Data loggers and analytical software in Science

Posted by Ingrid Kopke Donado

One of the aims of the International Baccalaureate experimental Science program is to ‘develop and apply the students’ information and communication technology skills in the study of Science’ (IBO, 2007).

As IB Science teachers we are encouraged to use ICT in practical work throughout the two year IB Science courses. An effective way to do this is through the use of data logging sensors and data logging analytical software. As commented in (Newton & Rogers, 2001) ‘the attributes of the data logging method offer scope for these software-supported approaches to be deployed in a wide range of science practical settings’. The promotion of data logging analytical software can be implemented in all areas of Science and offers an alternative approach of collecting, storing and presenting scientific data for analysis.

Data logging tools and software allow for superior high quality data collection methods and if used correctly provide little error. Without having to worry about the data collection itself a learner can focus more on the scientific problem and as commented in (Newton & Rogers, 2001) ‘ there is potential for pupils to use software tools more creatively’. They go on to say ‘consequently there is some scope within the data logging approach for pupils to devise their own strategies for using the software to investigate phenomena’.

At the Diocesan Boys’ School we have chosen to use the Pasco brand of data loggers and data logging software. The plug and play application of this equipment is very attractive and little time is spent investing extraneous cognitive load in working with the sensors. Students are quick to grasp the use of this tool and make effective use of its application. Using notebooks as data loggers, students are free to move around with the sensors as is shown in the presentation. Pupils are also free to analyze data using software provided by Pasco or can use alternatives as they see fit. The data logging software is also compatible with other input mobile devices and although as a department we are still in the learning process of integrating other mobile technologies with this software, we have managed to use cameras effectively as a data collection tool. Another important component of the IB practical science investigations is for students to design their own investigation. This is where students become creative with science and can start to incorporate the use of data logging sensors and software as well as other mobile devices into their work in a sense gaining ownership of the technology around them.

IBO. (2007, March). Physics subject guide. Retrieved October 30, 2010, from OCC: http://occ.ibo.org/ibis/documents/dp/gr4/physics/d_4_physi_gui_0905_1_e.pdf

Newton, L., & Rogers, L. (2001). Teaching Science with ICT. London , New York: Continuum.

An idea for research: Influence of ICT usage in IB Science exam scores

Posted by Gavin Hopwood

Defining our research topic.

Amongst the issues related to the implementation of technology in education lies the concern of whether most investments in technology for schools are wasted (Educational Technology Debate, 2010). Recently, the World Bank and Unesco promoted a “substantive discussion of how low-cost information and communication technology (ICT) device initiatives for educational systems in developing countries are relevant to the very groups they purport to serve – the students, teachers, and their surrounding communities” (Educational Technology Debate, 2010).

According to the ETD (2010), “[t]here is a general consensus that Information and Communication Technologies (ICTs) such as radio, TV, computers, the Internet, and mobile phones can increase educational experiences and improve education”. Many of the research done regarding these issues, heavily rely on the implementation of technology in areas where there was previously no or very little technological infrastructure – the OLPC iniative in Paraguay, Uruguay and Peru; the Jokko Initiative in West Africa and the Bridgeit Program in Tanzania are a few examples of these.

However, a different approach seems to exist for those areas in which access to technology is a given condition. Within these contexts, the idea of “digital natives” who demand more and more access to technology (Prensky, 2005) seems to be almost fixed, and large amount of research focuses on which ICT tools are the most widely used (Becta, 2008) although research has shown that there are discernible “areas where the use of and familiarity with technology-based tools is far from universal” (Kennedy et al, 2006 as stated in (Bennett, Maton, & Kervin, 2008).

With this perspective in mind and considering the reality of well established educational testing systems modeling curriculum and instruction (ACTs, A-levels, O-levels, IB, GCSEs to name a few), we believe it is important to conduct research on to what extent is the incorporation –whether mandatory or optional- of ICT affecting student learning as measured by standard tests. It is worthwhile noting that this research does not attempt to neglect the need to re-evaluate the nature of curricula, but rather to deal with the immediate reality of the careful thought that needs to be considered when engaging learners in using familiar technologies for learning (Becta, 2008).

To further narrow down this research topic, and following the interest of our group, we have decided it would be of interest to evaluate to what extent is the incorporation –whether mandatory or optional- of ICT in Science affecting student learning as measured by standard IB testing.
Reasons underlying this choice, include the already existing “measured” results/test scores from students not involved in ICT usage and the different school policies that run from “mandatory use of technology” to “optional use of technology”.


What studies exist?

On the Impacts, barriers and issues of implementation of Web 2.0 in Secondary Schools, BECTA has generated a “cautiously positive” report. This can be accessed on http://research.becta.org.uk/index.php?section=rh&&catcode=_re_rp_02&rid=15881

The UNESCO and the World Bank have a series of sources which explore ICT and learning (mostly in developing countries). Although the implications of these studies are not directly transposable with the research question at hand, they provide valuable insights on some of the qualities that learners acquire/develop with new technologies. A series of reports can be accessed at http://edutechdebate.org/


The DEMOS report, (accessed at http://www.demos.co.uk/files/Their%20space%20-%20web.pdf ) shows both evidence of positive results from “free usage” of technology as well as providing some insight of the implications of empowering learners through and with technology.

The NCSL in the UK has provided a report which summarizes already existing scenarios in which a similar approach (to that which he have proposed) is being experienced. The collected synopses can be accessed at http://future.ncsl.org.uk/resources/63_harnessing_technology_and_learning.pdf.

Has compiled an extensive report on “Critical Issue: Using Technology to Improve Student Achievement”. The report includes factors to consider, implications, pitfalls, cases as well as links that can be useful. It can be accessed at http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

What needs to be done?
1. Establishing groups for investigation.
Prerrequisites:
a) Students taking Science courses. Since the IBDP demands that ALL students that are candidates for the Diploma Programme study one science (at least), candidate students will suffice.

b) Students belonging to one of two scenarios:
i) A scenario in which technology usage is mandatory and interfered with. i.e. students have to use certain technology-types within certain constrained conditions and are prevented from doing so within others.
ii) A scenario in which access to technology is extensive and not-mandatory. i.e students have access to technology and they choose whether to use it or not.

2. Rather than assuming that teacher delivery and participation will “remain the same” in these two scenarios, and to avoid the ethical implications of “dividing” students from the same educational institution into two study groups, the best option is to reduce the “teacher interference” by sampling several groups for each scenario in several educational institutions. The need would be therefore to standardize as much as possible the socio-economic background of students.

3. In order to contrast IB Science test results from groups (i) and (ii) above, to those of students without access to technology, two options exist: a) Create a third scenario or b) Consult earlier IB Science test results from schools in which technology is not incorporated. The latter should be a better option as most schools nowadays incorporate technology in some way or another, thus establishing a technology-excluded scenario might be unrealistic.

What will be measured?
At the end of their IB course, students have to take standardized tests. These are the same across regions in the world, and are supposed to assess a series of skills inherent to Science.
By statistically comparing the results from the 3 designated Scenarios (no technology, technology interference, technology without interference), some insight may be provided as to whether there is an implication to when and how technology is used for learning in Science –as measured by these standard tests.

What are the implications?
IBO schools are of a growing number. Many of these schools invest large sums of money and infrastructure in technology development –both at the teacher level as well as the student level. The extent to which this investment is beneficial to the desired outcome (i.e obtaining high exam results) is not clear. Thus this study could provide some insight as to the approaches that may need to be taken by IB schools if and when selecting ICT tools that will be incorporated. The study could also provide insight on how technology usage may help to personalize education and curriculum within already established “learning objectives”.

Becta. (2008). KS3 and KS4 learners' use of Web 2.0 technologies in and out of school - Summary. Becta.
Bennett, S., Maton, K., & Kervin, L. (2008). The "digital natives" debate: A critical review of the evidence. British Journal of Educational Technology , 39 (5), 775-778.
Educational Technology Debate. (2010, April 23). Educational Technology Debate. Retrieved October 18, 2010, from Educational Technology Debate Info Dev. UNESCO: http://edutechdebate-etd.eventbrite.com/
Prensky, M. (2005, December). Listen to the Natives. Educational Leadership , pp. 8-13.

My attempt at a Prezi prestentation for Astronomy

The Universe on Prezi

A Vuvox for a simple topic

Just wanted to share this Vuvox presentation I put together to explain a simple topic. Still have a bit of issues not being able to "download" the Vuvox presentation, but I suppose the whole embedding should be good enough...the problem with this is the necessity for an internet connection, something not always THAT reliable at school!

Reflections on using a learning object in class

“Cognitive load theory is concerned with techniques for reducing working memory load in order to facilitate the changes in long term memory associated with schema acquisition”. (Howard, n.d.)

“Cognitive load theory has many implications in the design of learning materials which must, if they are to be effective, keep cognitive load of learners at a minimum during the learning process”. (Howard, n.d.)

As a Physics teacher I decided to apply one of the many learning tools found on web 2.0 into one of my lessons. The learning tool I chose was a Physics simulation provided by Colorado University. I would then reflect on the usefulness of this learning tool after my lesson and discuss the implications of this simulation regarding cognitive load theory.

This simulation helps students understand the concepts of Newton’s laws related to various objects sliding down a ramp. The simulation is interactive allowing students to change the angle of the ramp, the weight and coefficient of friction of the object, the opposing force to the movement of the object and they can also change the friction qualities of the ramp. The simulation provides real time force measurements and students can also observe what is happening to the work and energy of the object at the same time.

I also created an instruction guide to go with this simulation that gives students a step by step process to follow. Links to both the simulation and instruction guide are given at the bottom of this post which I have placed on Risal, the HKU repository.

Artino (2008) states that when “intrinsic cognitive load refers to the number of elements that must be processed simultaneously in working memory for schema construction”. He calls this “elementary interactivity” and goes onto say that “elementary interactivity is dependent on the complexity of the to-be-learned material and the learners’ experience. My class has students of varying capabilities and different experiences and the object of this exercise was to get all students engaged in their own learning from the word go. The simulation allows students to bring previous knowledge to the activity and apply this knowledge in a fun and interactive manner. It also allows them to test their knowledge if they were already familiar with the concepts under discussion. For students unfamiliar with the concepts it allows them to play and interact and become more comfortable with these ideas without having to perform calculation.

Sweller’s work on Extraneous cognitive load (Sweller, 1994 as cited in Artino, 2008) states that “Extraneous cognitive load which is also known as ineffective cognitive load- is the result of instructional techniques that require learners to engage in working memory activities that are not directly related to schema construction or automation”. I believe that this simulation requires too much extraneous cognitive load and that students spent most of their time wondering which buttons to press and where they could retrieve the relevant information so they could follow the task at hand. A good learning tool must be self explanatory to use or must have a simple tutorial in order to get the user engaged. This application had neither and this hindered the progress of most of my students especially those who were already unfamiliar with concept of Newton’s laws and coefficients of friction.

Artino (2008) states that “when intrinsic and extraneous cognitive load leave sufficient working memory resources, learners may invest extra effort in processes that are directly relevant to learning.” He calls this germane cognitive load, “effective cognitive load”. In my opinion I do not believe that this is an effective learning tool in understanding the concepts of Newton’s laws related to inclined planes. I do not feel that this simulation produces positive schema construction when used on its own. However if it were to be used as a tool to introduce the concept, learners could then further develop these ideas to bolster their understanding.

My scaffolding approach to this simulation was wrong and counterproductive. In my attempt to try and apply order to the simulation the creative and fun part of the simulation was lost. These simulations are useful as introductions to new ideas or as simulations to further enhance understanding at the end of a unit. I intend to use a simulation in my personal assessment at the end of unit 6024 and these are points that I must consider when using this type of learning tool.

Bibliography
Artino, A. J. (2008). Cognitve load theory and the role of the learner experience: An Abbreviated review for eductaional practitioners. AACE Journal , 425-439.
Howard, S. (n.d., n.d. n.d.). Cognitive load theory (J Sweller). Retrieved 10 11, 2010, from http://tip.psychology.org/sweller.html

Gavin's learning object - Projectile motion

This applet is one of many simulations provided by the University of Colorado. I use many of these applets as introductions to units of work that need to be covered on the Physics IB syllabus. Most of the Universities simulations are useful teaching aids as it provides a learner with hands on experience and a good understanding of the phenomena without teacher intervention. Not only is the applet easy to use and understand but it also means that the learner is directly involved in the unit from the start and because most of these applets are fun to use, the learner is engaged and motivated with the activity.

I have chosen to use the projectile motion applet as this is one of the learning objects I intend to use for my final assignment in this module. A simulation is a good starting point as a motivational tool but without further development of this tool in enhancing a learners understanding, it can start to lose some of its effectiveness. Therefore a learners understanding of this projectile motion concept can be further enhanced if the learner then takes what they have learnt from this simulation and apply the concept to the real world.

Not all simulations can be enhanced this way. For example applets on Qunatum Physics are a little hard to apply to the real world unless you happen to have a partical accelerator in your back pocket. However practical hands on experience is a great learning tool and I have found in the classroom and laboratory that this simulation helps to develop a learners scientific process of developing ideas into practical activities.

Use of Vuvox for Experimental Design

Vuvox is a freeware which allows users to create -amongst others- presentations and videos using a wide range of sources including existing or new videos, documents, sound clips etc. Because of its versatile nature into what can be included, Vuvox allows the creation of very didactic animations and presentations -a nice change from the Power Point Tradition -which although useful- can be severing to creativity.

In Science, students are often required to "plan" experimental designs. For this purpose, students are usually asked to submit a form-like report which describes -in a written manner only- the way in which they expect to develop and carry out the experiment of their choice.

Although the nature of this task is to enhance the learner's ingenuity, the manner in which the learner is usually asked to "present" this ingenuity seems like deterrent to creativity -after all, how many artists produce a beautiful sculpture by first describing it on paper?

Bearing in mind that the design of an experiment is in many aspects no different to the creation of a piece of art, it would seem more adequate that a student asked to develop an experimental design should be able to visually describe what it is that he/she is planning on. Vuvox could therefore be used to allow students to "plan" experiments with the use of visual aids: photographs or videos of the way in which they plan to set up apparatus; sources of inspiration or models for comparison; the manner in which data will be recorded or even the means for controlling experimental values.

When asked to produce an experimental design, students often overlook many of the concepts listed above. By encouraging students to make videos or take photographs of their design as they produce it -and persuade them to organize it in a comprehensive manner- we as teachers may be facilitating this creative process. In addition, by having a hands-on activity in the creation of their design, students are more likely to gain a deeper understanding of what they are doing and the implications of their experimental design, than if they were just describing it in abstract. Because of the nature of Vuvox, students working "together" may combine individually obtained ideas/images/videos and organize them without having to be working "together" in a temporal frame. This is an advantage over designs produce on a paper whilst students are sitting together -not necessarily close to sources of ideas or inspiration-.

Producing an experimental design through Vuvox, has the added value that the experimental design is more readily available for other members of the class: By embedding it on You Tube or a similar file sharing platform, students may "see" what it is that their peers have designed and share their creations in a more user friendly manner: Teenagers are, after all, more likely to click on a youtube link than read an academic journal.

By using Vuvox as the medium to display an experimental design and Youtube as a means of sharing it, the additional message of the much needed creativity in Science is underlined. The concept of using an interactive platform to design and present the design an experiment strays away from the traditional image of the scientist as a man in white coat piled up with papers and complicated abstract calculations and links the activity to the reality of the student.

Ingrid's learning object - Hardy Weinberg Equilibrium

The Hardy-Weinberg equilibrium is a concept in evolutionary genetics that is part of the course I have to teach. It involves certain mathematical calculations which, for the non mathematically oriented students (as I would consider myself), results in a series of mathematical equations from which students can calculate a value for "p" and "q" - a value which they might have to calculate in exams. In reality, this "p" or "q" value results as meaningless to the students as it probably is to you as you read this. (If you are interested in finding more about the "p" and "q" values please do visit the applet I have embedded below).

Although I am not a big fan of java simulations which are at risk of "taking reality" away from the topic, I like the Evo Tutor applet developed to "simulate" the changes in allele frequencies that are linked to concepts associated to the Hardy-Weinberg equilibrium.

The Hardy-Weinberg equilibrium is a rather abstract topic which relies on the learner being able to interpret, not only an intangible concept (such as a frequency of gene alleles) but also an entirely conceptual time-frame (the model is represented over several life generations, a time frame that by nature it is harder for us to grasp). Taking these issues into consideration, I believe that the simulation -together with empirical case studies were the Hardy-Weinberg equilibrium is thought to have existed (or exists)- can be used as a useful learning object through which students may to an extent, compare "real" data (i.e. from empirical studies) to the expected outcome as predicted by these "formulas" that they have to use. Furthermore, if the situation permits so, this applet allows for students to predict, for example, what a certain experimental set up will result in before they actually set up the experiment.

I consider the value of this LO lies in the fact that it can aid the understanding of this abstract concept. On its own, although a nicely setup applet, the applet does not do a lot more than a teacher might represent on a whiteboard or a student watch on a video. The LO's added value is the way in which it can expand the dimensions through which learners are presented with this highly theoretical model and the way it can be molded to contribute to the understanding of the Hardy-Weinberg principle in real-case scenarios.



Posted by: Ingrid Kopke Donado