Smartphones wikis and games for education


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Jean-Claude Bradley presents on the use of smartphones, wikis and games for educational applications at a Drexel University Faculty Showcase on November 12, 2010.

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Smartphones wikis and games for education

  1. 1. Using Smartphones, Wikis and Games for Teaching Jean-Claude Bradley E-Learning Coordinator College of Arts and Sciences Associate Professor of Chemistry Drexel University November 12, 2010 Drexel Faculty Technology Showcase 2010
  2. 2. So many tools … so little time blogs free online textbooks recorded lectures (e.g. podcasts, screencasts, videos) wikis CMS (e.g. Blackboard) free course content (e.g. OpenCourseWare) clickers games virtual worlds (e.g. Second Life)
  3. 3. Smartphones: the new “thing”
  4. 4. Smartphones are becoming popular
  5. 5. Smartphone Demographics
  6. 6. Smartphone Advantages for Education • Nearly ubiquitous access to the internet via 3G networks • Affordable unlimited data plans encourage experimentation • The most portable mobile device (pocket sized)
  7. 7. Smartphone Disadvantages for Education • Not all students currently carry them • Text-rich assignments are inconvenient • Whether an application will work on a specific smartphone is unpredictable (i.e. Flash, Java, etc.) – even YouTube videos don’t always display
  8. 8. Examples of Smartphone Educational Applications • Recorded Lectures • ChemTiles Game
  9. 9. What is the best use of your time as a teacher? • Lecturing? • Manual grading? • Discussion groups? • Posting to a blog? • Motivating? What are your objectives? • Increasing the baseline understanding of the average student? • Helping the best students actualize their potential?
  10. 10. Screencasting: easy solution for recording lectures
  11. 11. 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 1 50 99 %subscribed %attend 0.00 10.00 20.00 30.00 40.00 50.00 60.00 0 50 100 150 %subscribed %attend CHEM 241 89 students CHEM 243 64 students Student Response to Screencasting: Attendance
  12. 12. Student Response to Screencasting: Usage Patterns •Some students get ahead and watch lectures several times •Some students wait for night before test and try to cram •Most students fall in between and appreciate a suggested timeline •Podcasting/vodcasting an archived course not convenient •I recommend downloading a zip of all recordings safest •However with smartphones on demand Flash may be best
  13. 13. Best use of Class Time Mainly repeating lectures Mainly workshops One-on-one mentoring Doing problems Games
  14. 14. Wikis A wiki is a website that allows the easy creation and editing of any number of interlinked web pages via a web browser using a simplified markup language or a WYSIWYG text editor.
  15. 15. Educational Uses of Wikis •Organizing course content •Student assignments •Student generated content •Easy to make content public and rapidly indexed on Google
  16. 16. Example: Chemical Information Retrieval FA09 (CHEM367/767)
  17. 17. Use of Web2.0 Tools for Sharing Recorded Lectures
  18. 18. Technical Note for Camtasia 7 and Web2.0 Hosting •For highest resolution and small file size select FLV – highest quality option at 3 fps (1 or 2 fps generates an error) •Most video hosting services do not accept FLV but SciVee does •For short recordings (<10 mins) other formats (m4v, AVI, etc.) are fine and can be uploaded to YouTube
  19. 19. Students participate to collect resources
  20. 20. Assignments
  21. 21. Article summaries on Web2.0 site
  22. 22. Student Research Logs: DMTStudent Research Logs: DMT
  23. 23. Green Tea ProjectGreen Tea Project
  24. 24. Chemistry of ChocolateChemistry of Chocolate
  25. 25. Students generate course content
  26. 26. SiteMeter to discover content use
  27. 27. Students curate data on ChemSpider
  28. 28. Five Sources for the solubility of EGCG
  29. 29. =2.3 g/L Students expose unreliability of “trusted sources”
  30. 30. The Chemical Information Validation Sheet
  31. 31. The Chemical Information Validation Explorer (Andrew Lang)
  32. 32. Student Response to Class Wikis •Some students do extra credit assignments (ChemSpider curation, multimedia component, Acawiki) and add resources •Some students do only the minimum required of assignments •Most students fall in between Most students kept research logs and used feedback (reported progress/asked questions) Almost all students used their real names
  33. 33. Open Wikis in Laboratory Research
  34. 34. Motivation: Faster Science, Better Science
  35. 35. There are NO FACTS, only measurements embedded within assumptions Open Notebook Science maintains the integrity of data provenance by making assumptions explicit
  36. 36. TRUST PROOF
  37. 37. Crowdsourcing Solubility Data
  38. 38. ONS Submeta Award Winners
  39. 39. Teaching Lab: Brent Friesen (Dominican University)
  40. 40. The Log makes Assumptions Explicit
  41. 41. The Rationale of Findings Explicit
  42. 42. Raw Data Made Public Splatter? Some liquid
  43. 43. YouTube for demonstrating experimental set-upYouTube for demonstrating experimental set-up
  44. 44. Calculations Made Public on Google Spreadsheets
  45. 45. Revision History on Google Spreadsheets
  46. 46. Wiki Page History
  47. 47. Comparing Wiki Page Versions
  48. 48. Solubilities collected in a Google Spreadsheet
  49. 49. Rajarshi Guha’s Live Web Query using Google Viz API
  50. 50. Data provenance: From Wikipedia to…
  51. 51. …the lab notebook and raw data
  52. 52. Reaction Attempts Book
  53. 53. Reaction Attempts Book: Reactants listed Alphabetically
  54. 54. Data Disks
  55. 55. Student Response to Research Wikis •Students appreciate rapid feedback via the wiki •Students learn to properly document experiments by using a research log •The use of Google Spreadsheet templates makes it easier for students to record data and others to verify calculations •For teaching lab based deployment sufficient structure must be given while still allowing students to think •Students appreciate being co-authors on a book and having a bio/pic included •Although interaction via wiki is invaluable, face to face meetings (or phone calls) are also very important
  56. 56. Games for Learning •Technology? •Learning Objectives? •Rewards?
  57. 57. Wheel of Orgo
  58. 58. (Andy Lang, Tony Williams) Open Data spectra from ChemSpider for education (Jean-Claude Bradley, Andy Lang, Tony Williams, Robert Lancashire)
  59. 59. The game starts easy
  60. 60. Later in the game: time limit and more molecules
  61. 61. Database Curation via Game Playing
  62. 62. Over 100,000 spectrum views so far - worldwide
  63. 63. Link Spectral Game to Open Educational Content
  64. 64. EduFrag Unreal Tournament Maze (without weapons)
  65. 65. EduFrag Unreal Tournament (with weapons)
  66. 66. Quiz Obelisks in Second Life (Eloise Pasteur)
  67. 67. Spectral Game in Second Life (Andy Lang)
  68. 68. Student Created Exhibits on ACS Island
  69. 69. 3D Periodic Table (ACS Freebie)
  70. 70. Conferences on Second Nature
  71. 71. Student assignment: networking in Second Life and FriendFeed
  72. 72. 4
  73. 73. ChemTiles Game on the Web/Smartphone
  74. 74. ChemTiles Rules
  75. 75. ChemTiles Play
  76. 76. Multimedia student project: the Beer Game
  77. 77. Student Response to Games •Occasional rewards (textbook) can be helpful but don’t require mandatory participation •Especially in group games, make participation optional (allow skip turn) •Most students are shy and not tech savvy– use games as a content base for workshops •Keep technical requirements as low as possible •Encourage other uses of the game – i.e. student who hacked SpectralGame got prize
  78. 78. ClickTiles: Try it out! (Andrew Lang)
  79. 79. ClickTiles Flickr Group •Create 256 x 256 pixel images on Paint •Name them starting with true or false (Andrew Lang)
  80. 80. Conclusions •Think about your educational objectives •Experiment with technology •Talk to students •Keep what works •To make this efficient learn from others