Workshop - Zdeslav Hrepic by fjzhangweiyun

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									                Zdeslav Hrepic
            Columbus State University




             XIX Taller Internacional
Nuevas Tendencias en la Enseñanza de la Física , 2011


Benemérita Universidad Autónoma de Puebla
              Pen-Input Computing

 Tablet PC                    Laptop w/ Wacom
                                    Bamboo




                       http://www.adopenstatic.com/cs/blogs/ken/archive/2007/11/28/14503.aspx




                                            + Slate Devices / iPad
                   Overview

So, what can one do with:

 a tablet PC (or other pen enabled computer)?
 many tablet PCs, wirelessly networked
 and accompanied by DyKnow Software?
   Tablet PC writing - Derivations
Simultaneity and clock Synchronization
           Creating versatile presentations
        Interference of light passing thru 2 slits
Light from single source hits both slits in phase - slits behave as 2 in-phase
                                  sources

                                                                n=2 bright
                                                                       n=1 dark
                                                                       n=1 bright

                                                               n=0 dark

                                                               n=0 bright

                                                               n=0 dark
                                                                     n=1 bright

                                                                       n=1 dark

                                                                n=2 bright
 Eg: A Young’s interference experiment is performed with
  blue-green argon laser light. The separation between the slits
  is 0.500 mm, and the interference pattern on a screen 3.30m
  away shows the first maximum 3.40mm from the center of the
  pattern. What is the wavelength of argon laser light?




                                       Posting on the BB
 Eg: A Young’s interference experiment is performed with
  blue-green argon laser light. The separation between the slits
  is 0.500 mm, and the interference pattern on a screen 3.30m
  away shows the first maximum 3.40mm from the center of the
  pattern. What is the wavelength of argon laser light?




                                Only a fancy chalkboard?
Tablet PCs: “Ordinary usage”
Tablet PCs: “Ordinary usage”
                Beyond the “ordinary”
 Capitalizing further on tablet PC versatility
      wireless infrastructure
      Tablet PCs in hands of all students


 Defined guiding principles for implementation
  (Spring 2005):
      Engagement
      Collaboration
      In-class learning

 Envisioning new - wireless tablet specific - teaching strategies
Integrating Engagement, Collaboration and
             IN class learning
Above “Ordinary” Usage
Integrating Engagement, Collaboration and
             IN class learning
Integrating Engagement, Collaboration and
             IN class learning
Integrating Engagement, Collaboration and
             IN class learning
Integrating Engagement, Collaboration and
             IN class learning
 Remember David Brooke’s Talk from Yesterday?
        A Social Engineering Problem!
  Individual beliefs about learning
• expertise activity
• CMPLE activity
• Journaling



                                   Group Work
                          •Group contracts
                          •Marshmallow challenge




                                                  Learning Community
                                            •Online social network
                                            •Sharing ideas on whiteboards
                                            •Class review
       Interactive Software Solutions
Ubiquitous presenter - Classroom Presenter - DyKnow




                    http://www.dyknow.com/
       Interactive Software Solutions
Ubiquitous presenter - Classroom Presenter - DyKnow




              http://classroompresenter.cs.washington.edu
       Interactive Software Solutions
Ubiquitous presenter - Classroom Presenter - DyKnow




              http://up.ucsd.edu/about/WhatIsUP.html
           DyKnow – The solution found:
       3 levels above “ordinary Tablet usage”
0 -Tablet usage baseline

1 - Step 1 up: New dynamics
   of the note taking
                                     1      2
2 - Step 2 up: Multiple
   channels of real-time
   feedback                      0              3
3 - Step 3 up: All in control:
   Students in charge of the
   teaching/learning game

 Synergy of 1 & 2 & 3
           DyKnow – The solution found:
       3 levels above “ordinary Tablet usage”
0 -Tablet usage baseline

1 - Step 1 up: New dynamics
   of the note taking
                                     1      2
2 - Step 2 up: Multiple
   channels of real-time
   feedback                      0              3
3 - Step 3 up: All in control:
   Students in charge of the
   teaching/learning game

 Synergy of 1 & 2 & 3
           DyKnow – The solution found:
       3 levels above “ordinary Tablet usage”
0 -Tablet usage baseline

1 - Step 1 up: New dynamics
   of the note taking
                                     1      2
2 - Step 2 up: Multiple
   channels of real-time
   feedback                      0              3
3 - Step 3 up: All in control:
   Students in charge of the
   teaching/learning game

 Synergy of 1 & 2 & 3
         Usernames: demo1 …
                       demo63




            Password: ____
       Check Communication setting:
dyknow://vision.dyknow.com/colstate.edu
Join session
Turn to Dyknow
         Usernames: demo1 …
                       demo63




            Password: ____
       Check Communication setting:
dyknow://vision.dyknow.com/colstate.edu
Join session
Step 1 above ordinary: Note Taking
           (Home Tab)
Step 1 above ordinary: Note Taking fancy tools
                 (Insert Tab)
The Radiation Spectrum from Hot Objects




 Prism disperses                           Spectrum of wavelengths
  electromagnetic energy into                emitted by bodies at different
  its component parts.                       temperatures


     http://sol.sci.uop.edu/~jfalward/particlesandwaves/particlesandwaves.html
Feature set 1: New dynamics of the note taking
             Content Annotations
Feature set 1: New dynamics of the note taking
                Problem Solving
New dynamics of the note taking
  Problem Solving - Record
     Postulating basic form
of free particle de Broglie wave
 Benefits of the new dynamics of the note taking
Old dilemma resolved:                     1             2
  Can have both:
  Notes + Understanding
   Time saving
   Accuracy
   Interaction/Discussion
                                   0                        3
   Monitoring
   Display of Students’ slides

Other advantages when compared with Tablets + PowerPoint:
 Students’ notes synchronized with instructor’s:
  (all on same page & no copying)
 No double posting (before and after class)
 Playback slide – problem solving gem
 Synchronization (On / Off option)
       Step 2 up from ordinary:
Multiple channels of real-time feedback
            Step 2 up from ordinary:
     Multiple channels of real-time feedback
 Status: Are you with me?


 Chat: Embarrassed to ask?
                                   http://www.youtube.com/watch?v=s2e_QL-QHpw




 Pooling: Embedded Clickers


 Slide submission: Open-
   ended questions and numerical
   problems
            Step 2 up from ordinary:
     Multiple channels of real-time feedback
 Status: Are you with me?


 Chat: Embarrassed to ask?


 Pooling: Embedded Clickers


 Slide submission: Open-
   ended questions and numerical
   problems
          Channels of real-time feedback

 Status: Are you with me?
                                   Quiz

 Chat: Embarrassed to ask?        DyKnow is a:

                                   a) Hair dying
                                      method
 Pooling: Embedded Clickers
                                   b) Washer/Drier
                                      combo
                                   c) Software for
 Slide submission: Open-             interactive
   ended questions and numerical
                                      learning
   problems
A multiple-choice question and obtained distribution of
    students answers incorporated into the panel
A multiple-choice question and obtained distribution of
    students answers incorporated into the panel
Multiple channels of real-time feedback
               Pooling
       Step 2 up from ordinary:
Multiple channels of real-time feedback
            Step 2 up from ordinary:
     Multiple channels of real-time feedback
 Status: Are you with me?         Write below the name
                                   of the most famous
                                   scientist of 20th century
                                   and submit the slide
                                   with answer:
 Chat: Embarrassed to ask?


 Pooling: Embedded Clickers


 Slide submission: Open-
   ended questions and numerical
   problems
Students submissions with handwritten input
Multiple channels of real-time feedback
 Student Slide Submissions - Laptop
Multiple channels of real-time feedback
 Student Slide Submissions - Tablet
                       Benefits:
         Multiple channels of real-time feedback
 Heard without voice
 All benefits of formative
  assessment*
        Engages students.
                                                      1                     2
        Gives immediate feedback to
         the teacher.
        Enables the teacher to adjust
         the teaching before the exam
         rather than after it and
                                             0                                       3
         according to specific needs of
         his/her students.
        Facilitates interactive
         learning and peer instruction
         (especially in large enrolment
         classes).

* Summative vs. Formative assessment: Customer tastes the soup vs. Cook tastes the soup
            Step 3 up - All in control
Students in charge of the teaching/learning game
             Group problem solving
      One Group - One Screen – One Solution
Problem: Although an excited atom can radiate at any time from t=0 to
t=∞, the average time after excitation at which a group of atoms radiates is called
the lifetime, τ of a particular excited state.
(a) If τ = 1.0x10-8s (a typical value), use the uncertainty principle to compute the
frequency line width (Δf) of light emitted by the decay of this excited state?
(b) If the wavelength of the spectral line involved in this process is 500 nm, find
the fractional broadening Δf /f ?
Multiple Computer Group problem solving
            Atomic Physics
Student Slide Submission
Group experimental investigation
       Physical Science
 Slides collaboratively annotated by whole class,
with each group writing to their respective spaces
           Just for Flavor - Group Work
Some of the main reasons for not using DyKnow yet in your group

A                                E


B                                F


C                                G


D                                H
            Just for Flavor - Group Work
Each group list TWO things you like about Tablet PCs or DyKnow

A (1-8)                         B (9-16)


C (17-24)                       D (25-32)


E (33-40)                       F (41-48)


G (49-56)                       H (57-64)
            Just for Flavor - Group Work
Each group list TWO things you like about Tablet PCs or DyKnow

A (1-4)                         B (5-8)


C (9-12)                        D (13-16)


E (17-20)                       F (21-24)


G (25-28)                       H (29-32)
Group experimental investigation
       Physical Science
 Slides collaboratively annotated by whole class,
with each group writing to their respective spaces
 All
Class
All in control: Students in charge of the teaching/learning game
                      + Technology Combo
A Friction Experiment
Exp
 #1
  STEP 1: Single quick push                STEP 3: Forward push while moving




STEP 4: Gentle backward tap while moving       STEP 5: Tap to return to start
All in control: Students in charge of the teaching/learning game
                      + Technology Combo
             Benefits: All in control:
Students in charge of the teaching/learning game
Unprecedented interaction
  opportunities:
 Group problem solving
 Group experimental                1     2
  investigations
 Interaction and discussions
  within the group and class-
  wide
 Automatic “file” sharing -    0              3
  results
 Brainstorming
 On-the-fly quizzes
 Monitoring and
  helping/correcting
                   Bells and Whistles

 Monitors Controls
 Simulations:
 http://phet.colorado.edu/en/simulation/photoelectric
Save, User Options
  Follow up Replay Slide – Sound recording


 Lecture Recording automatic
 Replay
       Tablet PCs & DyKnow in Inquiry based Physical Science
         From 5E Learning Cycle Perspective
 Summer 2006: Tablet PCs and DyKnow software deployed first
  time in the physical science course.

 Technology substantially improves the course methodology
  through facilitation of:
      collective data recording,
      exchange of findings,
      formative assessment (mostly through pooling and slide submission) and
      follow up discussions (Hrepic, 2008).

 Replaced paper worksheets with electronic version of the same files
  – made available for downloading.

 Replaced the paper textbook with electronic online resources for
  course readings
              Elements of the Learning cycle
                  Impact of Technology
ELICIT – engage students and identify their prior knowledge,
BEFORE:
 Whiteboard writing; Hesitation; Unclear statements - need for rephrasing;
  Clarifying and writing time consuming, One student engaged at the time
NOW:
 students electronically ink or type ideas and questions synchronously when
  requested
               Elements of the Learning cycle
                   Impact of Technology
EXPLORE - introductory investigation of the new material,
EXPLAIN (INQUIRE) - directed and self-directed investigations

BEFORE
 Lots of TA support needed
 Sharing of results cumbersome
 recorded with markers on 2x3 ft whiteboards and later shown from one corner




                            Photo curtsey of Earl Legleiter
                Elements of the Learning cycle
                    Impact of Technology
EXPLORE - introductory investigation of the new material,
EXPLAIN (INQUIRE) - directed and self-directed investigations
NOW:
 Groups synchronously write on respective slide - ink or type their selected
  question (Explore), procedure, findings and conclusion.
 The process seamlessly lends itself to discussion of recorded and displayed
  material. During reporting, writing privileges taken off to enable individual
  notes on top of data collected by each of the other groups.
 Large screen - hesitation dramatically decreased
              Elements of the Learning cycle
                  Impact of Technology
EXPLORE - introductory investigation of the new material,
EXPLAIN (INQUIRE) - directed and self-directed investigations
NOW
 The instructor monitors progress of each
  group from his Tablet PC and scaffolds as
  appropriate
  - TA replacement
 Extra Credit competitions
Collaborative /
Class-wide data
 collection and
    analysis
Elements of the Learning cycle
    Impact of Technology
                 Elements of the Learning cycle
                     Impact of Technology
ELABORATE (MAKE SENSE) - reach closure on what has been learned,
BEFORE
 Lecture type discussion, Socratic dialog
NOW
 Also facilitated by group data comparisons and real-time feedback:
      Status,
      Pooling
      Slide submission
      (chat rarely used).
               Elements of the Learning cycle
                   Impact of Technology
EVALUATE (APPLY) - embedded assessment
BEFORE Same situation as with Explain (Inquire)
 Lots of TA support needed; Sharing of results cumbersome
NOW Same situation as with Explain (Inquire)
 Groups synchronously write on their respective slide
 The instructor monitors progress of each group from his Tablet PC and
  scaffolds as appropriate - TA replacement
 Extra Credit competitions
Averages of means of TEVAL categories for PHYS 102D
            Role of TAs and DyKnow visible
                                                  Averages of Means of TEVAL categories

                             5.00

                             4.50

                             4.00
             Average Score



                             3.50
                                                                                            Semester
                             3.00                                                           Means

                             2.50

                             2.00

                             1.50

                             1.00
                                    F04   S05   F05   S06   F06    S07   F07   S08    F08
                                                            Year




 Drop from F04 to S06 – correlates with TA support: F04 peak - likely due to the in-
  class support of two excellent TAs
 F06 first semester DyKnow implementation during academic year: F06 peak

 The lowest score obtained when neither support of in-class TAs nor DyKnow/Tablet
  PC technology were available.
 Consistent progress visible after S06 – impact of technology and refinement in it’s
  effective usage?
Averages of means of TEVAL categories for PHYS 102D
            Role of TAs and DyKnow visible
                                                  Averages of Means of TEVAL categories

                             5.00

                             4.50

                             4.00
             Average Score



                             3.50
                                                                                            Semester
                             3.00                                                           Means

                             2.50

                             2.00

                             1.50

                             1.00
                                    F04   S05   F05   S06   F06    S07   F07   S08    F08
                                                            Year




 Drop from F04 to S06 – correlates with TA support: F04 peak - likely due to the in-
  class support of two excellent TAs
 F06 first semester DyKnow implementation during academic year: F06 peak

 The lowest score obtained when neither support of in-class TAs nor DyKnow/Tablet
  PC technology were available.
 Consistent progress visible after S06 – impact of technology and refinement in it’s
  effective usage?
Student’s Perceptions on Productivity of Using DyKnow Software
           in Teaching (FHSU and CSU Deployments)
Student’s Recommendations for Future Usage of DyKnow Software and
Tablet PCs in Physics Courses They Took (FHSU and CSU Deployments)
Modern Physics
   On the scale of 1-10 please rate each of the instructional modes
described below in terms of how well they align with your preference.
                  (Score 10 represents the best alignment)
On the scale of 1-10 please rate each of the PROBLEM SOLVING modes
 described below in terms of how well they align with your preference.
                   (Score 10 represents the best alignment)
Physical Science Students opinions and attitudes
Satisfaction with technology greater in F07 than in S08




                                      100
                    Normalized Gain




                                      80
                                                          62.8
                                               50.9                 52.6
                                      60
                                      40
                                      20
                                       0
                                            F07       S08         F08
                                            (N=14)    (N=12)     (N=14)
                                                      Semester
                      DyKnow:
       3 levels above “ordinary Tablet usage”
0 -Tablet usage baseline
                                     1             2
1 - Step 1 up: New dynamics
   of the note taking

2 - Step 2 up: Multiple          0                       3
   channels of real-time
   feedback

3 - Step 3 up: All in control:
   Students in charge of the
   teaching/learning game              Engagement
                                      Collaboration
                                     In class learning
 Synergy of 1 & 2 & 3
              Some Closing Remarks

 Grant Opportunities for Tablets – HP
 http://www.hp.com/hpinfo/grants/us/programs/tech_teaching/

								
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