allows your photos and documents to be on all of your iOS devices along with on iCloud.com. On iCloud.com you will be able to check your email, read Pages documents that you have created on the iPad, and take a look at your calendar.

EDMODO

Edmodo is a fascinating tool that brings Facebook to the classroom. The majority of your instructors are going to be using Edmodo to communicate with their classes. There will also be announcements and events placed on Edmodo by the UB Staff. Here is a short clip 27

KHAN ACADEMY

Khan AcademyÂ is a wonderful website that provides tons of learning information in mathematics, science and economics, computer sciences, the humanities, and even test prep (SAT, etc.). You will be using Khan Academy throughout your courses here during the summer, but you are also highly encouraged to just go and check it out on your own time. This is especially useful if you are struggling in a topic, and all you need is a little instructional video to get you over the hump.

NIKE FUELBAND

By the time you are reading this first "before class reading" you will already be wearing one of these Nike Fuelbands, and hopefully it is motivating you to move around a bit more! The Fuelband is going to used throughout this class for a number of assignments. As was mentioned when you were given the Fuelband, you can shower with it on, but please do not go swimming with it!Â

CANVAS

You will be using Canvas specifically in this class (ED195) as an introduction to the world of learning platforms, otherwise known as learning management systems. For most University courses, at least a portion of the course takes place within a learning management system. Canvas can be accessed over the web, but for this course, we are mainly going to be using it via the iPad app - so below is a short little video demonstrating its features.

ASSIGNMENT WEEK ONE

**Before anything, please take this short little survey Technology Self Assessment**

1. First off, go ahead and sign up for the UAF Nixil alerts - which will let you know if there is anything dangerous or suspicious going on at the University. It will also help you out if there are accidents in the area or if some nasty weather is going to be coming you way. Most importantly, it will let you know if school is cancelled or not (something you should surely NOT be happy about!). 2. Last little bit is to write an introduction post onto the discussion board here in Canvas, and include the following: • State your name, • where you are from, • why you decided to participate in the UB Summer   Program, • and one goal that you have for the future.      **Before anything, please take this short little survey Technology Self Assessment**

WEEK TWO PAGES, NOTE-TAKING, AND WEB PRESENCE

DISCUSSION: Web Presence and Web Footprints • Introduction to word processing (Pages) and note taking apps (Evernote) • Orientation to iPhoto (tips and tricks) • Become familiar with Photostream and the ability to transfer photos between iOS • devices along with sharing photos with others WEEKLY ASSIGNMENT 1. Take five photographs including one with the Nike Fuelband. Edit photos and share 2. with the teacher using Photostream. Post photograph with FitBit device to the Canvas 3. discussion board. 4. In Pages, insert the five photographs and write a description of each one. Turn 5. assignment in on Canvas. 6. Participate in the discussion board regarding “What is Your Web Presence?”

TEACHER NOTES and OBSERVATIONS We are still in the basement of Stevens. I am trying to make the best of it, but I believe that I am going to take up Kevin’s offer and move to a real classroom. This must be a first-teacher sort of error, thinking that I can teach anywhere. Apparently it makes a difference when there are 30+ people crammed into a small, hot, dark space! We began talking about Pages, and I basically went through the topics on the Canvas site. We then dove into what was going to be the homework assignment. I had an example, and went through it with them. This I saw right away, was helpful for some, but others became bored very quickly. There were various issues with iPhoto and how to share a photo stream with me. It was at this moment that I decided to make up a keynote and place it onto the website, so that the students would have something to refer back to. We watched the Pages five minute how-to video, and then I showed them a few of the basics.

PAGES AND NOTE-TAKING

Pages is an amazing app that will allow you to create and write some beautiful documents (well, you are going to have to write them, Pages does not provide the words!). You will use Pages, or something very similar to it, very often when you begin your college career from writing a one-page paper to a 100-page paper! There are many little things to figure out that will help you to use it. Here a short five minute video to get you started!

CLASS DISCUSSION FROM THURSDAY, JUNE 13TH

During class, we went over how to sign-up for Canvas, how to share photos with others, and briefly how to include pictures into a Pages document. From there, we talked about how to turn in your assignments into Canvas. For those of you who do not have a super memory of that day, below you will find the slideshow that I gave for reference.

After I was finished, I let them go ahead and get started on their assignment. At this time, there were still some students who had not signed into their Canvas ac31

INTERACTIVE 4.1 Presentation on Canvas, iPhoto, and Pages

CANVAS

Canvas is where all of your homework will be turned in. I am easily able to grade and tell who has turned in or not turned in their homework. We will go over again in class how to turn assignments in onto Canvas, along with how to participate in the weekly discussions.

ASSIGNMENT WEEK TWO

This week we are going to see how well you were paying attention in class and reading the lessons in Canvas! Here are the three tasks for this week! 1. Take five photographs using your iPod Touch or iPad, including one that has a picture of the Nike Fuelband. 1.1. Edit the photos using iPhoto (Or feel free to use another photo editing app if you have found one, there are a lot in the App Store!) 1.2. Share the five photos with the teacher using â&#x20AC;¨ Photostream 1.3. Post the photo with the Nike Fuelband to the discussion board! 2. Open Pages and create new document. 2.1. Take the five photos you have finished editing and insert them into the document. 2.2. Insert a caption for each photo. 2.3. Do not know what a caption is? Look here for an explanation!Â 3. Save the document and turn it in on Canvas. 3.1. Participate in the discussion in Canvas where we will be chatting all about "What is Your Web Presence?"

3.2. To prepare a bit for this, look over what we talked about in class, and maybe do a bit of internet research yourself! 3.3. Also, think about what YOUR web presence really is. Do you even have one?

A FEW RECEIVED ASSIGNMENTS

NIKE FuelBand taken June 19, 2013. The NIKE Band is the focus in this picture, and I think it likes it attention.

<-- This was taken when we were drinking out hot chocolate. (Left:Nellie, middle: Emma, upfront: Jessica) -->A mirror picture taken while we were walking. ( L: Jessica, R: Nellie)

"A picture is worth a thousand words." Napoleon Bonaparte.

I don't really know what to say about this picture but I like it.

"Do you realize if it weren't for Edison we'd be watching TV by candlelight?" Al Boliska.

How I miss watching TV at home. Watching all the channels that I love. Thanks Edison for inventing television.â&#x20AC;Š

Above: A picture of Nellie, when she was playing with photo booth.

<<A picture of the view somewhere in Fairbanks.

>>A picture of Nellie(Upper corner) and I at Lola Tilly's

WEEK THREE

INTRODUCTION TO SPREADSHEET APPLICATIONS

DISCUSSION: How data can be used to create versatile infographics • Introduction to spreadsheets (Numbers) • How to create charts and graphs WEEKLY ASSIGNMENT 1. Establish a spreadsheet with Nike Fuelband data and create a chart, including a 2. picture of the Nike Fuelband. Turn in on Canvas. 3. Find an interesting infographic and post it to the discussion board in Canvas.

TEACHER NOTES and OBSERVATIONS We have moved into a new classroom! It is still slightly crammed for space, but it is cooler and has windows with light shining in. It has also been decided that we are only going to be having this class one time a week. Kind of switches up my plans for how I was going to run the class - but we will see what ends up happening! Initially, I was planning on having one teaching/explaining day, and another of working on the assignment with me actually in the room to assist.

NUMBERS AND INFOGRAPHICS

Another fantastic app that can very applicable to college classes is Numbers. It is very similar to Microsoft Excel if you have used that before. Numbers allows you to create spreadsheets, charts, and tables (even 3D ones!). Below is a short little video going through a brief introduction to Numbers.Â This week we are going to be working with Numbers and taking some data on ourselves and our daily sleeping schedule. Do you really get enough sleep at night? A 5-Minute Intro to Numbers! In case you missed it, please go back and watch the 5-Minute Intro to Pages.

First thing I did during this class was to tell them that if they would like to be treated like adults (which I was really supposed to be doing - treating them like they were college students), then I did not care if they used Facebook or texted during class. I, quite honestly, was tired of telling people to stop. I explained that it is a sort of respect that you have for the teacher and your fellow students if you are actively participating instead of being in your own world. I also gave the examples of people using their cell phones during meetings, etc. in the real world - we all should learn somewhere where it is and isnâ&#x20AC;&#x2122;t appropriate to use all of our digital devices! This week is all about Numbers. Once

INFOGRAPHICS

When you look at the word above, what do you think it is? Anything coming to mind? Well, here is an infographic that is explaining what an infographic is!

Infographics have actually been around for many years. You are probably used to seeing them to show the weather, read a map, or maybe in a chart that is representing data. Because of all of the new technologies out there, inforgraphics have become very popular and much easier to create. It is so much more interesting to look at something that is visual with pictures and numbers instead of just something that has numbers and data on it.

How many of you drink coffee and caffeine on a daily basis? Are you

Ever heard of Kobe Bryant?

How many of you indulge in Starbucks or McDonald's golden delicious french fries?

ASSIGNMENT WEEK THREE

For the last three or so weeks, we have all be living with the Nike Fuelband around our wrists. Each day is it collecting data on our movement, calories, and steps. For this particular assignment, we are going to track our sleep. How you might ask? By simply collecting a little data on when we go to bed, and when we wake up! Then, we will look at that data next to the data the Nike Fuelband gives us and see what we think any possible results are. So, here we go! 1. Establish a spreadsheet to keep track of your sleep, including when you go to bed and when you wake up. 1.1. Create additional columns to add in the Nike Fuelband data, including Nike Fuel spent, calories, and steps for that day. 1.2. At the end of data tracking for one week (7 days!), add the picture that you have of the Nike Fuelband. 1.3. Write a short paragraph summarizing your data. 1.4. Save, and turn the document into Canvas. 2. Find an interesting infographic out there on the web and post it to this week's discussion board! 3. Be sure to include in the discussion why you chose this particular infographic and explain what it is all about (in a couple of sentences!)

A FEW RECEIVED ASSIGNMENTS Went to Sleep

1239

Jun 19, 20

Woke up

Nike Fuel

13 10:30 PM

6:30 AM Jun 20, 20 13 12:00 AM 6:35 AM Jun 21, 20 131:00 AM 6:30 AM Jun 22, 20 13 12:00 AM 9:15 AM Jun 23, 20 13 10:40 PM 8:45 AM Jun 24, 20 13 11:23 PM 6:30 AM Jun 25, 20 13 11:40 PM 6:50 AM Jun 26, 20 13 11:00 AM 6:45 AM

2893 3010 3770 3274 2727 3768 3185 2702

Calories

Steps

718 750 937 818 681 937 792 670

How did

you feel

There wa sn't a big diffe steps. Ex cept last we rence in the Nike fuel, calorie ek on Frid then any s or of the othe ay, I had the most r the days steps take .

5,573

1,735

I felt grate today

6AM

6,738

2,204

12,026

I felt grate today

10:07AM

5,080

1,582

10,140

2AM

I felt grate today

9AM

8,931

16,376

1AM

2,780

Jun 22, 2013

I felt grate today

6:30AM

5,251

9,245

2AM

1,637

Jun 23, 2013

I felt grate today

6:32AM

6,662

11,257

11PM

2,077

Jun 24, 2013

I felt grate today

7,022

I felt grate today

10000

6:30AM

11,961

2AM

2,187

Jun 25, 2013

11PM

7:12AM

I felt grate today

5000

Jun 26, 2013

Jun 19, 2013

11PM

7:53AM

Jun 20, 2013

10PM

Jun 21, 2013

830 812

Calories

3023 2421 4355 4375 2563 2949 3562 2769

Steps 344 275 496 497 293 338 406 316

How did you feel? 6300 Good ome 5508 Awes l 9796 Coo 9363 Funny est 5207 Great 5716 Tired 8165 Bored 5887 Blah

Nike Fuel Calories Jun 19, 20 Steps 13 Went to be 4296 Jun 20, 20 d Woke 1092 13 3542 up 12226 12 How my da :00 90 2 Jun 21, 20 y was 7:20 11485 13 4035 good fun he 10 :48 10 26 Jun 22, 20 re n there 7:10 12669 13 5028 12:30 good, tired 12 79 Jun 23, 20 7:50 15895 13 3669 2:25 good 931 Jun 24, 20 9:30 9662 13 3911 tired, good 11 :30 99 , funish 6 Jun 25, 20 10:14 13221 13 3233 good 1:21 823 Jun 26, 20 7:55 10757 13 3508 tired good 2:0 3 89 June 27, cool 2 7:45 2013 43 10471 37 tired good 1:25 1103 810 12242 tired bugg 1:30 edish good 7:40 bugging tire d okay Jun 19, 20 13 Jun 20, 20 Jun 25, 20 13 13 1 Jun 21, 2013 Jun 26, 20 20000 13 Jun 22, 20 June 27, 13 2013 Jun 23, 20 13 Jun 24, 20 13 15000

Emotion

Fuel

813

137

13 Jun 25, 20 13 Jun 26, 20 was This week e so awesomy that I barel what remember The . happened had I most fuel we was when e went to th un Midnight S Festival.

10,927

WakeUp

824

1210

STEPS

GTB

810

115

Cals

Date

815

1245

13 Jun 22, 20 13 20 , Jun 23 13 Jun 24, 20

8275 Kind of tired 7109 Kind of tired 10195 I w as really tir ed 6756 Kind of tired 6236 I w as really tir ed 9990 I w as a little tired 8563 A lit tle tired 7955 A lit tle tired

800

110

13 Jun 21, 20 Went to sleep

Woke Up

1204

13 Jun 19, 20 13 Jun 20, 20

Nike Fuel

0 Nike Fuel Calories The table shows my recorded, Nike fuel, The chart calories, ste Steps shows my ps , the Nike fuel, times I we calories, an d the steps nt to bed and when I wo I had each day. It would ke up, and how my day was for n't show the ea times I we nt to bed an ch day d woke up .

WEEK FOUR

INTRODUCTION TO PRESENTATION APPLICATIONS

DISCUSSION: What Makes an Amazing Presentation? • Introduction to presentation application (Keynote) • Integrating media (photos, movies, voice) WEEKLY ASSIGNMENT 1. Create a presentation using Keynote highlighting life as a UB student. Include pictures. Turn in on Canvas 2. Find a presentation on the Internet you find amazing and post it to the discussion board in Canvas. Explain why the presentation is unique and effective.

TEACHER NOTES and OBSERVATIONS This by far has been the most excellent week. Not to say that there were not a few hiccups, though. I decided to use the classroom across the hall for the one we supposed to be in. It did not appear as if anyone else was to be in there, and they had a smart cart all set up! Plus, the classroom was large, plenty of space for everyone to spread out.

WHAT IS A PRESENTATION?

A presentation is a means of communication which can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team. To be effective, step-by-step preparation and the method and means of presenting the information should be carefully considered. A presentation concerns getting a message across to the listeners and may often contain a 'persuasive' element, for example a talk about the positive work of your organization, what you could offer an employer, or why you should receive additional funding for a project. Good and Bad Presentations

This week was all about presentations. I began going over over the Week Four Topics page in Canvas (which, incidentally the students were actually supposed to look over before coming to class. For this class, I created a presentation in Keynote, which I was running the presentation off of. I had a video example of one of the best speakers, Steve Jobs, and the students were so enveloped by it. The video had been playing for about 5 minutes, but when I stopped it, all of the students asked if we could just continue watching it. That amazed me - sure, Steve Jobs was introducing the very first iPhone, but that is how he kept people in. They just wanted to keep watching him. Truly a great presenter. Okay, enough on my soapbox.

Here is the presentation that I made during class regarding good and bad presentations. 44

DIFFERENT TOOLS TO MAKE PRESENTATIONS

For this particular assignment and class, you are going to be using Keynote to create your presentation. However, there are other tools out there that allow for some really awesome presentations that could really blow people out of the water!

Outside of Keynote, the amazing tool that is sweeping presentations all over the world is Prezi. Check out some of the cool features. How different is this from a format such as Keynote?

I have included an instructional video for Keynote. If you need more, you could do additional searches on YouTube and find tutorials that go into way more detail!

And here is a little more about how a more interactive presentation can really fuel discussions!

ASSIGNMENT WEEK FOUR

This week is all about taking everything you have learned from the in-class discussions and the before class reading to make a sweet presentation. As usual, you will turn your presentations in on Canvas and participate in the weekly discussion. 1. Create a presentation using Keynote highlighting life as a Upward Bound student. 1.1. Include a small bio about yourself, including where you are from (maybe do this with a map??). 1.2. Make sure to have a lot of pictures and/or movie clips. 1.3. Include text in your presentation since you will not be actually presenting them in class. 1.4. Turn the presentation in on Canvas If you are having difficulty starting off, or do not understand, follow the model of presentation that I gave in class, look in Canvas at Pages and then Week Four Topics. Just remember to include WORDS and TEXT!!Â

A FEW RECEIVED ASSIGNMENTS INTERACTIVE 4.2 Pathway to College

INTERACTIVE 4.3 All About Mark Kolbus

WEEK FIVE

INTRODUCTION TO SOUND EDITING APPLICATIONS

DISCUSSION: What is a Podcast? â&#x20AC;˘ Introduction to sound editing application (Garageband) WEEKLY ASSIGNMENT 1. Create a song or podcast in Garageband. Turn in on Canvas. 2. Choose a podcast of interest to you from the Podcast app. Chat about it on the discussion board in Canvas.

TEACHER NOTES and OBSERVATIONS The wall that separated two small classrooms had finally been opened, so we have one big classroom. All good things take time! To start off this class, I asked about the Keynote assignment from the last week. Some students had turned theirs in, but there were quite a few who had not. I decided to give them the first 15 minutes of class to work on them. During that time, I had a couple of brave students actually present. They were slightly nervous, but did fantastic, especially since this was probably one of the first times using their iPads (I just hooked them up to the screen using Reflector). The class was very supportive, and there was plenty of applause. Oh, one reason I decided to have the students work on their Keynotes while in class was to go over with them how to turn it in on Canvas.

WHAT IS A PODCAST?

A podcast is basically a radio show that has been frozen in time, and allows the listener to listen to it whenever they want to. For example, there might be a great radio show that you really like to hear, but it is only on during a time that you have class. A podcast allows you to listen to that radio show outside of your class time.Â There are many different types of podcasts, including audio and even video. All podcasts are free, and for the most part are something that you are able to listen to on a daily or weekly basis.Â Read through this Comic Book of Podcasting, folks at This American Life podcast! It is a how to make a fantastic podcast, even if you

that was put together by the good great read, and really goes into have made one before!

With Canvas, you have the ability to directly place the item into the assignment, but it was turning out to be somewhat tricky for some students. I went over it with the entire class, and then helped individuals as necessary. I once again saw students helping each other out. Those who knew how were assisting those who 49

HOW TO DESIGN A PODCAST!

The short version!

You are the maker of your own podcast, and can arrange it in anyway that you want. Typically, this is how one flows: - Music Introduction  - Introduction of what the podcast is going to be about (title, name of creator, etc.)  - The main material of the podcast  - Ending remarks and thank you's  - Music Ending As you can see above, it is very helpful to WRITE A SCRIPT for your podcast. If you are doing a podcast with multiple people, it is at least a good ideas to have topics ready to go that you are going to be discussing. You might find it pretty funny to hear your voice recorded. Quite a few people do not actually like the way they sound!

The long version!

TOOLS TO MAKE A PODCAST

There are many tools out there that are available to make a podcast. For this particular exercise, we are going to use Garageband on your iPads. Here are a couple helpful videos to get your feet wet to use Garageband (one is short and one is long!):

If you would rather read instructions instead of watching a video, Apple has a pretty good instruction set here! Other tools out there if you do not have access to Garageband are Soundcloud and Audacity, which a few of you might have actually heard of in school. Soundcloud is a fantastic option and you are able to use it on any mobile device. Audacity is also a great tool, but is only available on the desktop. 50

ASSIGNMENT WEEK FIVE

For this week, I would like all of you to create a PODCAST advertising a product that you enjoy. This can be anything from chewing gum, to Nike shoes, to the iPad, to pickles, and even peanut butter! Here are a couple things to help you out: **The podcast needs to be between 30 seconds and 1 minute long!** 1. First, you need to choose your product 2. Now it is time for a little research. Go onto the internet, and research a little bit about your product. 3. Write up a script that you will follow to record the podcast. 4. Record your podcast using Garageband. 5. Make the necessary edits to the podcast (no huge big long spaces!) 6. Add musical introductions and endings. It also is helpful to have some background noise behind your podcast. 7. Email your podcast to me! **If you need help using Garageband, take a look at Week Five Topics for helpful videos!** You all can do this! And, you might find out a little interesting fact about a product that you thought you knew everything about!

A FEW RECEIVED ASSIGNMENTS

AUDIO 4.2 A Little Sol AUDIO 4.4 Nike Air Jordans

AUDIO 4.1 All About Dr. Pepper AUDIO 4.3 A New Perfume Coming to a Walmart Near You

WEEK SIX

INTRODUCTION TO VIDEO EDITING APPLICATIONS

DISCUSSION: Why do companies use short movies to market their product? • Introduction to video editing application (iMovie) • Trailers and short movies WEEKLY ASSIGNMENT 1. Make a short movie or trailer sharing your experience as a UB student to your home school. Turn in on Canvas. 2. Find a good marketing movie on the web and post it to the discussion board. 3. Take the closing Technology Self-Assessment Survey

TEACHER NOTES and OBSERVATIONS I was so excited for this class! I had a friend who works at Apple come in as a guest lecturer for the lesson on iMovie. I did not do a whole lot except introduce him. What happened during the class, however, was very disappointing for me. Almost half of the class had their heads on their desks, and were not even paying attention. In the beginning, I went and tapped them on their shoulders, but about halfway through I just gave up. There were even wide-gaping mouths open. Unbelievable. I was so embarrassed. At the end of the class, I let all of the students know that. The guest lecturer was very kind, and just said, that is the way high school students are, but these students during MY class were never like this. At the same time, I was somewhat sad that I had not just gone ahead and taught the class. I had some really cool lessons planned - talking about movies and marketing (which I do believe would have intrigued the class). At the end of the class, I showed an example of what I was looking for in the assignment (a short movie or trailer), that had been done already by one of the students. All of sudden, everyone was

YOU TOO CAN MAKE A MOVIE!

On your iPads you have an amazing app that allows you to create something incredible. That app is iMovie! You can become a director of a short film - one that you put together all on your own! Question - Why do companies use short movies to market their product? These days, companies that are looking to sell a product have a demo video in the front and center of their websites. Why? Because consumers have demanded that they see what the product can do, and a video allows a company to give a short demo in a small amount of time.Â Here are a couple of advertising videos - what kinds of products is the company marketing?

What did you notice in those two videos? In case you did not pick it up, there were not very many people speaking in them. In order to make the advertisement interesting, they used music to convey the feeling of the short ad. Words were only used if absolutely necessary. Really goes to show that less is more when it comes to speaking in advertisement.Â

VIDEOS AND FOOD

Short little videos on how to make a certain recipe have also become quite popular. Everyone from bloggers to high end chefs are making little demonstration videos. They are so much for fun than reading a recipe sometimes!

WHAT YOU ARE GOING TO DO THIS WEEK!

After all this discussion about movies and ads - it is time for you to make one of your very own. You are going to be using iMovie to either make a trailer or a short video. As in previous classes, here are a couple of "how to use iMovie" videos. First, the short one (5 minutes) -Â

And a slightly longer version -Â

There are so many ways that short videos are making their way into everyday life. First came the app Vine, of which Instagram quickly picked up on the upcoming trend and released an update to their own photo app. What can these apps do? They allow you to easily record 15 second clips, which you can then post to your various social accounts, or load them up into a blog. However, marketers have seen this as a fantastic way to market their products. Once again, Lululemon has used this up and coming technology as a way to sell their products. See how they integrate it here! 55

ASSIGNMENT WEEK SIX You TOO can make a MOVIE!

Welcome to the week where you will become a movie producer! Hopefully you have been keeping footage from the beginning your time as a Upward Bound student. As you have seen from the movies shown in class, much can be said in a short clip. Imagine being able to document a summer in your village, or even an entire school year in five minutes!

This week I would like you to: I.

Using iMovie, make a trailer or a short video (1-5 minutes long)

If you have questions, feel free to contact me. If you have questions about how to use iMovie, remember all of the informational videos that are located on the Week Six Topics page! HAVE FUN! 56

A FEW RECEIVED ASSIGNMENTS MOVIE 4.1 The Dunk

MOVIE 4.3 Upward Bound Memories

MOVIE 4.2 Tales from Magical Karl

NEW EMPLOYEE HANDBOOK and WORK LOG

CONCLUSION & THE RENOVATED CLASS Here is culmination of the initial ED195 class. Couple of items to keep in mind. The book will already be installed onto the iPad (no work for the student). Students will only receive one week at a time, through the power of iBooks and the ability to make updates on a published product. This is done so that students stay “in the moment” and are unable to sneak ahead. The cover of the book would resemble something like this page.

CONCLUSION This project was a very eye-opening experience for me, as it was the first time teaching a full class of high school students. Even though I had done plenty of research regarding how these types of classes are taught, or how they should be taught, I felt as if I were learning just as much (or in some cases even more!), then the students. There were quite a few assumptions I made about how the students should perform, possibly referencing back to myself and when I was a student. This entire ideal was quickly re-written within the first two weeks of teaching the class. I had a firm belief that all of the students were plenty capable of doing the work, they just did not have a history of actually being put to the test and being held accountable for it. The survey results were on par for the experience that I had within the class. Although, I have a feeling that some of the students were

a little unsure of what “expert” really meant. However, within a week or so of having the devices, the students were using them like old pros. Although, maybe I should re-phrase this answer slightly. They were experts at chatting, Facebooking, watching YouTube, and listening to music. Where there was a little bit of difficulty was actually figuring out how to use the “work apps” for academia. This of course, was the whole point of the class, and something that I really did not capture very well in the surveys. Overall, I believe that the class was successful with regards to how it was written. Students did learn about the tools, and they were actually able to use them in some of their other classes. At times, I think that they were surprised at what they could do with the device. There were certainly highlights, especially the presentations and the iMovies. I learned a great deal about these students through these 59

two tasks. They gave me an insight into their lives that I would have not otherwise known. There were students who were content to stay where they were, and then there were others that were really ready to test the boundaries and push themselves. Reading the class evaluation comments was a relief (I obviously wanted the class to think that it was awesome!), but also showed that the students did place some value in it. Once aspect that I was not really expecting was the difficulty that the students had with figuring out how to use the Canvas learning platform app. Initially, I was very excited to use Canvas, as I feel the the learning platform is very functional and highly adaptive to any situation. However, the iPad app design did not particularly lend itself well to easy instruction or follow-through by the students. For the majority of the students, this was the first time using any sort of learning management system, and I obviously anticipated that this is something they would pick up quickly. However, it took the majority of the six weeks for students to learn the process of submitting assignments. On top of that, it was one additional system that they had to figure out how to use and have an account for specifically for this class. If Canvas were to redesign the app, I think there might be a bit more success with it. It truly is fantastic from a teacherâ&#x20AC;&#x2122;s perspective, because the students are allowed to submit all assignments through the system and grade them right within the app. After the class was finished, I was already thinking about how I would change it for the next go-around. I watched the TED talk by Dr. Sugata Mitra (Build a School in the Cloud), where my changes for the class further deepened. When I began thinking of how to revise the class, a few things that stuck out included revamping my pedagogical role of teaching, encompassing more than just teach-

ing about the apps, and really making it a fun (yet useful) experience. It had always been my intention for the class to have the students actually teach themselves. What I realized after careful reflection though, was that I was still doing all of the teaching. I was standing in front of the class (or in the middle where the projector was), and teaching them. A majority of the information was provided to them by myself on the Canvas site. There was very little room for the students to take learning how to use the apps into their own hands. I had already done it for them. On top of that, while I encouraged them to ask questions, I wanted them to be quiet while I was talking. How very old school of me! This was exactly was I was trying NOT to do. Through observations of the class, I saw that students naturally grouped together, and that there was lots of talking going on while I was not. Sometimes it was social, but sometimes it was also surrounding school work. After watching and reading about Mitraâ&#x20AC;&#x2122;s research, this made complete sense. The students were naturally teaching themselves. There were a couple of things that surprised me in particular about the students. At times, I asked them what they would think about going back to school just using plain old textbooks. Some of them were actually excited about it, because while it was to be social and have music, the idea of actually using the iPad and the internet as tools to help learn anything was a concept that they were not so comfortable with. It was somewhat flabbergasting. They felt secure finding answers in a book, but when it came to the world wide web, they were unsure of how to use it as a tool to do research, etc. This is where the non-digital native description really shined. Sure, they were born 60

during the digital age, but due to culture and access, they were not exposed to the tools that students in more developed urban areas would have access too. Upon further reflection, this became one of the most critical tools to learn how to use in the next rendition of the class. The internet truly is a window to the world and the ability to teach yourself anything is really just a click away. But if you do not know how - all of that power is useless to you. Another item that did not work out quite as planned was the discussion questions. I thought these would just take off, because they had a very familiar feel to other social media applications. However, this never really happened. I do believe that it is important that a social media presence be available to the students. Although undecided at this point, I am contemplating using Twitter for a means of communication in the future class. The following chapter in this book, The Renovated Class, is a recreation of ED195, infused with all of the items which I felt strongly needed to change or be incorportated to truly address the question of “How to address the issue of non-digital native students incorporating technology, specifically iPads, into their academic life.” Ultimately, this first class (the original project) led to this being able to happen. I was able to gather so much information about the type of students that I would be teaching, some of the hindrances, and the experience of actually teaching a class. As you will see, I have decided to place the class within an iBook. I decided to go this route to see if it is easier for students. A book (even a digital one), can have a very similar feel to one which they might use within their home schools. As mentioned before, after the class was over I had the fortune of tuning into a TED Talk of Dr. Sugata Mitra. His methods of creating a classroom surrounding the ideal of “Self Organized Learning

Environments” provided the inspiration for the design of this class. Although his methods primarily surround students up to the age of 12, I thought that with the right questions and class environment, I might be able to provide a similar experience to older students. Reading and listening to the work Mitra has done provides a very powerful background that students really can learn anything, despite any barriers that they might have, as long as the correct environment is in place. Sometimes, you just have to let students learn and stop teaching! All in all, I have come to firmly believe that classes such as ED195 are important to University curriculum, and to the education of a student coming from rural locations. Learning how to use mobile applications, figuring out how to use computers and tablets, and most importantly finding out the the world wide web is the single most important tool that they will use throughout their college career and the world at large. MOVIE 5.1 Sugata Mitra: Build a School in the Cloud

Video retrieved from TED Talks 2013 (http://www.ted.com/talks/sugata_mitra _build_a_school_in_the_cloud.html) 61

WEEK ONE “New Employee Form”, and fill out the requested questions. Once this has been completed, you will be placed onto the team with which you will be working with for the next six weeks on various projects. There is a possibility of a team changing if the work is not being completed on time or does not stand up to our high standards that we have here at the Cranium Think Tank. Once again, congratulations on being a new hire, and I look forward to working with each and every one of you.

TRANSCRIPT DIRECTOR’S INTRODUCTION

First off, I, the Director, would like to congratulate each and every one of your for your exemplary status and becoming a valuable employee at the Cranium Think Tank. Your talents will not go amiss here! As is customary with any new hire, there is paper to be completed, rules to learn, and accounts to set up. Please tap on the 62

will always be two to three close associates to assist if the need arises. Onward.

TRANSCRIPT FIRST TASK

Hello, I would like to welcome you to your first task here at the Cranium Think Tank. Per all new hire regulations, there is a series of accounts that need to be activated. I have provided a checklist of these to the right of this movie. One of the most important ones is sending an email to me (the Director). Within the email, please include a little bit about yourself, including where you are from, and what you would like to do once you have finished school. It is very easy to send the email - simply press HERE. These introductions are essential so that I am able to place you on the best team. Your hard work is greatly appreciated. I am looking forward to putting all of your skills into action during these next six weeks.

Tap here to find the checklist of accounts to be setup.

Please be aware that the majority of your job assignments will be brought to you by video. I will rarely appear at the workplace. There

WEEK TWO The question you must answer for The Journal Times is: Are you left or right-brained?

TRANSCRIPT SECOND TASK

We have been contacted by one of the most reputable newspapers in the country, The Journal Times. They are in the process of writing a very large feature regarding the human brain. Sadly, their top journalist has come up with a deadly virus, and they have looked toward us assist them.

Normally, we do a lot of work as a team here at the Cranium Think Tank, but this first assignment is a little bit of an exception. As a team, do as much research as possible on the question. Once you have thoroughly exhausted all resources, answer the question as if it is directed towards you. The Journal Times is going to compile all of the information for their featured article. Don a reporterâ&#x20AC;&#x2122;s hat, and take on this project with eyes wide open and your brain fully active. You are to report your findings to me within a Pages document, so that I am able to easily expedite the information to The Journal Times. Your assignment must be within my email inbox one week from now. No exceptions. We do not tolerate late work here at the Cranium Think Tank. Your help in this matter is greatly appreciated. Onward. 64

WEEK THREE each one of you was fitted with a Nike Fuelband when you arrived. This device is very important, and has become an important component to working successfully here at the Cranium Think Tank. Normally, we begin collecting data on our employees from their new hire date. For reasons unknown to higher management, this did not happen with you. With the demand from Sleeps Ahoy, it is now time for us to activate that program. We need you to ascertain and compile the following data: 1. Time you went to bed 2. Time you woke up

TRANSCRIPT THIRD TASK

A giant from within the sleep research world, Sleeps Ahoy, has contacted us for information regarding sleeping patterns and how sleep, or lack of it, effects our daily lives. As you are all well aware,

3. Total Hours of Sleep 4. Number of calories burned in the day

5. Number of NikeFuel spent 6. Number of steps taken Sleeps Ahoy is a company that lives within the world of charts and data. Please provide your results within a Numbers chart, and make sure to include a picture of your NikeFuel band. Start collecting data today, and everyday for the next seven days. Your Numbers chart/report is due in my email inbox within eight days. Look to your

team to set up your charts, but every single one of you must turn in an assignment. With all of you turning in information, it should provide ample data for Sleeps Ahoy. Your help in this manner is greatly appreciated. Onward.

WEEK FOUR results for. Run Fast is a very visual company, and they are wanting us to present the information to them in person. In order to do this, the research that you do regarding the question must be turned into me in the form of a Keynote presentation. Upon completion of the assignments, we will visit Run Fast in person and deliver the information. The question, you must be wondering, is the following: Can a human outrun a cheetah?

TRANSCRIPT FOURTH TASK

Your first team assignment is at hand. We have been contacted by a shoe company, Run Fast, that has recently been having rather large internal debates surrounding a topic that I believe we can provide

Work with your team to research and compile your presentation. Your final Keynote presentations are due in my email inbox within one week of reading this assignment. It is critical that these presentations are received on time, as travel has already been booked to Run Fast. Your help in the matter is greatly appreciated. Onward. 67

WEEK FIVE looking to revamp their line-up to maximize profits. Disney Walt Inc., was planning on coming to our facilities to interview each and every one of you personally, but plans have changed, and they are no longer able to do that. Instead, they would like each one of our teams to submit a Podcast, created in Garageband, to their Chief Executive Officer. Of course, these assignments will go through me, so you do not need to worry about how you will contact the CEO. Enough details. Here is the question you and your team need to answer in the form a Podcast: Which fairly tale ending would you change?

TRANSCRIPT FIFTH TASK

A legendary movie company, Disney Walt Inc., has contacted us in dire need of information. They have watched market prices of their older films go down throughout the past couple of years. They are

Your teamâ&#x20AC;&#x2122;s Podcast must be received in my email inbox within one week from reading this assignment. Once again, timing is everything around this task, as changes of this magnitude require lots of time by Disney Walt, Inc. Your help in this matter is greatly appreciated. Onward.

WEEK SIX assured them that we could be of great assistance. Recently, their restaurant was broken into and all of their recipes were stolen out of the ever precious vault. As if that were not enough, some sort of gas was placed in the air that caused all of the chefs to forget everything. Each year, The Wanderer hosts an exquisite dinner for the elite of New York City. Due to memory loss, they are having to start from scratch to make all of their famous recipes. They have identified most of them, however, there is one that remains elusive. As you see here, they have provided me with the ingredients. Your mission: Discover what this recipe is and then show them how to make it (since they have all forgotten!).

TRANSCRIPT SIXTH TASK

We have received a rather urgent request from a most popular New York City restaurant - The Wanderer. Their situation is very dire, and I

New York City is rather far from here, so instead of going to show them in person, we are going to recreate the recipes for them using iMovie. All of the ingredients have been provided to you, along with 69

any tools that might be necessary to make the dish. The fate of The Wandererâ&#x20AC;&#x2122;s integrity rests in your hands. Your movie (including a history of the dish and how-to make it), is due in my email inbox one week from reading this assignment, as the formal dinner takes place shortly after. Work together as a team to make this happen! Your help in this matter is greatly appreciated. Onward.