1. Lawrence Perez Patrick Quigley Department of Mathematics Saddleback College Copyright©2013 Online Learning Environments Enhanced with Smartpen Technology and QR Codes CMC3 South 2013

2. Presenters. Larry Perez Patrick 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.

3. Affective Barriers What are affective barriers? What problems do they create? What are the causes? How do we use an online environment to address them?

4. Source EncoderDecoderReceiverChannel Feedback Device or Signal Conceptualization of Message Form of Message Perception and Interpretation of Message Conceptualization of Message Bagin, D., Gallagher, D., & Moore, E. (2007). The School and Community Relations (9th ed). Boston, MA: Pearson Publishing A Communications Model

5. Source EncoderDecoderReceiverChannel Feedback Device or Signal Conceptualization of Message Form of Message Perception and Interpretation of Message Conceptualization of Message Instructor Math Language Individual or Media Common Math Language Student A communications model modified for a developmental math classroom learning environment.

6. Source EncoderDecoderReceiverChannel Feedback Device or Signal Conceptualization of Message Form of Message Perception and Interpretation of Message Conceptualization of Message Student Learning Environment Instructor Math Language Individual or Media Common Math Language Student Note: Once the encoded message enters the student learning environment through the channel, the source loses control of the message. We define this section of the communications model as the Student Learning Environment.

7. Center for Applied Special Technology (CAST) http://www.cast.org Universal Design for Learning

8. A Communications Model modified for a Developmental Math Learning Environment using Universal Design for Learning

9. Source EncoderDecoderReceiverChannel Feedback Device or Signal Conceptualization of Message Form of Message Perception and Interpretation of Message Conceptualization of Message Student Learning Environment Instructor Math Language Individual or Media Common Math Language Student

10. Source EncoderDecoderReceiverChannel Feedback Device or Signal Conceptualization of Message Form of Message Perception and Interpretation of Message Conceptualization of Message Student Learning Environment Instructor Math Language Individual or Media Common Math 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.

11. Source EncoderDecoderReceiverChannel Feedback Device or Signal Conceptualization of Message Form of Message Perception and Interpretation of Message Conceptualization of Message Student Learning Environment Instructor Math Language Individual or Media Common Math Language Student Example: Student may not feel comfortable in an online learning environment where the student receives a message through a computer screen. Example: Student may not be familiar with a pedagogical technique used to demonstrate a concept.

12. Causes of Affective Barriers Past experiences. (Audio)Audio Societal influences.

13. Can we use an online environment to address affective barriers? Returning student perspective. (Audio)Audio Video Sample 2007

14. 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

15. Instructor In this video design, the projection of information is seldom directed towards the student viewer. This dynamic creates a social emotional experience connecting the viewer to the learning experience. Student Character Dialogue Social Emotional Experience 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

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

17. 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) Video

18. 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 errors observed in the student’s work.

19. 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 WorksheetSample Worksheet

20. Students helping students.

21. 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.

22. A Communications Model Source EncoderDecoderReceiverChannel Feedback Device or Signal Conceptualization of Message Form of Message Perception and Interpretation of Message Conceptualization of Message Student 1 Math Language Individual or Media Common Math 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.

23. Karla Westphal Department of Mathematics Saddleback College Romeo Mercado Student Saddleback College Hyperbolic Paraboloid Student Sample Frank Calderon Math Faculty Sloan Creek Middle School, Texas Teacher Sample

24. How can this technology benefit educators?

25. 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. Video Place value The position of a digit in a number determines its place value. Determine the place value of a digit in a number. Assessment Objective 1 Video Worksheet One -thousands place. Smartpen technology allows instructors to add additional layers of information to pdf documents. View Sample

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

27. -4 4 8 -8 4 8 -4 x y 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.

28. Unproctored Exams Form Completion Demonstration Tutor Introductions Smartpen Text Professional Development - NADE More Pencast Samples Common Core Standards Sample

29. How to insert a watermark into a pencast demonstration. YouTube Video: Pencast PDF Watermark Video

30. 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).

31. Worksheets with Assistive Media Portals

32. We often make worksheets to allow students to practice learning objectives we recently covered in our classroom lectures.

33. 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.

34. 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.

35. 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.

36. So how does this fit into the theory?

37. What a student cannot do even with assistance. What a student can do with assistance. Vygotsky’s Zone of Proximal Development What a student can do without assistance.

38. 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.

39. 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.

40. 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.

41. 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.

42. 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.

43. 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.

44. A completed step by step solution is provided for problems 1 and 2 to allow students to check their work.

45. 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.

46. Leverages existing technology. Portable / Scalable / Sustainable Addresses multiple learning modalities. Applicable to all subject areas. An engaging experience. Smartpens and QR Codes

47. YouTube Video: Creating QR codes with Qrafter Website for generating QR Codes: http://keremerkan.net http://keremerkan.net/qr-code-and-2d-code-generator/ Sample Worksheets: http://www.algebra2go.com/qr/

48. Larry Perez Patrick Quigley Saddleback College LPerez@saddleback.edu Pquigley@saddleback.edu

49. Rap up! It’s all about students!students