Well, we about outfitted our entire student body with iPads, 2,800 deployed thus far to our traditional and certain selected graduate programs, loaded with free apps, about 80 learning apps of all different types, around different disciplines.
And then we've provided training for our faculty. We actually added two weeks to every faculty-member contract so that one week in May and August would be faculty training in the use of all this technology. And thus far 90 percent of our faculty have gone through the training and then are applying it in the classroom.
So what happens in that classroom is we've got our students and our faculty engaged in this vibrant learning process, where the students own it. They're involved, they're engaged, they actually are a part of creating that content.
So an example of that would be in a science class, for example, we would be going through a smart textbook. And the students and the faculty would be downloading and bringing video and other materials and loading that in so everyone can benefit from what the students and the faculty are bringing in and learning.
And the other part of this that's crucial is it's based on learning theory and learning diagnostics. So we have a learning diagnostics profile of every student, and we also provide that and implant that into the class for the faculty member. So the instruction on a one to one can be very personalized.
So if you're an auditory learner, you might be listening to the faculty member talk about this while I may be sitting next to you watching a video on the same topic and learning. So it really gets at the multiplicity of learning styles that exist, that we know exist, in every student and in every classroom.Link: http://www.chronicle.com/article/One-Campus-s-iPad-Revolution/238942