First-year students Zak Miko (left) and Hannah Vander Meer are excited to use iPad technology instead of textbooks in Vancouver Island University’s Forest Resources Technology program. Retrieved from: https://www.viu.ca/news/viu-forestry-department-goes-paperless
Can you summarize your experience with using Bring Your Own Device (BYOD)?
Our program is a 2-year technical diploma. A few students continue at VIU in other Bachelor’s degree programs or transfer to the UBC forestry degree program. We implemented our project with our Fall 2014 first-year students. Our second-year students are not part of the iPad project, but are encouraged to use tablets if they have them.
I would say that the implementation so far has been successful. Students use their iPads for navigation and data collection during field labs, for note taking and information access in the classroom, and for their virtual library of reference materials.
What were the reasons behind implementing BYOD?
The main driver for incorporating iPads into our program is the fact that they are being used extensively for field work in the forest industry. We want our graduates to be up-to-date with current technology. Tablets are used in the forest for navigation (acting as a GPS, and showing the user’s current location on spatially-referenced PDF maps), as well as for data collection (entering information directly into a spreadsheet, fillable forms, notes) and photos. Although use in the field was the main motivation, we quickly saw the benefits for providing a digital reference library (in place of books), and for use in the classroom.
What training for provided for teachers and students with the devices?
We incorporated training into one of our classes (FRST121 – Spatial Data). There were two sessions in early September where the basic operations of the iPad were demonstrated, including uploading/downloading files using D2L and Dropbox, use of mapping Apps, etc. Michael Paskevicius from the CIEL did this training for us and also attended classes throughout the semester to provide individual help for students and help us deal with any technical issues. Instructors helped each other, but we were more or less on our own to learn operation of the iPad. Some of us started using tablets and experimenting with teaching approaches the previous year. We also have Q&A discussion forums on D2L where students can post questions and get help from fellow students or instructors.
What was your approach to dealing with equipment inequalities?
We required all students to get an iPad and waterproof case with a minimum set of specifications (see attached). We did not allow or support Windows or Android tablets.
Do you think this was a good approach?
Yes. It eliminated a lot of potential problems with trying to support multiple devices and different Apps. Most companies in the forest industry are using iPads too. We’re keeping an open mind on this for the future, but this was the easiest to implement.
How were economic differences between your students addressed?
Along with the requirement to obtain an iPad, we eliminated about $900 in books – replaced with free digital materials. For a couple of reference books for which digital versions were not available, we purchased a class set for loan to students. So, the program was roughly cost-neutral for students compared to what they would have had to pay in previous years. No students approached us with any issues about the cost.
How much tech support did you have to do as the instructor?
As mentioned in #3, Michael helped us with tech support. I occasionally helped a student, but this did not turn out to be a big deal. I don’t think it was very onerous for other instructors either. We found that students helped each other a lot.
Did you find students were distracted with the technology and how did you deal with that?
We were concerned about this before we started, but it hasn’t turned out to be an issue so far. We try to use the iPads in class as much as possible. Some students use them for note taking, either with or without an external keyboard. Some view the posted lectures and follow along, making annotations on the PDF. For exams, students must put away the tablets.
Did you structure your classes differently to keep students focused on task? What did that look like day to day?
We encourage use of the tablets in class, as noted in Q9. We don’t give paper handouts anymore; we will refer students to PDFs posted on D2L that they open up in class when we are discussing them. For discussion groups, students can use their tablets to search for information on questions that come up in their group. We can also have students “take over” the projector screen in order to display notes or information on their tablet. We’re constantly looking for new ways to use the tablets effectively in the classroom.
How do you ensure content is appropriate in the class?
There’s no way to prevent access to inappropriate materials. We set clear expectations, and walk around the class occasionally to check student usage. I’m sure it happens, but I haven’t had to deal with a student on this yet.
Do you have any closing thoughts on BYOD?
I think this has been a very positive innovation for our program overall. Being the first year of implementation, we cautioned students that we could not use the iPads for everything, and that we might try some things that don’t work out so well. Implementation has varied depending upon the instructor and the subject matter. Some students still prefer to take notes on paper, or with a laptop, rather than the iPad. We have not forced any approach to note taking or PDF annotation on students, but have left it open to them to do what they find most comfortable.
We had to improve our wireless capability to facilitate access by multiple devices in our classrooms, so we had two additional hubs installed. We were concerned about potential iPad breakdowns, so we are prepared to provide short-term loans of spare iPads to students. To this point, we have not needed to do this. Obviously, the big advantage of BYOD is that it is a much easier and cost-effective way of keeping up with the latest technology than loaning VIU-purchased devices to students. So far…so good!
Our program is a 2-year technical diploma. A few students continue at VIU in other Bachelor’s degree programs or transfer to the UBC forestry degree program. We implemented our project with our Fall 2014 first-year students. Our second-year students are not part of the iPad project, but are encouraged to use tablets if they have them.
I would say that the implementation so far has been successful. Students use their iPads for navigation and data collection during field labs, for note taking and information access in the classroom, and for their virtual library of reference materials.
What were the reasons behind implementing BYOD?
The main driver for incorporating iPads into our program is the fact that they are being used extensively for field work in the forest industry. We want our graduates to be up-to-date with current technology. Tablets are used in the forest for navigation (acting as a GPS, and showing the user’s current location on spatially-referenced PDF maps), as well as for data collection (entering information directly into a spreadsheet, fillable forms, notes) and photos. Although use in the field was the main motivation, we quickly saw the benefits for providing a digital reference library (in place of books), and for use in the classroom.
What training for provided for teachers and students with the devices?
We incorporated training into one of our classes (FRST121 – Spatial Data). There were two sessions in early September where the basic operations of the iPad were demonstrated, including uploading/downloading files using D2L and Dropbox, use of mapping Apps, etc. Michael Paskevicius from the CIEL did this training for us and also attended classes throughout the semester to provide individual help for students and help us deal with any technical issues. Instructors helped each other, but we were more or less on our own to learn operation of the iPad. Some of us started using tablets and experimenting with teaching approaches the previous year. We also have Q&A discussion forums on D2L where students can post questions and get help from fellow students or instructors.
What was your approach to dealing with equipment inequalities?
We required all students to get an iPad and waterproof case with a minimum set of specifications (see attached). We did not allow or support Windows or Android tablets.
Do you think this was a good approach?
Yes. It eliminated a lot of potential problems with trying to support multiple devices and different Apps. Most companies in the forest industry are using iPads too. We’re keeping an open mind on this for the future, but this was the easiest to implement.
How were economic differences between your students addressed?
Along with the requirement to obtain an iPad, we eliminated about $900 in books – replaced with free digital materials. For a couple of reference books for which digital versions were not available, we purchased a class set for loan to students. So, the program was roughly cost-neutral for students compared to what they would have had to pay in previous years. No students approached us with any issues about the cost.
How much tech support did you have to do as the instructor?
As mentioned in #3, Michael helped us with tech support. I occasionally helped a student, but this did not turn out to be a big deal. I don’t think it was very onerous for other instructors either. We found that students helped each other a lot.
Did you find students were distracted with the technology and how did you deal with that?
We were concerned about this before we started, but it hasn’t turned out to be an issue so far. We try to use the iPads in class as much as possible. Some students use them for note taking, either with or without an external keyboard. Some view the posted lectures and follow along, making annotations on the PDF. For exams, students must put away the tablets.
Did you structure your classes differently to keep students focused on task? What did that look like day to day?
We encourage use of the tablets in class, as noted in Q9. We don’t give paper handouts anymore; we will refer students to PDFs posted on D2L that they open up in class when we are discussing them. For discussion groups, students can use their tablets to search for information on questions that come up in their group. We can also have students “take over” the projector screen in order to display notes or information on their tablet. We’re constantly looking for new ways to use the tablets effectively in the classroom.
How do you ensure content is appropriate in the class?
There’s no way to prevent access to inappropriate materials. We set clear expectations, and walk around the class occasionally to check student usage. I’m sure it happens, but I haven’t had to deal with a student on this yet.
Do you have any closing thoughts on BYOD?
I think this has been a very positive innovation for our program overall. Being the first year of implementation, we cautioned students that we could not use the iPads for everything, and that we might try some things that don’t work out so well. Implementation has varied depending upon the instructor and the subject matter. Some students still prefer to take notes on paper, or with a laptop, rather than the iPad. We have not forced any approach to note taking or PDF annotation on students, but have left it open to them to do what they find most comfortable.
We had to improve our wireless capability to facilitate access by multiple devices in our classrooms, so we had two additional hubs installed. We were concerned about potential iPad breakdowns, so we are prepared to provide short-term loans of spare iPads to students. To this point, we have not needed to do this. Obviously, the big advantage of BYOD is that it is a much easier and cost-effective way of keeping up with the latest technology than loaning VIU-purchased devices to students. So far…so good!
Resources:
iPad Information and Specifications.pdf |
iPads in Forestry - Classroom Use.pdf |