1. Project Overview Learning Areas Levels Objectives Computer science
Age level International Baccalaureate Diploma Program
The creative combination of various information and technological systems for the comprehension of Input Output devices
Objectives
Description
Use of share Point server 2007 as a course management system (CMS) in order to apply various blended learning methods and techniques. Use of various technologies to amplify learning procedure.
Microsoft SharePoint Server 2007, Microsoft Internet Explorer, Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Articulate Presenter, Articulate QuizMaker, Parallax software
Software
Robotics, input output devices, computer science (CS)
Keywords
Authors
Dr. K. Dimitriou, Psychico College (HAEF) , Greece

2. Teacher planning Teacher Planning – Project description
The design of the teaching methodology combines and integrates
teaching objectives
learning objectives
creation of an appealing and pleasant learning environment
linkage of theoretical framework with an empirical case study
This learning project aims to develop an integrated learning framework for the computer science topic input and output devices
The subject of research is whether blended learning surpasses conventional learning
The use of technology is not an end in itself but the vehicle for integrated teaching
Teacher planning

3. Teacher planning Teacher Planning – Project description 3
Microsoft Share Point Server 2007 is an ideal content management system. This tool is used in this project as a course management system (CMS) to facilitate:
Direct access to learning resources
Interactive learning
Collaboration between students and teacher
Direct exchange of data and information
Evaluation and assessment through internet/intranet
Replacement of lost class hours due to illness, celebrations etc
Teacher planning 3

4. Teacher planning Teacher Planning – Project description 4
Lesson content
Keyboard
Mouse
Wimp
Graphics table
Light pen
Laser scanner
OMR
OCR
MICR
Automatic data entry
Sensors
Digital cameras
Speech recognition
Robotics
VDU
LCD
GDU
Printers
Plotters
Touch screens
Teacher planning 4

5. Teacher planning Teacher Planning – Project description Input device
Input Output procedures –systematic approach
Input device
Processing unit
Human or data collection
Interface between human and device
Interface between input device and the processing unit
Teacher planning
Human
Other device
Processing unit
Output device
Interface 5

6. Teacher planning Teacher Management – Teaching 6
During the first stage (stage 1) the students coped with input output methods and devices in the classroom. They also did some reading at home.
The power point was used for the lecture while students used internet explorer to gather additional information from various internet sites.
Teacher planning 6

7. Teacher planning Teacher Management – Teaching 7
During the next stage (2),
Students searched the WWW for additional information and then added their links to the CMS
Students solved their exercises and then saved them as word files in the CMS
Students used the team discussion of the CMS to solve their wonders and discuss about the lesson
Teacher evaluated the original and the final document of each student and published the right answers
Teacher planning 7

8. Teacher planning Teacher Management – Teaching 8
During the third stage students
Discussed their questions and answers with the teacher
Took a writing test
Teacher planning 8

9. Teacher planning Teacher Management – Teaching 9
The fourth stage is completely based on the CMS.
Students developed their tests with multiple choice, multiple response matching, fill in the blank, etc questions. Each student knew only the questions of his own word document.
Teacher chose questions from all tests and created with the Articulate Quizmaker software an on line test. Students had to take the test within a certain time period.
The software automatically marked the tests and the results plus the right answers were disseminated through the CMS.
Teacher planning 9

10. Teacher planning Teacher Management – Teaching 10
During the last stage (5) the HexCrawler Robot Kit and selected sensors were used in order to explore input output devices.
The HexCrawler Robot Kit is equipped with the Board of Education programming board suitable for training, education and research activities.
This part of the project is developed in parallel with the activities of the artificial intelligence and robotics club of Psychico College.
Students assemble, program and analyze the infraction of the robot with its environment.
The activities of the artificial intelligence and robotics club are exhibited to the college fair.
Teacher planning 10

11. Teacher planning Teacher Management – Teaching 11 STAGE1 STAGE 2
PROJECT STAGES
STAGE1
STAGE 2
STAGE 3
STAGE 4
STAGE 5
Period Of Time
Six Hours
Weekend- Home
Four Hours
Two Hours-Home-School
Continuous Process
Emphasis
Learning
Collaboration
Evaluation
Contribution To College Community
Teacher planning 11

12. Some of WWW resources used
Teaching Resources
Teacher’s notes
Various books from the library
Some of WWW resources used
edweb.sdsu.edu/people/ARossett/eportfolio/eportfolio.asp
ibcomp.fis.edu/
Teaching Resources 12

13. The CS starting page (CMS)
Teaching Resources 13

14. On line test (articulate software)
Teaching Resources 14

15. HexCrawler Robot Kit and Board of education
Teaching Resources 15

16. Sensors
Teaching Resources 16

17. Assessment & standards
General evaluation
The students response was amazing. Students asked to adopt this methodology to all Computer Science modules.
The overall design of this activity favors all students, helps absent students and students with dyslexia or dysgrafia feel better and present a better performance.
According to recent publications, outcomes of international conferences and educational events (BETT 2007, 2008) the education seems to adopt such methodologies and activities.
Assessment & standards

18. Assessment & standards
Teacher’s evaluation
The evaluation of the overall activity was made with the following criteria:
Comprehension
Teaching efficiency
Participation
Enthusiasm
Collaboration
Motivation to improve
The performance of this group of students to this module was compared using the above criteria against:
The group performance to the previous modules
The performance to this module of the previous CS groups
The results were amazing and show the superiority of this approach.
Assessment & standards 18

19. Assessment & standards
Student’s evaluation
Students believe that this activity presents :
Combination of technology with learning
Direct and empirical application of their knowledge
Conversion of knowledge to experience and expertise
Dissemination of outcomes and results to the school community
Contribution to the school community with high quality educational material
Assessment & standards 19

20. Assessment & standards
Evaluation-indirect benefits
Besides the direct benefits for the students some indirect benefits came up during the process:
Contribution to the funds drive through the presentation of the robot at the College fair.
Facilitation of students interested in elaborating an Extended Essay in Computer Science. The IB students must complete an extended essay in specific cognitive field.
Development of collaboration communication and agreement among students.
Support team spirit among students
Simulation of academic environment
Rapid adjustment of any module to this methodology
Assessment & standards 20

21. IB- DIPLOMA PROGRAMME-COMPUTER SCIENCE- OBJECTIVES (IB, 2004)
Ib standards
All procedures followed in this project are compatible with the IB philosophy:
IB- DIPLOMA PROGRAMME-COMPUTER SCIENCE- OBJECTIVES (IB, 2004)
At the end of either the standard level (SL) or higher level (HL) computer science courses, students will be expected to fulfill the following objectives.
1. Demonstrate an understanding of: terminology, concepts, processes, structures, techniques, principles, systems and consequences (social significance and implications) of computing.
2. Apply and use: terminology, concepts, processes, structures, techniques, principles and systems of computing.
3. Analyze, discuss and evaluate: terminology, concepts, processes, structures, techniques, principles, systems and consequences (social significance and implications) of computing.
4. Construct: processes, structures, techniques and systems of computing.
Assessment & standards

22. Teacher and School Information PSYCHICO COLLEGE 15 Stefanou Delta –
A big thanks to my students and to my colleague D. Georgiou
A big thanks to my students and to my colleague D. Georgiou
HAEF
PSYCHICO COLLEGE 15 Stefanou Delta –
P. Psychico
TEL: FAX: