Technology and Students: Mix, Match or Miss?

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Jean-Claude Bradley presents on "Technology and Students - Mix, Match or Miss?" at the Villanova Teaching and Learning Strategies Symposium on May 13, 2010. Topics covered include screencasting, wikis, games and Second Life, with a particular focus on student response to these technologies.

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Technology and Students: Mix, Match or Miss?

  1. 1. Technology and Students: Mix, Match or Miss? Jean-Claude Bradley E-Learning Coordinator College of Arts and Sciences Associate Professor of Chemistry Drexel University May 13, 2010 Teaching and Learning Strategies at Villanova 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. What is the best use of your time as a teacher? <ul><li>Lecturing? </li></ul><ul><li>Manual grading? </li></ul><ul><li>Discussion groups? </li></ul><ul><li>Posting to a blog? </li></ul><ul><li>Motivating? </li></ul>What are your objectives? <ul><li>Increasing the baseline understanding of the average student? </li></ul><ul><li>Helping the best students actualize their potential? </li></ul>
  4. 4. Screencasting: easy solution for recording lectures
  5. 5. CHEM 241 89 students CHEM 243 64 students Student Response to Screencasting: Attendance
  6. 6. Student Response to Screencasting: Usage Patterns <ul><li>Some students get ahead and watch lectures several times </li></ul><ul><li>Some students wait for night before test and try to cram </li></ul><ul><li>Most students fall in between and appreciate a suggested timeline </li></ul><ul><li>Podcasting/vodcasting an archived course not convenient </li></ul><ul><li>I recommend downloading a zip of all recordings safest </li></ul><ul><li>However with smartphones on demand Flash may be best </li></ul>
  7. 7. Best use of Class Time Mainly repeating lectures Mainly workshops One-on-one mentoring Doing problems Games
  8. 8. 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.
  9. 9. Educational Uses of Wikis <ul><li>Organizing course content </li></ul><ul><li>Student assignments </li></ul><ul><li>Student generated content </li></ul><ul><li>Easy to make content public and rapidly indexed on Google </li></ul>
  10. 10. Example: Chemical Information Retrieval FA09 (CHEM367/767)
  11. 11. Use of Web2.0 Tools for Sharing Recorded Lectures
  12. 12. Students participate to collect resources
  13. 13. Assignments
  14. 14. Article summaries on Web2.0 site
  15. 15. Student Research Logs: DMT
  16. 16. Green Tea Project
  17. 17. Chemistry of Chocolate
  18. 18. Students generate course content
  19. 19. Students curate data on ChemSpider
  20. 20. Five Sources for the solubility of EGCG
  21. 21. =2.3 g/L Students expose unreliability of “trusted sources”
  22. 22. Multimedia student project: the Beer Game
  23. 23. Student Response to Class Wikis <ul><li>Some students do extra credit assignments (ChemSpider curation, multimedia component, Acawiki) and add resources </li></ul><ul><li>Some students do only the minimum required of assignments </li></ul><ul><li>Most students fall in between </li></ul>Most students kept research logs and used feedback (reported progress/asked questions) Almost all students used their real names
  24. 24. Open Wikis in Laboratory Research
  25. 25. Motivation: Faster Science, Better Science
  26. 26. There are NO FACTS, only measurements embedded within assumptions Open Notebook Science maintains the integrity of data provenance by making assumptions explicit
  27. 27. TRUST PROOF
  28. 28. Crowdsourcing Solubility Data
  29. 29. ONS Submeta Award Winners
  30. 30. Teaching Lab: Brent Friesen (Dominican University)
  31. 31. The Log makes Assumptions Explicit
  32. 32. The Rationale of Findings Explicit
  33. 33. Raw Data Made Public Splatter? Some liquid
  34. 34. YouTube for demonstrating experimental set-up
  35. 35. Calculations Made Public on Google Spreadsheets
  36. 36. Revision History on Google Spreadsheets
  37. 37. Wiki Page History
  38. 38. Comparing Wiki Page Versions
  39. 39. Solubilities collected in a Google Spreadsheet
  40. 40. Rajarshi Guha’s Live Web Query using Google Viz API
  41. 41. Data provenance: From Wikipedia to…
  42. 42. … the lab notebook and raw data
  43. 45. Lulu.com Data Disks
  44. 46. Student Response to Research Wikis <ul><li>Students appreciate rapid feedback via the wiki </li></ul><ul><li>Students learn to properly document experiments by using a research log </li></ul><ul><li>The use of Google Spreadsheet templates makes it easier for students to record data and others to verify calculations </li></ul><ul><li>For teaching lab based deployment sufficient structure must be given while still allowing students to think </li></ul><ul><li>Students appreciate being co-authors on a book and having a bio/pic included </li></ul><ul><li>Although interaction via wiki is invaluable, face to face meetings (or phone calls) are also very important </li></ul>
  45. 47. Games for Learning <ul><li>Technology? </li></ul><ul><li>Learning Objectives? </li></ul><ul><li>Rewards? </li></ul>
  46. 48. Wheel of Orgo
  47. 49. (Andy Lang, Tony Williams) Open Data spectra from ChemSpider for education (Jean-Claude Bradley, Andy Lang, Tony Williams, Robert Lancashire)
  48. 50. The game starts easy
  49. 51. Later in the game: time limit and more molecules
  50. 52. Database Curation via Game Playing
  51. 53. Over 100,000 spectrum views so far - worldwide
  52. 54. Link Spectral Game to Open Educational Content
  53. 55. EduFrag Unreal Tournament Maze (without weapons)
  54. 56. EduFrag Unreal Tournament (with weapons)
  55. 57. Quiz Obelisks in Second Life (Eloise Pasteur)
  56. 58. Spectral Game in Second Life (Andy Lang)
  57. 59. Student Created Exhibits on ACS Island
  58. 60. 3D Periodic Table (ACS Freebie)
  59. 61. Conferences on Second Nature
  60. 62. http://www.journal.chemistrycentral.com/content/3/1/14
  61. 63. ChemTiles Game on the Web/Smartphone
  62. 64. Student assignment: networking in Second Life and FriendFeed
  63. 65. Student Response to Games <ul><li>Occasional rewards (textbook) can be helpful but don’t require mandatory participation </li></ul><ul><li>Especially in group games, make participation optional (allow skip turn) </li></ul><ul><li>Most students are shy and not tech savvy– use games as a content base for workshops </li></ul><ul><li>Keep technical requirements as low as possible </li></ul><ul><li>Encourage other uses of the game – i.e. student who hacked SpectralGame got prize </li></ul>
  64. 66. Conclusions <ul><li>Think about your educational objectives </li></ul><ul><li>Experiment with technology </li></ul><ul><li>Talk to students </li></ul><ul><li>Keep what works </li></ul><ul><li>To make this efficient learn from others </li></ul>

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