2011 ATE Conference PreConference Workshop D Part 2
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2011 ATE Conference PreConference Workshop D Part 2

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Workshop D: 21st Century Learning Redux - Technology "Apps" to Engage Your Students

Workshop D: 21st Century Learning Redux - Technology "Apps" to Engage Your Students

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    2011 ATE Conference PreConference Workshop D Part 2 2011 ATE Conference PreConference Workshop D Part 2 Presentation Transcript

    • 21st Century Learning Redux Technology apps to engage students George Saltsman Abilene Christian UniversityWednesday, October 26, 11
    • Required Encouraged Prohibited ? © 2011 ACU Images Courtesy of Apple Inc. Dell Inc, Lenovo Inc, and HTC America Inc.Wednesday, October 26, 11
    • research activities... near saturation of faculty with devices (over 95%) faculty experimentation, utilization and innovation 41 formal research projects 73 funded investigations innumerable explorations multiple national grants © 2011 ACU www.acu.edu/connected/researchWednesday, October 26, 11
    • classroom innovation art & design mathematics biochemistry psychology business management social work chemistry labs sociology communication student newspaper education theatre information sciences © 2011 ACUWednesday, October 26, 11
    • faculty report significant class-related use of mobile devices 84% regularly use a device for in-class activities 72% use of the mobile attendance tool 90% comfortable with required class usage for students 50% of regular class users use in each class meeting 82% have students conduct in-class internet searches © 2011 ACU Source: 2010 Faculty Survey n = 145Wednesday, October 26, 11
    • students perceive positive academic impact 96% carry to class daily 86% improved classroom collaboration 90% helps to accomplish things more quickly 87% improved communication with teachers 87% increased control of learning environment (n=755) Source: 2010 ACU Student Survey © 2011 ACUWednesday, October 26, 11
    • is classroom ubiquity essential? © 2011 ACUWednesday, October 26, 11
    • is classroom ubiquity essential? Yes & No © 2011 ACUWednesday, October 26, 11
    • is classroom ubiquity essential? Yes for faculty & No for students © 2011 ACUWednesday, October 26, 11
    • ACU students are consistently positive about mobile learning 100% Class of 2013 90% Class of 2013 80% Class of 2012 70% 60% 50% 40% 30% 20% 10% 0% Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011 Percentage of students with positive attitude: Q: All things considered, I think that using this mobile device as part of my college experience is... Source: Dr. Brad Crisp/Dr. Scott Perkins © 2011 ACUWednesday, October 26, 11
    • MEIBL: addressing student preparation written documents MSDS/safety info search tool response tool Podcasts in two categories: chemistry calculations and laboratory techniques Assessing Deeper Learning © 2011 ACU Thursday, 2:30pm Room 103CWednesday, October 26, 11
    • MEIBL: addressing student preparation Podcast treatment Lecture treatment “Highly motivated” n = 33 n = 20 Lab Reports 95.99 ± 2.74 91.80 ± 4.45 Quizzes 86.95 ± 6.56 79.44 ± 11.00 Lab Final Exam 83.24 ± 6.91 79.45 ± 10.28 Lab Course Grade 93.64* ± 3.13 88.72* ± 5.93 * Welch’s t-test indicates these are statistically significantly different at = .05 level Assessing Deeper Learning © 2011 ACU Thursday, 2:30pm Room 103CWednesday, October 26, 11
    • MEIBL: clarifying interactions Mean clarifying interactions by treatment block Treatment group Contrasting treatment Equivalent treatment Week 4 M SD M SD Podcast treatment teams 2.942* .662 1.942 .485 3.950 (n = 24) Lecture treatment teams 4.478* .866 1.977 .605 4.210 (n = 14) * Welch’s t-test indicates these are statistically significantly different at = .05 level Cohen’s d = ( Mt – Mc ) / Spooled for contrasting treatment block = 2.18 © 2011 ACUWednesday, October 26, 11
    • Mark Phillips: intro majors course rebuild mean student response usability (mean of 3 items) had technical problems prefer paper quiz prefer paper syllabus ResponsewareTM helps focus VERY comfortable with technology 1 2 3 4 5 © 2011 ACU Source: Dr. Mark PhillipsWednesday, October 26, 11
    • Shepherd, Reeves: iPad vs. Laptop © 2011 ACU Source: Dr. Ian ShepherdWednesday, October 26, 11
    • Greg Straughn: mobile blogging community “We saw deep interest in being able to access... material on the fly, wherever [students] are, and being able to have a large-scale conversation with 1,000 freshmen. A professor can look at it and pull out special information for a discussion. What was only a virtual space becomes both a virtual and an interactive space in the classroom.” © 2011 ACUWednesday, October 26, 11
    • Kenny Jones: designing augmented reality augmented reality is virtual, digital content layered on top © 2011 ACU of a real time imageWednesday, October 26, 11
    • Kenny Jones: designing augmented reality Near transfer n mean sd t-value p-value Comparison 20 10.25 8.18 -2.36 0.024 Focus AR 16 17.75 12.47 Far transfer Comparison 20 6.05 5.02 -0.314 0.004 Focus AR 16 15.07 11.50 © 2011 ACU Source:. Kenny JonesWednesday, October 26, 11
    • Sheila Delony: improve student reflection pilot study found that review of mobile video enhanced depth and quality of teacher candidates self-critiques of instruction currently using cross-over design to empirically examine the impact of using mobile device video to enhance teacher candidates’ reflections and overall teaching quality in small group lessons © 2011 ACUWednesday, October 26, 11
    • Scott Hamm: iPad value in online courses Facilitates Active Contribution Course Interest Course Performance Increase Interaction Peers & Colleagues Online Experience More Enjoyable Enhanced Overall Experience Ease of Use/Utility © 2011 ACU 0% 25% 50% 75% 100% Source:. Scott HammWednesday, October 26, 11
    • Kim Pamplin: teachers use of iPad My  primary  method  for  : work/school at  home travel checking  email    -­‐  Desktop 50 iPad 47 iPad 79 professional  reading  -­‐  iPad 47 iPad 76 iPad 91 recrea7onal  reading    -­‐ iPad 56 iPad 65 iPad 76 research  -­‐  Desktop 53 Laptop 59 iPad 88 reviewing  &  edi7ng  documents  -­‐  Desktop 53 Laptop 76 iPad 59 note  taking,  sketching,  etc  .-­‐  iPad 47 iPad 65 iPad 82 online  collabora7on  (blogging,  wikis,  etc.)  -­‐  Desktop 38 iPad 53 iPad 79 social  networking  (facebook,  twiGer,  etc)  -­‐  iPad 53 iPad 59 iPad 74 educa7onal  media  (news  clips,  etc.)  -­‐  Desktop 38 iPad 53 iPad 82 social  media  (videos,  music)  -­‐  iPad 44 iPad 62 iPad 82 entertainment  (games)  -­‐  iPad 56 iPad 71 iPad 85 © 2011 ACUWednesday, October 26, 11
    • Stephen Baldridge: remote teaching © 2011 ACUWednesday, October 26, 11
    • Stephen Baldridge: remote teaching © 2011 ACUWednesday, October 26, 11
    • restructuring content… Textbook CMS/LMS © 2011 ACUWednesday, October 26, 11
    • restructuring content… Interactive Content © 2011 ACUWednesday, October 26, 11
    • Scott Perkins: iPad as eText reader “75% of students reported they were willing to fund purchase of an iPad textbook reader if at least half of their of their textbooks were available in a digital format” Source: Dr. Scott Perkins © 2011 ACUWednesday, October 26, 11
    • Priya Nihalani: supplementary text materials majority of students positive about: ease of use, accessibility, and convenience use of glossary, formulas, quizzes and flashcard features increased motivation and study time instructor positive about: class preparation, student engagement, broader basis of understanding © 2011 ACU Source: Mayrath, Nihilani, & Perkins, 2011Wednesday, October 26, 11
    • Ryan Gertner: digital texts and learning media-rich, cost-efficient texts careful comparison of reading efficiency across platforms ACU graduate student Ryan Gertner (2011) compared reading on tablets vs a traditional paper text and found: no significant difference for Reading Comprehension statistically significant difference for Transfer Learning (F = 12.24, p < .0001) © 2011 ACUWednesday, October 26, 11
    • Ryan Gertner: digital texts and learning reading on tablets vs traditional texts n F-value p-value Reading Comprehension 20 0.36 0.55 Transfer Learning 20 12.24 0.001 © 2011 ACU Source: Ryan GertnerWednesday, October 26, 11
    • Ryan Gertner: digital texts and learning Reading Platform 6.00 5.00 4.00 Mean Transfer Scores 3.00 2.00 1.00 0 Text on Paper Text on iPad Source: Ryan Gertner © 2011 ACUWednesday, October 26, 11
    • Bob Mckelvian et al: social reading of text partnership between ACU and Alcatel-Lucent Bell Labs to explore how students engage, retain, and transfer information using prototype social e-reader software streamlined annotation tools are preferred app (re)design requires consistent attention © 2011 ACUWednesday, October 26, 11
    • Ian Shepherd: social reading of text partnership with Inkling to explore and test digital textbooks students have high expectations social connection features are desirable usage patterns vary by length of time with device students provide great feedback © 2011 ACUWednesday, October 26, 11
    • George Saltsman saltsman@acu.edu podcasts & info at www.acu.edu/connected research studies at www.acu.edu/connected/research © 2011 ACUWednesday, October 26, 11
    • Introduction to the AndroidPlatform and AppInventor ATE Pre-Conference Workshop 2011 David Keathly CTC and Univ. of North Texaswww.greenITcenter.org DUE 0903239
    • Android Introduction Android is a mobile phone Operating System Competes with Apple’s iOS for iPhone and Windows Mobile Based on Linux www.greenITcenter.org 2
    • Android Supports Multitasking Videocalling WebKit browser GPS Acceletometers (shaking, orientation) Magnetometers (compass) SQLite Database www.greenITcenter.org 3
    • AppInventorwww.greenITcenter.org DUE 0903239
    • App Inventor An easy to use tool for rapid application development It’s all online. Just drag and drop blocks in a web page to program Supports Mac, Linux and Windows www.greenITcenter.org
    • App Inventor Full featured – but not quite everything you can do with Java.  Location  Google Maps  Sensors  Even Interface with Twitter www.greenITcenter.org
    • Connect the Pieces Plug in the pieces to form the logic of your app No syntax errors Can load the app to your phone www.greenITcenter.org
    • Components of AppInventor AppInventor Designer  Build the GUI AppInventor Blocks Editor  Programming with Blocks Simulator or Device  Download and test on your own device  Use an online emulator Bridge to Java  New capability lets AppInventor widgets be called from Java code www.greenITcenter.org
    • Just drag tiles www.greenITcenter.org
    • Get Setup All you need is a Gmail Account http://appinventor.googlelabs.com/about/ Do the Install once then everything is web- based Quick Demo www.greenITcenter.org
    • At the Table: Scribblingand Angry Penguins Demo Build It: See Handout and follow along www.greenITcenter.org
    • Classroom Uses Introductory Course on App Development Use as a “teaser” in Intro Programming Courses Use as a start for Java-based course then migrate using bridge and finally to full Java either as a programming course or app development Summer Camps for grades 7-12 Teacher workshops www.greenITcenter.org
    • 21st Century Learning ReduxTechnology apps to engage studentsSocial media Laura Nicholas, IBM Global Business Services Social Media & Communications Strategist October 26, 2011
    • ObjectiveOffer ideas how you can use social media to  share your work  locate and connect with other professionals  learn and stay informed 2
    • Agenda Background Best practices LinkedIn Getting started 3
    • BackgroundUse of social media by ATE Centers More than 90% use their website for information dissemination But, only half use social media ICT Study team recommends 3-tiered approach  Primary: Organizational website or blog  Secondary: YouTube, Flickr, etc. that can deliver supportive content.  Broadcast: Facebook and Twitter which can aggregate audiences and are engagement friendly. Source: “Consuming Research: A Case Study on Research Dissemination Innovations and Best Practices”, Information and Communication Technology Center, Nov. 2010, http://ictstudy.wordpress.com/ 4
    • BackgroundWebsite (or blog) is the hub Community LinkedIn Facebook Website Share media Broadcast YouTube Twitter Slideshare Facebook 5
    • BackgroundDo more than disseminate information Create community around your work  You will learn from other like-minded professionals  You will get broader ‘play’ for the work you are doing Social media enables this 6
    • Best practices 7
    • Best practiceIBM Research Main website aggregates social properties. Social properties point back to the website. 8
    • Best practiceICT Center Main website aggregates social properties. Social properties point back to the website. 9
    • A focus on LinkedIn 10
    • LinkedInWhy ? It’s easy It’s free You can use it to create a community around your work 11
    • LinkedInGood for you and your students Your Profile is a good way to communicate expertise and create buzz around your work. Make Connections to stay in touch with colleagues, locate and connect to influential people. Status updates enable you to communicate to your network and share ideas. Groups offer the opportunity to create a community increasing influence and ability to learn beyond ‘borders’. LinkedIn helps students… • Connect with faculty and potential employers • Locate opportunities for internships and full time positions • Research and prep for interviews • Manage what potential employers learn about them 12
    • LinkedInTake action Encourage your staff to set up profiles They can become advocates for your work and help connect with critical audiences Create a Group for your organization You can engage with your audience and host conversations. There are over 75,000 nonprofit Groups on LinkedIn. 13
    • Getting started 14
    • Getting startedTake time to define a strategy and objectives Begin with LinkedIn  Post updates regularly to your status bar  point to your website, thought leadership, events, news, milestones  Participate in group discussions  Add your input to threads that interest you Post comments to articles/blogs you read online … expand from there 15
    • Getting startedStart small and build from there Minimal effort  Set up a Slide Share account and share presentations  Set up a YouTube channel and share videos  Seek opportunities to write a guest blog post  Set up a LinkedIn Group for your organization  Use Twitter to microblog  Start a Facebook fan page  Launch a traditional blog More effort 16
    • Getting startedTo get the most out of your social mediaactivities Establish the role of a community manager and decide how to staff it Make sure links to your social accounts are visible on your website Make sure social properties link back to your website Strive for consistency – use the same summary paragraph, logo, etc. 17
    • Getting started Social media rules of engagement1. You are personally responsible for what you publish on-line. Remember it will be searchable and in the public domain.2. Make sure your profile and what you publish is consistent with how you wish to present yourself.3. Respect your audience. Dont engage in any conduct that would not be acceptable in the workplace.4. Add value. Provide worthwhile information and perspective.5. Dont provide confidential, proprietary or sensitive business information or speak about clients, partners or suppliers without their approval.6. Respect copyright, fair use and financial disclosure laws. 18
    • SummarySocial media is not just a communication channel Recognition & Reach Publicize professional expertise and share knowledge in a large, open forum. Relationships & Resources Connect with and learn from other professionals you may never meet in person. 19