NMC 2006: Teaching a New Elephant New Tricks
June 8, 2006
Richmond looked at Pachyderm just before I joined ATS in 2003. We decided to pursue other technologies instead of Pachyderm. As a result I never really understood what the application is like. While NMC has presented several sessions on Pachyderm, I had other sessions that I needed to attend. This morning's session on using Pachyderm as a presentation tool in the classroom offers an alternate use of the program, but I'm hoping to learn more about Pachyderm overall.
Catherine Gynn and Susan Fisher of Ohio State University presented. Only one person in the room other than the presenters was familiar with Pachyderm. Catherine (from the The Advanced Computing Center for the Arts & Design presented the history of the program. The Digital Union at Ohio State was the perfect organization to explore the program while it was still in beta.
Pachyderm was not set up to be a presentation tool - it's an interactive authoring environment, that allows for an exploration of ideas from different perspectives. Ohio State wanted to contribute something to the project but didn't have programming staff.
They discussed the features they wanted in a presentation tool. PowerPoint is evil. But it was important to think about they ways they are teaching to see how the tools can help. Pachyderm is a different tool, but would the tool improve presentations.
PowerPoint is not dynamic. They were looking at Pachyderm as a sophisticated multi-modal tool. There's no metadata in PowerPoint, but Pachyderm is made for this. You can make a conforming object so others can find it. Objects in Pachyderm can be updated by people who aren't programmers.
Can they improve access, quality or cut the cost? These are the three criteria that drove the project.
Once you've logged in, you can create an object. There are several kinds of templates that are available to be used, including Aspects, Commentary, Enlargement, Exploration, Layers, Media Focus, etc. Catherine suggests users read the manual to understand the different templates and their uses.
The server code is not yet available, but it is going to be made available as open source. There are no more beta accounts available, so everyone needs to wait for the general release.
Catherine walked us through putting an image into a page, with text. Text can be adjusted via HTML tags. She published the object (”with zip file”).
Susan Fisher took over the presentation at this point, talking about Pachyderm from the faculty's point of view. She used Pachyderm as a presentation tool for the entry level non-majors Biology course. One challenge is that no one wants to attend the class - they are from every other discipline on campus. And her class had 700 students, which was a whole other challenge. Students don't seem to retain much, but they need to remember this stuff beyond college to handle questions about things like stem cell research, evolution and global warming.
She decided to capitalize on pre-existing skill sets that her students were bringing to the course. In addition, there is a significant percentage of students in a 700 student class with learning pathologies that you need to address. There are also students who just don't absorb material in a lecture format. Only 30% of students absorb material in a lecture.
She relied on the arts since everyone spent time in kindergarten had art experience. She also worked with animation, working with students in a multi-modal way to get the material across. Susan is not particularly technically proficient, and doesn't like to give 700 students a minute to lose focus while she “fiddles around with the computer console”.
She wanted a seamless delivery method for her class. Pachyderm has the potential to do this. She then showed us a presentation she's done at several universities, on teaching science to the MTV generation.
The presentation “slides” Susan used in Pachyderm had a navigation bar at the bottom, with 7 slides listed at a time and an arrow presumably pointing to additional slides to be accessed. An image displayed on the left side of the screen, with a vertical line in the middle of the page separating the image from the slide text. There was enough room for a slide “title” at the top, which was bold, and up to four points for the slide. Text (punctuation) was used in lieu of bullets.
When Susan got to her Dancing DNA page, the image was replaced by a video on the left. The video was actually an image, and clicking on the “play” button launched a new window containing a QuickTime movie (Dancing DNA). The video contained both a computer-generated animation and a dance piece demonstrating mitosis. They used original music, which was good (kudos to Beverly Botsford). Susan talked through the video explaining what we were seeing as we watched. This was effective.
Susan also showed videos on the Krebs cycle (using a marching band) and photosynthesis (using football players to illustrate the Z-scheme). Susan did seem to have trouble with navigation bar, which made noises as she navigated. There weren't easy queues for her to know which slide had the video on it (other than the buttons beneath the video, which were small).
In the end, what impressed me in the session were the videos. Pachyderm as a presentation tool wasn't as impressive. The navigation bar seemed difficult when moving beyond what was displayed and the slides don't seem to contain more information than a PowerPoint presentation. Images in particular seemed to have too much white space around them - I would have liked to have seen larger images or more text. Like PowerPoint, the presentation can be uploaded into a course management system. There is an ability for people to jump to different points in the presentation in a non-linear way (tools like Breeze Presenter or Captivate offer these features). Loading time for videos is another draw-back, and you can't change the ping sound that happens when you mouse over a navigation button.
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NMC 2006: Creating Games for Education Revealed
June 8, 2006
There was a group of 8 people who attended a pre-conference workshop to make games. For the first day they learned about game theory, the second day they worked on narratives, and on the third day they created games. This session gave the four teams the opportunity to present their games.
The games created for today are at a stage where the concept (why, how, and what) are there. They could be presented to granting agencies or anyone that might be able to invest in the creation of the game.
Team One: Med-Assist
A case-simulation for medical professionals.
Learning Objectives
- Participants will be able to apply recall conceptual knowledge in order to complete tasks
- Participants will demonstrate ability to analyze symptoms and interpret tests in order to determine diagnosis and treat the patient
- Participants will be able to detect faulty decision-making
- Participants will be able to manage complications when they arise
- Participants will be able t understand the importance of effective communication
Structure of Playing Experience
Symptoms > Order Test > Is it Correct? > Patient Lives or Dies
It's a race against time. The model is simplistic, but could be more complex. Specialists or other kinds of care could be added to the base path.
Game Patterns
- Time
- Enemies - Medical Complications
- Clues
- Deadly Traps - Miscommunication
- Helper
- Score
Cases and Medical Scenarios
- Cases could be randomly assessed
- Variables include
- Diagnosis
- Symptoms
- Patient History
- Tests
- Interpretation of the Tests
- Treatment / Management
The team then walked us through a sample journey of the game and an alternative game path.
Team Two: Cryptyx
One of the things they tried to figure out was what could they create. One of the presenters teaches instructional technology and information technology. So they wanted to create a game addressing a learning issue. For web design students, learning programming can be difficult (learning decision making, branching and loops). They presented Edgar Dale's Cone of Learning.
Students learn to code by actually writing code, not by listening to it. WWeb design students are visually oriented but probably have some game experience.
So they wanted to create a puzzle game like Tetris or Sudoko. Think Da Vinci Code, they urged us. There is a device called a Cryptyx that if you solve the puzzle you can access the contents.
Their game interface uses a Cryptyx, using symbols on a timeline which shows the data flow. If they program correctly, they move to the next stage. You get a score based on how quickly you got to the correct sequence. You can die up to so many times.
Team Three: Face-the-Case
Software developer at JMU. This is already sold for IMLS to help nursing & social work students learn about health literacy. It's a quest-based game. The student collects health literacy skills and uses them to solve a large set of realistic health and human services case studies.
Game world will have skill shops, a collaboration café, and more. The speaker presented a game board sketch, and told us that players can create their own avatars. There will be skill dollars (for buying skills) bling bucks (for avatars).
He ran over the case studies and game activities and events (the presentation was getting hurried now). There will be mini-games within the game to develop skills - this part is still being fleshed out.
The project is funded for about $100K. The program will be Flash-based and use SQLServer 2005 Express (it's free). They'll be working with JMU's office for assessment & research to see how effective the game may be. If this is succesful, they' use the game for their Information Literacy course, which is required of all students at JMU.
Team Four: Quantum Leap Redeux [sic]
A mobile, multi-generational adventure and mystery game. The game is played in the real world using a handheld device.
The game is a guided discovery of historical artifacts related to the founding principles of American democracy and the evolving American identity. The game involves time-travel to solve a problem in their own time.
The game has 3 levels: 8-12 year olds, high school students and college or discipline-specific students. There are time travelers, science officers (working the mobile device) and cultural specialists. This allows different players to have different roles so people can choose an aspect that keeps them interested.
In game characters include docents, museum guard and random museum visitors who share information at varying levels of quality.
The game should work with an off-the-shelf PDA. The paths are semi-controlled, but the paths are not rails, even for very young children. This makes the game easier to replay. Sub-goals compliment goals by providing positive feedback along the way, especially for someone who will be unable to complete the game.
The game design pattern was quite complex.
Conclusion
Most of the groups are working to create these games beyond what was done in the workshop. These all seem to have applications beyond any one discipline, so the game models could be used by anyone.
To differentiate games from simulations, Ruben said that a key aspect of any game is that the player has a stake. There is a winning condition and a losing condition.
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NMC 2006: Mobility and Community
June 8, 2006
Arlene Krebs presented on how CSUMB was able to use wireless technology in projects that gave back to the community.
Hewlett-Packard gave CSUMB two mobility grants, for $236K and $130K to purchase mobile equipment to be used across the curriculum. They have 26 projects now in progress.
The Elkhorn Slough National Estuarine Research Reserve. A solar powered access point in the middle of a river (where a river flows into the ocean). This was a $40K grant. There's a research blind, and they used a Rico wireless camera to take a picture and send it over the internet.
It's not just the grants and equipment, it's getting vendor partners. They brought in another vendor partner and put in a mesh network. They brought in principals from the school district, wrote and received a grant for the technology for the schools. Providing live virtual field trips for school-age children.
The students made a real field trip to start, setting up traps and learning about the area. Follow up was done through the virtual field trips, with the instructor in the field with an audio feed and static pictures.
Field geology - they set up a direct way satellite dish at the Carmel Mission and used tablets and wireless cameras to let students post notes in real time to the internet.
It is likely that we'll discover new applications for the technology that we cannot anticipate.
A third project involves GIS mapping of the bay.
One of their lessons learned is that there hasn't been one central point where all stockholders could go for information and support.
Support, regional partnerships and national partnerships are the key issues going forward.
Their web site can be found here.
Brian Alexander asked about both wireless and cell phone technology - does Arlene see them converging? She responded that she hasn't seen much pedagogically on cell phones yet. They're not rich enough to capture data the way that tablets do. And they don't have cell phone access in Big Sur.
John showed PORTS, the California Parks Online Resources for Teachers and Students. They've had video-conferencing projects for students and legislators.
How many schools are serviced by PORTS? Over 3000.
Are students working hands on? It varies by the project.
How do you sustain and expand faculty efforts? Collaborations between people who love the different parks and CSUMB make this work. It is sustainable. There is a challenge, with limited time and resources. The high speed network has an online resource that allows faculty to set up events. Early adopters enjoy the barriers (making the project work despite the challenges). The next group wants to push a button and have the service turn on. They have more demand for online field trips than they have staff, so they're working on finding new ways to keep things going.
Any concerns about putting the technology up in the parks (cell phone technology, etc.). The parks need communications in some areas, so there was enough of a demand from people using the parks to put it up in heavily trafficked areas. CSUMB would like to have some things more remote and is looking at how that can be done without objection.
(An aside - so far all three of my sessions have used video in the presentation to tell the story behind their work.)
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NMC 2006: Faculty Certification in Technology: A Certifiable Success
June 8, 2006
Laura Gough from Houston Community College presented this topic. She's had lots of experience in training in addition to her academic background.
This began with a Title V grant but is now sustained by the school.
The session began with a video from Larry Mers. I'd seen this two years ago in Vancouver.
First year focus: five curriculum innovation centers, with onsite technicians and a fellowship program.
Two classes were highlighted:
- Building community in the online classroom - making distance courses more than correspondence courses. The instructor has to facilitate.
- When technology fails - what to do? They opened up the computers to understand the pieces that can go wrong?
She tried Pachyderm for this presentation but used PowerPoint.
The reason they have sustained support is that through the grant the five centers have become support units for their respective colleges. The group meets every Wednesday and has a big voice with the academic administration.
There are two certificates:
- Basic Certificate: 36 clock hours plus 8 hours of electives
- Advanced Certificate: 40 clock hours plus 8 hours and portfolio review
The site URL is: http://imctraining.hccs.edu/classes/start.htm
Classes are basically 4 hours in length with the exception of PowerPoint, an elective, which is still 8. Flexibility is hard for faculty.
Some links of interest:
- WebCT Exemplary Course Project
- Texas Higher Education Coordinating Board Guide for Incorporating the Principles of Good Practice into Electronically-Based Courses
They have a minimum of three learners per class. They do not pursue billing people who have missed a session.
Enrollment is online, and participants specify their supervisor (Department Chair or Dean). The program asks instructors to send out an e-mail the day before the session. Classes are free.
Copyright class is online. They couldn't get anyone to teach it. Instructor-led would be preferable.
Faculty want to complete all of it in one week, in between semesters. January and May Boot Camps were the results. Army hats, etc. are given to the faculty. Some other stuff too. They do have food. They found they can't offer the classes in August because instructors aren't all available.
Classes are also available individually throughout the fall, spring an summer classes.
They're not able to use PeopleSoft to track professional development in the ERP. They used WebCT. The class serves as a record repository, and students can see their progress. Students take quizzes at the end of the course. Scores are compared with attendance rosters to sign off on participation. They use two-question quizzes.
They don't allow faculty to place out of a course unless the faculty teach that application for the school.
Post-workshop support is available through the Curriculum Innovation Centers. Faculty can make appointments with the mentors or show up when a mentor is scheduled.
Total participant counts are going up over the years. Adjuncts are interested in coming, but don't have the time to come. 80% of the participants are full-time faculty, 20% are part-time. Some deans and department chairs use these certificates in their annual evaluations.
Full-time faculty receive a $250 stipend for completion of either the Basic or Advanced Certificates. Full-time faculty get $50 per overload course taught, and part time faculty receive an additional $50 per course taught. Distance Education (anything fully online) professors must have the Basic Certificate in order to teach as of the fall of 2006.
Faculty teach half of the classes, it costs about $25,000 a year, about $95 per class. No payment for mileage, extra development time or for copies of handouts. IMS staff teaches the rest, so those costs are “hidden”. They have two faculty/staff trainers.
They are assessing the program with faculty. 172 surveyed, 34 responded. Good feedback overall, especially with troubleshooting technology.
They are now considering a Certification in Teaching and Learning Effectiveness for fall 2006.
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