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Five Sweet Tips To Help You Master iTunes On Mac OS X

May 6, 2013 by Leave a Comment

I have to be honest with you, I get confused a lot with how to use iTunes. And I use a mac everyday! My music and apps are a mess and it often takes me some time to step back and reacquaint myself with how to use iTunes effectively. Well — Cult of Mac has some great tips to help you get your iTunes in order and may actually become an expert user. Enjoy! – Rusty

iTunes has gone from a basic mp3 player based on SoundJam in 2000 to a full-fledged movie and music media player, digital media distribution center, and repository of all your iOS apps. That’s quite a lot of functionality for a music player.

iTunes is still a pretty decent media player, even if it feels rather bloated at times when your music and movie collection grows out of control. However, like anything else complex, it can be a little tricky to figure out how to use iTunes most effectively.

Here, then, are five simple yet helpful tips and tricks to help you get the most out of your iTunes experience.

Find and Delete Duplicate Songs From iTunes On Your Mac

duplicateitunes

One of the changes in iTunes 11, which debuted in November of last year, was the loss of a “find all duplicates” feature that was really handy for finding and deleting duplicate files in our rather voluminous iTunes libraries. Luckily, Apple re-included the feature in the latest version of iTunes 11, version 11.0.1. Here’s where to find it, and how to use it to help yourself clean up that iTunes library.

Make sure you have the latest copy of iTunes, of course–head into Software Update and let it do its thing. UPdate iTUnes to the latest version

Once you have iTunes launched, head up to the View menu and choose “Show Duplicate Items.” The iTunes media window should then update, showing you all the files that are considered duplicates. The list will include all versions of the files that seem to be the same, so be careful you don’t just Select All and Delete.

Which file should you dump? Well, if they’re exact duplicates, it won’t matter. The best way to figure out whether they are, in fact, twinsies, is to use the Information window, which can be brought up with a Command-click on each of the duplicated files, then hitting Command-I on your keyboard. Click over to the Info tab and then use the arrows in the lower left to flip through the info about each file. If you don’t notice any difference in bit rate or encoding, or whatever might change from one file to the next, you have perfect duplicates. Delete either one. If, however, you see that one file is at a lower encoding rate, or is perhaps a lower-quality recording, get rid of that one.

Update: One of our readers points out that there’s another way to make sure the duplicates are exactly the same: hit the Option key when selecting the Show Duplicate Items in the View menu. The option will change to Show Exact Duplicate Items, and you can use that to be super sure you’ve got the same files duplicating up the place. (Thanks, Technochick!)

Multiple Artists–Building A Better Smart Playlist

multipleart

Smart Playlists are fantastic, and they really do work to help you listen to the kind of music you’re in the mood for, using a variety of user-controlled criteria. You can create a Smart Playlist for any given Artist in your iTunes library fairly easily.

But what if you want a playlist that includes more than one Artist? Well, that’s pretty simple, too.

First up, launch iTunes. We’re using iTunes 11.0.2 for this tip, so if you’re using an earlier version, your options may (or may not) vary.

Once iTunes is launched, click on the iTunes menu, and choose New, then Smart Playlist. The dialog box that shows up will look familiar to anyone who’s created a mail rule/filter before. Fill in the first artist you want to include in your Smart Playlist (iTunes will try and autofill from the Artists in your collection), and then click on the plus button to the right. A second Artist field will show up. Fill in the second artist you want to add, and hit the plus button for every new artist you want to include in your playlist.

Then, above, where it says “Match all of the following rules,” click on the word “all” and change that to “any.” Feel free to limit the number of items or time, and allow for Live updating if you want the Smart Playlist to include new music you add after you’ve created it.

Click on the OK button in the lower right, and you’ll get to name the playlist in the sidebar, which just calls it “playlist” by default. Name it how you want, hit Return, and then you’ve got a playlist that includes music from any of the artists in your ruleset. Nifty, huh?

Via: Addictive Tips

See Full Article (Cult of Mac): Here

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iPad Ranks As First Choice For Doctors But IT Still Nervous About Privacy Issues

February 24, 2012 by Leave a Comment

Healthcare was one of the first fields to adopt the iPad after it launched two years ago. As with other fields, the initial use of the iPad in healthcare came from doctors and other professionals buying their own iPads and bringing them into their practices or along with them on rounds – a move that predated most of today’s BYOD planning.

A recent study of mobile technology in healthcare clearly shows that the iPad is the number one device used by doctors, nurses, and other healthcare workers with significantly greater use than Android or BlackBerry devices or even the iPhone.

“Based on our conversations, they are feeling the pressure from the physicians and staff to support those devices,” Manish Rai, head of industry solutions for Aruba (the company that conducted the study) said of the 130 healthcare IT professionals surveyed.

Overall the study shows the 85% of healthcare organizations allow and support the use of personally owned devices. The iPad is clearly the most common personally owned device with 83% of organizations supporting it. As for other devices:

  • 65% support the iPhone and/or iPod touch
  • 52% support personal BlackBerry devices
  • 46% support some version of Android devices

With physicians and other staff leading the effort for support of personal devices, it isn’t surprising that the iPad is topping the list. The device’s larger screen real estate makes it more useful for accessing data like electronic records, medical images, and reference material. It also makes the iPad a good choice for illustrating conditions and treatments to patients. It also presents less of a barrier to doctor/patient interaction that other electronic devices like laptops – a concern among some bioethicists.

How are mobile devices being used?

  • 58% are using virtualization technology for secure application access (this mirrors the overall high use of Citrix and other VDI solutions in healthcare due to the need compliance HIPPA and other privacy regulations)
  • 8% provide complete access to their hospital network on personal mobile devices outside of a VDI or similar solution
  • 24% provide some form limited access to hospital applications
  • 30% support VOIP calling (video or audio-only) or medical imaging on picture archiving and communication systems

The results definitely show that healthcare IT professionals are willing to support physician needs when it comes to mobile device, but that their is a distinct concern for data security and privacy – not surprising given the regulatory issues when it comes to healthcare.

See Full Article (Cult of Mac): Here

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Encouraging Distraction? Classroom Experiments with iPads

February 22, 2012 by Leave a Comment

[This is a guest post by Jason Farman, the author of Mobile Interface Theory: Embodied Space and Locative Media. He is an Assistant Professor of American Studies and Distinguished Faculty Fellow at theUniversity of Maryland, College Park. His website is http://www.jasonfarman.com and he can be found on Twitter at @farman.--@jbj]

iMage via ProfHacker

The University of Maryland, similar to many colleges and universities in the last couple of years, has made headlines for handing out iPads to students. The University has given iPads to all those accepted into its Digital Cultures and Creativity Program over the last two years. The idea behind giving the students iPads was that they would have a common platform through which they could engage digital objects, data, and other forms of online content.

The iPad in a Living/Learning Community

When I was hired to help launch this living and learning program (where all the students live in the same dorm and take classes in that building with their cohort), I was extremely skeptical about the iPad as an effective classroom tool. I kept thinking of a satirical image I had seen on a tech blog with the headline, “What’s Really Inside the iPad.” The cover is lifted off of the iPad to unveil its intricate inner mechanisms only to reveal that an iPhone is running everything.

But if the iPad had simply been an overgrown iPhone, I think I might know what to do with it in the classroom. In fact, when I was hired, I was initially told that the students would be receiving iPhones or iPod Touch devices. I was elated. This worked right in line with my ongoing research on mobile phone culture.

A couple of months after I was hired, I got an email saying, “Great news! The students are getting iPads instead of iPhones!” Rather than elation, I felt disappointment. How was I going to incorporate a tablet computer like the iPad? I had never owned a tablet and had received a first generation iPad only about a month before I started teaching.

The challenge, for me, was to figure out what practices the iPad promoted that were more dynamic than simply using non-digital tools like pen and paper. Like many ProfHacker writers, I think the best place to start when thinking about incorporating technology into the classroom is by asking the question, “What is the right tool for this particular job?” Sometimes it’s a digital tool and sometimes it’s not. But when we force a digital tool into a classroom scenario where it isn’t the best one for the job, students are extremely quick to pick up on this “tech for tech’s sake” implementation.

However, as I began the semester teaching a small class of 17 honors students, I still was unprepared for how to incorporate the iPad in a way that took full advantage of its capabilities. So, I simply decided to try out every conceivable way of using the iPad that I could think of. This classroom would be a laboratory to see what the iPad could do well and to discover areas where it fell short for classroom use.

When all was said and done, we experimented with using the iPad for a Twitter backchannel, site-specific quizzes, participatory surveillance, location-based gaming, and locative storytelling projects.

Twitter Backchannels and Student Attention

One of the first things I had my students do is to download a Twitter app so they could interact with each other during lecture on that platform. Students created a “Twitter backchannel” that allowed them to post messages that were read in real time by the other students. I required that they do this at least once during the lecture. In their tweets, they could respond to something I said, a comment a student raised in class, or a comment that a student raised on the backchannel. Outside of the classroom, I also had the students offer a response to one of the week’s readings on Twitter before each class session. This meant that for my Tuesday/Thursday class, students had to tweet four times a week.

Mark Sample, along with other ProfHacker contributors, has offered fantastic advice onincorporating Twitter into the classroom and creating backchannels. Twitter is by no means a mobile-only application, but I have found that Twitter is particularly well suited for interactions on a mobile device. The brevity of the messages works well with texting culture and can be implemented on any mobile device. This brevity also offers students a sense of low-cost/high-reward for classroom interactions. Since responding to readings and lecture can be done quickly with only a sentence or two, I have received nearly a 100% response rate each time I’ve used Twitter in the classroom since 2007. My students using the iPads had a 91% response rate using Twitter, some responding as much as 130% more than required.

At the end of my first day, one of my students posted to the Twitter backchannel: “This is certainly the first class I’ve taken where we are encouraged to be distracted by mobile devices.” For me, it was fascinating to speak in front of the classroom on a topic, see the students with their heads buried in their iPads, and occasionally have my lecture interrupted by collective laughter on something said on the backchannel.

Thus, one of the immediate issues of using a tool like the iPad in this way during the class session is the problem of competing spaces of attention. Students engage the Twitter discussion happening and students engage the in-class discussion. But the prevailing idea has been that they cannot effectively do both. So, essentially, it seems like I was requiring that my students be distracted during the class.

The topic of multitasking in the classroom is something that is thoughtfully covered in Cathy Davidson’s book, Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. From Davidsons’s perspective, multitasking takes on many forms and must be understood within a wide range of contexts. If monotasking was the key to being effective at a task in the 20th Century, then understanding multitasking is the key to success in the 21st Century. Part of that understanding must come in getting rid of the notion that “multitasking” is a single category that describes very diverse and complex activities.

Multitasking and distraction is a topic that I’ve been particularly devoted to, primarily because mobile devices have received some of the harshest criticism for distracting and disconnecting us from “real” engagement. The topic of distraction (couched in terms like “absent presence”) is something I bring up in my recent book, Mobile Interface Theory: Embodied Space and Locative Media. My discussion of this topic is meant to challenge the recent work done by people like Sherry Turkle (Alone Together) and William Powers (Hamlet’s Blackberry), who both argue that, as Powers puts it: “[A]lthough we think of our screens as productivity tools, they actually undermine the serial focus that’s the essence of true productivity. And the faster and more intense our connectedness becomes, the further we move away from that ideal. Digital busyness is the enemy of depth.”

My work in the area of mobile technology and my experience using mobile devices in the classroom gives me some strong reservations with the idea that our devices are luring us away from a deep connection with each other and with our spaces. While our device can and do pull us away from a deep engagement with people and spaces, this doesn’t have to be the default mode for the ways we use our mobile media. Instead, if used in a dynamic way that addresses the medium’s strengths, mobile media can actually get us to engage with each other and with the spaces we move through in deep, meaningful, and context-rich ways.

Let me offer some examples that were motivated by a key question in my research: “How can our mobile devices encourage deep engagement rather than distraction and disconnection?” I wanted to find a way for students to meaningfully engage with each other and with the space of the university campus with their iPads.

See Full Article (The Chronicle of Higher Ed/ProfHacker): Here

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Why Colleges Support BYOD

February 17, 2012 by Leave a Comment

Postsecondary students once looked to academic departments for recommendations on which computing products to purchase and bring to class. But today’s generation of college students is far more technologically savvy. They tend to use their own mobile computing devices daily in both their personal and academic lives. Indeed, Student Monitor, a provider of college student–centric market research services, found that 88 percent of students access the web every day to do research, engage in social networking, check e-mail, text friends, collaborate or create content.

Not surprisingly, this consumerization of technology has helped fuel the use of mobile devices on college and university campuses. At the University of Tennessee, Knoxville, for example, 27,500 students and 9,700 faculty and staff members have registered 75,000 devices for use on the university’s wireless network, which averages out to 2.1 devices per user. (Some institutions have reported device-to- student ratios as high as 3.5-to-1.)

Doyle Friskney, chief technology officer at the University of Kentucky, believes this student-driven model has become so infused in the campus culture that it’s become impossible to institutionally direct and control. Indeed, in many ways, students are now setting the IT agenda. Although the implications of this new reality for campuses are still unfolding, those that don’t quickly adapt are likely to see their ability to compete for the best students weaken.

Students increasingly see technology as paramount to their academic success, and they expect colleges and universities to support their technology needs and expectations. According to the 21st Century Campus Report, 87 percent of current college students considered technology offerings when deciding which institution to attend. And 92 percent of current high school students said that technology will be a key differentiator during their university selection process.

And it’s not just because they prefer using their own devices. A BYOD environment that’s well-supported by institutions — and integrated into their current long-term academic and technology strategies — offers several key advantages to students:

  • Enables technology-rich classrooms: The 21st Century Campus Report found that technology is slowly being adopted into college and university curricula. Notably, 31 percent of students used technology as a learning tool while in class in 2011 (up from 19 percent in 2010). Pervasive BYOD will help foster this trend, as faculty will be able to assume that most students have access to mobile computing devices and have confidence that the requisite wireless bandwidth is available to support them.
  • Initiates new ways of learning: According to Lee Rainie, director of the Pew Research Center’s Internet & American Life Project, mobility and wireless connectivity are creating new kinds of learners who are more self-directed in their acquisition and sharing of knowledge, more inclined to collaborate and more reliant on feedback.
  • Increases student engagement: Students who use their own personal devices for anytime, anywhere access will engage more in classroom activities, collaborate more fully with classmates, communicate with faculty and learn how to solve problems using the latest skills.

See Full Article (EdTech): Here

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K12 Schools Say: iPads Motivate Kids to Learn

November 8, 2011 by Leave a Comment

At three elementary schools in Clover, South Carolina, students can’t wait to see if there is a gray cart in their classroom. 

“I want you to go to the one we were working on with decimals,” said fifth grade teacher Jennifer Johnson as she handed out iPads to her math students.  The application they’re using reinforces a lesson she’s been teaching, and immediately, the children are immersed.

“We’re golden. I mean look at them. They’re engaged. They are ready to go. They will practice math all day long,” she said.

Next door to Johnson’s room, Megan Charles’ reading class is studying westward expansion and the book Hard Gold.

“They had to explain it in StoryKit, which is an app. They had to do an illustration,” Charles explained.

“Right now, I’m in the paint and I’m actually drawing a picture of Miss Eliza,” added student Catherine Faulkner, who also did an audio recording of her project.

“These games explain things better for me because I’m a visual learner,” said Logan Pubentz, also a fifth grader.

Ask Logan, Catherine and fellow student Jude Bechtel about working on the iPad and they’ll give you ever energetic responses.

“When you come in and see the iPad cart, you are really excited,” Catherine said.

“We get more oomph into it other than just paper and pencil,” Jude said.

“The teachers help us with it. It is not just like the iPad doing all the work,” Logan explained.

Teachers do make sure the technology isn’t used to babysit. Time is limited and all the applications the students use are pre-screened and tied to their lessons.

“This is a tool. And I think behind every tool is a good educator that knows how to use the tool,” Johnson said.

The school did assessments before the iPads went into classrooms 10 weeks ago. They’re expecting to see great improvement when they test again in the spring.

“Great gains, absolutely,” said Charles. “They just pick up technology.  It is very natural for them.”

It is so natural to them, that as NewsChannel 36 interviewed both teachers, the students paid little attention.

“I’m standing here interviewing you and these kids are paying no attention to us,” I joked.

“No. No. They are focused. This is the computer generation,” Johnson said.  “A lot of times they don’t even ask questions because they can solve their own problems,” Charles added.

In all, Larne Elementary has 90 iPads, and 75 are for students to use.  The school gets Title I funding and used a portion of that money to buy the technology.  Administrators say the iPads are serving not only as a teaching tool, but also a motivator.  Staff tells a story of a student who told his parent he had to go to school because he knew it was iPad day in one of his classes.

See Full Article (WCNC): Here

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Univ. of Kentucky Dorm is a Live-In iPad Experience

September 25, 2011 by 1 Comment

Students moving into a newly renovated dormitory at the University of Kentucky signed up for a hyperwired college experience: Each one was given an iPad and required to take a series of tech-themed courses.

The unusual program is called A&S Wired Residential College and is housed in a dorm of 177 freshmen, who plan to major in a variety of fields.

Among the $1-million in renovations are 20 wireless access points in the basement and first floor—enough to serve 75 high-bandwidth users at the same time—11 large-screen televisions, which can be connected with multiple iPads simultaneously; and two 82-inch “interactive whiteboards.” The whiteboards will be in the dorm’s two smart classrooms, which both also have 55-inch televisions. The classrooms can do international videoconferencing, too; one class in the spring will feature interaction with a class in South Africa, says Mark Kornbluh, dean of the University of Kentucky’s College of Arts and Sciences.

“We see this as sort of a laboratory of different teaching technologies,” he says. The students in the dorm are meant to be a microcosm of the university, and the related courses are in subjects including “Social Connections: The Sweet and the Bitter of Relationships,” “The Vietnam War,” and “The African-American Experience in Kentucky.”

Each course will be tied in some way to technology. The course on relationships, for instance, will have a focus on social networks. The physics class will require students to use the iPad in science labs, said the course’s professor, Michael Cavagnero, who is chairman of the department of physics and astronomy.

The iPad can serve as a compass to measure magnetic fields, he notes. It has a built-in camera, so it can serve as a spectrometer to measure light source, and an accelerometer, which can measure how fast it is moving.

Students in the class will do regular physics coursework but will also be asked to come up with four projects during the eight-week course. It’s meant to be an “exploratory course,” Mr. Cavagnero says, adding that it is “intended to be as much fun as anything else.”

The overall goal of the high-tech dorm, Mr. Kornbluh says, is to teach students “IT IQ”—the ability to understand when a piece of technology is useful and when it isn’t. Faculty directors and social scientists will be watching to evaluate what’s effective, he says.

Stephen C. Ehrmann, vice provost for teaching and learning at George Washington University and a founder of the Teaching Learning and Technology Group, a nonprofit organization promoting high-tech teaching methods, says he is “encouraged” by the Kentucky project. Often such ideas amount to “giving students and faculty a bunch of gadgets” and not much more, he says, but he likes that the A&S Wired program seems to have a curriculum that integrates the devices, and a way of evaluating what works and what doesn’t.

See Full Article (Chronicle of Higher Ed): Here

 

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rustyboozer.com: Word Cloud

September 6, 2011 by Leave a Comment

I thought this was interesting. I spotted this link and wanted to give it a try. It was interesting on what words I’ve tagged the most. Here is the link: http://www.tagxedo.com

 

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Yale School of Medicine students get Apple iPads

August 31, 2011 by Leave a Comment

Yale School of Medicine students’ backpacks just got a whole lot lighter.

In an effort to save paper and make course materials more accessible, the Yale School of Medicine is providing all its students with an iPad 2 — Apple’s latest version of its tablet computer — for use in the classroom and clinical settings, medical school administrators announced in a press release Tuesday. Students will be able to download the entire medical curriculum on the device, as well as use it to read and handle confidential patient health information, said Michael Schwartz, assistant dean for curriculum at the medical school. The device will be theirs to keep even after graduation.

“It’s portable, it’s wireless, it’s responsive, it’s interactive and it will provide tremendous opportunities for our students to engage with the material,” said Richard Belitsky, deputy dean of education at the medical school.

The school is distributing about 520 iPads in total, Schwartz said. First-year students and third- through fifth-year students have already received theirs, and the rest will be given out by early next week.

Administrators first considered giving students iPads in order to reduce paper use, Schwartz said. The school spends about $100,000 each year to copy, collate and distribute course materials, he said, which students themselves find inconvenient.

Yale’s initial expenditure this year on the new iPads was about $600,000, but in future years money saved on printing expenses will cover the cost of the devices, Schwartz said.

The School of Medicine tested the use of iPads in the classroom with a pilot group of nine first-year students last spring. The group included some students who self-identified as not “technology-savvy,” but even they responded positively to the device, Schwartz said. For those who remain committed to pen and paper, printed course materials will be available for purchase.

Robert Stretch MED ’14, a student in the pilot group, said he much preferred reading course notes electronically to having them on paper.

“We get binder upon binder of notes, literally several feet of notes, and carrying them to the library or to class is just unrealistic,” Stretch said.

The pilot program allowed students to give feedback to administrators about which applications on the iPad were most useful to them, Schwartz said. As a result the school purchased iPads equipped with the application GoodReader, which students said was the best for annotating PDF files. The University also decided to give each student an Apple Bluetooth keyboard for use with the device, or the option to buy a keyboard online, since students found external keyboards essential for note-taking.

See Full Article (Yale News): Here

 

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iPads Deployed At University Of Northern Kentucky

August 29, 2011 by Leave a Comment

Another successful iPad deployment has been announced, this one at the University of Northern Kentucky (http://eloc.nku.edu/). They are one of the few Masters programs in the U.S. that are using all iPads for their courses.

Incoming students in the Northern Kentucky University Master of Science in Executive Leadership and Organizational Change (ELOC) program this fall will be the first cohort group (and NKU students) to receive iPads for use in the classroom.

The move is part of NKU’s continued efforts to provide emerging mobile technologies that accommodate student expectations related to an anytime, anyplace teaching-learning process.

“Forward-thinking schools are focusing on e-learning,” says Dr. Kenneth Rhee, director of the ELOC program within NKU’s Department of Management. “We want to be at the front edge. There is a lot of potential for what this can do.”

Each iPad, which is included in the ELOC program tuition, will be pre-loaded with program materials including resources created by the NKU Office of Information Technology such as iNKU (NKU’s mobile app), enhanced collaboration applications and applications that can be used as supplemental study aids.

“We hope our students incorporate this new technology not only into their school lives but also into their work and personal lives,” says Dr. Tracey Sigler, chair and associate professor of management. “It is all about adaptability.”

The NKU Office of Information Technology is working with the ELOC program to create customized applications that can be used in its program, and applications that can be leveraged for the rest of the university.

“We are supporting iPads to facilitate the learning experience in and out of the classroom,” said Tim Ferguson, NKU CIO. “Students want the ability to access materials anytime, anywhere. These applications will enhance faculty and student interactions as well as students’ interactions with one another, and students’ options for studying, taking notes and more.”

The ELOC program’s use of the iPad also aligns with NKU green initiatives.

“We used to print out handouts. Now, students can use their iPads,” says Rhee. “It is a paradigm shifter.”

See Full Article (MacTech): Here

 

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University of Kentucky dorm offers free iPad, special courses

August 22, 2011 by Leave a Comment

A group of University of Kentucky freshmen will arrive on campus in the next few days as members of a new technology-based learning community.

Image via UKY.edu

The group of 175 freshmen, to be housed at an updated Keeneland Hall near Memorial Coliseum, will be given new iPads and have access to touch-screen technology in the front lobby. A variety of professors will come to the dormitory to hold specialty classes, which will be held in rooms with specially configured furniture to facilitate group work.

It’s called Wired, an arts and sciences residential college where students will learn “fluidly and organically, outside of the traditional constraints of semesters, courses and credit hours, and within the halls of a residential building,” according to UK.

Mark Kornbluh, dean of arts and sciences at UK, said the Wired community eventually might grow to 300 students.

The program’s goal is to integrate the curricular and extracurricular activities of freshmen, who arrive on campus with hundreds of Facebook friends and connections but might not know any other students or professors on campus, Kornbluh said.

Having students live and work together, and introducing them to professors who are outstanding researchers in their fields, promotes freshmen success, Kornbluh said. It also helps build bonds that will meld the group more closely with UK as upperclassmen.

“The point is for students to have a richer engagement with the other students they’re in the dorm with and with the faculty from the start,” Kornbluh said.

In addition to traditional coursework, Wired students will have a variety of eight-week courses available to them, from “Migration Stories” with Cristina Alcalde, one of three faculty co-directors for Wired, to “Eating Kentucky,” with Jeff Rice, another faculty co-director.

Some of the students will attempt to write novels during National Novel Writing Month with psychology professor Nathan DeWall.

UK said the students will participate directly with faculty on research and service projects using iPad technology described as “the seamless integration of socialization and education.”

Meaghan O’Dell of Richmond is one of the students moving into the Wired program. She said she hopes the emphasis on technology and a small living-learning community atmosphere will help her communications studies.

“Technology is such an important part of so many jobs now,” said O’Dell, a 2011 graduate of Madison Central High School. “We’ll be able to understand more technologies, even as just a freshman.”

O’Dell’s roommate will be her friend Mikayla Rogers, a fellow Madison Central graduate.

“Free iPads are attractive in any situation,” Rogers said. “I use my iPhone for everything I do. I appreciated how iPads can be used in class. … It will be a huge deal being ahead of the game doing research.”

The program is costing UK $800,000 to $1 million, said Adrienne McMahan, assistant dean of student affairs for the College of Arts and Sciences.

See full Article (Kentucky.com); Here

 

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