1. Learning Econometrics in a Problem Based Learning Curriculum with the Tablet PC: An experiment in 1:1 computing Steven C. Myers The University of Akron WIPTE 2007 Purdue University June 11-12, 2007 Learnecon.blogspot.com GoZips.uakron.edu/~myers myers@uakron.edu

2. Research Questions (Sample size is 8 graduate students) Does access to digital pen technology and supportive software enhance students’ perception of learning? Absolutely Does this enhancement depend on the digital ink, or might laptops do just as well? Fairly strong evidence for digital ink. Will students report that they are learning more econometrics after technologically enhanced PBL? Absolutely Will students be more engaged and spend time on task with PBL and Tablet PCs? Yes by self report and by observation. Should we continue to offer Tablet PCs to students exclusively or is it sufficient to let them borrow them? Exclusive

3. Graduate Econometrics Goals Students who will: “Do Applied Econometric” analysis as well as any student in any other program. Be economists first, programmers last, who can access and apply current knowledge Think theory first, data mining last, but be competent in their use, interpretation and manipulation of data. Learn how to learn and become continual learners Have real problem solving skills. Be able to work cooperatively with team mates. To rise to the highest expectations. Can evaluate and synthesize others work and create new knowledge. Understand the latest technology, and Be valuable and sought after employees.

4. Econometrics Theoretically Pure vs. Applied and Dirty Theoretical Econometrics Estimation Statistical Inference Applied Econometrics (Kennedy) Problem Articulation Data Cleaning Model Specification

5. Learning Strategies Chalk/Talk (lecture) Mostly passive Case based learning Learn important elements Project on to others or future Project based learning Explicit outcome Correct process or solution Problem Based Learning Ill-defined, ill-structured big problem So much material Computing essential Tablet PCs DyKnow Collaboration essential Groups Group formation

6. Problem Based Learning: Messy real-world and authentic problems with no single correct answer “PBL is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. Critical to the success is the selection of ill-structured problems….” -- John Savery If it weren’t for dirty data, economists would not have jobs -- Zvi Griliches, econometrician Requires a “guide on the side rather than a sage on the stage.” Scaffolding needed in both econometrics and group dynamics.

7. Problem Based Learning Ill-structured problems and free inquiry Student’s responsible for their own learning Integrated learning Collaboration is essential Self and peer assessments Authentic tasks Measurement of student progress in knowledge and process. Must be integral to the curriculum

8. Exclusive Use of Tablet PCs, DyKnow & SAS with Problem Based Learning (1:1 computing) Authentic problems require access to real data, scholarly work and other resources. Replication is assisted by computing power. Computer gives time on task, equalizing the playing field and allows anywhere anytime work to overcome the initial discomfort of PBL and the sudden freedom of inquiry. Computer gives 24/7 access to professor and other teammates and time to exercise the lack of skill even to know where to begin. Computer gives greater flexibility when learning is not linear.

9. Exclusive Use of Tablet PCs, DyKnow & SAS with Problem Based Learning (1:1 computing) Assessment both summative and formative is more difficult in PBL. Tablet PCs especially with DyKnow Vision allow minute papers, anonymous polls, monitoring of understanding, quizzes and replays. PBL requires greater student time. Again Tablet PCs give 24/7 access while the student is learning to learn. Collaboration is costly. Tablet PCs help reduce the cost and improve the group dynamics by assisting communication and the sharing of documents. PBL requires the professor be a guide, not a sage. Nevertheless, the professor needs to provide scaffolding at which DyKnow Vision excels.

10. Stages of collaborative group formation and the role of the tutor. Stages Commitment / Enthusiasm Competency / Skill level Tutor Style Forming HighLow Directing Storming Low Coaching Norming VariableModerate+ Supporting Performing High Delegating Blanchard, Tuckman, and others

11. Group Formation

12. Self-Assessments 9 th week Before giving out Tablet PCs Before PBL assignment Only professor has a Tablet PC for weeks 1-9 15 th week End of class, day of final exam Some same questions, some different

13. Student and Professor Tools Gateway M285E -- Professor only Week 1 – Week 9 -- Students from Week 9 to Week 15

14. Q1meant-diff (sig) 9 th week4.38-0.27 15 th week4.25ns Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

15. Q2meant-diff (sig) 9 th week4.500.31 15 th week4.63ns Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

16. Computer Access limits learning 9 th Week Mean Std Q32I feel limited in my ability to work outside of this class because of lack of computer resources 2.63 (1.77) Q33.I feel limited in my ability to work outside of this class because of lack of time that computer resources are available 2.25 (1.16) Q34.My learning would be enhanced if I had a laptop computer 3.75 (0.89) Q35.My learning would be enhanced if I had a Tablet PC 3.50 (0.76) Q36.If you were provided a laptop to use freely, do you think this would enhance your ability to learn econometrics? 4.00 (0.76) Q37.If you were provided a Tablet PC to use freely, do you think this would enhance your ability to learn econometrics? 4.00 (0.76) Q38.Do you wish you had a tablet? 3.88 (0.83) Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

17. Q39 Q39a meant-diff (sig) 9 th week2.63-2.66 15 th week1.380.01 Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

18. Q40 Q40a meant-diff (sig) 9 th week4.000.92 15 th week4.38ns Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

19. Q41Mean Std. 15 th week4.38 (1.06) Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

20. Q21meant-diff (sig) 9 th week4.132.40 15 th week4.750.02 Q25meant-diff (sig) 9 th week3.881.67 15 th week4.50.06 Q24meant-diff (sig) 9 th week4.002.70 15 th week4.630.01 Q23meant-diff (sig) 9 th week3.753.18 15 th week4.880.00+ Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

21. Q28meant-diff (sig) 9 th week3.382.66 15 th week4.630.01 Q26meant-diff (sig) 9 th week3.751.33 15 th week4.500.11 Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

22. Q29meant-diff (sig) 9 th week4.381.21 15 th week4.750.12 Q30meant-diff (sig) 9 th week4.381.21 15 th week4.750.12 Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

23. meanstd Q51 Using DyKnow Vision is enjoyable. 4.00 0.53 Q52 Using DyKnow Vision is stressful. 1.88 0.64 Q53 Using DyKnow Vision enhances my understanding of the course material. 4.13 0.64 Q54 Using DyKnow Vision provides me with a better set of notes. 4.75 0.46 Q55 I am more attentive during class because DyKnow Vision is used. 4.25 0.89 Q58 I prefer class days when we use DyKnow Vision as compared to class days when we do not use DyKnow Vision. 4.63 0.52 Q59 I learn more on class days when we use DyKnow Vision as compared to those days when we do not use DyKnow Vision. 4.50 0.53 Q60 I am more confident during exams when I have studied material from my DyKnow Vision notes as compared to when I have studied from paper notes. 3.88 0.83 DyKnow Vision has a positive Impact on Learning Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

24. Tablet PCs & DyKnow make a difference. Last question mean 15 th week4.25 Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

25. What about the Tablet PCs vs. Laptops? And next year? meanstd. 42I think having a laptop would add to my learning of econometrics just as much as a Tablet PC. 3.75 1.28 43I had significant problems with the Tablet PC from a hardware basis. 2.13 0.83 44Tablet PCs for students should be used in Fall in Statistics for Econometrics. 4.38 0.74 45Tablet PCs for students should be used next Spring for Econometrics. 4.63 0.52 46Future students to this graduate program should have to buy Tablet PCs. 2.38 0.74 47I used my Tablet PC to support my other classes. 4.13 0.99 48To benefit from use of Tablet PCs and DyKnow students have to have exclusive use of a Tablet PC like we did this term. 4.38 0.74 49If the Tablet PCs were not assigned to you exclusively, but shared with other students in other classes, and you had to check out the Tablet from the front office each day you wanted to use it, you would have benefited from the use of the Tablet PC as much. 2.00 1.31 Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

26. Student’s final comments Biggest Advantages about DyKnow Vision Focus on issues and not on writing down what the professor presents. Helps students pay attention and be more engaged. Presented material easier to follow. Having the professor notes with his comments and the student’s comments results in better notes for study. More interaction between the students and the professor. Can read notes from anywhere with any computer on the internet. Biggest Disadvantages with DyKnow Vision and Tablet PCs The pen doesn’t work well on the M285E’s. (4+ comments) Difficult to take neat and organized notes. (3 comments) Hand writing is poor on the Tablet PC. (2 comments) Slow server and wireless problems in classroom (2 comments) What would you like to see DyKnow add in the future? Autosave feature (2 comments) Voice record feature and passing control to students (1 comment)

27. Student’s final comments About Lecture I don't need to write too much during the class so that I can concentrate more on listening It is much easier to make notes, but the pen is really hard to use (and that is the only negative comment) The tablet PC assisted me in studying econometrics a lot. Especially in class, it helps me concentrate more. It helps me pay attention in class better. The Tablet PC has made learning more interactive especially during lecture. Reviewing Notes The Tablet PC is very useful in that I could use DyKnow to reproduce notes and did learn better from seeing my hand written notes with the lecture notes. Having all the notes accessible on DyKnow Vision was the most useful aspect. I made many references to DyKnow notes. Note taking is enhanced through the ability to correct and move data easily.

28. Students’ final comments Mobile Computing Having an electronic copy of all my notes as well as a portable computer increased my efficiency, desire to work, and number of locations where I am both physically and technologically capable of working and studying. This is especially true for SAS (our statistical software). Mobile technology is a great advantage in and out of the classroom. Having SAS on this computer saved much time avoiding trips back and forth to school. Having the screen directly in front of me made the material much more accessible. I can work at anytime. The Tablet PC reminds me to put more effort on econometrics because whenever I turn it on my assignments were shown instantly reminding me how much I had to finish. General Comments I can communicate with the teacher more effectively. The statistics (from the polls) in class let me know what others in class are thinking about the specific questions. The Tablet PC is very interactive and I fell in love with it.

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