Evaluating Animations as students aid in learning computer algorithms.

Animation goes one step further. While static visualization can provide people with the essence of how something looks, is laid out, or is constituted, animation appears better able to explain a dynamic, evolving process. Animation may aid learners in constructing mental model [a mental runnable simulations] of various processes such as movements of components of a mechanical system. various studies has suggested that mental model help learners more accurately, predict the behavior of various processes or system such as a system made up of a hypothetical components for a "phaser bank", Kieras & Bovair, [1984], or sets of interconnected pulleys, Hegarty & Just, [1993].

In general, animation helps viewers track patterns and observe relationships in a display. Robertson, Card & Mackinlay, [1993]. For instance, animation has been used  to provide online help with interface task. Sukaviriya, [1990], and to help users follow interface operations, Baeckerd & Small [1990]. According to Rieber, Boyce & Assad [1990] addition of animation to help teach science  concepts such as Newtonian mechanics had no effect on learning by adults as measured by multiple choice test, rather it did has a positive effect on children. Rieber [1990].

                                                      Reference

Baecker, R. & Small, I. [1990]. Animation at the interface. B. Laurel [Ed.]. The art of human computer interface design, Adisson-Wesley, Reading. MA [1990]. pp 251-267

Hegart, M. Just, M.A [1993]. Constructing mental models of machines from text and diagrams. Journal of memory and language, 32 [1993], pp 717-742

Kieras, D.E, & Bovair, S. [1984]. The role of mental model in learning to operate a device. Cognitive science, 8, [1984], pp255-273

Rieber et al [1990]. The effect of computer animation on adult learning and retrieval task. Journal of computer base instruction. 17, [2] [1990] pp, 46-52.

Rieber, L. P [1990]. Using computer animated graphics in science instruction with children. Journal of educational psychology, 82, [1990] pp 135-140

Robertsob et al, [1993]. Information visualization using 3D interactive animation. Communication of the ACM 36, [4] 1993, pp 57-71

Sukaviriya, P [1990]. Coupling a UI framework with automatic generation of context sensitive animated help. Proceedings of the "90 ACM SIGGRAPH symposium on user interface software and technology [1990] pp 152-166

http://dx.doi.org.ezproxy.vub.ac.be:2048/10.1016/s0360-1315(99)00023-8

www.youtube.com/watch?v=zDZFcDGpL4U

An Alpha Smart for each student: Do teaching and learning change with full access to word processors.

To schedule  multiple classes into a communal computer lab is often so difficult that many teachers forgo using computers with student in their classes, Cuban [2001]. However, the introduction of portable writing devices, such as alpha smarts, dream writers and eMates provides schools with more affordable options that allow all students to write with a word processor in a classroom.[ http://dx.doi.org.ezprozy.vub.ac.be:2048/10.1016s8755-4615(02)00175-5]. According to Padgett, [2000], a study reported that students using eMates for journal writing produced about the same number of words as they did when using paper and pencil. Students interest in journal writing however increased when they use eMates.

                                                                  Reference
Cuban Larry,  [2001]. Oversold and underused: computer in the classroom. Cambridge, MA: Havard university press.
Padgett, Ann. L [2000]. Journal writing in elementary school: word processor vs. paper and pencil. Master of arts research paper. Johnson bible college, Knoxville, TN [ERIC document reproduction service no. ED441225]
http://www.sciencedirect.com.ezproxy.vub.ac.be:2048/science/article/pii/S8755461502001755
http://dx.doi.org.ezprozy.vub.ac.be:2048/10.1016s8755-4615(02)00175-5
www.youtube .com/watch?v=drnnsTeDbm0
www.youtube.com/watch?v=Y-Wez0_bpp8

An interesting approach to online reflection

Continuing right from John Dewey in 1933 to the present, much research has been conducted on the role of reflection in encouraging real learning as opposed to mere knowledge acquisition. Studies by numerous scholars show how reflection helps in developing critical and deep thinking skills, contextualising learnt material, as well as constructing new knowledge, clearly establishing a strong and powerful role of reflection. Some popular techniques to make it an integral part of learning include portfolios, journal writing, peer- and self-assessment, collaborative inquiry, and learning contracts.

It came as no surprise, therefore, that similar efforts to incorporate reflection in e-learning  environments were sought as this mode for delivering education became popular. Most of the time, the strategies were the same, though the technology obviously varied. E-portfolios, reflection journals, learning diaries, discussion forums, collaborative chat rooms, and educational blogs are some of the ways which research has shown to have successfully achieved this aim. 

Although effective, these measures have a few drawbacks which render them a little inconvenient especially in the context of e-learning which is geared towards speed and ease of use. Most of these techniques are time consuming and demanding from the perspectives of both the learners who need to devote extra time for these activities as well as the teachers, who need to give extensive feedback and/or maintain a continuous dialogue in order to make the reflection effective (Henderson, Napan & Monteiro, 2004).

With an aim to solve these difficulties, a recent study in the Netherlands (Verpoorten, Westera & Specht, 2012) adopted an innovative approach to incorporate reflection by way of 'reflection triggers' (RT) as a part of a short, experimental online course. RT were in the form of deliberate prompts that popped up on the learners' screens as widgets, with a graphic interface, urging them to do little reflective exercises before moving on to the next part. Thus they were an integral part of the learning activities and not a post-learning exercise, making them 'a reflection in action' rather than 'a reflection on action' (Schon, 1983).

To make the research broader, three different forms of RT (RT1, RT2, RT3) were devised for three different kinds of reflection or self-evaluation exercises. These were designed to be simple and quick reflections. A controlled experiment was conducted in which the volunteers were divided into 5 groups (no RT, all RT, RT1, RT2, RT3) and the results collected and analysed. The research showed that that RT were well received and widely used. There was also a perception that these were useful for learning and reflection. The experimental group reported more intensive reflection than the control group. However, the study was not able to establish any positive effect of RT on learner performance or retention.(Verpoorten, Westera & Specht, 2012)

Due to the small sample size of the study as well as various other limitations, it cannot in any way be treated as conclusive. However, it does throw up many interesting possibilities for further studies in this direction and can be upheld as a pilot research.

References:


Bain, J., Ballantyne, R., Packer, J. & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51-74.

Dewey, J. (1933). How we think, D.C. Heath and Co, Boston, MA

Henderson, K., Napan K. & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 357-364). Perth, 5-8 December.

Schön, D. (1983). The reflective practitioner: how professionals think in action. London: Temple Smith.

Verpoorten, D., Westera, W., & Specht, M. (2011). Infusing reflective practice in eLearning courses-can widgets help? International Journal of Technology Enhanced Learning, 3(1), 93-109.

Verpoorten, D., Westera, W., & Specht, M. (2011). Reflection amplifiers in online courses: a classification framework. Journal of Interactive Learning Research, 22(2), 167-190.

Verpoorten, D., Westera, W., & Specht, M. (2012). Using reflection triggers while learning in an online course. British Journal of Educational Technology, 43(6), 1030-1040.

Apple iPad tablets issued in Chinese school

"One of the major school in Nanjing, China, has declared that it will start to use Apple iPad tablets as the primary medium of instruction for its senior year students - leaving school bags and books, while purportedly promoting teal-time student-teacher interaction.

Jinling High School made the decision informing US-bound senior students that the new iPad-learning would begin with the new term. While the school is still considering whether to make the use of tablets a policy for all classes. Of course, the step of replacing all study material with a tablet is still quite unique.

Vice Director of the International department at Jinling High School, Mr. Xin Qihua, said that the iPad method of instruction would be especially useful for overseas-bound students, who will be able to use international electronic course and study material with ease. The move will also help reduce costs for both the students and the school themselves, in terms of books and materials, by up to 90 percent.

The debate around whether the iPad will truly bring a change for the better in the quality of education received by the students has been raging around the web since the announcement, with numerous sceptics questioning the move’s practicality, feeling the thrust would not improve the most vital part – the education system itself.

An obvious worry of course, is whether students might get distracted by non-course material on the iPad. Jinling High School, however, and its relevant class teachers, will aim to have “technical control over all the iPads,” and also ensure that no games will be installed.

Apple recently entered the education market in a big way back in January this year, with the launch of the iBooks 2 platform, iBooks Author course creation tool, and the updated iBookstore, along with the announcement of numerous content partnerships with major names in the business, such as Houghton Mifflin Harcourt, McGraw-Hill, and Pearson. It also enabled the iTunes U ecosystem for universities, allowing students to access various course content, from text to videos, on their iOS devices - Cambridge, Harvard, Oxford and Stanford have shown interest."

It is a good way to use technology in education via tablets. As mentioned above, the policy focus on US-bound students. Questions arose: are the students self-regulated enough; if they already have an Apple tablet, do they have to buy a new one; and it helps with students and school to save money, but as we know digital devices updates and renew quickly. Can it help to save money when students have to change their tablets every 1 or 2 years? One more question is that the tablets in school education must be Apple one like the one in India? 

As it is a trend in education, will it be used among all Chinese schools? Can all family afford it? Lots of questions remained here. Of course, the school in the report is in Nanjing where is in higher social economy are compared to other cities. 

Source: cited from China Daily

http://www.chinadaily.com.cn/china/2012-04/02/content_14968509.htm

LiveBinder as a Tool for Students and Teachers

 LiveBinder “Is a quick and easy way for teachers and students to create a virtual binder of any topic. Teachers can use LiveBinders to direct students to specific content or websites to study a certain topic. Student can create a digital collection of material or content for a project in a subject and share this virtual binder with the rest of the class.

Use the following links to explore more about LiveBinders and the opportunities for using this application in the classroom” (Teaching-through-Technology)

Livebinders for Teachers:

Source: livebinders for teachers. Retrieved from youtube, 2009

“PDFs, images, videos and websites can be combined with active links within a binder. Links and documents can be organized into tabs and subtabs. LiveBinders are easy to share from the LiveBinder website, on desktops, or embedded in blogs or other websites” (Livebinders Blog)

  

Has the title of this post mention Livebinders can be used by students and teachers. Both users can do different things with the same instrument:

·       Digital portfolios for student projects

·       Organize information and resources

·       Use a LiveBinder to submit a completed project and include all notes, sources

·       Collaborate in peers to share information for group projects

·       A "social bookmarking" tool for sharing favorite web links

This tool has free access and have he following limitations:

• “file size up to 5 MB per file.
• Total upload storage for free is 100 MB per account”

In the Classroom

“Once an account is created, add the bookmarklet to your browser bar for quick access. Check with your IT department to have the ability to download bookmarklets on your computer. Knowledge of embed codes are required to manage Livebinders in other sites. To get a better idea of Livebinder basics, watch the 90 second video tour before you "play." (TeachersFirst, Livebinders. 2012)

10 Ways to use LiveBinders by Teachers:

1. “ePortfolios ;
2. Computer Lab - Are you always finding more sites that you want to share in the computer lab? If you keep them in a LiveBinder, the students will always have access to your latest finds;
3. Administration - Sometimes there is an event at school (like state testing) where the information changes constantly. In this case, it is helpful to have all relevant information in one place, where everybody can access it.
4. Library;
5. Student Assignments 
6. Collecting things to read - How do you organize all those great links from tweets so that you can find them later when you need them? 
7. Preparing for lessons 
8. Posting course materials
9. Sharing resources
10. Best resources on a subject 
11. Fun “

(Livebinders Blog, 2012).

Nowadays we all resorted to the internet as our real libraries, sources of information and quick searches. At the same time there is over load of information, selection to be done on what is relevant and we do not have a place online where the information can be organized the way it is easier for a particular subject / area / discipline / project. This tool appears as a really excellent support to the work of a teacher or a student in this case.

For more information’s about this tool please follow the links below:

Livebinders: http://livebinders.wordpress.com

Detailed presentation: http://www.slideshare.net/ellenc808/livebinders-tutorial

 

References:

-  (http://blogs.ksbe.edu/elcordei/2012/02/01/livebinders-in-the-classroom/)

- Teaching-through-Technology (2012). Retrieved from http://teaching-through-technology.wikispaces.com/Web+2.0+LiveBinders

- Tallent, B. (2009). Livebinder for Teachers. Youtube videos. Retrieved from https://www.youtube.com/watch?v=OdG56uSubx0

- Livebinders Blog (2012). 10 Great Ways that Educators are Using LiveBinders. Retrieved from

http://livebinders.wordpress.com/2009/11/09/10-great-ways-that-educators-are-using-livebinders/

- TeachersFirst (2012). Livebinders website. Retrieved from http://www.teachersfirst.com/single.cfm?id=10479

Popplet in Classroom

What a great tool for presentations, mindmapping and brainstorming within the classroom?
This tool is a online place where you can include, improve or give impact (why not?) to your ideas, knowledge, experiences, thoughts, best practices etc. through an presentation our mapping some sobject with your colleagues, friends, peers in the classroom, individually or in working groups.

“As an online bulletin board, Popplet is a snap to use. The user interface may not be as elegant as other sites such as Stixy.com, but it is quite functional. Even younger students will have no problem creating content. After you have created an account and new Popplet (think of a Popplet as a bulletin board), simply double click anywhere on the screen to create a new popple. A popple can hold text, images, videos and even Google maps…perfect for a digital bulletin board project. To create a mindmap, create a popple and type your content. While it is selected, click one of the four small circles found at each side of the popple. This will create a link to a new popple. You can also drag links to existing content and delete links as necessary. Use the mindmap functionality for any activity where students brainstorm and organize their thoughts. Popplet is also an excellent presentation tool alternative. Once the content is placed on the board, the presentation order is determined via the presentation menu. Then, while presenting, the application will zoom in on each popple in the order you selected. This provides and excellent, non-linear approach to presenting similar to Prezi.com but with a much easier learning curve. Popplet is one of the few webtools that is not only easy to use, but is also versatile and powerful. Give Popplet a try and post your comments on the Teacher Experience Exchange.” (Brumley, 2011)

How to use it?You just need to run to its website - http://popplet.com/ - and create your own account for free. Also you can follow the video below to help you:

Source: Rhymer (2012). Retrieved from Youtube

 

References:

Brumley, M. (2011). Webtool of the month-Popplet. Teacher Experience Exchange. Retrieved from http://h30411.www3.hp.com/posts/1018225-Webtool_of_the_month_Popplet

Rhymer, A. (2012). Popplet in the Classroom. Youtube videos. Retrieved from http://www.youtube.com/watch?v=IRH4j49lr78

Why study alone? "OpenStudy"

In recent years technology and education are getting more interwoven. Nowadays many educational institutions have adopted one technology tool to enhance teachers and students teaching/learning experience. However many students and even teachers have one or few favorite tech tools that connect them to their colleagues in other institutes around the globe. Like most things related to education, technological tools for education is rapidly increasing in number, from mobile apps to web-based technologies and also with many features varying from fun, game-based to straight-to-the point technologies.

One of these educational technologies launched in this year (2012) is “OpenStudy”. "OpenStudy is a social learning network where students ask questions, give help, and connect with other students studying the same things. Our mission is to make the world one large study group, regardless of school, location, or background."[1]

Though “OpenStudy” seem to bridge the gap that many educational technologies have not tapped into in recent year which is to connect students to students or tutors who can help them with their problems, but the ads that show on the website can be a source of distraction to some students. However, the website can be ads-free for a pledge of $10 monthly.

One advantage of OpenStudy are the ability to connect with people from different nations, this is good not only for study purpose but can be quite useful for research purpose. Take for instance, one can get different point of views from different cultures and nations from people who have a first hand experience in the subject or topic by creating a group and sourcing for study/research buddies.[2] Another advantage of OpenStudy is the ability of a student to earn study credits and certificate of participation by helping other student being an active contributor for at least four weeks[3]. “OpenStudy” is accessed by simply creating a username and password or by logging on with your facebook account (which by the way is a nice because many students are on facebook and wouldn’t like the hassles of creating a profile/username and password). Once one gains access he/she can create study group or join an already study group of his/her choice. The group are moderated by the website admins and a group monitor (the highest contributor to the group). Various ranks exist in the website starting from neophyte to lifesaver to superstar and end at legend. One is promoted as they work more and assist others in the group. A code of conduct exist which violation of it will lead to suspension from the website.

Though this website seem to be a great platform for peer to peer learning, one might ask how does this makes one a better student since many lazy students would simply get others to do their assignments for them.  I would suggest that parent or teachers or institutions be involved in the groups so as to checkmate the excesses of lazy students and motivate real learning and knowledge exchange.

---

[1] http://openstudy.com/about-us (assessed 20 December, 2012)

[2] http://www.youtube.com/watch?v=IeLDJkCzCiY (Success story of OpenStudy, accessed 20^th December, 2012)

[3] http://blog.openstudy.com/

Dropbox: A Superb Classroom Tool

 Dropbox: A Superb Classroom Tool

What is Dropbox? It is a multipurpose tool that has a great impact in education. It can be used to store and sync documents and files across computers, tablets and smart phones. As an educator, there are many ways to use Dropbox. It can be used to manage one’s teaching materials and makes it more accessible. By using Dropbox to store lectures and other school materials, one can always have access to most recent changes.

Furthermore, many of the applications that are likely used for example, (Evernote, Things, 1Password and Elements have Dropbox) Sync option. Granted that Dropbox works across platforms and devices, any document saved to it, is  synchronized  automatically to one’s home computer, work computer, phone and online at dropbox.com. One can therefore, use these channels to access all his/her documents.

Dropbox can make teaching/learning a lot easier. As educators, one needs to create a folder for each class he/she teaches. Through this tool, information can be made available to students (PowerPoint presentations, handouts, reading assignments etc). Students can alter the content because they all have access but cannot delete information from the dropbox folder permanently, it is recommended to use locked PDF files to prevent them from making changes to the content of the material.

Using Dropbox in the classroom

Dropbox in the classroom can be used in a number of ways:

It can store additional copies of hand-outs. Students can re-download or print copies of the hand-out just in case they missed a hand-out because of an absence from class or they simply lost it.

Most PowerPoint presentations are simply too large to be distributed by email. Dropbox provides a solution to this problem as anyone can have access to it.

It is also a good way for students to turn in assignments. It is an easy to use electronic homework drop.

Moreso, it helps in managing students presentations. Students can use it to submit visual components of class presentation.

As students take notes on their iPads with. Their notes are automatically saved to Dropbox.

Dropbox promotes learning in that students always carry academic material (hand-out) with them as they go around with their cell phones. They can study whenever and wherever they find fit. 

Creating Dropbox

It is easy to create a Dropbox.  First of all, create a folder, and then go to Dropbox page on the web, a screen will appear. Put your mouse over the folder and click on the arrow to the right- a drop- down menu will appear. Then select “invite to folder”. Impute the emails of your students. This will invite them to join Dropbox giving all of you 250MB. You can send a personal message with your invitation to inform them of what you what them to do. Once they have been invited, this becomes a “shared Folder”.  People who have access to the folder can add files, download, delete and alter content. However, only the owner can delete or edit the content permanently. The owner can as well see who made inappropriate changes by clicking on the folder in the Dropbox and clicking on delete files. For more information check out this websitehttp://academictech.doit.wisc.edu/help/learnuw-manual/learnuw-dropbox/how-create-dropbox-folder-and-add-restrictions

In conclusion, caution must be taken when sharing private information since Dropbox can be accessed by many people. For information about dropbox’s security, check out this link http://www.maclife.com/article/news/dropbox_beta_adds_twofactor_authentication_security

REFERENCES

http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/

http://scoolbell.wordpress.com/2012/12/10/cloud-education-1-dropbox-a-superb-classroom-web-tool/