Using wireless pocketpcs in survey courses to expand discourse
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Web-Technologies. Using Wireless PocketPCs in Survey Courses to Expand Discourse. in Large Classes. Perry Samson Department of Atmospheric, Oceanic and Space Science University of Michigan Ben van der Pluijm and Peter Knoop Department of Geological Sciences University of Michigan.

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Using Wireless PocketPCs in Survey Courses to Expand Discourse

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Using wireless pocketpcs in survey courses to expand discourse

Web-Technologies

Using Wireless PocketPCs in Survey Courses to Expand Discourse

in Large Classes

Perry Samson

Department of Atmospheric, Oceanic and Space ScienceUniversity of Michigan

Ben van der Pluijm and Peter Knoop

Department of Geological SciencesUniversity of Michigan

Using Wireless Technologies to Expand Discourse in Large Classes


Question and answer

Question and Answer

Q.Name for an industry that responds too slowly to the changing expectations of its client base?

  • Unprofitable

  • Federal Government

  • Higher Education

Using Wireless Technologies to Expand Discourse in Large Classes


Reality educational technology

Learning Barge

Reality Educational Technology

Using Wireless Technologies to Expand Discourse in Large Classes


Organization

Organization

  • Underpinnings

    • History

    • Pedagogical Value

    • Technologies

  • Lessons Learned

    • Responder Surveys

      • Students

      • Instructors

    • PocketPC Surveys

    • Group Simulations

Using Wireless Technologies to Expand Discourse in Large Classes


History

History

  • Global Change I

    • Taught for several years

    • ~100 students

    • Four faculty (Geology, Meteorology, Biology, Ecology)

    • http://www.globalchange.umich.edu/

  • eXtreme Weather

    • Taught for several weeks

    • ~120 students

    • http://aoss.engin.umich.edu/class/aoss102/

Using Wireless Technologies to Expand Discourse in Large Classes


Pedagogical motivation

Pedagogical Motivation

  • Hypothesis #1:

    Response systems will expand discourse in large classes.

    • Science teaching traditionally relies on presentation delivered as a monologue (albeit impassioned) in front of a passive audience.

    • The advent of extensive lecture notes on the Internet have left students with little incentive to attend class, much less participate.

    • There is little opportunity for students to critically think through the arguments being developed.

Using Wireless Technologies to Expand Discourse in Large Classes


Phase i responders

Phase I: Responders

Using Wireless Technologies to Expand Discourse in Large Classes


Use of responders

Use of Responders

  • We Assumed: The Question was Key

    Mazur (1997) suggests responder questions should satisfy a number of basic criteria:

    • Focus on a single concept.

    • Not be solvable by relying on equations.

    • Have adequate multiple-choice answers.

    • Be unambiguously worded.

    • Be neither too easy or too difficult.

Mazur, E. (1997). Peer Instruction: A User’s Manual. Englewood Cliffs, NJ, Prentice Hall

Using Wireless Technologies to Expand Discourse in Large Classes


Use of responders1

Use of Responders

Using Wireless Technologies to Expand Discourse in Large Classes


Use of responders2

Use of Responders

Using Wireless Technologies to Expand Discourse in Large Classes


Using wireless pocketpcs in survey courses to expand discourse

Using Wireless Technologies to Expand Discourse in Large Classes


Using wireless pocketpcs in survey courses to expand discourse

Using Wireless Technologies to Expand Discourse in Large Classes


Survey results

Survey Results

Using Wireless Technologies to Expand Discourse in Large Classes


Using wireless pocketpcs in survey courses to expand discourse

Using Wireless Technologies to Expand Discourse in Large Classes


Using wireless pocketpcs in survey courses to expand discourse

Using Wireless Technologies to Expand Discourse in Large Classes


Using wireless pocketpcs in survey courses to expand discourse

Using Wireless Technologies to Expand Discourse in Large Classes


Lesson learned

Lesson Learned

  • Despite overt initial cynicism and relatively minimal effort on the part of some* of the participating faculty the use of responders appears to be an unqualified success.

  • The choice of question, while important, is apparently less important than asking something.

Using Wireless Technologies to Expand Discourse in Large Classes


Pedagogical motivation1

Pedagogical Motivation

  • Hypothesis #2:

    Expanding response systems to include imagery and simulation will REALLY expand discourse in large classes.

    • In many fields, such as the geosciences, the concepts being developed are often well supported through use of imagery and/or animation.

    • Even the most stunning of images or movies, while motivating, offers the students only passive participation in their learning.

Using Wireless Technologies to Expand Discourse in Large Classes


Phase ii wireless technologies

Phase II: Wireless Technologies

Using Wireless Technologies to Expand Discourse in Large Classes


Constraint 1 intraclass wireless

Goal #1:Create portable/constrained wireless in-class network.

Constraint #1: Intraclass Wireless

Using Wireless Technologies to Expand Discourse in Large Classes


Constraint 2 intraclass support

Goal #2:Use peer mentoring to provide bulk of technical support.

Constraint #2: Intraclass Support

Using Wireless Technologies to Expand Discourse in Large Classes


Intraclass support

Goal #2:Use peer mentoring to provide bulk of technical support.

Intraclass Support

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz

ImageQuiz

1. Pose question

2. Obtain individual response

3. Peer discussion

4.Second individual response

Using Wireless Technologies to Expand Discourse in Large Classes


Tools in development

PHP/MySQL

FlashSwift3D

PHP/MySQLC++

Tools in Development

  • ImageQuiz

    • Presents image and question on students’ wireless technologies.

    • Resizes image automatically to screen size.

    • Collects responses and displays on instructor’s account.

  • Flash Tools

    • Drawing

    • Model Manipulation

  • Group Simulation

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz1

ImageQuiz

Instructor creates question and selects image.

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz2

Instructor controls list and timing

ImageQuiz

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz3

Instructor controls whether student access is closed or open

ImageQuiz

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz4

ImageQuiz

Client

Web Server

DB Com Layer

MySQLDB

Web Module

PreProcessor

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz5

ImageQuiz

Design of Spatial Response Activity

1.Pose a spatial question.

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz6

ImageQuiz

Design of Spatial Response Activity

2. Students respond.

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz7

3. Show responses and challenge peer reflection

ImageQuiz

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz8

ImageQuiz

Design of Spatial Response Activity

4. Students’ second response and discussion.

Using Wireless Technologies to Expand Discourse in Large Classes


Imagequiz9

ImageQuiz

Response can be result of interactive manipulation

Using Wireless Technologies to Expand Discourse in Large Classes


Response can also be a drawing

Response can also be a drawing

Using Wireless Technologies to Expand Discourse in Large Classes


Collaborative simulation

Collaborative Simulation

Learning Goal

  • Discover how “forcing functions” influence an outcome.

    Design

  • Discover relationships embedded in authentic models through group simulation.

Using Wireless Technologies to Expand Discourse in Large Classes


Collaborative simulation1

Collaborative Simulation

Concept

  • Each student controls conditions at a point.

  • Sub-groups work to reproduce non-linear results.

  • Sub-groups combine to create larger system.

Using Wireless Technologies to Expand Discourse in Large Classes


Musings

Musings

  • Use of response systems requires a rethinking of lecture goals.

    • It is probably not possible to cover the conventional amount of material in lecture.

    • This is OK.

      It is possible for students to be able to achieve good grades without even the most basic understanding of the concepts involved.

Using Wireless Technologies to Expand Discourse in Large Classes


E references

E-References

Courses

Global Change I

http://www.globalchange.umich.edu/

Extreme Weather

http://aoss.engin.umich.edu/class/aoss102/

Technology

ImageQuiz

http://www.imagequiz.com/

Human

Perry

[email protected]

Using Wireless Technologies to Expand Discourse in Large Classes


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