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CREATING TECHNOLOGY RICH LEARNING ENVIRONMENTS FOR THE CLASSROOM N Y SETA R O B G A R R IC K R IT R D G M ET@ R IT. ED U 10/ 25/ 2012 PRESENTATION OUTLINE OUT L INE Re vie w e duc atio n pro b le m b e ing addre sse d,

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SLIDE 1

N Y SETA R O B G A R R IC K – R IT – R D G M ET@ R IT. ED U

CREATING TECHNOLOGY RICH LEARNING ENVIRONMENTS FOR THE CLASSROOM

10/ 25/ 2012

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SLIDE 2

PRESENTATION OUTLINE

  • OUT

L INE

  • Re vie w e duc atio n pro b le m b e ing addre sse d,
  • T

he le arning the o ry use d as a le ns to fo c us spe c ific ac tive le arning pe dag o g ic al te c hniq ue s to addre ss the e duc atio nal pro b le m.

  • T

he fe ature s de sire d in a te c hno lo g y ric h le arning e nviro nme nt.

  • E

xample s fro m the c lassro o m

  • Asse ssme nt me asure s.
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SLIDE 3

PRESENTATION OBJECTIVE

  • OBJE

CT IVE

  • T

he appro ac h is share d to allo w o the rs to imple me nt te c hno lo g y ric h le arning e nviro nme nts with ac tive le arning pe dag o g ic al appro ac he s to addre ss spe c ific e duc atio n pro b le ms in the ir institutio n.

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SLIDE 4

EDUCATION PROBLEM BEING ADDRESSED

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 20032 20041 20042 20051 20052 20061 20062 20071 20072 20081

% DFW grades

Pre - Technology Rich Interactive Learning Environment (TRiLE)

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SLIDE 5

THEORETICAL BASIS

T e c hno lo g ic al Pe dag o g ic al and Co nte nt Kno wle dg e (T PACK) (K

  • e hle r, 2012)
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SLIDE 6

LEARNING - THEORETICAL BASIS

Pe rspe c tive s o n le arning e nviro nme nts. SOURCE : Bransfo rd e t al. (1998).(Bransfo rd, e t al., 2000)

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SLIDE 7

KEY DESIGN PRINCIPLES

  • F

ro m the Ho w Pe o ple L e a rn kno wle dg e , a sse ssme nt, le a rne r, a nd c o mmunity a re a s we o utline d the fo llo wing ke y pe da g o g ic a l de sig n princ iple s fo r c re a ting the te c hno lo g y ric h le a rning e nviro nme nt.

  • T

he a bility to dir e c t the le a r ne r ’s a tte ntion to the c r itic a l c ompone nts in the ne w c onte nt to be le a r ne d

  • Suffic ie nt a mount of stude nt inve ntion a nd pr

a c tic e with the ne w c onte nt to a llow suc c e ssful linka g e a nd r e tr ie va l

  • T

ime ly, a nonymous, a nd c omple te for ma tive a sse ssme nt fe e dba c k to both the instr uc tor a nd stude nt on the ir unde r sta nding of the c onte nt

  • T

he a bility to show c onc ur r e ntly diffe r e nt a ppr

  • a c he s, a pplic a tions, a nd

linka g e s to a llow the stude nt to ma ke c onne c tions to the ne w c onte nt

  • T

he a bility to ma tc h the a mount of c onte nt pr e se nte d to not e xc e e d the wor king me mor y loa d of the stude nt with a n a bility of the stude nt pr

  • c e e d a t

the ir

  • wn pa c e
  • A le a r

ning e nvir

  • nme nt tha t e mpha size s c olla bor

a tion a nd va lue s pe e r instr uc tion

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SLIDE 8

CLASSROOM FEATURES

Pe da g ogic al c ompone nt T e c hnolog y R ic h L e a r ning E nvir

  • nme nt F

e a tur e

Ability to dir e c t le ar ne r ’s atte ntion to c r itic al c ompone nts

Dig ita l inking o f instruc to r pro je c te d live o n stude nt ta b le ts Summa ry vide o le c ture s de live re d prio r to c la ss a nd a va ila b le a fte r c la ss Ba c k-lit pro je c tio n sc re e ns Ab ility to se rve sing le slide , pa g e a t a time to stude nts Stude nts a b le to pla yb a c k instruc to r dig ita l inking

Suffic ie nt amount of stude nt inve ntion and pr ac tic e

Summa ry vide o le c ture s de live re d prio r to c la ss to a llo w a dditio na l time fo r a c tive le a rning a c tivitie s (inve rte d o r flippe d c la ssro o m struc ture ) Stylus dig ita l inking inte rfa c e fo r stude nts Ab ility fo r individua l o r g ro uping o f sha re d wo rkspa c e

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SLIDE 9

CLASSROOM FEATURES – CONT.

T ime ly, a nonymous, a nd c omple te for ma tive a sse ssme nt fe e dba c k

Ability to re trie ve a nd proje c t stude nt work (solve d e ng ine e ring proble ms/ dia g ra ms) a nonymously live in c la ss Ability to re turn stude nt work e le c tronic a lly

T he a bility to show c onc ur r e ntly diffe r e nt a ppr

  • a c he s, a pplic ations, a nd linka g e s

Multiple (thre e ) b a c k-lit pro je c tio n sc re e ns Ab ility to re vie w a nd re trie ve stude nt so lve d pro b le ms tha t illustra te diffe re nt a ppro a c he s T he a bility to ma tc h the a mount of c onte nt pr e se nte d to not e xc e e d the wor king me mor y loa d

  • f the stude nt with a n a bility of the stude nt pr
  • c e e d

a t the ir

  • wn pa c e

Summa ry vide o le c ture s de live re d prio r to c la ss a nd a va ila b le a fte r c la ss to a llo w stude nts to vie w, pa use , re wind o r a dva nc e a s ne e de d Ab ility fo r stude nts to sa ve dig ita lly inke d no te s a nd pla yb a c k the dig ita l inking a s ne e de d. A le a r ning e nvir

  • nme nt tha t e mpha size s

c olla bor ation a nd va lue s pe e r instr uc tion Co o pe ra tive le a rning pe da g o g ic a l a ppro a c h, g ro up pro b le m so lving with the a b ility fo r stude nts to wo rk in a c o mmo n dig ita l e nviro nme nt.

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SLIDE 10

TRADITIONAL CLASS DELIVERY METHOD OR “POUR IT IN”

100 %

17 %

MULTIPLE INSTRUCTORS ONE METHOD POOR RETENTION PASSIVE ROLE

“PERPETUATING THE CYCLE” mo de le d afte r L ila Smith (1975)(Karl A. Smith, e t al., 2005b )

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SLIDE 11

COURSE REDESIGN

  • T

he c o urse ha s b e e n re de sig ne d with the fo llo wing g o a ls in mind:

  • • Inc r

e ase the availability of c onte nt to the stude nts outside of the c lassr

  • om via My Cour

se s Manage me nt Syste m.

  • • Pr

e se nt and e mbe d vide o links of r e al applic ations within the c onte xt of the mate r ial pr e se nte d in the c lassr

  • om.
  • • Inc r

e ase the use of inte r ac tive ac tivitie s taking advantage of the te c hnology available in the c lassr

  • om to pr
  • mote stude nt

par tic ipation, individual and gr

  • up wor

k and stude nt-stude nt inte r ac tions.

  • • Cr

e ate and administe r imme diate fe e dbac k asse ssme nt tools to be tte r manage stude nt- le ar ning outc ome s and e nc our age stude nts to c ome pr e par e to c lass.

  • • Intr
  • duc e ac tivitie s that pr
  • mote c oope r

ative , c ollabor ative and pr

  • ble m/ pr
  • je c t base d le ar
  • ning. Inste ad of le c tur

e or le c tur e - pr ac tic e utilize disc ove r

  • guide - pr

ac tic e .

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SLIDE 12

WHAT DOES THIS CLASS LOOK LIKE?

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SLIDE 13

IMMERSIVE VISUAL ENVIRONMENT

PREVIOUS SLIDE (SECONDARY) SUPPORT SCREEN VIDEOS & MORE CURRENT SLIDE (PRIMARY)

SECONDARY PC SCREEN PRIMARY LAPTOP MAIN DISPLAY & AUDIO CONTROL

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SLIDE 14

HARDWARE 1:1 TABLET ENVIRONMENT

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SLIDE 15

BACK LIT PROJECTION

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SLIDE 16

SOFTWARE ENVIROMENT

Personalized Toolbar Main Screen Previous Screen (filmstrip) Chat Feature Monitor Feature

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SLIDE 17

“SEEING” STUDENT LEARNING PROGRESS

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SLIDE 18

“SEEING” STUDENT LEARNING PROGRESS

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SLIDE 19

“SEEING” STUDENT LEARNING PROGRESS

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SLIDE 20

“SEEING” STUDENT LEARNING PROGRESS

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SLIDE 21

“SEEING” STUDENT LEARNING PROGRESS

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SLIDE 22

BUILDING VIRTUAL EXPERIMENTS

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SLIDE 23

ASSESSMENT MEASURES.

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0%

% DFW grades

Pre - Technology Rich Interactive Learning Environment (TRiLE)

Post - TRiLE

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SLIDE 24

TECHNOLOGY RICH INTERACTIVE LEARNING ENVIRONMENT (TRILE) VS. CONTROL CLASSES

T R iL E Contr

  • l

Me a n (sta nda r d de via tion) 3.192 (0.8500)

2.500 (1.014)

T R iL E Contr

  • l

L

  • w GPA (<3.0)

2.507 (0.8259) 1.904 (0.8687)

Hig h GPA (>3.0)

3.607 (0.5407) 3.263 (0.5833)

Gra de s fo r L

  • w ve rsus Hig h GPA stude nts in the T

RiL E ve rsus c o ntro l c la sse s

T R iL E Contr

  • l

Ma le

3.160 (0.8684) 2.568 (0.9966)

F e ma le

3.474 (0.6118) 2.105 (1.0485)

Gra de s fo r me n ve rsus wo me n in the T RiL E ve rsus c o ntro l c la sse s

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SLIDE 25

END OF CLASS SURVEYS

T he stude nts fro m the T RiL E g ro up pre fe rre d o r stro ng ly pre fe rre d le c ture e nviro nme nts tha t invo lve d the fo llo wing fe a ture s: (% o fpre fe rre d/ stro ng ly pre fe rre d)

  • I

nstruc to r’ s no te s dire c tly o ve r the pre se nte d Po we rPo int during le c ture (77%)

  • Anima tio ns o r vide o s inc o rpo ra te d into the Po we rPo int le c ture (73%)
  • T

he te c hno lo g y ric h le a rning e nviro nme nt fe a ture s (ta b le ts, c o lla b o ra tio n, multi-sc re e n pro je c tio n) (66%)

  • Re a l time inte g ra tio n o f le c ture no te s a nd stude nt’ s pe rso na l no te s into o ne

do c ume nt (71%) Stude nts fro m b o th the tre a tme nt a nd c o ntro l g ro ups indic a te d tha t the y pre fe rre d/ stro ng ly pre fe rre d:

  • Gro up pro b le m so lving wo rk (74%)
  • E

xa mple pro b le ms c o mple te d b y the instruc to r (74%)

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SLIDE 26

VIDEO

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SLIDE 27

CONCLUSION

  • T

he T RiL E a ppro a c h in the c la ssro o m he lps stude nts suc c e e d in e ng ine e ring te c hno lo g y c la sse s.

  • T

he tra ditio na l le c ture ‘ sta nd a nd de live r’ o r ‘ te a c hing b y te lling ’ a ppro a c h, while c o mmo nly use d in e ng ine e ring te c hno lo g y c la sse s, ne e ds to b e re -e xa mine d a s a me tho d fo r intro duc to ry te c hno lo g y e ng ine e ring c o urse s.

  • Ove ra ll, the stude nts with a lo we r GPA e nte ring the c o urse s

pe rc e ive d a g re a te r b e ne fit fro m this le a rning e nviro nme nt a nd re c o mme nde d using the te c hno lo g y ric h le c ture e nviro nme nt.

  • T

he te c hno lo g y ric h e nviro nme nt a llo ws the instruc to r to imple me nt a n inte ra c tive a nd e ng a g ing le a rning e nviro nme nt within the dig ita l me dia o f T a b le t PCs a nd c o lla b o ra tive (DyK no w) so ftwa re . T his e nviro nme nt a lso inc re a se s stude nt like liho o d o f no te ta king a nd using the se no te s e spe c ia lly fo r the a ttritio n vulne ra b le po pula tio n with lo we r GPAs.