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Computer Enhanced Learning

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Computer Enhanced Learning

Rick Matthews

Wake Forest University

http://www.wfu.edu/~matthews

They want to learn how tools of technology that can aid teaching and learning.

What in your course would you like to differently? Do you ever say, “If only I could….”?

My students need to work harder.

We can’t get discussion started for twenty minutes.

I don’t have time for discussion.

I don’t have time for hands-on activities.

My students need to work harder.

We can’t get discussion started for twenty minutes.

I don’t have time for discussion.

I don’t have time for hands-on activities.

My students need to work harder.

We can’t get discussion started for twenty minutes.

I don’t have time for discussion.

I don’t have time for hands-on activities.

The whole class bombed question 3.

The students just skim the reading.

They haven’t intellectually engaged the assignment.

I want the students to interact more outside class.

- Encourage contact between students and faculty
- Develop cooperation among students
- Encourage active learning
- Give prompt feedback
- Emphasize time on task
- Communicate high expectations
- Respect diverse talents and ways of thinking

- Not much!
- Simulations, statistics, graphing, data acquisition

- Professors’ time is precious; computer time is not.
- Available all the time!

What can the technology do well enough?

Content distribution

Reference materials

Homework solutions!

Content distribution

Reference materials

Class notes

Students can engage the material, not worry about writing everything down.

Students may stop coming to class.

Students may resent the notes!

Content distribution

Reference materials

Class notes

Multimedia

Content distribution

Reference materials

Class notes

Multimedia

Video clips

Content distribution

Reference materials

Class notes

Multimedia

Video clips

Lectures!

- Streaming Media
- Sequenced web pages accompanied by audio
- 50 minute lecture becomes 15 minute streaming slide show.
- SMIL
- RealPresenter, from RealNetworks
- Easily converts PowerPoint presentation to narrated slide show.
- Video quality is not so good on web, but great if you distribute ppt.
- Students can pause, adjust pace.

“Chat” fairly rare.

Asynchronous nature of threaded discussions is key.

Stimulates students to think more carefully about assignments.

Students challenge each other.

Students walk in the door arguing!

“Chat” fairly rare.

Asynchronous nature of threaded discussions is key.

Stimulates students to think more carefully about assignments.

Students challenge each other.

Students walk in the door arguing!

Outside experts.

- Thanks to Dany Kim-Shapiro
- In today’s classroom, it is desirable to spend as much time as possible using active learning techniques
- Thus less time can be spent lecturing on factual information that can be obtained from reading.

- Need better and more prompt assessment.

- Encourage students to read ahead
- Enhance communication between the professor and the students
- Discover weak spots in understanding

- Make assignment on the web for each class.
- Students submit responses and comments.
- Professor reads comments and answers (feedback) and can adjust class preparation just in time for next class.
- Easy grading using excel macro

- I guess section five was the only difficult problem, section six turned pretty clear cut once again. I guess seeing problems would help jog my memory.
- I'm having trouble following a lot of the book calculations on the vector stuff. Maybe if we look at it in class it will become more tangible, but now it's all foreign to me. I have a question, though (although it may not be important): why does rubbing with silk material have a different effect than rubbing with wool? Does it have something to do with the friction between surfaces and the charge this creates? Thanks!!
- I find great trouble in understanding the material on the electric flux and electric field lines. I have difficulty in conceptualizing the field lines. What exactly are they? What do they help us visualize? I hope I will understand these points better after class tomorrow.

- "I don't know if other people feel the same way, but Problem 30-41 from our homework due next Monday just seems very difficult. I've read my notes on displacement current, read section 30-8 twice, and looked at the example problem in it and I just can't figure it out. Could we maybe do 30-41 in class? …-”
- "I have had difficulty conceptualizing what a "closed surface" is, and the connection between Gauss' Law and such surfaces.”
- " would you be willing to do some sample electrical force problems in class. i am having problems with the homework. more than i feel i should…”

- Just in time teaching was developed by Evelyn Patterson and Gregor Novak, http://www.usafa.af.mil/dfp/physics/webphysics/
- The cgi-bin stuff was implemented by Ching-Wan Yip

- A variation on online quizzes.
- Tries to capture “Peer Instruction” experience.
- Challenges every answer.

Suppose a ship is in a lock of the Panama Canal, and carries a cargo of steel girders. If the girders are thrown overboard, the water level in the canal will:

A. Fall.

B. Rise.

C. Stay the same.

Suppose a ship is in a lock of the Panama Canal, and carries a cargo of steel girders. If the girders are thrown overboard, the water level in the canal will:

A. fall.

When you take the girders out of the ship, the ship will rise and the water will fall. However, when you drop the girders in the water, the water will rise again by the same amount.

The water level stays the same.

Suppose a ship is in a lock of the Panama Canal, and carries a cargo of steel girders. If the girders are thrown overboard, the water level in the canal will:

C. Stay the same.

What is special about steel? It’s dense! What would happen if, instead of the steel, there was a tiny little BB pellet with the same mass? What happens when you take it out of the ship? Ship pops up, water falls. What happens when you drop it back in the water? Not much.

The water level falls.

- Power of a full programming language
- Great possibilities for platform-independent simulations, demonstrations
- See http://WebPhysics.davidson.edu/Applets/Applets.html, http://www.wfu.edu/Academic-departments/Chemistry/cel/
- Caution: we do not all need to do it all.
- Davidson, Georgia Tech

- Advantages over traditional lecture
- Images
- Sound

- "Death by PowerPoint"
- PowerPoint on the Web
- Automatic conversion
- Can use SMIL for narrated slide shows
- RealPresenter is easy, but slide quality is poor

- Student use!

- Simulations
- Professional tools
- Other

Why do students not work harder? Why do they turn in inadequate work?

- CircuitMaker
- Zemax (and applets)
- ActivPhysics
- ActivChemistry
- NMR spectral analysis, etc.
- Yue-Ling Wong and Angela King

- CircuitMaker
- Zemax
- ActivPhysics
- ActivChemistry

- CircuitMaker
- Zemax
- ActivPhysics
- ActivChemistry

- CircuitMaker
- Zemax
- ActivPhysics
- ActivChemistry

- CircuitMaker
- Zemax
- ActivPhysics
- ActivChemistry

- Spreadsheets and data analysis
- Maple, Matlab, Mathematica
- Scientific graphing and analysis: Axum, Origin, SigmaPlot, etc.
- Quantum modeling software: Hyperchem, Spartan, etc.
- Data acquisition and experiment control: Science Workshop, Labview, BioPac
- Statistics software

- Spreadsheets and data analysis
- Maple, Matlab, Mathematica
- Scientific graphing and analysis: Axum, Origin, SigmaPlot, etc.
- Quantum modeling software: Hyperchem, Spartan, etc.
- Data acquisition and experiment control: Science Workshop, Labview, BioPac
- Statistics software

- Spreadsheets and data analysis
- Maple, Matlab, Mathematica
- Scientific graphing and analysis: Axum, Origin, SigmaPlot, etc.
- Quantum modeling software: Hyperchem, Spartan, etc.
- Data acquisition and experiment control: Science Workshop, Labview, BioPac
- Statistics software

- Spreadsheets and data analysis
- Maple, Matlab, Mathematica
- Scientific graphing and analysis: Axum, Origin, SigmaPlot, etc.
- Quantum modeling software: Hyperchem, Spartan, etc.
- Data acquisition and experiment control: Science Workshop, Labview, BioPac
- Statistics software

- Spreadsheets and data analysis
- Maple, Matlab, Mathematica
- Scientific graphing and analysis: Axum, Origin, SigmaPlot, etc.
- Quantum modeling software: Hyperchem, Spartan, etc.
- Data acquisition and experiment control: Science Workshop, Labview, BioPac
- Statistics software

- Spreadsheets and data analysis
- Maple, Matlab, Mathematica
- Scientific graphing and analysis: Axum, Origin, SigmaPlot, etc.
- Quantum modeling software: Hyperchem, Spartan, etc.
- Data acquisition and experiment control: Science Workshop, Labview, BioPac
- Statistics software

- Spreadsheets and data analysis
- Maple, Matlab, Mathematica
- Scientific graphing and analysis: Axum, Origin, SigmaPlot, etc.
- Quantum modeling software: Hyperchem, Spartan, etc.
- Data acquisition and experiment control: Science Workshop, Labview, BioPac
- Statistics software

- Cakewalk
- Band in a Box

- Encourage contact between students and faculty
- Develop cooperation among students
- Encourage active learning
- Give prompt feedback
- Emphasize time on task
- Communicate high expectations
- Respect diverse talents and ways of thinking

Techies start -- explosion happens when non-techies successfully adopt.

Faculty ownership.

Standardization important.

Adopt culture of support -- encourage “play.”

Sharing successes

Ancillary benefits -- pedagogy.

SUPPORT!

Rick Matthews

Department of Physics

Wake Forest University

http://www.wfu.edu/~matthews

Content delivery

Reference materials, sources (data books), Lectures

Interaction outside class. Threaded discussions, etc.

Prompt feedback--simulations.

Multimedia

Powerpoint

Experts, Seeger

Labs -- data acquisition.

Techies start -- explosion happens when non-techies successfully adopt.

Sharing successes

Faculty ownership

Adopt culture of support -- encourage “play.”

Ancillary benefits -- pedagogy.