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
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 BargeReality 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

survey results
Survey Results

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 timingImageQuiz

Using Wireless Technologies to Expand Discourse in Large Classes

imagequiz3
Instructor controls whether student access is closed or openImageQuiz

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 reflectionImageQuiz

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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