Posts tagged ‘educational technology’
Really interesting idea — Code.org’s Pat Yongpradit sent a note to all of CSTA, asking CS teachers to help provide hints for Code.org tutorials. By reaching out to CSTA, they’re doing better than crowd-sourcing. They’re CS-teacher-sourcing.
We’ve had millions of students try the Code.org tutorials. They’ve submitted over 11 million unique computer programs as solutions to roughly 100 puzzles.
We’ve mapped out which submissions are errors (ie they don’t solve the puzzle), and which are sub-optimal solutions (they solve the puzzle, but not efficiently).
Today, erroneous user submissions receive really unhelpful error feedback, such as “You’re using the right blocks, but not in the right way”. We want your help improving this, by providing highly personal feedback to very specific student errors. Watch the video below to see what we mean.
The report on the CCC’s workshop on MOOCs and other online education technologies is now out.
In February 2013 the Computing Community Consortium (CCC) sponsored the Workshop on Multidisciplinary Research for Online Education (MROE). This visioning activity explored the research opportunities at the intersection of the learning sciences, and the many areas of computing, to include human-computer interactions, social computing, artificial intelligence, machine learning, and modeling and simulation.
The workshop was motivated and informed by high profile activities in massive, open, online education (MOOE). Point values of “massive” and “open” are extreme values that make explicit, in ways not fully appreciated previously, variability along multiple dimensions of scale and openness.
The report for MROE has been recently completed and is online. It summarizes the workshop activities and format, and synthesizes across these activities, elaborating on 4 recurring themes:
- Next Generation MOOCs and Beyond MOOCs
- Evolving Roles and Support for Instructors
- Characteristics of Online and Physical Modalities
- Physical and Virtual Community
The title on the post linked below is wrong, “Can iPads help students learn science? Yes, study shows.” It’s never whether a technology can help learning. It’s how it can help, and what it can help with. The study described is a great example of this.
iPads can be used really badly (while also being quite expensive) in schools. Philip Sadler’s new study shows that students can use the gesture-based interface of the iPad to understand issues of scale (just how far is the Moon from the Earth?) better than any diagram can convey.
They found that while the traditional approaches produced no evident gain in understanding, the iPad classrooms showed strong gains. Students similarly struggle with concepts of scale when learning ideas in biology, chemistry, physics, and geology, which suggests that iPad-based simulations also may be beneficial for teaching concepts in many other scientific fields beyond astronomy.
Moreover, student understanding improved with as little as 20 minutes of iPad use. Guided instruction could produce even more dramatic and rapid gains in student comprehension.
“While it may seem obvious that hands-on use of computer simulations that accurately portray scale would lead to better understanding,” says Philip Sadler, a co-author of the study, “we don’t generally teach that way.” All too often, instruction makes use of models and drawings that distort the scale of the universe, “and this leads to misconceptions.”
I got to see a build of ScratchJr at the NSF CE21 PI’s meeting in January — it’s really fun. Attractive, responsive, and well thought through, as one would expect with this team.
Coding (or computer programming) is a new type of literacy. Just as writing helps you organize your thinking and express your ideas, the same is true for coding. In the past, coding was seen as too difficult for most people. But we think coding should be for everyone, just like writing.
As young children code with ScratchJr, they learn how to create and express themselves with the computer, not just interact with it. In the process, children develop design and problem-solving skills that are foundational for later academic success, and they use math and language in a meaningful and motivating context, supporting the development of early-childhood numeracy and literacy.
With ScratchJr, children aren’t just learning to code, they are coding to learn.
Interesting results, and nice to hear that the new initiative will be named for Herb Simon.
The Science of Learning Center, known as LearnLab, has already collected more than 500,000 hours’ worth of student data since it initially received funding from the National Science Foundation about nine years ago, its director Ken Koedinger said. That number translates to about 200 million times when students of a variety of age groups and subject areas have clicked on a graph, typed an equation or solved a puzzle.
The center collects studies conducted on data gathered from technology-enhanced courses in algebra, chemistry, Chinese, English as a second language, French, geometry and physics in an open wiki.
One such study showed that students performed better in algebra if asked to explain what they learned in their own words, for example. In another study, physics students who took time answering reflection questions performed better on tests than their peers.
I don’t really have a problem with this. Make the presentation in the videos as attractive as possible. Just remember Herb Simon’ s quote: “Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.” Doesn’t matter if it’s Agarwal or Damon doing the lecture — that’s not the critical part.
“From what I hear, really good actors can actually teach really well,” said Anant Agarwal, CEO of EdX, who was until recently a computer-science professor at MIT. “So just imagine, maybe we get Matt Damon to teach Thévenin’s theorem,” he added, referring to a concept that Agarwal covers in a MOOC he teaches on circuits and electronics. “I think students would enjoy that more than taking it from Agarwal.”
Casting Damon in a MOOC is just an idea, for now: In meetings, officials have proposed trying one run of a course with someone like Damon, to see how it goes. But even to consider swapping in a star actor for a professor reveals how much these free online courses are becoming major media productions—ones that may radically change the traditional role of professors.
This paper is getting a lot of discussion here at Georgia Tech:
In preliminary research, professors at Harvey Mudd College haven’t found that students learn more or more easily in so-called flipped courses than in traditional classes, USA Today reports. In flipped courses, students watch professors’ lectures online before coming to class, then spend the class period in discussions or activities that reinforce and advance the lecture material.
Earlier this year, the National Science Foundation gave four professors at the college in Claremont, Calif., a three-year grant for $199,544 to study flipped classrooms. That research isn’t complete yet, but the professors already tried flipping their own classes last year and found “no statistical difference” in student outcomes.
The reason why it’s generating a lot of discussion is because we know that it can make a difference to flip a classroom. Jason Day and Jim Foley here at Georgia Tech did a careful and rigorous evaluation of a flipped classroom seven years ago (see IEEE paper on their study). We all know this study and take pride in it — it was really well done. It can work. The Harvey Mudd study also shows that it can be done in a way that it doesn’t work.
That’s really the story for all educational technology. It can work, but it’s not guaranteed to work. It’s always possible to implement any educational technology (or any educational intervention at all) in such a way that it doesn’t work.