For Forces and Motion, we developed about 20 learning Goals that we thought would solidify learning and address misconceptions. Here is a subset of the learning goals we want students to achieve in order to better understand velocity. (Again, velocity is just one of the big ideas for Forces and Motion. ) Rachel will discuss how we will measure the effectiveness of our activities during the research phase.
For this activity, we decided we would like to have a slope tool. The idea is for students to pick two points on a line and find the slope between them. If they can get it right the first time, no scaffolding is required. If they do not get it right, we provide visual clues in the graph, table, and equation to help them. So the scaffolding appears on-the-fly, “just in time.” Demo http://smartgraph-demos.dev.concord.org/sproutcore/example-61-fancier-velocity.html#/shared/what-is-velocity After many iterations of design on paper, we handed the specs over to the developers, who then created a working digital version. After the product is deemed stable, we will test it out with teachers and their students for further review and improvements. We have been lucky enough to observe the local teachers and students directly. Afterwards, teachers provide feedback using an online survey.
SmartGraphs presentation for NSBE 2011
<ul>SmartGraphs NSBE Convention – March 24, 2011 </ul><ul>This material is based upon work supported by the National Science Foundation under Grant No. DRL-918522.==≠≠ == </ul><ul>Any opinions, findings, conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. </ul><ul>Dr. Baba Kofi Weusijana Former Contractor for <li>The Concord Consortium, Concord, MA 01742 </li></ul><ul>http://www.concord.org/projects/smartgraphs </ul>
<ul><li>Students Understand their Graphs </li></ul><ul><li>Typically students learn to make graphs in school and can understand how to make them later </li></ul>
<ul><li>Graphs and Meaning </li></ul><ul><li>Understanding and interpreting complicated graphs made by other people becomes a problem in college and industry
A Solution: learning by using SmartGraphs </li></ul>
<ul><li>Graphs and Meaning </li></ul><ul><li>“A ‘smart graph’ will be able to recognize the features of a graph that an expert graph user would recognize. In addition, it will be able to connect these features to the context that is represented by the graph” (Tinker, 2006). </li></ul>
Research Project Goal <ul><li>Develop SmartGraphs, document their effectiveness through rigorous research, and scale up so this technology becomes widely available.
Principal Investigators </li><ul><li>Carolyn Staudt
Andrew Zucker </li></ul><li>Project Inquiries </li><ul><li>[email_address] </li></ul></ul>
Project is conducting a sizeable randomized experimental field trial
Software permits use of probes/sensors (within the web browser)
Experiments under way to automate “smartness” for graph analysis </li></ul>
<ul>Force and Motion Learning Goals </ul><ul>• Identify axes (coordinates, scaling, origin, etc.) </ul><ul><li>Determine the shape of a graph (max, min, trends, etc.)
Interpret realtime data from probes (patterns, noise, etc.)
Describe direction and amount of motion (contextual stories)
Understand rate of change (velocity and acceleration) </li></ul>
<ul>SmartGraph Activities </ul><ul><li>We embed SmartGraphs in instructional activities to help students meet specific learning goals
Like Google Docs, activities run in web browser itself </li><ul><li>Using SproutCore and jQuery </li></ul><li>Like mobile apps, activities hide extraneous UI to keep the student focused on the task at hand
Activities can ask students to enter text or manipulate the graph, and they respond to the student with textual and graphical feedback </li></ul><ul>http://smartgraphs.concord.org/demo.html </ul>
Thank You! Look for slides and other information at: http://edutek.net/kofi SmartGraphs is supported by the National Science Foundation under Grant No. DRL-0918522. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.