Second Screen in Education
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A brief presentation relating Second Screen technologies in the classroom to the goals of education.
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Second Screen in Education
- 1. Second Screen: Designs from Education Jack Stockholm
- 3. Who am I?
- 6. Goals • Memory Retention • Learning
- 7. Memory Retention • Retain Information Sought • Avoid duplicate distraction • Contextual Understanding • Relate 2nd screen content to primary screen in a meaningful way • Remember the Primary Screen Content
- 9. Models of Learning • Learning • Acquiring new, modifying, synthesizing, or reinforcing: knowledge, behaviors, skills, values
- 16. 2 Screens, 1 Lecturer
- 19. Student Response
- 20. ActiveClass Project • Mediated Q&A System
- 21. Social • Classroom Discussion • Emergent Group Formation • Smart Groups • Dynamic System-formed Groups (skill, experience, proximity, participation, etc)
- 22. Co-design
- 23. Recap • Activating Long Term Memory • Bloom’s Taxonomy of Learning Objectives • Activities • Action Verbs • Social Communication to Construct Knowledge
- 24. References • Ratto, Matt, R. Benjamin Shapiro, Tan Minh Truong, and William G. Griswold. “The ActiveClass Project: Experiments in Encouraging Classroom Participation.” In Computer Support for Collaborative Learning, 477–486, 2003. http://cseweb.ucsd.edu/~wgg/Abstracts/activeclass-cscl03.pdf. • Sharples, Mike. “Disruptive Devices: Mobile Technology for Conversational Learning.” International Journal of Continuing Engineering Education and Life Long Learning 12, no. 5 (January 1, 2002): 504–520. • Yau, Stephen S., Sandeep K. S. Gupta, Eep K. S. Gupta, Fariaz Karim, Sheikh I. Ahamed, Yu Wang, and Bin Wang. “Smart Classroom: Enhancing Collaborative Learning Using Pervasive Computing Technology.” In In ASEE 2003 Annual Conference and Exposition, 13633–13642, 2003. • Anderson, Richard, Ruth Anderson, Oliver Chung, KM Davis, Peter Davis, Craig Prince, Valentin Razmov, and Beth Simon. Classroom Presenter: a Classroom Interaction System for Active and Collaborative Learning. Purdue University Press, West Lafayette, Indiana, 2006. • Casey, Gail, and Terry Evans. “Designing for Learning: Online Social Networks as a Classroom Environment.” The International Review of Research in Open and Distance Learning 12, no. 7 (October 13, 2011): 1–26.
Editor's Notes
- Last time you were in the classroom…Highly prevalent in the classroomEducation Researchers … increase learningOld Paradigm = Control and authority No difference from any lecture formatResearchers releasing authority and control via mobileApplications and activities to maintain focus
- Last time you were in the classroom…Highly prevalent in the classroomEducation Researchers … increase learningOld Paradigm = Control and authority No difference from any lecture formatResearchers releasing authority and control via mobileApplications and activities to maintain focus
- 20+ years in the software industryGot Start in SF at Summation, CMS for litigation, in every major law firm in US and CanadaFreelanceSFU SIAT to research Engagement and Social Presence in mobile interaction design.Hired by SFUFreelance again!
- 20+ years in the software industryGot Start in SF at Summation, CMS for litigation, in every major law firm in US and CanadaFreelanceSFU SIAT to research Engagement and Social Presence in mobile interaction design.Hired by SFUFreelance again!
- 20+ years in the software industryGot Start in SF at Summation, CMS for litigation, in every major law firm in US and CanadaFreelanceSFU SIAT to research Engagement and Social Presence in mobile interaction design.Hired by SFUFreelance again!
- Goals of Higher Education are similar / map / transferMemory Retention & Learning
- Memory Retention in Applications-High memory retention on a single viewing: Avoid duplicative distraction- Contextual understanding: Relate the 2nd screen content to the primary attention in a meaningful way- Remember the content on the primary screen
- Magic Number, Miller’s Law = Working Memory
- Ranges from - simple Learnability of Interface- Remember who’s who among the Game of Thrones- Understand what NeildeGrasse Tyson … Cosmos- Use complex tools and systems in video gamesMany models for learning…
- Categorization of Learning Objectives 1949-1956Goal to motivate educators to focus on all three “domains” of objectives: Cognitive, Affective, PsychomotorHow different activities support different types of learning Achieve higher order results requires attaining prerequisite knowledge and skills
- Action Verbs- Moving Roose Bolton from Stark to Lannister- Tyson describes using the gravity of a ship to cause course correction on an asteroid… more than simple selection, interpret- Assemble a gun from parts in a game – know the functions of that gun- Alchemy in games – trial and error, SkyrimNot Art or Poetry - EVALUATE
- Action Verbs- Moving Roose Bolton from Stark to Lannister- Tyson describes using the gravity of a ship to cause course correction on an asteroid… more than simple selection, interpret- Assemble a gun from parts in a game – know the functions of that gun- Alchemy in games – trial and error, SkyrimNot Art or Poetry - EVALUATE
- Action Verbs- Moving Roose Bolton from Stark to Lannister- Tyson describes using the gravity of a ship to cause course correction on an asteroid… more than simple selection, interpret- Assemble a gun from parts in a game – know the functions of that gun- Alchemy in games – trial and error, SkyrimNot Art or Poetry - EVALUATE
- Apply – Keynote, Prezi, OmniGraffleAnalyze - iCardSortEvaluate – SkypeWhat is your app trying to do? Can you achieve learning?
- 2 screens in the classroomStudy Results-Show prior slide- Show Table of Contents
- Behaviorist Models – Drill and RewardBenefits: - Anonymous participation- Increased EngagementReal-time evaluationValue in the Questions- Questions at beginning of lecture for JIT- Questions at end to evaluate lecture effectiveness- Analysis (Pro/Con evaluation)- Approximate Analogies (x is to y as a is to b)- Opinion & Confidence- eInstruction Insight 360 / Mobi – Adds pushing content to users, annotation sharingPromethean ActivTablet – Share student content
- Behaviorist Models – Drill and RewardBenefits: - Anonymous participation- Increased EngagementReal-time evaluationValue in the Questions- Questions at beginning of lecture for JIT- Questions at end to evaluate lecture effectiveness- Analysis (Pro/Con evaluation)- Approximate Analogies (x is to y as a is to b)- Opinion & Confidence- eInstruction Insight 360 / Mobi – Adds pushing content to users, annotation sharingPromethean ActivTablet – Share student content
- Experiential LearningAdvanced quick assessment techniques:- Grid rather than radio list- Category Drill Down“After putting 30 grams Alum, 30 grams salt, 30 grams rice, and 30grams iron filings separately into 4 glasses of 100grams water, and filtering out unmelted materials,which glass of water is the heaviest?”
- Freeform or Prepared QuestionsStudent’s Vote for QuestionsTA Answers ImmediatelyTA raises it to Lecturer???Student’s can answer question and vote on answer???Bloom: Understand, Evaluate, Analyze, CreateIssues: Too many questions – categorized (pre), focus lost to device
- Significant potential to increase learning in appsSelect, Create, Share, EvaluateScaleableEdmodo – Take discussions outside the classroom, polls, achievements (gamification)
- Detroit Public Schools- PicoMap Concept Mapping