It is that time of year. Teachers, students, and parents know that in a few days or weeks, school will begin for the 2015-16 academic year... The good news? Some teachers have been busy sharing their ideas, strategies, and resources as they plan ahead. Here are a just a few good links to get started: 8 things every teacher can do to create an innovative classroom Trevor Shaw, eSchool News, 8/3/15 Elementary Classroom Hacks: Big Ideas at Little Cost Samantha McBurney, Edutopia, 8/3/15
Fun with Early Math: App by Chris O'Shea - Cowly Owl
Chris O'Shea is an artist and designer who uses technology in creative, playful ways. Over the past year or so, he's devoted some of his attention to designing engaging iPad apps and digital toys. Below is a video of his Little Digits app in action:
Little Digits from Cowly Owl on Vimeo. Here is the information from the Vimeo site: "Little Digits is a fun educational app that teaches children about numbers by putting a new spin on finger counting. Using the iPad multi-touch screen, Little Digits displays number characters by detecting how many fingers you put down. Children can learn to associate the number on the screen with the number of fingers they place down, whilst enjoying the unique characters and animations of the Little Digits world...They are also games that introduce small addition and subtraction calculations, where you can work out the answer using the same multi-touch finger detection."
I've been meaning to post reviews about my favorite apps for kids, but there are so many that I love and use at work and when I'm with my little grandson, I haven't figured out where to begin!
I came across information about the Numby app on the Creative Application Network website, one of my favorite places to learn about creative, innovative applications and technologies. The app was created by Amit Pitaru and James Paterson.
Take a look at the latest development to DimensionU's interactive math games! Parents can track their children's progress and translate it into an allowance. Students who play the 3D multi-player games show significant improvement in their math skills.
Take a look at the videos below, and check out the website.
I came a cross the Cartoon Network's Game Creator website a couple of years ago and thought I'd take a look at how it has grown since my last peek. If you are a kid, educator, or parent, take a look at the updated links below.
As I mentioned in a previous post, some educators might frown upon games and cartoon-related content. The combination of games + cartoons might not be so bad, especially when the activity is something that can be shared in a social context. By participating in the creation of digital games, young people are provided with skills that might just entice them to consider learning more about STEM-related fields. (STEM = Science, Technology, Engineering, and Math)
About Game Creator According to the website, the Cartoon Network's Game Creator is "an application that gives you the power to create your own action games and share them with the world. It leads you through a simple, six-step process and gives you a set of easy-to-use tools to customize your game however you wish. When you finish building a game, you can send it to Cartoon Network's game gallery for other fans to play and rate. The gallery makes it easy for you to play other people's games, rate them, sort them and even share them with your friends."
10 Truths About Books and What They Have to Do With Video Games James Paul Gee, 5/15/11 "There are 10 key truths we know about books. They happen to be equally true of other "meaning making technologies" like television and video games. Thus, in these 10 ways, books and video games are the same." -James Paul Gee
Paul Bourke is a research associate professor and director of iVECat the University of Western Australia. I've been following Dr. for several years and never cease to be amazed by his mathematical and scientific visualization experiements.
Dr. Bourk recently posted a video of one of his recent projects on Google+ that I found fascinating. If you are a member of Google+, you can view the video at https://plus.google.com/117410063754013499525/posts (I wasn't sure how to embed the video in this post.)
Take the time to follow the link below to Paul Bourke's web page about his current work. The pictures and math are worth the effort! RANDOM SPACE FILLING TILING OF THE PLANE
Paul Bourke's "tiling of the plane" work was inspired by John Shier, a computer artist who integrates random numbers in his creations.
In my opinion, introducing students to the works of Paul Bourke, John Shire, and others might be a great way to spark curiosity and creativity in the study of mathematics, computer programming, and digital art.
"A fulldome (planetarium) visualisation of three microCT volumetric datasets rendered in Drishti. They include: (i) Liver Lobe, Rabbit liver illustrating venous and arterial (orange) systems; (ii) Interior of a lizard head (common garden skink); (iii) Fossil fish eyeball (Placoderm), 410 million years old, found in Wee Jasper, NSW. "
Drishti: Volume Exploration and Presentation Tool "Drishti has been developed keeping in mind the end-use : visualizing tomography data, electron-microscopy data, etc. Understanding the data set is important and conveying that understanding to the research community or a lay person is equally important. Drishti is aiming for both. The central idea about Drishti is that the scientists should be able to use it for exploring volumetric datasets as well as use it in presentations."
Interdisciplinary Workshop - OZVIZ 2011: November 23-25, Sydney, Australia
"The workshop provides an occasion for participants to present research outcomes, share innovative ideas, publicise work and meet colleagues. It is highly multidisciplinary, with participants from fields such as mathematics, geoscience, architecture, biology, medicine and astronomy presenting alongside computer graphics and visualisation experts."
"Kevin Slavin argues that we're living in a world designed for -- and increasingly controlled by -- algorithms. In this riveting talk from TEDGlobal, he shows how these complex computer programs determine: espionage tactics, stock prices, movie scripts, and architecture. And he warns that we are writing code we can't understand, with implications we can't control." -TED
An interesting fact shared during the presentation- 2000 or so physicists work on Wall Street, engaged in Algo-trading. Remember the "flash crash"?
I admit it. Once in a while, I wake up after having a dream with a re-occurring theme of algorithms, technology, and programming. It happened again this morning, inspiring me to take a look at the Wolfram Mathematica website.
Here are a few on-line seminars I might take a look at soon:
"To give a broad overview of the major new features in Mathematica 8, including free-form linguistic input and Wolfram|Alpha integration, probability and statistics, finance, control systems, graphs and networks, improved image processing, wavelet analysis, C code generation, and more, using example-driven material."
FYI: For those of you who are curious to know more about my technology dreams, I plan to devote a few posts about them in the future. Here's a link to a post I wrote after waking up from a dream about haptic interfaces:
CHILD COMPUTER INTERACTION: 2ND WORKSHOP ON UI TECHNOLOGIES AND THEIR IMPACT ON EDUCATIONAL PEDAGOGY
May 7, 2011
In conjunction with CHI 2011, Vancouver, Canada
PROGRAM (Draft)
9:00am – 09:05am Introduction
9:05am - 10:05am Paper Session I (8min presentation, 4min Discussion)
Evaluating Pervasive Classrooms
• Son Do-Lenh et al.: Classroom-experience evaluation: An ecological approach to evaluating pervasive technologies in classroom • Kathryn Rounding et al.: Evaluating Interfaces with Children • Dan Morris et al.: Using Machine Learning to Scaffold Artistic Creativity in Education • Tamara Polajnar et al.: Enabling Picture-based Querying and Learning with the JuSe Interface • Hamed Alavi et al.: Lantern 2.0: A Pervasive Scripting Tool
10:05am - 11:00am Coffee Break and Preparation time for short talks
11:00am - 12:10pmPaper Session II (8min presentation, 4min Discussion)
Collaboration in Math: Fears, Myths, and Insights
• Nicola Yull et al.: Pass the iPad: Comparing collaboration on paper and screen • Veronika Irvine et al.: Math Education: A Creative Approach
• Group talk: Math and Embodied Agents a. Kristina Richter et al.: Bridging Diagnosis and Learning for Mathematics Education in Classroom Setting b. Lisa Anthony et al.: Handwriting Interaction for Math Tutors: Lessons for HCI in Education c. Andrew Jensen et al.: Using Embodied Pedagogical Agents and Direct Instruction to Augment Learning for Young Children with Special Needs
• Group talk: Dispelling Myths About the Next Generation Classroom a. Alex Thayer et al.: The Myth of the Paperless School: Replacing Printed Texts with E-readers b. Sharon Oviatt: Designing Digital Tools for Thinking, Adaptive Learning and Cognitive Evolution c. Alexandra Dunn et al.: Designing Classroom Technology to Meet the Needs of All
• Group talk: Games, Wearables and Fun Learning. a. Christiane Moser et al.: Child-Centered Game Development b. Lizbeth Escobedo et al.: Blue’s Clues: An Augmented Reality Positioning System c. Si Jung Kim et al.: Wearable Story: A Story Telling Jacket for Young Children to Improve Their Independent Physical and Learning Activities
12:10pm - 1:30pm Lunch
1:30pm - 2:30pm Paper Session (10 min presentation, 5min Discussion)
Tangibles and Tabletops • Izdihar Jamil et al.: Communication Patterns in Collaborative Peer Learning around Interactive Table • Aura Pon et al.: Graspable Music and Vuzik: Music Learning and Creativity using an Interactive Surface • Ahmed Kharrufa et al.: Learning at interactive surfaces and designing for reflection • Cristina Sylla et al.: TOK – a Tangible Interface for Storytelling
• Group talk: Tables and Tangibles • a.Robert Sheehan: Constructionism, Programming and Touch Interfaces • b. Orit Shaer et al.: Making the Invisible Tangible: Learning Biological Engineering in Kindergarten • c. Sebastien Kubicki: Evaluation of an interactive table with tangible objects: Application with children in a classroom • d. Cristina Emilia Costa et al.: I-Theatre: developing narratives skills in kindergarten children • e. Wooi Boon Goh et al.: Potential Challenges in Collaborative Game Design for Inclusive Settings
2:30pm - 3:00pm Coffee Break
3:00pm - 4:00pm Breakout Discussion (What are future challenges? Next years workshop?)
Brief background: I've been following developments in intelligent tutoring systems for a while, and find it interesting to see how researchers are combining artificial intelligence, learning theory, affective computing, and sensor networks to create applications that might prove to be useful and effective.
The advantage of using intelligent tutoring applications in some cases is that it provides students with additional support and feedback the moment it is needed, something that is difficult for teachers to provide to students in large classrooms. With the increase in use of smartphones and other mobile devices such as the iPad, there is a good chance that this sort of technology will be used to support learning anywhere, anytime.
Although most intelligent tutoring systems are geared for 1-1 computing, I think there are some components that could be tweaked and then transfered to create intelligent "tutoring" systems for collaborative learning. Students like game-based learning, and what could be more fun than playing AND learning with a partner or group of peers? (I plan to revisit the research in this area in an upcoming post.)
Some thoughts:I envision a system could support learning as well as important skills useful to students in life beyond the school walls, such as positive social interaction, teamwork, and problem-solving skills. The path of least resistance? Most likely applications that support the learning of pairs or small groups of students working at one display. However, in this era of the "21st Century Learner", there is a growing need for applications that can support small groups of students for collaborative groups and project-based learning activities.
There are a few applications developed for collaborative learning activities around a multi-touch table, such as the SMARTTable or the Surface, and more are needed. Also needed are intelligent systems that can support video conferencing and collaborative learning between students who are not physically co-located.
There are some problems that have yet to be solved. For example, the use of multiple sensors for an application designed for young people might be too intrusive. There are serious issues related to privacy/security. Who would have access to data regarding a student's emotional or physiological state? How would this data be utilized? How would this information be protected? Many school districts have security vulnerabilities, so it is possible that this information could be misused, if in the wrong hands.
Below I've highlighted two "intelligent" tutoring systems that incorporate the use of sensors in one form or another to generate information about student learning in a way that simulates what good teachers do every day. The ClassroomAssist application was developed by researchers at Intel, in collaboration with several universities. The Wayang Outpost application was developed by researchers at UMASS, and is aligned with the principles of Universal Design for Learning.
CLASSROOM ASSIST
ClassmateAssist is an application developed by Intel's Everyday Sensing and Perception team. Here is the description of the application from Intel Research:"The advent of 1:1 computing in the classroom opens the door for teachers to set up individualized learning for their students who have a wide spectrum of interests and skills. ClasmateAssist technology uses computer vision and image projection to assist and guide students in a 1:1 learning environment, helping them to independently accomplish tasks at their own pace, while at the same time allowing teachers to be apprised of student progress."
In the following video, Richard Beckwith, a developmental psychologist at Intel, demonstrates a prototype of an application that uses video-sensing to track student's hand movements during a coin sorting lesson. The application provides feedback to the student, and also tracks data about the student's progress that can be transformed into a report for the teacher. The system can also monitor student's facial expression, note attention levels, and provide feedback.
Theocharous, G., Beckwith, R., Butko, N., Philipose, M. Tractable POMDP Planning Algorithms for Optimal Teaching in "SPAIS".International Joint Conferene on Artificial Intelligence (IJCAI) workshop on Plan Activity, and Intent Recognition (PAIR), Pasadena, California, July 2009.
Wayang Outpost: Web-based Interactive Math/Intelligent Tutoring System, with Sensors.
I've followed the work of Beverly P. Woolf and her colleagues for some time. Much of their research has centered around a web-based application, Wayang Outpost, an intelligent electronic tutoring system that incorporates multimedia and animated adventures while providing activities designed to prepare teens for standardized math tests, such as the SAT and state-mandated end-of-course exams.
In recent years, the team has been using non-invasive sensors in their research, including a camera that views facial expressions, a posture-sensing device located in the seat of the student's chair, and a pressure-sensitive mouse, and a wireless skin conductance wristband. Data collected through all of these sensors can provide useful information about student learning. The system can also note when students try to "game" the system.
Related Publications
Woolf, B.P., Arroyo, I., Muldner, K., Burleson, W., Cooper, D., Dolan, R., Christopherson, R.M (2010)The Effect of Motivational Learning Companions on Low Achieving Students and Students with Disabilties (pdf) International Conference on Intelligent Tutoring Systems, Pittsburgh.
Abstract "We report the results of a randomized controlled evaluation of the effectiveness of pedagogical agents as providers of affective feedback. These digital learning companion were embedded in an intelligent tutoring system for mathematics, and were used by approximately one hundred students in two public high schools. Students in the control group did not receive the learning companions. Results indicate that low-achieving students—one third of whom have learning disabilities—had higher affective needs than their higher achieving peers; they initially considered math problem-solving more frustrating, less exciting, and felt more anxious when solving math problems. However, after they interacted with affective pedagogical agents, low-achieving students improved their affective outcomes, e.g., reported reduced frustration and anxiety."
Arroyo, I., Cooper, D.G., Burleson, W., Woolf, B.P., Muldner, K., Christopherson, R. (2009)
Emotion Sensors Go To School. AIED 2009. Pp. 17-24. IOS Press. Low-tech description of Wayang Outpost, the math application used in the above publication:
Paul Franz, Recoder.Com 5/16/09 Cooper, D.G., Arroyo, I., Woolf, B.P., Muldner, K., Burleson, W., Christoperson, R. Sensors Model Student Self-Concept in the Classroom (pdf) UMass Amherst, June 22, 2009/UMAP 2009
Today there was an earthquake in Canada on the Ontario-Quebec border region. It was felt around the region, including Michigan. Curious, I took a look at the United States Geological Survey interactive website about earthquakes to learn more: Did You Feel It? The Science Behind the Maps
Here's some info about the earthquake from the USGS website:
"This earthquake occurred near the southern edge of the Western Quebec Seismic Zone. Earthquakes within this zone are mostly small. They tend to cluster in a wide area that is slightly elongated northwest-southeast. Historically, earthquakes in the Western Quebec Seismic Zone have caused damage roughly once a decade. Three or four smaller events each year are felt in the region but are generally too small to cause damage. The largest earthquakes known in this part of Canada occurred in 1935 (M6.1), about 250 km (150 miles) to the northwest of todays event, and in 1732 (M6.2), about 150 km (100 miles) to the east. The 1732 earthquake caused significant damage in Montreal" -USGS
Here are a few videos uploaded to the web regarding the earthquake, which provide the human side of the story:
EARTHQUAKE IN QUEBEC: "I think we DID have one"
For some reason, I like this one. The man is narrating a video clip about the BP spill, pretty boring, and at 1:15 or so, he notices that the ground is shaking. He tells someone in the background to go outside. I like the Canadian accents.
Each of the Math Artist pages provides information about the artist that in my opinion, would be useful to teachers who aim to encourage students to consider pursuing STEM-related careers. (Science, Technology, Engineering, Math).
The content of the entire Virtual Math Museum website is impressive on a large display or interactive whiteboard!
The group in charge of the 3D-XplorMath software development project and the related Virtual Mathematics Museum website project is the 3DXM Consortium, an international volunteer group of mathematicians. The Consortium gratefully acknowledges ongoing support for these projects by The National Science Foundation (DUE Award #0514781) and is grateful to the Mathematics Department of The University of California at Irvine for hosting the 3D-XplorMath and Virtual Mathematical Museum websites."
The interactive table used in this video demonstration is Diamond Touch, from MERL. In this application, navigation through Google Earth is controled through speech.
