Wipte presentation oct 25 2010

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Wipte presentation oct 25 2010

  1. 1. Engagement and retention of marginalized college students using HP Tablet PC’s and DyKnow software 2010 Workshop on the Impact of Pen-Based Technology in Education http://www.wipte.org/default.aspx Virginia Tech, Blacksburg, VA Carol Carruthers carol.carruthers@senecac.on.ca
  2. 2. Presentation Overview  Context and research design  The solution employed  Measurements and evaluation  Going forward  Additional resources: HP website: http://open.senecac.on.ca/HPtabletproject/ WIPTE contest video: http://www.youtube.com/watch?v=il-k65CFqpE DyKnow contest video: http://www.youtube.com/watch?v=il-k65CFqpE
  3. 3. Seneca College of Applied Arts and Technology http://senecac.on.ca/about/index.html • Largest community college in Ontario • Eight campuses in the Greater Toronto Area • Programs offered in over 260 fields of study • Approx 100,000 full and part time students • International students from 90 countries
  4. 4. Faculty of Applied Science and Engineering Technology  Biological Sciences & Applied Chemistry  Electronics & Computer Engineering Tech  Fire Protection Engineering Technology  Centre for Advanced Technologies  Centre for the Built Environment  Aviation and Flight Technology
  5. 5. Faculty of Information Arts and Technology  Animation Arts Centre  Communication Arts  Computer studies  English and Liberal studies
  6. 6. REDESIGNED COURSE FOR A TABLET CLASSROOM
  7. 7. • Fall 2008 – two semester certificate initiated • The Applied Science and Technology Fundamentals Program (AST) • Successful students guaranteed admission into 2 year FASET/FIAT diploma programs The Course Redesign http://www.senecac.on.ca/fulltime/AST.html
  8. 8. • one of 44 higher education institutions 370 applicants received the $84 000 grant • 21 HP Compaq Notebook/Tablet PC’s Microsoft® Vista operating system accessories • Seneca HP site: http://open.senecac.on.ca/HPtabletproject/ 2008 Higher Education HP Technology for Teaching Grant http://www.hp.com/hpinfo/grants/us/programs/tech_teaching/hied_global.html#top
  9. 9. • Fall 2008 – purchase of 33 licenses* • Winter 2010 - 55 licenses Post-Secondary DyKnow Collaborative Software Grant • Spring 2010 – 50 licenses DyKnow video contest (2nd place) http://www.youtube.com/watch?v=il-k65CFqpE * Funding provided by FASET and support of Academic Computing Services (ACS) Dyknow Software http://www.dyknow.com
  10. 10. “The tablet classroom has afforded the institution an opportunity to “test drive” the technology and to better understand the potential impact on teaching practice, student success as well as institutional requirements to support a tablet classroom and this latter aspect is not trivial.” -Laurel Schollen, Dean of FASET
  11. 11. Research Goals • increasing student engagement/retention • enhancing student learning and ability to apply concepts • demonstration of methodology throughout college, math, technology and outreach communities
  12. 12. Research Protocol to Establish Preliminary Findings Experimental* Control* Host school Applied Science Engineering Technology Sample size 1st Semester 2nd Semester 1st Semester 2nd Semester Total sample 75 40 66 17 Faculty technology available stylus based HP tablet DyKnow software electronic classroom laptop computer electronic classroom Student technology available 90% of class time on HP tablets Dyknow software notes saved to server students download client Three different teachers 40% of class time in computer lab access to online textbook etc lecture notes on board/screen traditional note taking four different teachers *Research groups located at two different campuses (17 km/11 mile separation)
  13. 13. Word document framework
  14. 14. Pages inserted to enhance understanding
  15. 15. Sharing control
  16. 16. …and experiences
  17. 17. Parallel solutions and self-correction
  18. 18. Self-monitoring of understanding
  19. 19. Immediate feedback
  20. 20. Impact on Student Engagement
  21. 21. Attendance % Attendance - MATH 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% SEM 1 WITH TABLETS (n=75) SEM 2 WITH TABLETS (n=40) SEM 1 WITHOUT TABLETS (n=66) SEM 2 WITHOUT TABLETS (n=17)
  22. 22. “I paid more attention during lectures and class discussion” (n = 50) (80% strongly agree/agree to Likert statement) ““…it isn’t like any other class when you sit there and just listening to a teacher speak on and on … you’re actually interacting with others.” “…revolutionize the idea of learning, it makes the class a lot more interactive and close to each other.” “…I really enjoyed using it, it helped get me to class…I was excited to use the computer…”
  23. 23. “Having my work on the tablet PC displayed for the class improved my participation” (76% strongly agree/agree to Likert statement) “... by allowing students to lead the lecture …. ” “…tablet … gave you an opportunity to participate .. without the embarrassment of public speaking” “…my participation ... Have grown significantly because of the confidence it brings when I’m comfortable of where I am” “... It influences you because you’re seeing not only your answers but others own at well and it enables you to discuss different methods of solving problems.”
  24. 24. Open ended response (918 coded comments for math) -some examples of questions • Explain what you liked best/least about having computers in the classroom? • Did the tablet PC’s influence you to attend class more often and persist through the end of the course in any way? • Explain whether the tablet PC’s helped you to perform better/worse on regular course assessments.
  25. 25. 241/262 respond positively in attention/motivation category - some examples of codes • positive class environment 59 • more enjoyable 55 • increased attendance 29 • class participation increased 25
  26. 26. Impact on student learning and application of concepts
  27. 27. Ontario College Math Project (CMP) http://collegemathproject.senecac.on.ca/cmp/ • 25 – 50% of first semester students either fail (F) or barely pass (D) math • Students ‘at risk’ of not completing program of choice • ‘good grades’ range is A+ to C
  28. 28. Math Grades Semester 1 Math Grades 0% 10% 20% 30% 40% 50% 60% 70% 80% A+,A,B,C D,F,W WITH TABLETS (n=75) WITHOUT TABLETS (n=66) Semester 2 Math Grades 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% A+,A,B,C D,F,W WITH TABLETS (n=40) WITHOUT TABLETS (n=17)
  29. 29. “The tablet PC helped me improve my performance in this course” (74% strongly agree/agree to Likert statement) “Helped me to perform better. Because of the tablet I actually did my work and it was done right and organized which helped for studying.” “…because it’s more convenient and accessible to everyone” “... It made learning … much easier, more enjoyable and improved my performance.” “…Makes me perform better since it is a new and interesting way to approach classes. I tend to pay attention more thus doing better in work and tests” “…Helped me, as I haven’t had a mark higher than B in a math class since grade 8, yet I am getting A’s here …”
  30. 30. 243/274 responded positively in learning category - some examples of codes • interaction in class improved 50 • improved learning 47 • liked share control 27 • students teach 16 • the teacher models approach 12 to problem solving • better understanding of math 15
  31. 31. “The tablet PC improved my note-taking skills” (76% strongly agree/agree to Likert statement) “…students can share answers anonymously, we can correct each other’s work.” “Assignments and homework were easy on the tablet because it was all saved to the server, your notes are available all the time…”
  32. 32. Having my work on the tablet PC displayed for the class (shared control) improved my participation in class” (75%) “It influences you because you’re seeing not only your answers but others … as well and it enables you to discuss different methods of solving problems.” “…I found that the shy students were more comfortable participating through the tablet and shared control in dyknow than standing up and speaking”.
  33. 33. “Dyknow was an effective tool for classroom presentations and note taking’ (92% strongly agree/agree to Likert statement) “The tablets were useful because I can see what the teacher is writing, students can share answers anonymously, we can correct each others work. Also be being able to access Dyknow at home and at school I did not have to worry about taking notes [on paper] because they were all saved…”
  34. 34. Teacher response “I would ask…if everyone was following along and I’d get the occasional, ‘yes’ ‘no’, but, some students stayed quiet, and I wouldn’t really know if they would be understanding. …if I asked the same question though…[through] DyKnow…I would see what those quiet students would be thinking…It really helped me to target which students needed extra help.”
  35. 35. Challenges “…they (tablets) could be a very distracting because it (takes) your mind away off lectures… when lectures becomes boring I tend to go on websites which is the worst thing I can do …” • slow connection to the internet these issues continue to be addressed…
  36. 36. Presentations and workshops digital footprint • Intracollege (6) – faculty forums, PD workshops, teaching & learning days, BOG • Outreach (4) - open house, science fairs, tutors • Intercollege (8) – math PD, tech conferences, invitations for workshops • General education (4) – CMP, math forums • International (2) – HP Hi-ed conference, WIPTE • HP website, twitter, LinkedIn, various online groups, blog, you tube
  37. 37. Fall 2010 research project • new wireless mobile classroom lab • larger sample size • larger IT requirement • multidisciplinary • shared workspace between schools
  38. 38. 0% 5% 10% 15% 20% 25% 30% 35% 18 19 20 21 22 23 24 25+ Age WITH TABLETS WITHOUT TABLETS Student Age
  39. 39. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% MALE FEMALE WITH TABLETS WITHOUT TABLETS Gender
  40. 40. Acknowledgements: Laurel Schollen – Dean FASET James Humphreys– Chair SBSAC Dawn Mercer – ORI Hassan Assiri – Manager ACS Gino Franceschetti – ACS Ewan Gibson - AVS Math@York , SBSAC & FASET Math Faculty Applied Science and Technology Fundamentals (AST) Certificate students Supported by a 2008 Higher Education HP Technology for Teaching Grant the Faculty of Applied Science and Engineering Technology and Academic Computing Services

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