1. SHOULD THIS
UNIVERSITY BECOME
CONNECTED?
A presentation to discuss the benefits of taking MKU from a traditional university to a
virtual learning environment. Presented to department chairs of MKU by Mary Katherine
Cox

2. Resources
 http://www.wired.com/gadgetlab/2009/12/iphone-university-abilene
 http://www.acu.edu/technology/mobilelearning/resources/Multimedia
_Gallery.html
 http://www.acu.edu/technology/mobilelearning/index.html
 http://www.acu.edu/technology/mobilelearning/index.html

3. The Traditional College
Classroom
 Expensive textbooks
 Lecture-style teaching
 Backpacks full of supplies and books
 Outdated teaching practices

4. What I have learned….
As a graduate student at Abilene Christian
University, I have been exposed to incredible
technology that I was unaware existed.
Please keep an open mind and think of MKU
and the ramifications of turning our campus
into an ACU-style school while you are
processing these ways of
learning, teaching, and staying connected.

5. ACU
 At Abilene Christian University, students are
given iphones upon arrival. Mobile technology
is used on this campus to not only enhance
learning, but to keep students connected to
each other, classmates, and professors.

6. Take a look at ACU‟s pioneering
use of technology in their
classrooms
Please take a minute to read the next 3 slides to
see the amazing use of technology on this
college campus, and how the students will be
impacted from this new type of educational
setting.

7. Mobile Technology Initiatives at
ACU
 Current year mobile learning fellows' research with results expected June 2012.
 Researcher(s): Stephen Baldridge, PhD, LMSW
 Email: snb09a@acu.edu
 Abstract:
This study will explore the use of mobile technology in remote teaching, giving
professors the ability to teach and instruct students via the mobile device while not in
the traditional classroom setting. This study will utilize a quasi-experimental design
between separate sections of no less than three classes. Three sections will be
taught utilizing extensive remote teaching activities (i.e. sending students out of the
classroom to experience different activities and blogging/podcasting about them
remotely on their device, conducting “scavenger hunts” using mobile devices for
instruction, using HeadsUp to facilitate group work while the professor is not
physically present), while the other three sections will be taught identical course
materials using traditional face-to-face methods. Measurement will consist of a pre-
test/post-test design to compare student comprehension, retention of, and interest in
course materials.
 Research Hypotheses:
Teaching class remotely with the use of mobile devices (professor and students not
face-to-face) will yield no significant difference in regards to
comprehension, retention, and student interest compared to traditional face-to-face
instruction.

8. More…
 Researcher(s): Phyllis Bolin, Ph.D.
 Email: phyllis.bolin@acu.edu
 Abstract:
This project is designed as evaluative research to determine the effectiveness of the use of mobile learning
activities on student learning in two different mathematics content classes for preservice teaching majors--one is
primarily elementary and special education majors and the other is secondary mathematics teaching majors. This
will include a systematic investigation of the impact on learning through enhanced reasoning, questioning, and
discussion of mathematical ideas. Assessment of the impact of integration of mobile learning devices in the
learning environment will be examined and measured in terms of student learning outcomes for critical thinking
and problem solving. Strategies for guiding and encouraging class discussion will include, but are not limited to
the following:
 Use of electronic textbooks on iPad that enable insertion of notes and links to websites.
 Use of iPad to provide a common learning device that students are able to personalize for specific learning
needs.
 Use of daily mobile questioning at beginning of each class to generate and foster class discussion and
engagement.
 Use of mobile learning devices to assess daily formative assessments to adjust and adapt learning activities.
 Assessment of the strategies will include a quantitative evaluation of student learning outcomes on tests and
quizzes, frequency analysis of course blog data and email; and qualitative evaluation of questions added to
Student Opinions of Instructors Surveys, analysis of weekly student journal entries, and course blog data. The
instructor will keep a journal describing and recording details of class discussions and class activities that
contributed to or distracted from the classroom learning.
 Research Hypotheses:
The use of an interactive electronic textbook that can be personalized will result in increased student reading and

9. More…
 Researcher(s):
 Ian Shepherd, D.A.
 Brent Reeves, Ph.D.
 Email: ian.shepherd@coba.acu.edu
 Abstract:
Although ACU's mobile computing initiative has been exceptionally well-received, we have
reached the limits of mobile computing research based on self-reporting surveys. We are now at
the point where new insights into mobile computing require access to real usage data. Data will
be collected via two methods: (1) data capture process from existing ACU system logs that stores
“device use data” for analysis and (2) data reporting and query system that allows mobile fellows
to query the data using web based analysis tools. This enables researchers to assess, for
instance, how the mobile device usage patterns of an “A” student differ from that of a “D” student.
 Research Hypotheses:
Collecting data by user (ixs03a), device type (desk top, lap top, mobile device), campus location
(COBA atrium), application use (Blackboard), content accessed (Quiz, date / time (4/7/11 at 5:22
pm), and Banner demographic information (GPA) will enable ACU researchers to do pattern
analysis on actual mobile device usage. The findings from Fall 2010 research showed a
difference in use patterns of iPad students. Visualization of that data shows that iPad user
patterns are more diffused when compared to the laptop user. One possible explanation is that
because iPad is truly a mobile device, they are available at any moment to work on educational
content. Laptops are more “fixed” and less mobile and therefore less available for moments of
study.

10. The Research
In the past 3 sides we have looked at current
research projects being conducted at Abilene
Christian University. This university continues
to excel in the field of technology and the
research studies when concluded will prove to
be exciting and resourceful.

11. ACU Connected
“In a world of search engines, social networking, and
mobile computers, students have access to more
information than one could process in a lifetime. At
ACU, we are training students to not merely consume
these vast amounts of information, but to assess
information, to synthesize thoughts, to generate new
ideas, and to contribute meaningfully to conversations
of global importance. We are exploring how these
technologies can be used to help people learn in new
ways. And we are discovering how these tools can aid
us in our mission to educate students for Christian
service and leadership throughout the world.” (ACU
Connected)

12. ACU, a great example
In watching a video about an entering freshman
just receiving her new iphone, she was
overwhelmed with the prospect of learning the
new technology. However, she was able to
easily get started by plugging her iphone into
her computer to sync with itunes, and then
began her exploration.

13. New student
She was able to find her
classes, textbooks, schedule, and maps of the
university, including a personal GPS system so
that she wouldn‟t get lost. She connected with
a friend and changed her class so that she
could go to another later class, the same class
that her friend was attending. She did this all
from her iphone and the first day of classes
hadn‟t even occurred yet.

14. First day of school
On her first day of school at ACU, she used the
iphone in class to vote on the format in which
she wanted her first class to be
delivered, voted in another class, added web
content about cubism to her modernism class
website, and was instructed by her professor
to take video with her iphone and add these
videos online so the class could be “there” with
her.

15. Complete Interaction
Her first day of class was astounding but not
unusual for students that attend ACU. Could
we do the same thing at our university, MKU?
Absolutely

16. Take example from ACU
The ACU Connected Mobile-Learning Initiative
allows students to stay connected to peers and
professors at all times. Email and text messaging
enables both teachers and students to
communicate instantaneously, fostering a real-
time learning experience for students. Students
have commented that the iphones have made
lectures more easily understandable with less
opportunity for confusion. If the professor talks
about something unknown to a particular
student, the student can Google the topic during
the lecture, read about it quickly, without missing a
beat.

17. Career Readiness
By using this type of technology daily in their
classes, students are more prepared for the
intense technological careers of the future.

18. Blogs and Surveys
Within the classroom setting, professors are able
to get real-time results by having students
respond in blogs, take surveys and polls, and
get answers and feedback immediately. This
can also be done anonymously and eliminates
anxiety on the part of the students.

19. Let‟s take a look at this site…
http://www.wired.com/gadgetlab/2009/12/iphone-
university-abilene
Please discuss with the person sitting next to
you three things that stood out to you.
How could we do this on our campus?

20. Here is a quote taken directly from
the article that we just discussed.
“That‟s the idea Abilene Christian University has to refresh classroom
learning. Located in Texas, the private university just finished its first
year of a pilot program, in which 1,000 freshman students had the
choice between a free iPhone or an iPod Touch.
The initiative‟s goal was to explore how the always-connected iPhone
might revolutionize the classroom experience with a dash of digital
interactivity. Think web apps to turn in homework, look up campus
maps, watch lecture podcasts and check class schedules and
grades. For classroom participation, there‟s even polling software
for Abilene students to digitally raise their hand.
The verdict? It‟s working quite well. 2,100 Abilene students, or 48
percent of the population, are now equipped with a free iPhone.
Fully 97 percent of the faculty population has iPhones, too. The
iPhone is aiding Abilene in giving students the information they
need — when they want it, wherever they want it, said Bill Rankin, a
professor of medieval studies who helped plan the initiative.”

21. What does this mean for MKU
 Our students at MKU are technologically savy
 Most professors are abreast of Web and Cloud
technology, and many who are not would like to
receive training.
 We have many benefactors and contributing
alumni that would love to help fund this initiative
 This initiative would help us be more competitive
in an ever-increasing technological world.
 MKU would be a sought after college for
advanced technological training, just as ACU.

22. Our students deserve this
If we put the iphones in the students‟ hands, the
magic would happen just as it has at ACU.
Many of our students are already using iphones
and are proficient with Web 2.0 and Cloud
technology.
We must make this leap into the future in order
to stay on pace with other universities.
We must become a premiere technologically
advanced university such as ACU.

23. Consider this..
 “The traditional classroom, where an instructor assigns a textbook, is
heading toward obsolescence. Why listen to a single source talk about a
printed textbook that will inevitably be outdated in a few years? That setting
seems stale and hopelessly limited when pitted against the internet, which
opens a portal to a live stream of information provided by billions of minds.
 “About five years ago my students stopped taking notes,” Rankin said. “I
asked, „Why are you not taking notes?‟ And they said, „Why would we take
notes on that?…. I can go to Wikipedia or go to Google, and I can get all
the information I need.”
 Conversely, the problem with the internet is there‟s too much
information, and it‟s difficult to determine which data is valuable.
 These are the specific educational problems Abilene is targeting with the
iPhone. Instead of standing in front of a classroom and talking for an
hour, Rankin instructs his students to use their iPhones to look up relevant
information on the fly. Then, the students can discuss the information
they‟ve found, and Rankin leads the dialogue by helping assess which
sources are accurate and useful.
 It‟s like a mashup of a 1960s teach-in with smartphone technology from the
2000s.

24. A final thought…
As a top Texas University, we will lead our
university into the future by becoming a
premier mobile-technology school. Our
students will lead an educationally interactive
life, with profound experiences that keep them
engaged with their peers and professors at all
times to foster the best learning experience
possible.