NADE 2013 Online Learning Environments Enhanced with Smartpen

NADE 2013 Online Learning Environments Enhanced with Smartpen Technology and QR Codes Lawrence Perez Patrick Quigley Department of Mathematics Saddleback College Copyright© 2013 QR Code is registered trademark of DENSO WAVE INCORPORATED

Algebra 2 go Introduction • Presenters. Larry Perez Patrick Quigley Video Presentation The video with students reflecting on their negative affective experiences is for live presentations only (by student request). Therefore the video used in this NADE 2013 Online presentation is replaced with a dated video describing the Algebra 2 go website. www. algebra 2 go. com

Affective Barriers What are affective barriers? What problems do they create? What are the causes? How can we use study strategies to address them? How do we use an online environment to address them?

How does Affect effect Communication between Teacher and Student?

A Communications Model Feedback Source Encoder Channel Decoder Receiver Conceptualization of Message Form of Message Device or Signal Perception and Interpretation of Message Conceptualization of Message Example: When you want to say hi to someone, you give the message form by waving. The channel in this case is sight as the person notices you waving to them. Their perception of the message is dependent upon whether or not they recognize you, which in turn, effects how they conceptualize the message. The Bagin, D. , Gallagher, D. , & Moore, E. (2007). receiver will send you some form of feedback in the form of a The School and Community Relations (9 th ed). smile or they may wave back at you. If the receiver did not Boston, MA: Pearson Publishing recognize you, the feedback may be negative in nature.

Feedback Source Encoder Channel Decoder Receiver Conceptualization of Message Form of Message Device or Signal Perception and Interpretation of Message Conceptualization of Message A communications model modified for a developmental math classroom learning environment. Instructor Math Language Individual or Media Common Math Language Student

Feedback Source Encoder Channel Decoder Receiver Conceptualization of Message Form of Message Device or Signal Perception and Interpretation of Message Conceptualization of Message Note: Once the encoded message enters the student learning environment through the channel, the source loses control of the message. Instructor Math Language We define this section of the communications model as the Student Learning Environment. Individual or Media Common Math Language Student Learning Environment Student

Universal Design for Learning Center for Applied Special Technology (CAST) http: //www. cast. org

A Communications Model modified for a Developmental Math Learning Environment using Universal Design for Learning

Feedback Source Encoder Channel Decoder Receiver Conceptualization of Message Form of Message Device or Signal Perception and Interpretation of Message Conceptualization of Message Instructor Math Language Individual or Media Common Math Language Student Learning Environment Student

Feedback Source Encoder The affective dimension permeates Conceptualization Form of the student’s learning environment. of Message Channel Decoder Receiver Device or Signal Perception and Interpretation of Message Conceptualization of Message Individual or Media Common Math Language In situations where the student is uncomfortable, a disruption in the communication process may occur. This in turn may prevent the student from decoding and/or conceptualizing the message accurately. During assessment activities such as exams and quizzes, the affect may significantly Instructor Math Language impact student performance. Hence the design of Affective Network the assessment tool, and the channel by which it is delivered, may directly relate to student performance. Student Learning Environment Student

Feedback Source Encoder Channel Decoder Receiver Conceptualization of Message Form of Message Device or Signal Perception and Interpretation of Message Conceptualization of Message Individual or Media Common Math Language Example: Student may not feel comfortable an online Example: Studentinmay not belearning familiar where the student with environment a pedagogical technique used receives a message to demonstrate a concept. through a computer screen. Instructor Math Language Student Learning Environment Student

Causes of Affective Barriers Past experiences. (Audio) Societal influences. Inadequate study skills.

Can we use an online environment to address affective barriers? Returning student perspective. (Audio) Video Sample 2007 KSBR Radio Show Interviews Methodology

Algebra 2 go These tools are designed to function individually or collectively to allow students to choose their own individualized learning scheme. Sloan Consortium Effective Practice Award A free online supplemental instruction tool array.

Some students claimed that having the instructor talk directly to them reminded them of past negative experiences in a math classroom. Dialogue Instructor Student Character Social Emotional Experience Student Viewer In this video design, Typical the projection instructional of information video format. is seldom directed towards the student viewer. This dynamic creates a social emotional experience connecting the viewer to the learning experience. Sample Video

Remote Coaching Video taping a student performing a learning outcome may help instructors understand how students perceive and conceptualize their lectures.

Next, the student and a faculty member analyze theisstudent’s work and reflect on the A student filmed demonstrating a learning outcomeverbal while explanation verbally explaining work. student’s. Video (Nothe Audio)

Solve for x. 4+x=-6 Capturing student learning outcomes on video can easily be replicated using smart pen technology. Students can hear and see themselves make mistakes. The student can then analyze the smartpen presentation with a trained professional to develop intervention techniques to prevent common errors observed in the student’s work.

Source: http: //www. units. muohio. edu/servicelearning/node/316 Capturing student learning outcomes with smartpen technology allows the student to judge their own work. This type of observation provides the student the opportunity to move to higher levels of cognitive thought. It may be the case that these types of digital recordings can capture a student’s progression through Bloom’s Taxonomy of Learning using strategically designed worksheets. Sample Worksheet

Students helping students.

Solve for x. 4+x=-6 Top performing students can create pencasts that allow struggling students to observe, analyze, and evaluate correct work. Struggling students may adopt techniques and/or observed strategies used by the top performing students to improve their own performance. This exchange of information from student to student, may allow for better communication between the source and receiver.

A Communications Model Feedback Source Encoder Channel Decoder Receiver Conceptualization of Message Form of Message Device or Signal Perception and Interpretation of Message Conceptualization of Message Student 1 Math Language Individual or Media Common Math Language Student 2 A common math language improves signal transmission between source and receiver. Students often share a common frame of reference. Thus, peer to peer instruction can have some advantages over teacher to student instruction.

Tin Do Tutor Saddleback College LRC Romeo Mercado Tutor Saddleback College LRC Tutor Introduction Sample Tutor Lesson Sample Karla Westphal Department of Mathematics Saddleback College Hyperbolic Paraboloid

How can this technology benefit educators?

Objective 1 Place value Determine the place value of a digit in a number. The position of a digit in a number determines its place value. View Sample Video Worksheet Assessment Example 1: Find a pattern for place value in a whole number. 3 9 0 , 5 8 4 , 7 2 6. One-millions place. Ten-millions place. Hundred-millions place. Ones place. Tens place. Hundreds place. One-thousands place. Ten-thousands place. Hundred-thousands place. Smartpen technology allows instructors to additional layers of information to pdf documents.

How can this technology improve communication between educators and students in the online environment?

8 Graph y 4 -8 -4 4 8 x -4 -8 Smartpens could possibly be used to deter academic dishonesty in online learning environments. In cases of unproctored exams, students could be required to verbally explain their approach to solving problems. This would provide instructors a digital record of the students known voice and known penmanship which would be used to identify the student.

Websites using Pencasts Saddleback Solvers We are training the tutors in our Learning Resource Center to deliver content using smartpen technology. At the moment, this page uses this technology to introduce the tutors to our students. Frank Calderon Webpage We have been working with a middle school teacher in Texas. He has created some fantastic content to support his students. We have posted his work at this site.

More Pencast Samples Unproctored Exams Common Core Standards Sample Form Completion Demonstration Tutor Introductions Smartpen Text Professional Development - NADE

How to insert a watermark into a pencast demonstration. You. Tube Video: Pencast PDF Watermark Video

Pros: Easy to create, tech is portable, relatively inexpensive, shallow learning curve. Cons: Can’t share files between pens, flash based (some smart phones unable to play file).

Worksheets with Assistive Media Portals http: //www. algebra 2 go. com/qr/ Click below to listen to the KSBR radio talk show which focused on the topic of worksheets with embedded QR Codes. wma mp 3

QR Code Apps i. Phone/i. Pad - Qrafter Android - Scan. Life

We often make worksheets to allow students to practice learning objectives we recently covered in our classroom lectures.

Students may get stuck at a particular step within a problem. In this case, the forgotten skill that prevents the student from moving forward may be a skill that we lectured on earlier in the semester or from a prerequisite math course.

In some cases, the student may use their cell phone to “phone a friend” to get additional help. They may get the correct answer, but not learn the correct process to apply to future problems.

Audio With the use of QR codes, we leverage smart phone technology and turn it into an assistive device that can help the student continue their progression through the problem. But why stop there? We may also want to include an audio file that walks them step by step through the problem.

So how does this fit into theory?

What a student cannot do even with assistance. What a student can do without assistance. Vygotsky’s Zone of Proximal Development

Smart Phone Screen pdf document Unlike a video, we do not visually show them how to mechanically perform a specific step within the problem. Instead we provide a definition and let the student connect mechanical work to the definition.

Smart Phone Screen pdf document In some cases we may only provide the student with a visual cue allowing the student to develop their own particular approach to performing a required operation. In this case, the operation is multiplying a whole number to a fraction.

Smart Phone Screen Online Learning Tool Because of the touch screen capabilities of the smart phone, we can design online interactive tools that students can kinesthetically manipulate to make connections between learning objectives. In this case, students visually see the connection between subtracting a negative number and adding its opposite.

An audio file is provided to walk students step by step through problem 1. At the end of the audio file, the student is instructed to perform problem 2 on their own to see if they can get the correct answer. The correct answer is provided to the student at the end of the audio file.

At given steps within problem 1, students are provided with QR codes or “assistive media portals”. These portals allow smart phones access to definitions or visual cues that can assist students in their progression to the solution.

Problem 2 is provided so that students can reflect on their work in problem 1 and apply their recently mastered skills to a similar problem of equal rigor.

A completed step by step solution is provided for problems 1 and 2 to allow students to check their work.

Additional problems with increased rigor are provided and are to be worked completely unassisted. This is to ensure continued progression through the Zone of Proximal Development.

Smartpens and QR Codes Leverages existing technology. Portable / Scalable / Sustainable Addresses multiple learning modalities. Applicable to all subject areas. An engaging experience.

You. Tube Video: Creating QR codes with Qrafter Website for generating QR Codes: www. qrstuff. com Sample QR Worksheets: www. algebra 2 go. com/qr/

Recent Developments WOW: An In-service for Students

WOW: A Week of Workshops An in-service for students prior to the start of the semester to prepare students for specific classes Student success information is presented to students in such a way that they can see it as a viable approach to mastering course content Workshops vary from lecture format to facilitated student driven discussions

WOW: A Week of Workshops Topics include both academic and non-academic preparations related to study skills, transfer requirements, familiarity of campus resources, etc. Local high school students could be invited to learn about the community college academic culture In a cross-curriculum approach, faculty from different disciplines co-facilitate workshops

Larry Perez Patrick Quigley Saddleback College LPerez@saddleback. edu Pquigley@saddleback. edu

Rap up! It’s all about the students!