ipads – The Hilltop Monitor

Apple Pencils, Virtual Reality, and Drones: New Technology comes to campus

Maddie McCormick — Fri, 20 Sep 2019 13:00:24 +0000

Photo courtesy of Unsplash.

If you’ve paid attention to the technology here on campus, you may have noticed some changes this year.

At iPad deployment for incoming and transfer students this August, new Cardinals were met with an iPad Air – a break from the traditional iPad Pros – and an apple pencil. But this new iPad is actually not so different from the previous models.

“All iPads and all technology go through different variations and updates,” said Heath Hase, director of teaching and learning technologies. “With this new release that Apple made for the iPad Air, it was essentially the same specs as the iPad Pro but at a cheaper price.”

That made the choice of switching from iPad Pros to iPad Airs an easy decision for Hase and the rest of the college’s administration. With the money saved, the school was also able to purchase Apple Pencils for all new students – something Hase pushed for.

“When I arrived on campus last April I very much wanted to see the addition of the apple pencil being apart of the Jewell-verse initiative for our students,” he said.

Hase says feedback he’s received from students is positive, and he feels that they are able to use their new devices in a variety of classes. He also says he’s heard from older students who did not receive an Apple pencil and are interested in the device.

“I’m grateful that the students that are expressing that interest are expressing it from an academic advantage and they’re saying ‘Hey I could really see myself using that effectively in the classroom’ instead of just saying they want to have one. It’s been a good response so far.”

Because of the success of the Apple pencil thus far, Hase says the school has acquired a mini stockpile so that older students who need the pencil for a class can use one for the semester.

“We of course don’t have enough to send out to all 800 students here on campus, but if there is a class where they could really take advantage of using the apple pencil we could definitely work toward getting them one” Hase said.

New technology is also coming to the bottom floor of the PLC. The IT department is investing in four main areas of new technology – 3D printing, virtual reality, augmented reality and coding.

Along with existing 3D technology, Hase is looking to upgrade the 3D printing available to students.

“3D printers are just like any other device there are multiple levels of quality and so I want to be able to emphasize the differences in terms of the quality of those 3D printers and allow students to be able to create models using software, so we’ll be investing in new software as well as equipment,” Hase said.

Beyond helping STEM students, the 3D printers are also important to education majors. 3D printers are being installed in more and more schools, and it is becoming essential for aspiring teachers to learn how to use these devices. In some cases, 3D printers can change the way core curriculum is taught.

“We’ve printed a lot of types of manipulatives, whether that be fraction blocks or angle pieces, or just many examples of things that many teachers would have to go out and purchase, and you can do it for a fraction of the cost using a 3D printer,” Hase said.“You can also customize pieces for a lesson which is nice.”.

The IT department is also investing in two growing technology fields – virtual reality and augmented reality.

“Virtually reality is where you essentially immerse yourself in a digital environment,” Hase said.” “So we could go and record Downtown Kansas City and create a virtual reality experience, and then someone would put on a pair of goggles and they would immerse themselves in the Downtown Kansas City area without having to go there.”

This is different than augmented reality, where you can still see your current environment but augmented changes or additions are made.

“For example if I was wanting to learn about dinosaurs, I could be wearing some piece of augmented reality equipment and I could be out on the Quad still seeing the trees, still seeing all the buildings, but then have an augmented dinosaur standing in front of me and I could then interact with it and learn about it,” Hase said.

All this new technology means that the way we experience our world – and the way we learn about it – is changing, and that’s exciting. This is not just for students in STEM fields or those technology buffs, it’s for everyone.

Hase hopes that virtual reality and augmented reality equipment will be available to students soon, but he wants everyone to know that in some ways, it’s already here.

“The cool thing is, everyone here on campus can automatically incorporate augmented reality with the iPads they have already been deployed,” Hase said. “All of our iPads support augmented reality, and there are some really cool applications that are free of charge that students can download, and then try out augmented reality for themselves.”

Jigsaw, for example, is one of those augmented reality apps that Hase recommends.

The IT department is also interested in helping students learn about coding. More and more tech companies are pushing for coding lessons in K-12, but there is also an increasing demand for coding lessons in higher education.

“It’s literally just like learning another language – it’s just what computers happen to speak… computers are growing so much that now we have AI where computers literally getting a mind of their own in some capacity, and so us as humans have to be able to interact with them and be able to manipulate them or modify them – to recode them,” Hase said.

Apple’s coding language – Switch – is a newer code that has grown tremendously since its creation and is now what many programmers use to create their applications. In an effort to make this more accessible Apple created an application called Swift Playgrounds.

“Swift Playgrounds essentially takes the user through different lessons of learning the Swift programing language,” Hase said. “The cool thing with Swift Playgrounds is that you can actually then connect real life items like robots and drones, that could then be coded using that software.”

Anyone interested in coding can use Swift Playgrounds on their iPads and be walked through coding step-by-step. That accessibility is key to Hase.

“Just five years ago many people who ever entertained the idea of coding or writing an application felt the need to have a computer science degree,” he said. “I’m not saying that’s still not the case, but it’s gotten to the point where everyone now can code in some capacity…and so I think it’s fantastic.”

Under Hase’s leadership the Jewell campus could be thrust into the cutting edge of new technology and innovation. As he points out, the world is changing and future employers are going to expect a workforce that is ready to handle those changes. That means one day in the near future, augmented reality could replace desktops, 3D printers could replace traditional classroom models and you could be coding a drone to do tasks for you.

“The cool thing is that all four of those areas [3D printing, virtual and augmented reality, and coding]… really require us to step out onto that critical thinking platform and think about how we can change our way of thinking, or maybe take some of our ways of thinking a step further with some of those technologies,” Hase said “And so I’m really excited to see what will come about with some of those technologies being incorporated here on campus.”

Jewell Partners with Future Leadership Foundation to Provide iPads Abroad

Brianna Steiert — Fri, 27 Oct 2017 13:00:18 +0000

In a recent View from the Hill, the weekly William Jewell College e-newsletter, it was mentioned that Jewell and the Future Leadership Foundation (FLF) are in the second year of a joint initiative that provides used iPads to seminary students in the Ukraine.

FLF is a nonprofit organization dedicated to global ministry. Their mission statement is: “The Future Leadership Foundation (FLF) develops Christian leaders globally, collaborating with churches, ministry organizations and religious entities by addressing needs and goals that facilitate reaching people for Christ and equipping them for ministry.”

By partnering with Jewell, FLF is able to provide seminarians and students at Ukraine Baptist Theological Seminary in Lviv, Ukraine and Baptist Seminary in Minsk, Belarus with gently used iPads at a greatly reduced cost.

Left to right: Lan Guo, WJC Director of Information Technology, Rev. Chris Cook (’93), Richard Burns, Servers and Systems Administrator at Jewell.

All Jewell students are given iPads upon registration. After two years, students exchange their first iPads for newer models. The returned iPads are refurbished and resold. According to Steve Hemphill, member of the FLF Board of Directors, the organization buys iPads from Jewell at an one-third discount. Then both the seminaries and students receiving the iPads and FLF pay the remaining cost. So far, FLF is the only organization to which Jewell sells old iPads.

The first installment of iPads was delivered this past June. Jewell alumni, Rev. Chris Cook ‘93, John Jackson ‘68 and Hemphill ‘78 personally delivered them while attending the FLF European Summit of Baptist Leaders from across Eastern Europe. This summit was held at Ukraine Baptist Seminary, allowing leaders from Russia, Moldova, Belarus, Romania, Poland and Ukraine to meet together for the first time.

The seminaries were chosen for the project based on their preexisting relationships with FLF.

“The FLF is committed to helping train church leaders all over the globe. The Baptist seminaries in Lviv, Ukraine and Minsk, Belarus are growing at phenomenal rates and need help. The seminary students in the Ukraine are hungry for technology, but the economy is such that none could afford a new iPad,” said Hemphill.

Part of FLF’s mission has been to work with these individuals and their churches over the past several years.

“There are exciting things happening in churches all across Eastern Europe. It’s inspiring to see their growth, and we are honored to help,” said Hemphill.

Having iPads will allow seminarians, students, pastors, faculty and church leaders easier access to ministry resources. iPads will enhance classroom experiences and allow for collaboration and communication within the seminary and between churches. Overall, this technology will open up new areas of ministry and assist students in applying their education to practical ministry.

So far, FLF has delivered around 200 iPads and with another 100 ready. In a recent press release, Cook commented on the goal of the initiative.

“We are nearing our goal of delivering 500 iPads to the students in Ukraine and Russia. They are extremely grateful for them,” said Cook.

The hope is for this to be a long-term partnership.

“There is a continual need to support the seminary students in Eastern Europe and hopefully the Future Leadership Foundation will be able to continue this project,” said Hemphill.

Individuals are encouraged to get involved in the global mission of FLF. Those interested in their mission can visit their website to learn more.

A one-year reflection on Jewellverse

Taylor Tummons — Sat, 10 Oct 2015 03:11:07 +0000

It has now been a year since William Jewell College implemented Jewellverse. The College began providing each student with an iPad, hoping to enhance the learning environment with modern technology.

The College has embraced Jewellverse, and iPads are becoming central to the education provided at WJC.

“According to a student survey last spring, 72 percent of the respondents said iPads were required for two or more of their classes,” said Elise Fisher of the IT Department at WJC.

Many students use their iPads even more than that.

“I use my iPad in every class. I am utilizing its benefits the entire class period,” said Tony McBroom, senior nursing major.

The iPads have reshaped the structure of in-class learning and have influenced students’ entire school experience.

“I use my iPad out of class just as much. It has basically become my main electronic resource,” said McBroom.

The iPads consolidate many of a student’s educational resources. McBroom appreciates the convenience and simplicity they provide.

“I can turn in assignments, work on papers and work practically anywhere as long as I have wifi,” he said.

Jewellverse’s implementation has reduced the amount of paper the College is using. McBroom guesses that he uses about 90 percent less paper than he did before he received his iPad. The same goes for the WJC staff.

“Student Life embraced the technology by immediately going paperless in the dorm check-in process,” said Fisher.

Most high schools do not provide each student with the technology that is provided by WJC. Although this is another change first-years face, some see this as immediately beneficial.

“The technology is convenient. You always have your iPad with you and everything is in one place. It makes things a little bit easier,” said Sutton Porth, first-year.

Students and faculty have largely approved of the transition and have embraced the technology.

“We have gotten positive feedback in the form of testimonials from the community. Students appreciate the ready availability of course materials in iTunesU and other apps, faculty report saving time and paper using iBooks and staff have created iTunesU courses and iBooks to guide students through registration and financial aid processes. All report the technology has improved the student experience,” said Fisher.

Feature photo by Kyle Rivas. Graphic by Kelsey Neth.

Entering the Jewellverse: A conversation with the president and provost

Mary Luber — Fri, 12 Sep 2014 19:51:58 +0000

Interviewer: Let’s talk about the College’s transition to the digital age. We see people walking around the Hill with iPads, but what is the essence of Jewellverse? What all does it encompass?

Dema: The aim of Jewellverse is to create an ecosystem of open source learning. There’s not a part of the institution that we don’t want to elevate as a result of this project; we want to transform our ecosystem.

Interviewer: Can you expound on what you mean by “open source?”

Dema: Open source means everybody can contribute and make something better, as opposed to this being a structural ‘I am going to hand something to you, and now that that has been delivered, you are going to accept it.’ Open source means dynamic, working parts that all come back to learning since we are, first and foremost, an educational institution.

Interviewer: What makes this program unique from tech initiatives at other schools?

Dema: It’s one of the distinctives—and I use that word carefully—but we haven’t found examples of other institutions that have taken this exact approach. We will find examples where schools have mostly distributed devices and systems to support a college or school or sub-set within an institution, or maybe they’ve distributed to all students, but it’s a whole different story to distribute to everybody in your ecosystem. For us, that’s trustees all the way through faculty, staff and students—knowing that our students will be alumni—that’s distinctive. I don’t think the transformation works unless everybody’s all in.

A challenge in the K-12 setting is that they have to control access and limit what can and cannot be done on the device. One of the reasons this device is so great for our environment is that we want it to enable access.

Sallee: It’s not just available to address a piece of the student experience, like having a device in a classroom, but that it goes across the entire experience. Whether it’s iPad or another device, but we know this is the future of education, especially a residential, liberal arts one. Your whole life is here. Supporting that is what we’re after. It is important for people to be creating, finding new ways, using the devices to enhance learning.

Dema: The beauty of these devices is we imagine our students’ lives as seamless ones, that they flow between the living and the learning and the athletic without boundaries. We would never want to put limits on that. This is your home. Put your music on your iPad, put your movies on it, use it for your entertainment and your work. We expect you to want to utilize your device for every part of your life.

Sallee: It doesn’t make sense to take devices—which are designed to open up the world—and close them down. We aren’t giving you a device that connects you to the whole world and then tell you that you can only use ‘this much’ of it.

Interviewer: How did this concept come to life? How did we get to Jan. 2014 when the whole campus was talking about the email from you announcing this initiative, Dr. Sallee?

Sallee: There was a moment after the Pryor Learning Commons opened when some representatives from Apple came and told us that our building was exactly what they were telling people they should be doing. And it was in that moment that we had a realization that not every student had the tools they needed, and there was a huge barrier both to the individual who didn’t have as good a tool and to the class where the tools varied so much from one person to the next. It forced a lowest common denominator approach to technology. We then understood that was not optimal to have a great building and have everyone with different levels of device and platform.

Dema: And we’ve been moving in this direction for the last several years. The conversation actually started among the faculty, when they asked, ‘Can you use technology to enhance learning?’

Our faculty have had iPads since May 2011. We’ve been having important conversations on how technology and environment enhance learning; this is the evolution of the conversation. For me the real ‘aha!’ moment, like Dr. Sallee, was when we opened the Pryor Learning Commons. It was an expression of what we had realized [that] students needed to learn most effectively. That building was embraced so quickly by the community. I think my favorite comment at the opening was from a student who said, ‘I didn’t even know I needed this, but I absolutely did.’ And we thought, what’s the next step?

Interviewer: And so I assume the next step was to fund this project. If I were to purchase this iPad from a store, it would cost me several hundred dollars. How was this paid for?

Sallee: This was all made possible by two donors who made commitments to pay for virtually all of it. One was Shirley Pryor, a longtime friend of William Jewell. We are so grateful, as this is an answer to the questions we are continuously asking: what do students need to learn? How best can they learn it? Are we enabling them to learn it?

Dema: And thus, we distributed 1045 iPads to students, and we have distributed 216 iPads to faculty and staff. We’re moving ever closer to our goal: learning and creating anytime, anywhere.