Lawrence PerezPatrick QuigleyDepartment of MathematicsSaddleback College Copyright©2013

Online Learning Environments Online Learning Environments

Enhanced with Enhanced with

Smartpen TechnologySmartpen Technology

and QR Codesand QR Codes

CMC3 South 2013

• Presenters.Larry PerezPatrick Quigley

Introduction

Video Presentation

www.Algebra2go.com

The video with students reflecting on their negative affective experiences is for live presentations only (by student request). Therefore the video used in the NADE 2013 presentation is replaced with a dated video describing the Algebra2go website.

Affective BarriersWhat are affective barriers?What problems do they create?What are the causes?How do we use an online

environment to address them?

Source Encoder

DecoderReceiver

Channel

Feedback

Device orSignal

Conceptualizationof Message

Form ofMessage

Perception andInterpretation

of Message

Conceptualizationof Message

Bagin, D., Gallagher, D., & Moore, E. (2007). The School and Community Relations (9th ed). Boston, MA: Pearson Publishing

A Communications Model

Source Encoder

DecoderReceiver

Channel

Feedback

Device orSignal

Conceptualizationof Message

Form ofMessage

Perception andInterpretation

of Message

Conceptualizationof Message

Instructor Math Language Individualor Media

CommonMath Language Student

A communications model modified for a developmental math classroom learning environment.

Source Encoder

DecoderReceiver

Channel

Feedback

Device orSignal

Conceptualizationof Message

Form ofMessage

Perception andInterpretation

of Message

Conceptualizationof Message

Student Learning Environment

Instructor Math Language Individualor Media

CommonMath Language Student

Note: Once the encoded messageenters the student learningenvironment through the channel,the source loses control of themessage.

We define this section of the communications model as the Student Learning Environment.

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

Universal Design for Learning

A Communications Model modified for a

Developmental Math Learning Environment

using Universal Design for Learning

Source Encoder

DecoderReceiver

Channel

Feedback

Device orSignal

Conceptualizationof Message

Form ofMessage

Perception andInterpretation

of Message

Conceptualizationof Message

Student Learning Environment

Instructor Math Language Individualor Media

CommonMath Language Student

Source Encoder

DecoderReceiver

Channel

Feedback

Device orSignal

Conceptualizationof Message

Form ofMessage

Perception andInterpretation

of Message

Conceptualizationof Message

Student Learning Environment

Instructor Math Language

Individualor Media

CommonMath Language Student

Affective Network

The affective dimension permeates

the student’s learning environment.

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 impact student performance.

Hence the design of the assessment tool,

and the channel by which it is delivered,

may directly relate to student performance.

Source Encoder

DecoderReceiver

Channel

Feedback

Device orSignal

Conceptualizationof Message

Form ofMessage

Perception andInterpretation

of Message

Conceptualizationof Message

Student Learning Environment

Instructor Math Language Individualor Media

CommonMath Language Student

Example: Student may not feelcomfortable in an online learning environment where the studentreceives a message through a computer screen.

Example: Student may not be familiar with a pedagogical technique usedto demonstrate a concept.

Causes of Affective Barriers

Past experiences. (Audio)Societal influences.

Can we use an online environment to address affective barriers?

Returning student perspective. (Audio)

Video Sample 2007

A free online supplemental instruction

tool array.

These tools are designed to function individually of collectively to allow

students to choose their own individualized learning scheme.

Sloan Consortium Effective Practice Award

Instructor

In this video design, the projection of information is seldom directed towardsthe student viewer. This dynamic creates a social emotional experience connecting

the viewer to the learning experience.

Student Character

Dialogue

Social EmotionalExperience

Student Viewer

Typical instructional video format.

Some students claimed that having the instructor talk directly to them reminded them of past negative experiences in a math classroom.

Sample Video

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

Remote Coaching

A student is filmed demonstrating a learning outcome while verbally explaining the work.

Next, the student and a faculty member analyze the student’s work and reflect on the student’s verbal explanation. Video (No 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 errorsobserved 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

Source Encoder Decoder ReceiverChannel

Feedback

Device orSignal

Conceptualizationof Message

Form ofMessage

Perception andInterpretationof Message

Conceptualizationof Message

Student 1 Math Language Individualor Media

CommonMath 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.

Karla WestphalDepartment of MathematicsSaddleback College

Romeo MercadoStudentSaddleback College

Hyperbolic Paraboloid

Student Sample

Frank CalderonMath FacultySloan Creek Middle School, Texas

Teacher Sample

How can this technology benefit educators?

Hundreds place.

Ten-thousands place.

Ten-millions place.

3 9 0 , 5 8 4 , 7 2 6.

Tens place.

Ones place.

Hundred-thousands place.

One-millions place.

Hundred-millions place.

Example 1: Find a pattern for place value in a whole number.

VideoVideo

Place valueThe position of a digit in a number determines its place value.

Determine the place value of a digit in a number.

AssessmentAssessment

Objective 1

Video WorksheetVideo Worksheet

One-thousands place.

Smartpen technology allows instructors to add additional layers of information to pdf documents.

ViewSample

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

-4 4 8-8

4

8

-8

-4

x

y

2y x Graph

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.

Unproctored Exams

Form Completion Demonstration

Tutor Introductions

Smartpen Text

Professional Development - NADE

More Pencast Samples

Common Core Standards Sample

How to insert a watermark into a pencast demonstration.

YouTube 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

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 the theory?

What a student cannot doeven with assistance.

Vygotsky’sZone of ProximalDevelopment

What a student

can do withoutassistance.

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.

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.

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 completed unassisted. This is to ensure continued progression through the Zone of Proximal Development.

Leverages existing technology.Portable / Scalable / Sustainable

Addresses multiple learning modalities.

Applicable to all subject areas.An engaging experience.

Smartpens and QR Codes

YouTube Video: Creating QR codes with Qrafter

Website for generating QR Codes:http://keremerkan.nethttp://keremerkan.net/qr-code-and-2d-code-generator/

Sample Worksheets:http://www.algebra2go.com/qr/

Larry Perez

Patrick Quigley

Saddleback College

LPerez@saddleback.edu

Pquigley@saddleback.edu

Rap up!

It’s all about students!