Vol. 14 N° 1, 2013 - UNESP Rio Claro

Effective large scale integration of the iPad mobile learning device into first year programs
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Received 30-07- 2011/ Approved 29-11-2012
Effective large scale integration of the iPad mobile learning device into first year
programs
La integración a gran escala del dispositivo de aprendizaje móvil iPad en los
programas universitarios de primer año
JaCe HarGIs 1 , melIssa soto 2
1
Higher Colleges of Technology, Abu Dhabi, United Arab Emirates, 2 University of California, Davis, California, USA
jace.hargis@gmail.com, melissoto@gmail.com
Abstract
Higher education faculty members in the United Arab Emirates (UAE) federal
universities recently enhanced active learning in and outside of the classroom by
integrating the iPad mobile learning device. There was an aggressive plan to provide
each incoming student with a meaningful, relevant, emerging mobile teaching tool
that acts as a catalyst for active and authentic learning, especially in the area of
conceptually-based e-learning objects. Throughout the entire process, leaders
maintained high quality and relevant pedagogical methods in an open environment
that supported collaboration among the three federal universities faculty. In order
to ensure this project develops into something more than an isolated effort, we plan
to integrate an appropriate social science experimental design, collect data on our
progress to gather empirical understanding that will result in wisdom about practice,
both for internal and external dissemination. This approach will create showcase
mobile learning methods, which are scaleable to other higher education communities.
Key words: iPads, mobile learning, engagement, collaboration, first year programs
Resumen
Las universidades federales de los Emiratos rabes Unidos recientemente aumentaron
el aprendizaje activo dentro y afuera de las salas de clase con la integración del
dispositivo iPad de aprendizaje móvil. Había un plan muy agresivo para proporcionar
a cada nuevo estudiante una herramienta emergente de enseñanza móvil, significativo
y pertinente para actuar como un catalizador para el aprendizaje activo y auténtico,
especialmente en el área del aprendizaje electrónico. Durante todo el proceso, los
líderes mantuvieron métodos pedagógicos de alta calidad y pertinencia en un ambiente
abierto que soporta colaboración entre los miembros de las tres universidades federales.
Para asegurar que este proyecto se convierta en algo más que un esfuerzo aislado,
planeamos integrar un diseño experimental de las ciencias sociales apropiadas,
recoger datos de nuestro progreso. Esta técnica creará un modelo de métodos de
aprendizaje móvil, cuales son validos para otras comunidades de educación superior.
Palabras clave: iPads, aprendizaje móvil, colaboración, programas de primer año
INTRODUCTION
In April 2012, the Chancellor of Higher Education and Minister of
Scientific Research, His Excellency Sheikh Nahyan Mabarak Al Nahyan
inspired the academic community with his charge for implementing iPads
in each federal institution for all First Year programs in September 2012.
The Chancellor asserted that this project must maintain the same high
international standards of quality as with all of our efforts in the UAE. The
Chancellor also indicated that the technology should not lead this initiative,
but rather, a strong presence of pedagogy should guide the implementation.
On 16 April, 2012, a unified team comprised of all three UAE federal
universities met with Apple Senior Leaders in Cupertino, California. During
this meeting, three areas of emphasis were outlined, which included content,
pedagogy, and technology. This paper will focus on the dynamics and
outcomes for the pedagogy team. Introduction of the iPad into all federal
higher education Foundation programs was the natural next step to advance
andragogical active learning methods which provide our students with the
relevant, current skills and mindset required to become leaders in the country.
The iPad allows teachers to capitalize on authentic active learning centered on
interaction between students, faculty, and community experts; and to integrate
inquiry-based project/problem-based learning approaches (in virtual, physical
and blended environments). A unique opportunity to aggressively take higher
education in a direction, which research has long validated, although academe
has not achieved.
An aggressive plan for iPad training was implemented at every institution,
which included topics such as drivers and factors that influenced the Post-
Laptop Era; teaching and learning with the iPad; and demonstrations of
recommended Apps and of iBook creations using iBooks Author. For
appropriate and active pedagogy, faculty members were encouraged to adopt
and adapt the technology as a teaching and learning tool in their course.
These stages depended on an aggressive faculty development effort; and
devices imaged with appropriate apps and evaluation rubrics. One example
is an e-portfolio system, which is a powerful tool that our students can use
to represent and share their learning in meaningful ways, while bridging to
employment.
Ultimately, the iPad and student-centered tool-based teaching and learning
can transform the higher education and experience. Such transformation is
about the people. Transforming a national higher education culture requires
intense focus in order to capitalize and build on the richness of ideas and
people to reach our ultimate goal of optimizing meaningful, relevant learning
for all students. With vision and planning, we created a community of experts
to lead across the three federal universities to collaborate closely over the
next several years.
This is a critical time for higher education to appropriately integrate a
dynamic teaching tool, such as the iPad. However, one of the greatest risks
is that we fail to use this opportunity as a significant leap forward in our
pedagogical process. Simply repackaging existing materials into a revised
format will not only represent a missed opportunity, but also be detrimental to
our students. For example, if we scan documents into static files and open them
on an iPad and assess learning with closed-ended exams, then we have actually
regressed, because we are doing simple things in a complex and costly way.
Timeline (2012)
11 April - Charge for implementing the iPad for teaching and learning.
16 April - Team of three Federal Universities travel to California.
26 April – Team attends Apple Conference in Geneva, Switzerland
03 May - National iPad Pedagogy team created.
JOURNAL OF SCIENCE EDUCATION - Nº 1, Vol. 14, p. 45-46, 2013, ISSN 0124-5481, www.accefyn.org.co/rec
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