Click here for Ted-Ed video
Click here for EdPuzzle Video
Five benefits to utilizing video in educational lessons
1. Student Engagement
Videos have been known to hold the attention of viewers. People "binge" watch TV shows for hours on end and it often feels like hardly any time at all has passed. The Sage Whitepaper, Assessing the Impact of Educational Video on Student Engagement, Critical Thinking and Learning: The Current State of Play by Michael Carmichael et al, states, "There is recent evidence to suggest that the incorporation of a video within a course framework can influence students' motivations to engage with course materials" (10).
2. Deeper Understanding
According to the same Carmichaek, et al article, "(video has the) ability to provide broader context and visual detail that can help develop a fuller understanding of the topics concerned" (11). Personally, we can see this through the plethora of online ho-to videos on Youtube.
3. Student Confidence
Seeing something actually take place instead of having to create the visuals removes a lot of the guess-work and self-doubt. Carmichael, et al states "evidence suggests that the act of watching a video-modelling where an instructor performs a task has shown to increase the confidence in students in believing they could also perform the same task" (13).
4. Accommodation for Learning Styles
According to the Emily Cruse article, Using Educational Video in the Classroom: Theory, Research and Practice, "There are three primary modalities through which people take in information:
visual, auditory and tactile" (5). Utilizing multiple delivery methods simultaneously can reach more learners effectively.
5. Reinforces Material
Typically a video is played to add depth to an objective or topic that has already been introduced. Te video naturally reinforces what has been introduced, l;earned or discussed previously.
Relationship between video prompts, self-regulation and metacognition
The Janet Sedgley doctoral dissertation, Video Prompts for Self-regulated Learning: Metacognition, and Reflection Activity, discusses the relationship between video prompts, self-regulation and metacognition. The study found that students were more apt to regularly use and complete Self-Regulated Learning (SRL) when video prompts were uses in place of text prompts. Sedgley stated, "video prompts are proposed as a way to provide humanlike and consistent prompts in an online learning environment for SRL and metacognitive monitoring and their activation" (5) and "The use of video prompts reflects New Media Consortium’s assertion that the new concept of language includes multimodal, visual, and auditory elements and immediacy (10). Ultimately, utilizing these video prompts brings a deeper, broader-reaching experience to students. Since they are engaged on many different levels including visual and auditory, they are more engaged and effectively perform better.
Friday, March 29, 2019
Thursday, March 14, 2019
Computational Thinking
What is Computational Thinking?
Computational Thinking or CT is an approach to problem solving. Specifically, any problem, regardless of the professional or educational field it represents, can be solved by way of Computational Thinking. CT is the process of breaking down a problem, recognizing patterns, identifying principles and finally developing step by step instructions on how to solve a problem.
We use computational thinking whenever someone asks us how to get somewhere. Ideally, we break the route up into manageable parts like whenever someone has to turn or get on the expressway, and then we try to determine the best alternatives, based on our knowledge and experience, we then put all of those directions together and finally deliver the set route to whomever is asking.
CT Skills and corresponding activities
Why should one integrate CT in their classroom?
Hadi Partovi founded code.org and a grassroots movement called the Hour of Code which became the largest educational movement in history with well over 100 million students participating.
The benefits for students goes far beyond potential career exposure and preparation.
https://hourofcode.com/us
Bill Gates stated, "Learning to write programs stretches your mind, and helps you think better, creates a way of thinking about things that I think is helpful in all domains." Coding requires and helps develop discipline, attention to detail, patience and outcome prediction just to name a few. Computational Thinking can hep one's students in all aspects of their lives.
Part of the hesitation in incorporating more computational thinking in different disciplines and grade levels is the lack of a clear definition for the term computational thinking. Part of the confusion is that computational thinking used to strictly refer to computer programming. As stated a the beginning of this blog post computational thinking was defined as an approach to problem solving. The Voogt, et al article shares this idea as it states, "CT does not necessarily require the use of programming nor are CT scholars making the claim that programming has to be the context in which these skills are developed" (716). The general consensus behind CT is that those trained to think computationally can use abstraction and apply mathematical reasoning and design-based thinking when approaching a matter (720). The article also highlights on page 721 that "the ability to think computationally is essential to conceptual understanding in every field, through the process of problem solving and algorithmic thinking." Ultimately, pedagogical concerns in regards to different disciplines are alleviated once a clearer definition of CT is ascertained. There is value in utilizing CT in science, math, social studies, language arts as well as computer science!
Code Studio project on Code.org
https://studio.code.org/c/824260930
Python Project
I really enjoyed this project and can see the benefit of breaking problems into solvable chunks. The grid layout on the Python project and the angles on the Code Studio project were particularly challenging to me. I also had a few performance issues with the Python project website. The code was good, but the site wouldn't let me move forward until I restarted and entered the same exact code.
Since I work in IT, I tend to break problems down in this fashion already, but it will be helpful to apply this troubleshooting-type thinking to non-technological problems!
References:
https://computationalthinkingcourse.withgoogle.com/unit?lesson=8&unit
https://youtu.be/PlJtSxA-AY8
http://www.gettingsmart.com/2015/10/5-things-you-need-to-know-about-the-hour-of-code/
https://blackboard.utdl.edu/bbcswebdav/pid-6695716-dt-content-rid-56235474_1/courses/XLST.N5.201910/computational%20thinking%20in%20education.pdf
Computational Thinking or CT is an approach to problem solving. Specifically, any problem, regardless of the professional or educational field it represents, can be solved by way of Computational Thinking. CT is the process of breaking down a problem, recognizing patterns, identifying principles and finally developing step by step instructions on how to solve a problem.
We use computational thinking whenever someone asks us how to get somewhere. Ideally, we break the route up into manageable parts like whenever someone has to turn or get on the expressway, and then we try to determine the best alternatives, based on our knowledge and experience, we then put all of those directions together and finally deliver the set route to whomever is asking.
CT Skills and corresponding activities
- Decomposition - Breaking things down into manageable parts
- Literature - Break down a poem into meter, rhyme, imagery, structure, tone, diction and meaning
- Pattern Recognition - Finding similarities and differences in the parts
- Economics - Find cyclical patterns in the rise anf drop of the economy
- Abstraction - Identifying the general principles that generate patterns
- Culinary Arts - Write a recipe for others to use
- Algorithm Design - Developing steb by step instructions for solving problems
- Mathematics - Figure out the rules for factoring 2nd-order polynomials
- Chemistry - Determine the rules for chemical bonding and interactions
Why should one integrate CT in their classroom?
Hadi Partovi founded code.org and a grassroots movement called the Hour of Code which became the largest educational movement in history with well over 100 million students participating.
The benefits for students goes far beyond potential career exposure and preparation.
https://hourofcode.com/us
Bill Gates stated, "Learning to write programs stretches your mind, and helps you think better, creates a way of thinking about things that I think is helpful in all domains." Coding requires and helps develop discipline, attention to detail, patience and outcome prediction just to name a few. Computational Thinking can hep one's students in all aspects of their lives.
Part of the hesitation in incorporating more computational thinking in different disciplines and grade levels is the lack of a clear definition for the term computational thinking. Part of the confusion is that computational thinking used to strictly refer to computer programming. As stated a the beginning of this blog post computational thinking was defined as an approach to problem solving. The Voogt, et al article shares this idea as it states, "CT does not necessarily require the use of programming nor are CT scholars making the claim that programming has to be the context in which these skills are developed" (716). The general consensus behind CT is that those trained to think computationally can use abstraction and apply mathematical reasoning and design-based thinking when approaching a matter (720). The article also highlights on page 721 that "the ability to think computationally is essential to conceptual understanding in every field, through the process of problem solving and algorithmic thinking." Ultimately, pedagogical concerns in regards to different disciplines are alleviated once a clearer definition of CT is ascertained. There is value in utilizing CT in science, math, social studies, language arts as well as computer science!
Code Studio project on Code.org
https://studio.code.org/c/824260930
Python Project
I really enjoyed this project and can see the benefit of breaking problems into solvable chunks. The grid layout on the Python project and the angles on the Code Studio project were particularly challenging to me. I also had a few performance issues with the Python project website. The code was good, but the site wouldn't let me move forward until I restarted and entered the same exact code.
Since I work in IT, I tend to break problems down in this fashion already, but it will be helpful to apply this troubleshooting-type thinking to non-technological problems!
References:
https://computationalthinkingcourse.withgoogle.com/unit?lesson=8&unit
https://youtu.be/PlJtSxA-AY8
http://www.gettingsmart.com/2015/10/5-things-you-need-to-know-about-the-hour-of-code/
https://blackboard.utdl.edu/bbcswebdav/pid-6695716-dt-content-rid-56235474_1/courses/XLST.N5.201910/computational%20thinking%20in%20education.pdf
Friday, February 22, 2019
Augmented Reality
What is Augmented Reality?
If we look at the two words involved, augment and reality - Augment means to make greater and Reality means the world as it actually exists. So by definition alone, Augmented Reality means to enhance the world.
Augmented Reality, or AR, uses technology to superimpose information on the world we see according to livescience.com. We have seen this in popular movies like the interaction between Ironman and his J.A.R.V.I.S.-enabled helmet as well as in smartphone games such as Pokemon Go. Generally, A camera, lens or projector is used to add information such as graphics or text to something that is tangible.
Augment.com list 5 reasons why AR can help in learning. These are...
1. AR is eye-catching so it will assist in capturing the learner's attention
2. It is interactive so students gain better understanding.
3. It is portable and less expensive as long as the program has been downloaded or there is a data connection and virtual resources are less expensive or make impossible items, possible
4. Knowledge retention is higher because multiple senses are engaged in learning.
5. AR fosters intellectual curiosity by the extra stimulation involved with AR.
Touchstone Research shares a few companies that are incorporating AR in education in the following ways...
1. Nearpod combines AR and VR technology with lesson plans to deliver a more immersive learning experience to students.
2. Gamar uses AR to gamify museum visits by pairing interactive experiences with certain locations in some museums.
3. Curiscope - As seen in the photo below, Curioscope helps students learn anatomy in a new way with their Virtual Tee t-shirt and application.
There are some criticisms of AR, as well. AR in Education lists several of these including Cognitive Overload where too much information and stimulation becomes a distraction... similar to using a cellular phone while driving. There are also privacy concerns due to the use of geolocation by applications.
Pedagogical contributions include many reports of enhanced learning. Challenges can include usability and technical/performance problems (Akçayır 2017). Many educators report a deeper learning experience by enhancing cognitive understanding through inclusion of the student's other senses.
Newer technology can sometimes be hard to use or cannot be used by those with disabilities (physical and cognitive).
Challenges of using AR in the classroom include significant cost which leads to a limited number of devices as well as a steep learning curve for some educators and learners.
Two areas of further research would be cognitive or physical overload and a process to vet/score applications for effectiveness.
ROAR Project
Replacing flooring with Pergo Timbercraft
https://touchstoneresearch.com/the-top-10-companies-working-on-education-in-virtual-reality-and-augmented-reality/
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. doi:10.1016/j.edurev.2016.11.002
If we look at the two words involved, augment and reality - Augment means to make greater and Reality means the world as it actually exists. So by definition alone, Augmented Reality means to enhance the world.
Augmented Reality, or AR, uses technology to superimpose information on the world we see according to livescience.com. We have seen this in popular movies like the interaction between Ironman and his J.A.R.V.I.S.-enabled helmet as well as in smartphone games such as Pokemon Go. Generally, A camera, lens or projector is used to add information such as graphics or text to something that is tangible.
 |
| In this example, we see a pokeball and horsea added to reality via AR. |
Augment.com list 5 reasons why AR can help in learning. These are...
1. AR is eye-catching so it will assist in capturing the learner's attention
2. It is interactive so students gain better understanding.
3. It is portable and less expensive as long as the program has been downloaded or there is a data connection and virtual resources are less expensive or make impossible items, possible
4. Knowledge retention is higher because multiple senses are engaged in learning.
5. AR fosters intellectual curiosity by the extra stimulation involved with AR.
Touchstone Research shares a few companies that are incorporating AR in education in the following ways...
1. Nearpod combines AR and VR technology with lesson plans to deliver a more immersive learning experience to students.
2. Gamar uses AR to gamify museum visits by pairing interactive experiences with certain locations in some museums.
3. Curiscope - As seen in the photo below, Curioscope helps students learn anatomy in a new way with their Virtual Tee t-shirt and application.
There are some criticisms of AR, as well. AR in Education lists several of these including Cognitive Overload where too much information and stimulation becomes a distraction... similar to using a cellular phone while driving. There are also privacy concerns due to the use of geolocation by applications.
Pedagogical contributions include many reports of enhanced learning. Challenges can include usability and technical/performance problems (Akçayır 2017). Many educators report a deeper learning experience by enhancing cognitive understanding through inclusion of the student's other senses.
Newer technology can sometimes be hard to use or cannot be used by those with disabilities (physical and cognitive).
Challenges of using AR in the classroom include significant cost which leads to a limited number of devices as well as a steep learning curve for some educators and learners.
Two areas of further research would be cognitive or physical overload and a process to vet/score applications for effectiveness.
ROAR Project
Replacing flooring with Pergo Timbercraft
https://touchstoneresearch.com/the-top-10-companies-working-on-education-in-virtual-reality-and-augmented-reality/
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. doi:10.1016/j.edurev.2016.11.002
Saturday, February 9, 2019
Virtual Reality
By now, most people are aware of what virtual reality is as it has been around for quite some time. If you are unfamiliar with virtual reality, or VR as it is commonly referred to, it basically consists of immersing oneself in a digital environment. This is accomplished by using technology to stimulate a person’s senses and this can include all five of our senses; sight, hearing, touch, taste and even smell (popsci.com)! The more senses that are stimulated by VR, the more believable the environment becomes. According to Chris Woodford (explainthatstuff.com), there are two types of virtual reality…
Fully Immersive
This type of VR is the most comprehensive and requires the use of a head mounted display, stereo sound and sensory glove(s).
Non-immersive
This requires a wide screen display, audio and a realistic joystick or alternate control.
Collaborative Virtual Reality
This version of VR can allow social interactions in typical environments and can help individuals to create relationships, develop friendships and enhance social skills. It can teach children and others that actions have consequences.
New technological initiatives by companies such as Google and Discovery coupled with the commonality of technology is bringing VR to the forefront of education. One of these uses include letting students see and explore faraway places in an authentic manner that would not be possible without actually traveling there. And some of these destinations, such as space, the depths of the ocean, etc... would not be possible without years of training and incredible expense. Another use is letting students see the interworking of something that would not otherwise be possible like bodily functions, the inside of a machine and chemical reactions. Yet another use of VR is training students to use dangerous or powerful equipment in a completely safe, yet thorough, way.
But there are some barriers/concerns to the adoption of VR in education. One such concern is accessibility and how an educator can accommodate learners with disabilities (academia.edu). A second concern is the cost of devices. While there are some inexpensive housings for smartphones, such as Google Cardboard, not everyone has the requisite smartphone to use them. Cybersickness (like motion sickness) and other unknown health effects is also a concern.
There is research that supports the theory that one's education is deepened by incorporating related physical activity. For example, it is one thing to see how to change a tire, but to actually do it it brings about a deeper understanding. A middle ground can be changing a tire virtually as opposed to walking out to the parking lot and risking injury or damage to tools or vehicles.
According to Lindgren, et al, literature "supports engaging the body in learning activities... how people think and reason about the world is deeply connected to sensorimotor system and the body's interaction with he physical environment" (page 5). Cognition is defined as the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. A truer grasp of concepts can be ascertained by a better experience that utilizes more of our senses.
References
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174-187. doi:10.1016/j.compedu.2016.01.001
Fully Immersive
This type of VR is the most comprehensive and requires the use of a head mounted display, stereo sound and sensory glove(s).
Non-immersive
This requires a wide screen display, audio and a realistic joystick or alternate control.
Collaborative Virtual Reality
This version of VR can allow social interactions in typical environments and can help individuals to create relationships, develop friendships and enhance social skills. It can teach children and others that actions have consequences.
But there are some barriers/concerns to the adoption of VR in education. One such concern is accessibility and how an educator can accommodate learners with disabilities (academia.edu). A second concern is the cost of devices. While there are some inexpensive housings for smartphones, such as Google Cardboard, not everyone has the requisite smartphone to use them. Cybersickness (like motion sickness) and other unknown health effects is also a concern.
There is research that supports the theory that one's education is deepened by incorporating related physical activity. For example, it is one thing to see how to change a tire, but to actually do it it brings about a deeper understanding. A middle ground can be changing a tire virtually as opposed to walking out to the parking lot and risking injury or damage to tools or vehicles.
According to Lindgren, et al, literature "supports engaging the body in learning activities... how people think and reason about the world is deeply connected to sensorimotor system and the body's interaction with he physical environment" (page 5). Cognition is defined as the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. A truer grasp of concepts can be ascertained by a better experience that utilizes more of our senses.
References
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174-187. doi:10.1016/j.compedu.2016.01.001
Wednesday, January 16, 2019
Trends & Challenges
Key Trends
1. Redesigning Learning Spaces -
The purpose behind redesigning learning spaces is to help make learning more collaborative and interactive. A student-centered approach to education helps bring about non-traditional ideas. Ideas such as flipped classrooms, teleconferencing, bring your own device (BYOD) and informal presentations more closely mimic scenarios that learners would see in the real world and some of these ideas are best implemented with a redesigned learning space.
2. Increasing Use of Blended Learning Designs -
A blended learning environment is one that utilizes both in person and distance learning in the same course. Both traditional and non-traditional students can benefit from blended learning environments. The benefits of blended learning include accessibility, flexibility, integrated multimedia and a mix of independent and collaborative learning. Studies have shown that students who participate in blended learning environments perform better than those who participate in non-blended learning environments (NCBI 2015).
Significant Challenges
1. Blending Informal and Formal Learning -
Almost all students would be better off if they had previous informal training prior to enrolling in formal training. This would save the student time, frustration and money. One of the biggest setbacks to recognizing informal training in a formal environment is the lack of a way to assess learner ability quickly, inexpensively and reliably in most areas of education.
2. Personalizing Learning -
Personalized education means delivering the prescribed knowledge to a learner in the way that best suits the individual. This means taking into account previous knowledge and the user's learning style. Challenges to personalizing knowledge at the collegiate level include a large number of students in many class sections and limited time to get to know one's students in a meaningful enough way to adapt requisite learning for each individual.
The questions posed in the Industry Training article, The Business of Learning: Perspectives from Brain Science on page 11 (Pillay 2017) are great technological considerations when developing content. These questions are...
Citations
NCBI. 2015. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4386745/
Pillay. 2017. https://blackboard.utdl.edu/bbcswebdav/pid-6695687-dt-content-rid-56235443_1/courses/XLST.N5.201910/trainingindustry_tiq_20171112.pdf
1. Redesigning Learning Spaces -
The purpose behind redesigning learning spaces is to help make learning more collaborative and interactive. A student-centered approach to education helps bring about non-traditional ideas. Ideas such as flipped classrooms, teleconferencing, bring your own device (BYOD) and informal presentations more closely mimic scenarios that learners would see in the real world and some of these ideas are best implemented with a redesigned learning space.
2. Increasing Use of Blended Learning Designs -
A blended learning environment is one that utilizes both in person and distance learning in the same course. Both traditional and non-traditional students can benefit from blended learning environments. The benefits of blended learning include accessibility, flexibility, integrated multimedia and a mix of independent and collaborative learning. Studies have shown that students who participate in blended learning environments perform better than those who participate in non-blended learning environments (NCBI 2015).
Significant Challenges
1. Blending Informal and Formal Learning -
Almost all students would be better off if they had previous informal training prior to enrolling in formal training. This would save the student time, frustration and money. One of the biggest setbacks to recognizing informal training in a formal environment is the lack of a way to assess learner ability quickly, inexpensively and reliably in most areas of education.
2. Personalizing Learning -
Personalized education means delivering the prescribed knowledge to a learner in the way that best suits the individual. This means taking into account previous knowledge and the user's learning style. Challenges to personalizing knowledge at the collegiate level include a large number of students in many class sections and limited time to get to know one's students in a meaningful enough way to adapt requisite learning for each individual.
The questions posed in the Industry Training article, The Business of Learning: Perspectives from Brain Science on page 11 (Pillay 2017) are great technological considerations when developing content. These questions are...
- Is the learning you are providing mobile friendly?
- Can the learning be enhanced in online community portals?
- Would gaming enhance the quality of learning?
- Can augmented or virtual reality enhance the content?
Citations
NCBI. 2015. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4386745/
Pillay. 2017. https://blackboard.utdl.edu/bbcswebdav/pid-6695687-dt-content-rid-56235443_1/courses/XLST.N5.201910/trainingindustry_tiq_20171112.pdf
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