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Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
Lecture 10 - Data Collection and Analysis
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Lecture 10 - Data Collection and Analysis

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  • http://keepteaching.iu.edu/Dear Colleagues,I write to ask you again to provide greater than usual flexibility in your policies on class attendance, deadlines and make-up work.  Following CDC guidelines, I also request that you not ask students to obtain certificates or letters from medical personnel attesting to flu or flu-like illnesses.The Indiana University Bloomington campus is currently experiencing  fairly serious problems with the H1N1 virus.  During the first week of classes, the IU Health Center diagnosed 33 cases.  Each week, the number of documented cases has risen.  Last week, 310 new cases were diagnosed.  As of last Friday, nearly 1,000 cases had been diagnosed since the beginning of the academic year.  It is likely that the actual total number of cases of H1N1 is far higher, as many students who suspect that they have the virus are following CDC recommendations by self-treating and staying away from the health center and doctors’ offices. The CDC is projecting that incidents of H1N1 will peak in mid-November.  As you have probably heard, there have been delays in the production of adequate supplies of the H1N1 vaccine. Sufficient quantities are not currently available for mass immunizations on the campus, but all the plans are in place for a special campus clinic to be held as soon as the vaccine becomes available.At the beginning of the year, we did write to students, reminding them to engage in elementary precautions like washing hands and staying away from people who are ill, but, in the absence of the flu vaccine, many of our students cannot avoid illness.  They have been told to self-isolate and avoid the health center and doctors’ waiting rooms, unless they have serious problems or relevant underlying conditions. Some of our students have become severely ill and have required hospitalization.  For many, more than a few days of rest and isolation have been necessary for recuperation.As you recall, I wrote in August to suggest ways that you might prepare to continue teaching, research, and creative activity in the event of a potentially severe outbreak of H1N1 influenza. Student absenteeism is of course disruptive for classroom instruction.  A new instructional resources site has been designed to address this issue by helping instructors match their teaching techniques with IU-supported technologies.  With the right combination of technology, instructors may be able to recreate many of the learning activities of the classroom.  For instance, the guide suggests IU-supported technology tools that allow students to share resources, such as handouts, and to participate in online discussions that could substitute for in-class group activities.  Links to helpful resources are provided on the new site.   See http://keepteaching.iu.edu.The disruptions caused by the H1N1 virus, and by our commitment to follow public health guidelines, are difficult for all.  Thank you for your cooperation and patience.  Sincerely,Karen HansonProvost and Executive Vice President 
  • As with all of these tools we will cover, the designation of software as communication software characterizes how the software is used, not what it contains. So Kid Pix could be used for all these tools – it all depends on HOW you use it.
  • Transcript

    • 1. Prep Movies<br />MythBusters<br />Vernier<br />GapMinder – TED talk<br />
    • 2. Week 10<br />Data Collection and Analysis<br />
    • 3. Unit 2Types of Tools<br />Content Exploration<br />Production<br />Communication<br />Data Collection/Analysis<br />
    • 4. Definition of Data Collection/Analysis Tools<br />Form of learning whereby students use technology to gather information and/or synthesize information<br />
    • 5. Examples<br />
    • 6. Your Ideas<br />Spanish:<br />Amount of immigration affected by policy changes<br />Biology:<br />Insect classification<br />Math:<br />Graph linear equations and inequalities | hourly temps<br />Language Arts:<br />Gather data for research paper<br />Economics:<br />Analyze factors that impacted latest financial crisis<br />
    • 7. Social Studies (and L.A.?)<br />
    • 8. Texas Students Track Swine Flu<br />
    • 9. H1N1 – Google Earth<br />
    • 10. WW2 – Google Earth<br />
    • 11. Physics – Google Earth<br />
    • 12. 9/11 – Google Earth<br />
    • 13. German - Wordle Example<br />
    • 14. U.S. Constitution – Wordle Example<br />
    • 15. Lecture Question #1<br />How could you use Maps, Google Earth, or Wordle to collect/analyze data in your classroom?<br />
    • 16. Vernier Probes<br />
    • 17. GoMotion!<br />GoTemp!<br />GoMotion! And GoTemp!<br />
    • 18. Tinkerplots<br />
    • 19. Fathom<br />
    • 20. Lecture Question #2<br />How could you use Probes, Tinketplots, Fathom, Excel, or Inspiredata in your classroom?<br />
    • 21. M&Ms<br />Case Studies<br />
    • 22. Lecture Question #3<br />Write down how many:<br />RED<br />BLUE<br />BROWN<br />YELLOW<br />ORANGE<br />GREEN<br />
    • 23. Poll Everywhere<br />
    • 24. Google Forms<br />Your Assignment Before Lab…<br />Send out an email with a link to this form<br />
    • 25. GRADE Case<br />Mrs. Geiger teaches 6th grade<br />Gives out candy on Halloween<br />Teaching probability<br />Math 6.6: Students determine theoretical and experimental probabilities and use them to make predictions about events. <br />Wants to put the candy to work<br />Plan<br />Theoretical Probability Review<br />Myth Busters Activity for Experimental Probability<br />
    • 26. MythBusters<br />There is a rumor/myth that a disproportionately high percentage of M&M’s are brown because brown ones require the least dye, making them the least expensive to produce. So, the more brown M&M’s to a package, the cheaper the production cost for the company, meaning a higher profit.<br />
    • 27. S: Standard<br />Math 6.6: Students determine theoretical and experimental probabilities and use them to make predictions about events. <br />
    • 28. N: Needs<br />Single Classroom, Teacher computer, Projector<br />Computer lab available if needed<br />Full class activity<br />1 day activity (Halloween) – 1-2 hours can be allotted<br />Need something to efficiently collect M&M colors from 25 students and represent the data in an easy-to-understand way.<br />
    • 29. O: Options<br />Content Exploration Tools<br />Production Tools<br />Communication Tools<br />Data Collection and Analysis Tools<br />
    • 30. Content Exploration<br />Video on experimental probability<br />In this case, the activity COULD BE the content exploration activity – it will introduce the idea of experimental probability<br />
    • 31. Production Tasks<br />“Homemade” episode of Myth Busters<br />Myth Busters report/brochure<br />Flow chart of Myth Busting process<br />Letter to Mars Corporation<br />Graph/chart/visual<br />Class worksheet<br />
    • 32. Communication Tools<br />In this case, students will need to communicate their M&M distribution for collection, but that should be a feature of the data collection tool, so in this case, the communication and data collection tools overlap<br />
    • 33. Data Collection Tools<br />PollEverywhere.com + Regular spreadsheet (see ex.)<br />Google Form and Spreadsheet (email)<br />Survey Monkey or Survey Gizmo<br />InspireData<br />Whiteboard/worksheet/lo-tech<br />
    • 34. W&Y : What and Why<br />Lecture Worksheet #4<br />Keeping in mind your production activity choice, what data collection tool is the best fit for your lesson? Justify your choice.<br />Lecture Worksheet #5<br />Did any of the data collection/analysis tools you chose do double (or triple) duty, also serving as content exploration, communication, or production tools? <br />
    • 35. …Busted<br />This myth is… busted.<br />
    • 36. Something to think about…<br />Did any of the data collection/analysis tools you chose do double (or triple) duty, also serving as content exploration, communication, or production tools?<br />
    • 37. A brief summary…<br />
    • 38. Unit 2 – Tools for learning<br />Content Exploration<br />Reference, Drill, Tutorial, Games, Simulations, Open Ended, Learning Management/Integrated Learning Systems<br />Production Tools<br />Communication Tools<br />Synchronous vs Asynchronous<br />One to one, one to many, many to many<br />Text, audio, images, video<br />Data Collection and Analysis Tools<br />
    • 39. Flashback<br />Shift #1 – Digital technology (access to info, access to communication) is making a new kind of education POSSIBLE.<br />Shift #2 – Digital natives and standards-driven education are making a new kind of education NECESSARY.<br />
    • 40. Flashback<br />“Its not about memorizing facts, but do you know how to find information, do you know how to validate it, do you know how to synthesize it, do you know how to communicate it, do you know how to collaborate with it, do you know how to problem solve with it? THOSE are the new 21st century literacies.”<br />Content exploration<br />Production<br />Communication<br />Data Collection and Analysis<br />
    • 41. Lecture WS #6<br />Take 5 good minutes and REALLY reflect. <br />Now that you’ve SEEN quite a bit of new technology tools with educational potential, reflect on the new education that is both possible and necessary as a result. <br />How can the types of tools you’ve seen contribute to the 21st century literacies. Why do they need to?<br />
    • 42. This Week in Lab…<br />Complete Google Form (emailed to you)<br />M&M colors<br />Data Collection and Analysis Stations Workout<br />ePortfolio Draft due<br />Talk to your lab instructor for more details<br />Work on Artifact Proposal #2<br />Talk to your lab instructor for more details<br />
    • 43. For Lecture Next Week…<br />Review articles<br />OnCourse &gt;&gt; Resources &gt;&gt; Lecture Resources &gt;&gt; Lecture #11<br />Complete pre-lecture activity #11<br />OnCourse &gt;&gt; Test/survey<br />Print up lecture worksheet #11<br />OnCourse &gt;&gt; Resources &gt;&gt; Lecture Resources &gt;&gt; Lecture #11<br />

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