Tool What it provides Rationale - Web Servicesfaculty.uml.edu/esanborne/TeachingSymposiumWeb.pdf ·...
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ABOUT THE COURSE Research II : Statistics Catalog description: An intermediate level course, required of all psychology majors, focusing on computational statistics and their interpretation. Students will: review types of data and how they are descriptively measured; test hypothesis using t-tests and ANOVA for difference within and between groups; compute measures of correlation; learn the assumptions of parametric tests and how to apply nonparametric analyses; communicate, graph and interpret statistical results using APA format. Students will also be introduced to statistical packages on the computer. ABOUT THE TYPICAL STUDENTS • Desktop computers & laptops were nothing special by the time they were born. • In preschool when the PalmPilot came on the market in 1996. • In the fourth grade when the Blackberry smartphone was introduced in 2002. • Just starting high school when the iPhone was introduced in 2007. • In the 10 th grade when Android phones and tablets came on the market in 2008. • They are used to quick answers. They rely on Google, and ask questions of Siri. When they want to manage or accomplish something they download an app. • They make fewer phone calls and send more emails and text messages. • Their day-planners are calendar apps. They are made aware of their appointments when their mobile devices provide the notification. They even wake up in the morning when their phones tell them to. USING A MOBILE WEB APP AS A SUPPLEMENT TO CLASSROOM INSTRUCTION Erika Sanborne Psychology Department, Senior Adjunct Faculty Are there limitations for others considering a mobile web app for a course? Yes. One needs to have some familiarity with mobile development, or funding for a programmer. I have a hobbyist skill level in cross-platform mobile development, thus no monetary expense. In this first release, I used html5, jquery mobile, CSS, and javascript. LIMITATIONS DESCRIPTION OF THE MOBILE WEB APP PLEASE NOTE: Although optimized for mobile, all content is fully accessible on any platform – desktop PC, Mac, laptop, Windows Mobile, iPhone/iPad, and Android phones and tablets. Tool What it provides Rationale Grade Calculator Students enter grades for their assessments to see what final course grade results. Students can enter projected grades for future assessments to see their impact on that course grade computation. • Former students told me this would be useful. • Students can self-monitor, and set goals for certain “minimum grades” to seek on upcoming assessments, in order to earn their desired course grade. Video Playlist Mini video lectures (< 10 minutes) covering basic / essential content from more complicated lectures. Approximately 1 out of 3 class meetings has a mini video lecture. These are not recordings of me teaching in the classroom. These have my voice explaining topics, w/script usually visible on the screen as well (hearing impairment access), pointing to graphics on the screen, walking through sample research situations, and explanations. Very targeted content, nothing extraneous, basic level. I decide content based on what I’d consider the most essential 10 minutes out of an important 75 minute class. • I tested in a previous semester. Students with As in the course unanimously reported a favorable opinion and they felt these helped their learning. • Students with learning disabilities have specifically reported viewing these mini lectures repeatedly, on their own time, and getting an understanding they did not have with just textbook + lecture. • Former students also report not watching full lecture recordings in general, which is why these are brief and focused. Announcements Unscheduled, miscellaneous announcements with content such as study tips, advice, campus news, and reminders about course assignments. • To provide a sense of my accompaniment with their learning process. Appointment Self-scheduler I integrated a program that students can use to schedule themselves into “10 Minute Meetings” with me, in the time slots I’ve set per my availability. It’s fully automated. We do not need to connect by email to coordinate any meetings. Students choose a time slot. Both parties receive email confirmation, and a reminder, and a quick link to “cancel” as needed. • Make best use of the time I offer to meet with students outside the classroom. Remove the need to go back and forth to find common time between student’s schedule and instructor availability. I put in my availability and they can self- schedule in one step. Also, naming this “10 Minute Meetings” encourages students to prepare to use time efficiently. Forum Students can communicate w/ classmates in any of my current sections of this course, without having to exchange person cell phone #s or emails. Discussion board format. Can stay logged in on one’s phone for quick posting. • Former students suggested this, suggesting it could be useful to ask questions such as, “Does anyone have notes from last Monday?” or, “Does anyone want to meet in the library today at 2PM to study?” Documents Study packets, which include a large number of “practice problems” and questions in advance of exams. Exam questions are never taken from these study packets, but there is a large quantity of opportunities to self-assess prior to each exam. Akin to practice tests. Also available are copies of all class handouts. • Former student feedback indicates usefulness of study packets. Students with high final course grades cite these as among the most useful tools in their learning. I’ve also heard that students with “test anxiety” feel better for having a sense of how I may assess their knowledge of the given topics. Contact Built-in form that sends email. My reply goes to student email. Feels like texting but uses school email. Also links to facebook page. • Former student suggestion, simply for convenience. Course shows up as a “Book” in their facebook likes section. Can click through to the web app. Syllabus & Countdown Calendar Upcoming three class meetings noted: required reading, lecture topic, & what to bring to class. Also, front page of the web app has a countdown timer (in days) until next exam. Full, ordinary course syllabus in pdf and html is also available. • Countdown timer is by student request. It is on the front page so it’s seen often, a reminder to encourage keeping pace with course materials. All pictures on this poster are screenshots from within the mobile web app, on various devices. This is their reality. And this is why they walk around with their eyes looking down on those screens. Having my icon on that homescreen gives me access to precious “real estate” in terms of students’ attention. Take a look! Go to http://tiny.cc/S-Stats (case sensitive)
Transcript of Tool What it provides Rationale - Web Servicesfaculty.uml.edu/esanborne/TeachingSymposiumWeb.pdf ·...
ABOUT THE COURSE
Research II: Statistics
Catalog description: An intermediate level course, required of all psychology majors, focusing on computational statistics and their interpretation. Students will: review types of data and how they are descriptively measured; test hypothesis using t-tests and ANOVA for difference within and between groups; compute measures of correlation; learn the assumptions of parametric tests and how to apply nonparametric analyses; communicate, graph and interpret statistical results using APA format. Students will also be introduced to statistical packages on the computer.
ABOUT THE TYPICAL STUDENTS
• Desktop computers & laptops were nothing special by thetime they were born.
• In preschool when the PalmPilot came on the market in1996.
• In the fourth grade when the Blackberry smartphone wasintroduced in 2002.
• Just starting high school when the iPhone was introducedin 2007.
• In the 10th grade when Android phones and tablets cameon the market in 2008.
• They are used to quick answers. They rely on Google,and ask questions of Siri. When they want to manage oraccomplish something they download an app.
• They make fewer phone calls and send more emails andtext messages.
• Their day-planners are calendar apps. They are madeaware of their appointments when their mobile devicesprovide the notification. They even wake up in themorning when their phones tell them to.
USING A MOBILE WEB APP AS A SUPPLEMENT TO CLASSROOM INSTRUCTION
Erika Sanborne Psychology Department, Senior Adjunct Faculty
Are there limitations for others considering a mobile web app for a course? Yes. One needs to have some familiarity with mobile development, or funding for a programmer. I have a hobbyist skill level in cross-platform mobile development, thus no monetary expense. In this first release, I used html5, jquery mobile, CSS, and javascript.
LIMITATIONS
DESCRIPTION OF THE MOBILE WEB APP PLEASE NOTE: Although optimized for mobile, all content is fully accessible on any platform – desktop PC, Mac, laptop, Windows Mobile, iPhone/iPad, and Android phones and tablets.
Tool What it provides Rationale
Grade Calculator Students enter grades for their assessments to see what final course grade results. Students can enter projected grades for future assessments to see their impact on that course grade computation.
• Former students told me this would be useful.• Students can self-monitor, and set goals for certain “minimum grades” to seek on
upcoming assessments, in order to earn their desired course grade.
Video Playlist
Mini video lectures (< 10 minutes) covering basic / essential content from more complicated lectures. Approximately 1 out of 3 class meetings has a mini video lecture. These are not recordings of me teaching in the classroom. These have my voice explaining topics, w/script usually visible on the screen as well (hearing impairment access), pointing to graphics on the screen, walking through sample research situations, and explanations. Very targeted content, nothing extraneous, basic level. I decide content based on what I’d consider the most essential 10 minutes out of an important 75 minute class.
• I tested in a previous semester. Students with As in the course unanimouslyreported a favorable opinion and they felt these helped their learning.
• Students with learning disabilities have specifically reported viewing these minilectures repeatedly, on their own time, and getting an understanding they did nothave with just textbook + lecture.
• Former students also report not watching full lecture recordings in general, whichis why these are brief and focused.
Announcements Unscheduled, miscellaneous announcements with content such as study tips, advice, campus news, and reminders about course assignments.
• To provide a sense of my accompaniment with their learning process.
Appointment Self-scheduler
I integrated a program that students can use to schedule themselves into “10 Minute Meetings” with me, in the time slots I’ve set per my availability. It’s fully automated. We do not need to connect by email to coordinate any meetings. Students choose a time slot. Both parties receive email confirmation, and a reminder, and a quick link to “cancel” as needed.
• Make best use of the time I offer to meet with students outside the classroom.Remove the need to go back and forth to find common time between student’sschedule and instructor availability. I put in my availability and they can self-schedule in one step. Also, naming this “10 Minute Meetings” encouragesstudents to prepare to use time efficiently.
Forum Students can communicate w/ classmates in any of my current sections of this course, without having to exchange person cell phone #s or emails. Discussion board format. Can stay logged in on one’s phone for quick posting.
• Former students suggested this, suggesting it could be useful to ask questionssuch as, “Does anyone have notes from last Monday?” or, “Does anyone want tomeet in the library today at 2PM to study?”
Documents Study packets, which include a large number of “practice problems” and questions in advance of exams. Exam questions are never taken from these study packets, but there is a large quantity of opportunities to self-assess prior to each exam. Akin to practice tests. Also available are copies of all class handouts.
• Former student feedback indicates usefulness of study packets. Students with highfinal course grades cite these as among the most useful tools in their learning. I’vealso heard that students with “test anxiety” feel better for having a sense of how Imay assess their knowledge of the given topics.
Contact Built-in form that sends email. My reply goes to student email. Feels like texting but uses school email. Also links to facebook page.
• Former student suggestion, simply for convenience. Course shows up as a “Book”in their facebook likes section. Can click through to the web app.
Syllabus & Countdown Calendar
Upcoming three class meetings noted: required reading, lecture topic, & what to bring to class. Also, front page of the web app has a countdown timer (in days) until next exam. Full, ordinary course syllabus in pdf and html is also available.
• Countdown timer is by student request. It is on the front page so it’s seen often, areminder to encourage keeping pace with course materials.
All pictures on this poster are screenshots from within the mobile web app, on various devices.
This is their reality. And this is why they walk around with their eyes looking down on
those screens. Having my icon on that homescreen gives me access to precious “real estate” in terms of students’ attention.
Take a look! Go to http://tiny.cc/S-Stats (case sensitive)
