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Evolution or Revolution: two activities to enhance student learning
- 1. Evolution or Revolution: two activities to enhance student learning @damienraftery
- 3. What the student does …
- 10. Turn graph into animated GIF http://www.gifsmos.com/
- 11. Evolution or Revolution? How to solve it George Pólya 1. First, you have to understand the problem 2. After understanding, then make a plan 3. Carry out the plan 4. Look back on your work. How could it be better?
- 23. Photo by Paul Harrison CC BY SA Evolution or Revolution? @damienraftery
Notes de l'éditeur
- EdTech2016 http://ilta.ie/edtech/edtech-2016/ Evolution or Revolution: two activities to enhance student learning @damienraftery A question I’d like you to think about when using technology to enhance learning is evolution or revolution? As Philip Herman puts it, lubrication or perturbation? Small improvements or major disruption? Or as our keynotes Audrey: sea monkeys, or Mike: enormous change.
- Technologies enable small improvements, accumulating over time to major change. This academic year my students and I used two that I’d like to share. Here are some tools used by me this year – we’re going to quickly look at two, Desmos and EDpuzzle. Used by me/students: found via DIT’s 12 Apps of Christmas, FutureLearn’s Blended Learning MOOC, Twitter … Honourable mention: Screencast-o-matic with easy-to-use PRO tools (potential to use as video editor) Bonus extra: next year to consider using Zaption’s (https://www.zaption.com) new Presenter feature, the ability to embed classroom-response style questions within a video when showing in the classroom. Students can answer questions and make comments on their own devices as they watch in class together. https://www.zaption.com/listing/5654cdbd2a584e2f3ddfc34b
- About the students, not the technology Quote Dylan Wiliam: Teachers do not create learning, learners create the learning, teachers create the conditions in which students learn.
- Desmos (https://www.desmos.com/) is a powerful free online graphing calculator. I used it to help visualise functions, including finding maximum and minimum values as a complement to differentiation. Setups can be saved and shared; for example, getting students to interact with a scatter diagram to move points around to explore the impact on a correlation coefficient (https://www.desmos.com/calculator/txr2erwl1u). Students can use the free app on their phone (or via a browser on any device) to check their work and deepen their understanding through visual insight.
- Graph simple functions; students visualise, see immediate impact of changes to equations; visual alternative to mathematically solving simultaneous equations
- Visualise polynomials, especially quadratic equations; find max/min visually Add interactivity using sliders: https://www.desmos.com/calculator/ijks8ritov
- Use for explaining statistical concepts: https://www.desmos.com/calculator/1jpbbedqwo Arranging data points linked to correlation coefficient
- Marble Slides and other activities: https://teacher.desmos.com/ https://teacher.desmos.com/marbleslides-lines
- Encourage students to write and predict
- Create activities for your students. Turn graph into animated GIF http://www.gifsmos.com/
- In mathematics and statistics, as Conrad Wolfram and others point out, students spend a lot of effort and time focused on step 3 – following procedures, doing calculations – at the expense of the other steps. Computers, and apps like Desmos, help reduce the focus on calculations bringing to the fore exploration of the understanding the problem, planning and reflection. More meaningful activities in class requires time. The second technology that I want to briefly show, EDpuzzle, supports flipping the classroom and formative instruction.
- For one first year module, I have been increasingly sharing videos and screencasts. But do students watch and engage with the videos before class? EDpuzzle offers a richer alternative to linking the video to a quiz within the VLE or in a Google form. [EdPuzzle https://edpuzzle.com/ is a free tool that allows you to add questions to a YouTube or any video, crop the length, add your own audio comments, and then track the students use. A strength is the level of feedback that can be given, both automatic (when student watches the video) and personalised (you can mark and add individual feedback). See my first example https://edpuzzle.com/media/56559ffea4afbd5878f4f0b0 (made in about 30mins).]
- Create a new EDpuzzle video – search YouTube and other sources or upload your own video.
- Crop video (beginning and/or end)
- Add audio notes – an introduction or explain a point briefly
- Add quiz questions – multiple choice (automatically marked), open answer (grade later), or simply a comment
- Students need to log in to track their personal usage. Easy to answer questions, or click to re-watch section.
- View student overview. Export – spreadsheet with basic details per student. Grade – allows you to mark all responses to individual questions, plus comments.
- View individual student – note can see which questions right/wrong, also where re-watched any part of video
- View overview of results for Questions
- View detailed stats for each question
- Open responses (use to get students writing or for raising questions; explore misunderstandings and issues in class, give feedback via comments)
- Thanks. Small improvements or major disruption? Lubrication or perturbation? Evolution or revolution? Photo by Paul Harrison CC BY SA https://commons.wikimedia.org/wiki/File:Stromatolites_in_Sharkbay.jpg