California Educational Technology Collaborative

California Educational Technology Collaborative: Technology in Use Institute Coordinator, @ONE Project, Ca. Community Colleges Lisa Ann Strand Today We’ll Discuss . . . • Trends in device ownership & use • Audio & Podcasting • Video & Vodcasting • Interactive Learning Modules • GIS • Tablet PCs • About Us Portable MP3 Player Ownership Own a portable mp3 device 20% Don't own a portable mp3 device 80% • Younger Americans are driving recent growth, with over half of teens (54%), and almost one third of 18-34 year olds (30%), now owning a Portable MP3 Player Ipsos Research, June 2006 http://www.ipsos-na.com/news/pressrelease.cfm?id=3124 Portable MP3 Owners & Podcast Subscriptions MP3 Owners that haven't downloaded podcast Subscribe to at least one podcast Do not subscribe to any podcast • One year ago, one-fifth (22%) of those who own an iPod or portable MP3 player say they’ve downloaded/listened to a Podcast • Of this group, nearly two-thirds (64%) subscribe to at least one Podcast, and a majority listens to most or all Podcasts that come their way. Jacobs Media Technology Web Poll, Feb06 http://www.jacobsmedia.com/042406-techipod.htm iPod Sales Units sold per quarter (in thousands) 25,000 20,000 15,000 10,000 5,000 0 20 02 20 Q1 02 20 Q3 03 20 Q1 03 20 Q3 04 20 Q1 04 20 Q3 05 20 Q1 05 20 Q3 06 20 Q1 06 20 Q3 07 Q 1 • Source: Aggregation of Apple press releases, reflecting fiscal quarters with year end September 30 Listening to Podcasts and audio texts represents about 5 percent of what teens do on their iPods- but usage is growing steadily, and expected to continue as these teens enter college and the workforce. - (Harrison Group 7/06) Podcasts: What are they? A Podcast is a series of electronic media files, such as audio or video, that are distributed periodically over the Internet by means of a Web feed. Podcasts are distinguished from other methods of distributing media because users can choose to subscribe to them, using software capable of reading feed syndication formats such as RSS or Atom/APP, and thus can receive new media files as they made available. (source: Wikipedia “Podcasting” definition) Podcasts: A Student’s View Podcasts: A Student’s View Podcasts: A Student’s View Podcasts: A Student’s View The device doesn’t matter! Podcasts: Other Sources Podcasts: Other Sources Video + Podcast = Vodcast! • Instructors in various disciplines find the combination of audio + video important for their courses – Students access through standalone devices, or through their PC Dennis Piontkowski, Math Department Chair at City College of San Francisco developed video content appropriate for Vodcast on conceptualizing subtraction Interactive Learning Modules GOAL: Cynthia McGregor, Assistant Professor of Music at Southwestern College, wanted to create a way for her students to learn and study musical concepts – with music! SOLUTION: Using HTML-based point-and-click tools, she created objects that were interactive and allowed students to study with music Digital Whiteboards GOAL: Various academic disciplines can’t rely on traditional keyboard entry mechanisms, but want to take advantage of the collaboration and archiving available through today’s digital media tools SOLUTION: Robin Rogers Cloud, Art Instructor, Saddleback Community College Uses the digital whiteboard within the CCCs Web conferencing tool to provide feedback on artwork – getting across key compositional components without having to violate somebody’s actual work of art. Geographical Information Systems (GIS) Definition: A system for capturing, storing, analyzing and managing data and associated attributes which are spatially referenced to the earth. Location may be annotated by x, y, and z coordinates of longitude, latitude, and elevation, or by other geocode systems like ZIP Codes or highway mile markers. Any variable that can be located spatially can be fed into a GIS. Source: Wikipedia.org GIS in the 1850s In 1854, John Snow depicted a cholera outbreak in London ~ his study led to the source of the disease, a contaminated water pump within the heart of the outbreak. GIS: Hurricane Katrina This basic satellite image provides a good topographical view of the city post-Katrina – but . . . www.esri.com/news/arcuser/1005/umbrella29.html GIS: Hurricane Katrina Using GIS methods, the near infrared band (or all bands) can be quickly classified to create a flooded water mask (shown in blue). Combining the imagery, classified flooded areas, and GIS data from the city of New Orleans shows flooding in relation to assets & infrastructure. GIS in Today’s Classrooms GOAL: Becca Arnold, Assistant Professor, Economics, San Diego Mesa College, wanted to underscore the geopolitical interpretation of acceptance of the Kyoto Protocol Tablet PCs in the Classroom • GOAL: Kelvin Leeds, Math Professor at Santa Ana College and @ONE Scholar, wanted to implement tools that would help students review, learn, and collaborate more effectively within math and sciences disciplines. Students in this class used tablet PC as virtual paper to take notes and collaborate with others through two specific applications: • “Sychroneyes”, a software program that enables the instructor to view student computer screens • “Whiteboard”, a software program that allows students to form virtual groups Tablet PCs in the Classroom “It helped me improve my performance in class.” “I like instant survey because you can see whether the class understands.” “I found it very helpful having the instructor be able to help each student individually from his workstation and be able to see the work he does on our own workstations.” Tablet PCs: Kelvin Leeds, Santa Ana College Pre-Calculus Fall 2005 70% 60% 50% 40% 30% 20% 10% 0% When compared to traditional chalk/whiteboard, when the instructor presents information via tablet PC it is: When compared to traditional course, having access to the instructor's notes via Internet is: Much more helpful Somewhat more helpful Just as helpful Less helpful Not helpful at all • In addition, students viewed these notes after at least half of the class sessions • More than half of students felt using the Tablet PC to take notes was more helpful than using traditional pencil/paper Tablet PCs: Kelvin Leeds, Santa Ana College, Pre-Calculus Fall 2005 60% 50% 40% 30% 20% 10% 0% Using Tablet PC to take notes on When instructor uses during class is: Synchroneyes to present other students notes, it is: Much more helpful Somewhat more helpful Just as helpful Less helpful Not helpful at all • • • 29% were very comfortable having their notes presented in front of the class, with 43% somewhat comfortable Students feel it is helpful to use Synchroneyes since they see more than one way to solve a problem Most students think using Whiteboard to review homework creates more collaboration than traditional paper/pencil Tablet PCs: Amelito Enriquez, Math, Science and Engineering, Canada College GOAL: implement the use of collaborative software and technologies to improve student learning in math, science, and engineering courses – specifically: • Achieve participation from ALL students • Maximize instructor’s ability to provide guidance, assistance and intervention when needed • Improve students’ ability to work and learn collaboratively • Better assess student learning • Improve students’ oral and written communication skills, as well as critical thinking and problem-solving skills Pedagogy • Content Delivery – shorter “traditional” lectures – Use tablet PCs during lectures – NetSupport School: Instant surveys, whiteboard – Fewer examples discussed; Many examples given as in-class exercises or quizzes • Interactive Learning Network using NetSupport – Exercises or quizzes – done using Windows Journal – Instant surveys to guide students and assess learning – Instructor scans student pc’s, observes students as they solve problems, and responds to Help Requests – Assistance Modes: Control, Share, Monitor Results: Class Performance Canada (ILN) HW Ave Quiz Ave 9.06 9.12 SFSU (Non-ILN) 7.65 6.53 Difference =CanadaSFSU 1.41 2.59 Test Ave Final Exam Final Grade %Dropped 83.37 84.13 86.05 0% 76.71 81.49 80.14 24% 6.66 2.64 5.91 About @ONE @ONE provides technology training, support, and online resources to California Community College faculty, staff and IT professionals in order to enhance student learning and success • Topics range from Introductory PowerPoint to Implementing Microsoft Windows Vista • Training options to meet demanding schedules: faceto-face, distance learning, and online resources • • • • Project-based training with immediate value Project of Evergreen Valley College in San Jose Training no-cost to low-cost ($50 maximum) Sponsored by 5-year System Office grant @ONE Services I. Hands-On Institutes II. Distance Education III. Online Resources IV. Research California Educational Technology Collaborative: Technology in Use Lisa Ann Strand All images in this presentation were obtained from manufacturers’ websites or the California Community College system