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(PS.E-MO-13) Effective Practices in Educational Technology II
8/2/2021 | 10:00 AM to 11:15 AM
Moderator: / Co-Organizer:
Session Code: PS.E-MO-13 | Submitting Committee: / Co-Sponsoring Committee:
PS.E-MO-13.01 | Contributed | Open and Individualized - Mechanics Homework Problems Project Using WeBWorK
Presenting Author: Jennifer Kirkey, Douglas College
Additional Author | Agnes d'Entremont, University of British Columbia
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Individualized homework problems delivered over the web are an effective way for students to learn first year mechanics. This is not news, but I learned how effective it was and that it is worth spending the time developing more problems as part of an open community. WeBWorK is an open-source on-line homework system that gives students instant feedback. It has better quiz options than most Learning Management Systems. WeBWorK has been used by the mathematics community for decades, but there are not many physics problems in the Open Problem Library (OPL) and less than 100 of the type needed for first and second-year physics and engineering students. I am a physics instructor at a two-year teaching college, but I ended up working with an engineering professor and coop students at UBC, a large research university We hope to have more people join us in this worthwhile project.
PS.E-MO-13.02 | Contributed | A remote course on acoustics for non-science majors
Presenting Author: Milind Kunchur, University of South Carolina
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Getting non-science majors excited about science is not an easy task, especially with the remote-instruction paradigm forced by COVID. Since non-science majors may take only one science course, my Acoustics lecture and lab courses cover a diverse range of science topics affecting every aspect of sound and its perception (oscillators, waves, musicology, biology of the ear, auditory neuroscience, architectural acoustics, and electronics). A highly interactive remote platform was developed that allows students to see a montage that integrates a large-sized live view of the instructor, a paper & pencil “whiteboard”, and additional documents (Powerpoint, etc.), without switching between views. The instructor sees all student faces allowing him to call them by name to keep them engaged. The lecture material is reinforced by cool hands-on remote labs developed for students to do in their own space. Details of the labs will be covered in a separate poster.
AAPT member who will sponsor: Mikhail Agrest
PS.E-MO-13.03 | Contributed | Google Sites as a Platform for Student Lab Notebooks
Presenting Author: Kristen Thompson, Davidson College
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In response to the shift from in-person to virtual learning, I have adopted Google Sites as a platform for connecting with students in my introductory physics and astronomy courses. In this talk, I will describe how students use Google Sites to introduce themselves to the instructor, provide updates about their successes and struggles, create and maintain a digital lab notebook, and build a portfolio of their work and learning. I have found this platform to be quite effective and students have responded well to the model. I therefore plan to continue using Google Sites extensively in my courses post-pandemic.
PS.E-MO-13.04 | Contributed | Video versus Interactive Video for Impact on Learning
Presenting Author: Kathleen Koenig, University of Cincinnati
Additional Author | Alexandru Maries, University of Cincinnati
Additional Author | Robert Teese, Rochester Institute of Technology
Additional Author | Michelle Chabot, Rochester Institute of Technology
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With the rise of the flipped (active) classroom, in addition to more courses moving online, the use of video as a form of instruction has increased substantially. This raises the question about the impact of this method of delivery on student learning. Under NSF funding, we have developed and evaluated multiple interactive video-enhanced tutorials (IVETs). The IVETs involve web-based activities that lead students through a problem solution using expert-like problem-solving approaches. As part of the IVET evaluation, we assigned one group of students to complete the IVETs as homework, while another group watched a video summary of the problem solving process. Both groups later completed a follow-up problem as a means of measuring impact on learning. Significant learning gains were observed for students in the IVET group compared to the Video-only group. Results from multiple IVETs will be shared along with suggestions for making videos more mentally engaging for students.
*Work supported by the NSF IUSE Program (DUE #1821396)
PS.E-MO-13.05 | Contributed | Updating mechanics labs with technology for the pandemic and beyond
Presenting Author: Andy GAvrin, Indiana Univ. Purdue Univ. Indianapolis (IUPUI)
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When planning to take my calculus-based introduction to mechanics online, I had many small concerns, and two huge ones: tests and labs. In both cases, the solutions I found were imperfect, but contained elements that were improvements over the pre-pandemic versions. In this talk, I will focus on the labs. I replaced hands-on labs with a mixture of simulations, computational exercises and labs using the sensors in students’ smartphones. While many students missed the “lab group experience” they were excited by the additional flexibility afforded by these labs, particularly those using their phones. I will discuss the benefits and shortcomings of all three of these lab formats but focus primarily on the phone-based labs, which I will be continuing to use post-pandemic.
PS.E-MO-1.09 | Contributed | A Collaborative Approach to Designing an Introductory Computational Science Course
Presenting Author: Claudia Fracchiolla, University College Dublin
Additional Author | Maria Meehan, University College Dublin
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Nowadays computation stands alongside theory and experiment as one of the pillars of modern science, which is reflected in the fact that research and industry rely heavily on technology and computation. Therefore, we need to prepare graduates to integrate computation within their underlying discipline. In this study, we look at how academics across the College of Science at an Irish University use computational practices in their research. This will inform the design of a first-year undergraduate science course aimed at emphasizing the relevance of computational practices in science, by introducing them to authentic problems across the areas of science where computation is used and to make students competitive graduates in their respective fields.
PS.E-MO-13.07 | Contributed | Computational Modeling & Video Analysis in One Easy Environment
Presenting Author: John Burk, Pivot Interactives
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Computational modeling and video analysis are two powerful tools in the physics classroom for helping students analyze and model real-world phenomena. When we pair the two of these together in one web-based platform, students can use video analysis to construct a computational model that reproduces the data they measure from the video and gain new physical insights and understandings. Pivot interactives is one platform that allows for the integration of video analysis side by side with computational tools like Tychos, Glowscript, and Pyret.
(PS.E-MO-13) Effective Practices in Educational Technology II
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