DIY Energy A Public Engagement with Science Experiment J.Underwood 1 , H.Smith 2 , K.Walker 1 , R.Luckin 1 1 LKL, Universi...
Blogger for experiment reports Total of all power contributions and current battery level You Tube for evidence Google Doc...
Situation <ul><ul><li>The e-Science usability project is exploring ways of enabling school learners and teachers to engage...
Task <ul><li>Describe what you are trying to achieve </li></ul><ul><ul><li>Our long term objective is to make it easy for ...
Actions <ul><li>How did you try to address the issue? </li></ul><ul><ul><li>We set-up an experiment to make and test the b...
Results <ul><li>What were the outcomes of the actions you took? </li></ul><ul><ul><li>This activity was very popular at pu...
Observations <ul><li>Lessons you've learnt and conclusions you’ve drawn </li></ul><ul><ul><li>Never rely on being able to ...
Links <ul><li>DIY Energy -  http://windenergyexpt1.blogspot.com   </li></ul><ul><li>e-Science Usability Project -  http://...
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Diy4 Planet

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Description of use of technology to support experiment in science learning

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Diy4 Planet

  1. 1. DIY Energy A Public Engagement with Science Experiment J.Underwood 1 , H.Smith 2 , K.Walker 1 , R.Luckin 1 1 LKL, University of London - 2 Interact Lab, University of Sussex e-Science Usability Project March 2008 http://creativecommons.org/licenses/by-nc/2.0/uk/
  2. 2. Blogger for experiment reports Total of all power contributions and current battery level You Tube for evidence Google Docs for data capture & data sharing flickr for sharing designs
  3. 3. Situation <ul><ul><li>The e-Science usability project is exploring ways of enabling school learners and teachers to engage collaboratively in science experiments with scientists and other learners </li></ul></ul><ul><ul><li>(see: http://www.informatics.sussex.ac.uk/research/groups/interact/escience-usability.htm ) </li></ul></ul><ul><li>user group and context </li></ul><ul><ul><li>Parents & children participating in a science festival activity indoors on school premises and later teachers in training workshops and school children in after school science clubs and school science lessons </li></ul></ul><ul><li>technological setup </li></ul><ul><ul><li>Mobile phones for data capture and upload. Blogger, Google Docs, Flickr & You Tube for sharing data and reporting experiments. Skype for live collaboration with scientists </li></ul></ul>
  4. 4. Task <ul><li>Describe what you are trying to achieve </li></ul><ul><ul><li>Our long term objective is to make it easy for teachers to set-up and engage learners in collaborations with scientists and other learners focused around science experiments with easy sharing and discussion of data, evidence, analysis and reports across schools and more broadly </li></ul></ul>
  5. 5. Actions <ul><li>How did you try to address the issue? </li></ul><ul><ul><li>We set-up an experiment to make and test the best wind turbine </li></ul></ul><ul><ul><li>We contextualised this using a story from a blog about a boy living without electricity who built his own turbine </li></ul></ul><ul><ul><li>We used mobile phones running Shozu to enable participants to capture and upload evidence (photos & video) during their experiment </li></ul></ul><ul><ul><li>We enabled upload of results to a shared Google Docs spreadsheet that maintains all individual experimenters contributions </li></ul></ul><ul><ul><li>Data can be sent to the spreadsheet through a simple form accessed on a mobile phone </li></ul></ul><ul><ul><li>We provided a template post in Blogger to scaffold participants in reporting their experiments </li></ul></ul><ul><ul><li>We automated linking of reports to images & video (on flickr & you Tube) </li></ul></ul><ul><ul><li>We scheduled a Skype video conference for participants to discuss their designs and other thoughts with an expert Power Engineer </li></ul></ul>
  6. 6. Results <ul><li>What were the outcomes of the actions you took? </li></ul><ul><ul><li>This activity was very popular at public events and in teacher workshops and capture of designs and experimental runs using mobile phone was easy and very successful </li></ul></ul><ul><ul><li>Posting reports to the blog was less successful, possibly because this was through a laptop (as opposed to mobile) and because of a reluctance on the part of participants to spend time writing. Short video reports or SMS reports might have been more successful </li></ul></ul><ul><ul><li>Skype conferencing with the expert was very engaging and popular. We have found this to be the case in previous studies as long as the conversation is well motivated and contextualised </li></ul></ul>
  7. 7. Observations <ul><li>Lessons you've learnt and conclusions you’ve drawn </li></ul><ul><ul><li>Never rely on being able to access any particular site over a school network. Using your own usb 3G modem or a mobile for the connection is a safer option </li></ul></ul><ul><ul><li>Enable as much as possible of experimental data capture and report creation through handheld devices with their own connections </li></ul></ul><ul><ul><li>Motivating report writing and reflection on experimental activity is often difficult. Providing an audience (e.g. online), using alternatives to writing (e.g. video) may prove motivational </li></ul></ul>
  8. 8. Links <ul><li>DIY Energy - http://windenergyexpt1.blogspot.com </li></ul><ul><li>e-Science Usability Project - http://www.informatics.sussex.ac.uk/research/groups/interact/escience-usability.htm http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=192&Itemid=91 </li></ul><ul><li>Blogger - http://www.blogger.com </li></ul><ul><li>Flickr - http://www.flickr.com </li></ul><ul><li>Google Docs & Forms - http://docs.google.com http://googledocs.blogspot.com </li></ul><ul><li>Shozu - http://www.shozu.com </li></ul><ul><li>You Tube - http://www.youtube.com </li></ul>

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