2011 ATE Conference PreConference Workshop D Part 2

21st Century
Learning Redux
Technology apps
to engage students

George Saltsman
Abilene Christian University

Wednesday, October 26, 11

Required Encouraged Prohibited

?

© 2011 ACU Images Courtesy of Apple Inc. Dell Inc, Lenovo Inc, and HTC America Inc.


research activities...

near saturation of faculty with devices (over 95%)

faculty experimentation, utilization and innovation
41 formal research projects
73 funded investigations
innumerable explorations
multiple national grants

© 2011 ACU www.acu.edu/connected/research

classroom innovation
art & design mathematics
biochemistry psychology
business management social work
chemistry labs sociology
communication student newspaper
education theatre
information sciences

© 2011 ACU

faculty report signiﬁcant class-related use of
mobile devices
84% regularly use a device for in-class activities

72% use of the mobile attendance tool

90% comfortable with required class usage for students

50% of regular class users use in each class meeting

82% have students conduct in-class internet searches

© 2011 ACU
Source: 2010 Faculty Survey
n = 145

students perceive positive academic impact
96% carry to class daily

86% improved classroom collaboration

90% helps to accomplish things more quickly

87% improved communication with teachers

87% increased control of learning environment

(n=755)
Source: 2010 ACU Student Survey
© 2011 ACU

is classroom ubiquity essential?

© 2011 ACU


Yes
&
No

© 2011 ACU


Yes for faculty
&
No for students

© 2011 ACU

ACU students are consistently positive about
mobile learning
100% Class of 2013
90% Class of 2013
80% Class of 2012
70%
60%
50%
40%
30%
20%
10%
0%
Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011

Percentage of students with positive attitude:
Q: All things considered, I think that using this mobile device as part of my college experience is...

Source: Dr. Brad Crisp/Dr. Scott Perkins
© 2011 ACU

MEIBL: addressing student preparation

written documents
MSDS/safety info
search tool
response tool
Podcasts in two categories:
chemistry calculations and
laboratory techniques

Assessing Deeper Learning
© 2011 ACU Thursday, 2:30pm Room 103C

MEIBL: addressing student preparation

Podcast treatment Lecture treatment
“Highly motivated”
n = 33 n = 20

Lab Reports 95.99 ± 2.74 91.80 ± 4.45

Quizzes 86.95 ± 6.56 79.44 ± 11.00

Lab Final Exam 83.24 ± 6.91 79.45 ± 10.28

Lab Course Grade 93.64* ± 3.13 88.72* ± 5.93

* Welch’s t-test indicates these are statistically signiﬁcantly different at = .05 level
Assessing Deeper Learning
© 2011 ACU Thursday, 2:30pm Room 103C

MEIBL: clarifying interactions
Mean clarifying interactions by treatment block

Treatment group
Contrasting treatment Equivalent treatment Week 4

M SD M SD

Podcast treatment teams
2.942* .662 1.942 .485 3.950
(n = 24)

Lecture treatment teams
4.478* .866 1.977 .605 4.210
(n = 14)

* Welch’s t-test indicates these are statistically signiﬁcantly different at = .05 level

Cohen’s d = ( Mt – Mc ) / Spooled

for contrasting treatment block = 2.18
© 2011 ACU

Mark Phillips: intro majors course rebuild
mean student response

usability (mean of 3 items)
had technical problems
prefer paper quiz
prefer paper syllabus
ResponsewareTM helps focus
VERY comfortable with technology
1 2 3 4 5

© 2011 ACU Source: Dr. Mark Phillips

Shepherd, Reeves: iPad vs. Laptop

© 2011 ACU Source: Dr. Ian Shepherd

Greg Straughn: mobile blogging community
“We saw deep interest in being able to access... material on the ﬂy,
wherever [students] are, and being able to have a large-scale
conversation with 1,000 freshmen. A professor can look at it and pull
out special information for a discussion. What was only a virtual space
becomes both a virtual and an interactive space in the classroom.”

© 2011 ACU

Kenny Jones: designing augmented reality

augmented reality is virtual, digital content layered on top
© 2011 ACU
of a real time image

Kenny Jones: designing augmented reality

Near transfer n mean sd t-value p-value
Comparison 20 10.25 8.18 -2.36 0.024
Focus AR 16 17.75 12.47
Far transfer
Comparison 20 6.05 5.02 -0.314 0.004
Focus AR 16 15.07 11.50

© 2011 ACU Source:. Kenny Jones

Sheila Delony: improve student reﬂection
pilot study found that review of mobile video enhanced depth and
quality of teacher candidates self-critiques of instruction

currently using cross-over design to empirically examine the impact of
using mobile device video to enhance teacher candidates’ reﬂections
and overall teaching quality in small group lessons

© 2011 ACU

Scott Hamm: iPad value in online courses
Facilitates Active Contribution

Course Interest

Course Performance

Increase Interaction Peers & Colleagues

Online Experience More Enjoyable

Enhanced Overall Experience

Ease of Use/Utility

© 2011 ACU
0% 25% 50% 75% 100%
Source:. Scott Hamm

Kim Pamplin: teachers use of iPad
My
primary
method
for
: work/school at
home travel
checking
email

-‐
Desktop 50 iPad 47 iPad 79
professional
reading
-‐
iPad 47 iPad 76 iPad 91
recrea7onal
reading

-‐ iPad 56 iPad 65 iPad 76
research
-‐
Desktop 53 Laptop 59 iPad 88
reviewing
&
edi7ng
documents
-‐
Desktop 53 Laptop 76 iPad 59
note
taking,
sketching,
etc
.-‐
online
collabora7on
(blogging,
wikis,
etc.)
-‐
social
networking
(facebook,
twiGer,
etc)
-‐
educa7onal
media
(news
clips,
etc.)
-‐
social
media
(videos,
music)
-‐
entertainment
(games)
-‐

© 2011 ACU

Stephen Baldridge: remote teaching

© 2011 ACU

restructuring content…

Textbook

CMS/LMS

© 2011 ACU

restructuring content…

Interactive Content

© 2011 ACU

Scott Perkins: iPad as eText reader

“75% of students reported they
were willing to fund purchase of an
iPad textbook reader if at least half
of their of their textbooks were
available in a digital format”

Source: Dr. Scott Perkins
© 2011 ACU

Priya Nihalani: supplementary text materials
majority of students positive about:
ease of use, accessibility, and convenience
use of glossary, formulas, quizzes and
ﬂashcard features
increased motivation and study time
instructor positive about:
class preparation, student engagement,
broader basis of understanding

© 2011 ACU Source: Mayrath, Nihilani, & Perkins, 2011

Ryan Gertner: digital texts and learning
media-rich, cost-efficient texts
careful comparison of reading efficiency across platforms
ACU graduate student Ryan Gertner (2011) compared reading on tablets
vs a traditional paper text and found:
no significant difference for Reading Comprehension
statistically significant difference for Transfer Learning
(F = 12.24, p < .0001)

© 2011 ACU


reading on tablets vs traditional texts n F-value p-value

Reading Comprehension 20 0.36 0.55

Transfer Learning 20 12.24 0.001

© 2011 ACU Source: Ryan Gertner

Reading Platform

6.00

5.00

4.00
Mean Transfer Scores

3.00

2.00

1.00

0

Text on Paper Text on iPad
Source: Ryan Gertner
© 2011 ACU

Bob Mckelvian et al: social reading of text
partnership between ACU and Alcatel-Lucent Bell Labs to explore how
students engage, retain, and transfer information using prototype social
e-reader software
streamlined annotation tools are preferred
app (re)design requires consistent attention

© 2011 ACU

Ian Shepherd: social reading of text
partnership with Inkling to explore and test digital textbooks
students have high expectations
social connection features are desirable
usage patterns vary by length of time with device
students provide great feedback

© 2011 ACU

George Saltsman saltsman@acu.edu
podcasts & info at www.acu.edu/connected
research studies at www.acu.edu/connected/research
© 2011 ACU

Introduction to the Android
Platform and AppInventor

ATE Pre-Conference Workshop 2011
David Keathly
CTC and Univ. of North Texas

www.greenITcenter.org DUE 0903239

Android Introduction

 Android is a mobile phone
Operating System
 Competes with Apple’s iOS for
iPhone and Windows Mobile

 Based on Linux

www.greenITcenter.org

2

Android Supports

 Multitasking
 Videocalling
 WebKit browser
 GPS
 Acceletometers (shaking, orientation)
 Magnetometers (compass)
 SQLite Database

3

AppInventor

www.greenITcenter.org DUE 0903239

App Inventor
 An easy to use tool for rapid application
development

 It’s all online.

 Just drag and drop blocks in a web page to
program

 Supports Mac, Linux and Windows

App Inventor

 Full featured – but not quite everything you
can do with Java.

 Location
 Google Maps
 Sensors
 Even Interface with Twitter


Connect the Pieces

 Plug in the pieces to form the logic of your
app

 No syntax errors

 Can load the app to your phone


Components of AppInventor
 AppInventor Designer
 Build the GUI
 AppInventor Blocks Editor
 Programming with Blocks
 Simulator or Device
 Download and test on your own device
 Use an online emulator
 Bridge to Java
 New capability lets AppInventor widgets be called
from Java code www.greenITcenter.org

Just drag tiles


Get Setup

 All you need is a Gmail Account

 http://appinventor.googlelabs.com/about/

 Do the Install once then everything is web-
based

 Quick Demo

At the Table: Scribbling
and Angry Penguins
 Demo
 Build It: See Handout and follow along


Classroom Uses

 Introductory Course on App Development
 Use as a “teaser” in Intro Programming
Courses
 Use as a start for Java-based course then
migrate using bridge and finally to full Java
either as a programming course or app
development
 Summer Camps for grades 7-12
 Teacher workshops www.greenITcenter.org

21st Century Learning Redux
Technology apps to engage students
Social media

Laura Nicholas, IBM Global Business Services
Social Media & Communications Strategist
October 26, 2011

Objective

Offer ideas how you can use social media to
 share your work

 locate and connect with other professionals

 learn and stay informed

2

Agenda

 Background
 Best practices
 LinkedIn
 Getting started

3

Background

Use of social media by ATE Centers

 More than 90% use their website for information
dissemination
 But, only half use social media
 ICT Study team recommends 3-tiered approach
 Primary: Organizational website or blog
 Secondary: YouTube, Flickr, etc. that can deliver supportive
content.
 Broadcast: Facebook and Twitter which can aggregate audiences
and are engagement friendly.

Source: “Consuming Research: A Case Study on Research Dissemination Innovations and Best
Practices”, Information and Communication Technology Center, Nov. 2010,
http://ictstudy.wordpress.com/

4

Background

Website (or blog) is the hub

Community
LinkedIn
Facebook

Website
Share media Broadcast
YouTube Twitter
Slideshare Facebook

5

Background

Do more than disseminate information

 Create community around your work
 You will learn from other like-minded
professionals
 You will get broader ‘play’ for the work you are
doing
 Social media enables this

6

Best practice

IBM Research
Main website aggregates social
properties. Social properties point
back to the website.

8

Best practice

ICT Center Main website aggregates social
properties. Social properties point
back to the website.

9

A focus on LinkedIn

10

LinkedIn

Why ?
 It’s easy
 It’s free
 You can use it to create a community around your
work

11

LinkedIn

Good for you and your students
 Your Profile is a good way to communicate expertise and create
buzz around your work.

 Make Connections to stay in touch with colleagues, locate and
connect to influential people.

 Status updates enable you to communicate to your network and
share ideas.

 Groups offer the opportunity to create a community increasing
influence and ability to learn beyond ‘borders’.

LinkedIn helps students…
• Connect with faculty and potential employers
• Locate opportunities for internships and full time positions
• Research and prep for interviews
• Manage what potential employers learn about them

12

LinkedIn

Take action
 Encourage your staff to set up profiles They
can become advocates for your work and help
connect with critical audiences

 Create a Group for your organization
You can engage with your audience and host
conversations. There are over 75,000 nonprofit
Groups on LinkedIn.

13

Getting started

Take time to define a strategy and objectives

Begin with LinkedIn
 Post updates regularly to your status bar
 point to your website, thought leadership, events,
news, milestones
 Participate in group discussions
 Add your input to threads that interest you

Post comments to articles/blogs you read online

… expand from there
15

Getting started

Start small and build from there
Minimal
effort

 Set up a Slide Share account and share presentations
 Set up a YouTube channel and share videos
 Seek opportunities to write a guest blog post
 Set up a LinkedIn Group for your organization
 Use Twitter to microblog
 Start a Facebook fan page
 Launch a traditional blog

More
effort

16

Getting started

To get the most out of your social media
activities
 Establish the role of a community manager and
decide how to staff it
 Make sure links to your social accounts are
visible on your website
 Make sure social properties link back to your
website
 Strive for consistency – use the same
summary paragraph, logo, etc.

17

Getting started

Social media rules of engagement
1. You are personally responsible for what you publish on-line.
Remember it will be searchable and in the public domain.

2. Make sure your profile and what you publish is consistent with how
you wish to present yourself.

3. Respect your audience. Don't engage in any conduct that would
not be acceptable in the workplace.

4. Add value. Provide worthwhile information and perspective.

5. Don't provide confidential, proprietary or sensitive business
information or speak about clients, partners or suppliers without
their approval.

6. Respect copyright, fair use and financial disclosure laws.

18

Summary
Social media is not just a communication channel
Recognition & Reach
Publicize professional expertise and share
knowledge in a large, open forum.

Relationships & Resources
Connect with and learn from other
professionals you may never meet in person.

19

2011 ATE Conference PreConference Workshop D Part 2

Recommandé

Recommandé

Contenu connexe

Similaire à 2011 ATE Conference PreConference Workshop D Part 2

Similaire à 2011 ATE Conference PreConference Workshop D Part 2 (20)

Plus de American Association of Community Colleges

Plus de American Association of Community Colleges (20)

Dernier

Dernier (20)

2011 ATE Conference PreConference Workshop D Part 2