This 90-minute session provided a great deal of useful information on how to adapt faculty and students to helpful uses of iPads and then to compile usage data and feedback.  
We used iPad-enabled polling throughout the session to get responses from the attendees as well.  
I didn't capture all the information but here are some of the key points:

• Stanford supplied iPads to all 86 incoming students in school of medicine.  Why use iPads?
  • Students were ready to try it
  • Campus wishes to be green -- as paperless as possible
  • iPads are portable for use in clinical settings
  • iPad graphics (colors, detail) good for in-class and clinical use especially in anatomy
     
• All students received online training and had access to real-time assistance on the resources and their potential (and appropriate use) -- see http://med.stanford.edu.
   
• Important lessons learned on adopting iPads or other mobile techs on campus:
  • Roll out and acceptance take time!  Culture issues ("this is how we have always done it") were more important than technical issues
  • Only develop web-based (HTML5) content and apps that are compatible across all devices (print, laptop, mobile) so that there are no digital equity issues -- and so you are not restricting yourself for emerging technologies.  No one was forced to use their iPad as only way to get content.  (Stanford will "never" develop an app that is only available through a mobile device.)
  • Don't try to convert all existing content to be web-based and accessible by mobile devices, start with content already online and make it compatible with mobile devices.
  • Don't use flash -- restrictive. 
  • Don't use the word "iPad" in your initiative.  Use "mobile device" to remain open to adopting something better as it comes along.
  • Found some "iPad bombs" when using new iOS, helped Apple debug it
  • iPads were property of Stanford and collected back from students at end of program (even though they have "zero value" after 4 years)
     
• In fact, tablets are probably going to be outdated in general as soon as a touch-screen, net-book type of computer is developed.  Laptop computers are more powerful than tablets, 5x faster download, more range so have many advantages over mobile devices except for "touch-screen" limitations and size.
   
• Tools they found useful:
  • iAnnotate -- creates PDFs out of anything.  PDFs are searchable, annotatable, can have sticky notes
  • Faculty posted PPTs to Mediadropbox, students downloaded them just before class and were able to write on them as the instructor gave lecture and wrote on her/his own.
  • Pocket Anatomy app better than any textbook found.
  • Tried many stylus styles, recommend using a stylus as close to a pen as possible
  • Did not force faculty to use an iPad for something that worked better on an old-fashioned white board!  Old is sometimes better.  Did not direct how content had to be delivered.
     
• Data on iPad use:
  • Someone actually counted how many students were using iPads in their classrooms during each class meeting.  They also surveyed students every quarter and had focus groups.
  • No one was forced to use their iPads -- could keep them in a drawer and not use them at all. 
  • First-year students used iPads more than laptops (perhaps because classes required more visuals, annotations) whereas, by the second-year, students were using their laptops more than their iPads (perhaps because more hands-on clinical classes, not so dependent on PPTs, etc.).
  • Keyboards were more important in the second-year of medical classes.
     
• Digital content:
  • Students still chose print copy of textbooks over interactive e-book versions.
     
• Game playing:
  • Stanford developed a game called septris (http://cme.stanford.edu/septris) accessible via iPad or Internet.  Try to keep the patient alive -- try it out!

Hope this is interesting. TB