The impact of high definition projection in the classroom - Webinar 29 November 2016

transcript

T e x a s I n s t r u m e n t s D L P ® P r o d u c t s P i l o tR e s e a r c h & P r o f e s s i o n a l D e v e l o p m e n t P r o g r a m m e

T I D L P R e s e a r c h P r o j e c t H i g h D e fi n i ti o n P r o j e c t o r s i n t h e c l a s s r o o m

S h a r i n g e x p e r i e n c e s a n d r e s u l t s w e b i n a r

h tt p : / /f c l . e u n . o r g / d l p - p i l o t 2 9 t h N o v e m b e r 2 0 1 6

HD research - sharing experiences and results webinarAgenda:TI DLP Research Project: High definition projects in the classroom

1. Future Classroom Lab – TI DLP High Definition project Bart VerswijvelFCL Pedagogical Adviser

10 mins

2. Teacher Panel Q&A: sharing experiences from HD research project

Teacher researchers panel 30 mins

3. Evaluation results of HD research Roger BlamireEUN Senior Adviser

15 mins

• Please post your questions in the chat box .• Presentations, links to teacher’s scenarios and results are posted here: h tt p : / / f c l . e u n . o r g / d l p - p i l o t

• to understand and strengthen the value proposition of TI DLP technology in education,

particularly around the benefits of HD projectors including

• sharpness of text, and

• good readability to support teaching and learning.

High Definition project – research goals

Overview of the ProjectB a r t Ve r s w i j v e l - @ B a r t Ve r s w i j v e l

2-ENRIC

New technologies arrive at school. . .

2-ENRIC

Holistic approach to mainstream innovation

2-ENRIC

High definition 1080p TI DLP® projector

Future Classroom Lab1 1 p a r ti c i p a n t s f r o m 6 c o u n t r i e s ( C Z , D E , F R , P L , S E , U K )

Future Classroom Lab

W O R K S H O P S1 1 - 1 2 J a n u a r y 2 0 1 62 3 - 2 4 M a y 2 0 1 6

1 1 p a r ti c i p a n t s f r o m 6 c o u n t r i e s ( C Z , D E , F R , P L , S E , U K )

Future Classroom Scenario

Process invo lves stakeholders

Upsca l ing of innovation

Responds to (pedagog ica l ) t rends

Focuses on matur i ty progress

Ambitious but achievable

F u t u r e C l a s s r o o m To o l k i t

H o l i s ti c a p p r o a c h t o m a i n st r e a m i n n o va ti o n

fcl .eun.org

S c e n a r i o b u i l d i n g

TOOLlearningdesigner.org

Scenarios and more...fcl.eun.org/dlp-pilot

A t s c h o o l …

I n t e g r a t e p r o j e c t o r i n i n n o v a ti v e s c e n a r i o s

I n s p i r e c o l l e a g u e s

L e a d p r o c e s s o f c h a n g e

Our international team of teacher researchers from ….. CZ, DE, FR, PL, SE, UK

Jan Roza, Základní škola Mládežnická, Czech Republic

Discussing - demonstrating biology on video in HD quality

Question: How did you use the HD to inspire students and improve their understanding of biological processes?

TEACHER RESEARCHER PANEL : Q&A

Ringo Plöger, RS “F. Myconius” Gotha, Germany

Discussing - supporting simulations in other subjects

Question: Tell us about a project involving other subjects?

Jenny Callin, Vikskolan, Sweden

Discussing - moving to HD

Question: Can you compare HD versus interactivity?

Malya Coqueret, Secondary School Charles Bruneau, France

Discussing - moving from the front of the classroom

Question: Give an example of your students reactions?

Jolanta Grzywnowicz, Gimnazjum w Psarach, Poland

Discussing - involving students in the teaching

Question: In what way are your students more involved now?

Marie-Hélène Escourolles, Collège Sainte Thérèse, France

Discussing - supporting cross-curricular projects

Question: Tell us about the students reaction to the bigger screen, and how is it useful for the school as a whole?

Jan Cerva, ZS J.A.Komenskeho Louny, CZ

Discussing - better and more modern teachers

Question: How have you involved other teachers in the HD project?

Richard Fisher, Abingdon School, UK

Discussing - testing HD to full capacity

Question: How did you test the added value of HD?

Siegfried Maillard – Collège les Eyquems, Mérignac, France

Discussing - developing interactivity with data

Question: How has the process helped change your teaching style?

S i e g f r i e d M a i l l a r d , C o l l è g e l e s E y q u e m s ,

M é r i g n a c , F r a n c e

How has the process helped change your

teaching style?

New pieces of furniture and new spacial organisation

Standing tablesCushionsMore tools for teaching and learning

More « learning how to learn » than learning

Computers

More creativity, sense of responsibility, autonomy and

leadership for students

Beata Olszewska-Rybka, Gymnasium no 1 Jozefow, Poland

Discussing - triggering change in school

Question: For a school that had very little ICT, what has changed?

• Roger Blamire, Senior Adviser, EUN Knowledge Team

Impact : evaluation of HD

A im o f the eva lua t i onAim: to answer the following questions

• How was the projector set up and used?

• What was the ‘learning return’ for the effort, time and resources invested?

• What was the impact of the workshops and scenarios?

• What difficulties were encountered?

• Was the project worthwhile?

Evidence sources:• Blogs and learning diaries• 1:1 interviews with project partners• Online student surveys• Scenarios shared on Schoology, Google docs etc.

1 : Se tup• Variety

• Countries: CZ, FR, DE, PL, SE, UK• Schools: lower and upper secondary, small

(261) to large• Teachers: all STEM• Classes: up to 30 students, age 11-16• Classrooms: small to large (10 - 15m)

• Installation: ceiling or portable, wired connection usually

• Replaced a classic projector or an interactive whiteboard in every case

• Display• Specially painted wall, light grey to maximise

contrast• Pull down screen• Permanent screen: 2-3m across

2 : Benefits - f o r t eachersImproved learning environment

• Large bright sharp display appreciated• Can show HD movies, small text, connect

microscope• Show datasets and spreadsheets and zoom in

• All students can see display• Particularly useful in large, long rooms• No need to black out the room any more• Noticeable difference between old and new projectors• Flexible and robust• Quick start-up, no focusing needed• Easily moved, no bulb or component failures

“The sharpness, ‘beautiful colours’ and brightness really have a big impact.”

“Plug in and go; no worrying about the focus or leaving to stand and cool after use.”

“I never used to project small text. Now I can project more exercises with multiple pages, and there is no need to make photocopies, so saving paper.“

“Better view of text at the back of the room”

“I don’t have to move things”

2 : Benefits - f o r t eachers• Digital teaching end to end

• Saves time at home and school• Shared and reused resources and lesson plans• Convenience and ease of use• Projector used more than classic projectors• But interactivity missed, difficult to annotate in some setup

• Changed teaching and learning• Layout of room• More student choice

“Changed my point of view of teaching. In every lesson we can now show something.”

“A kind of revolution in my class”

“All my lessons are on the computer”

“The school bought tablets for students to use”

2 : Benefits - f o r s tudents

Students…• Noticed the difference• At the back of the room could see everything• With dyslexia could read more easily• Could connect own devices easily

“Better understanding of mathematical formulae”

“More active participation of students”

“Like in a cinema”

“Wow, I can see such small letters now!”

Student su rveyOver 500 students completed pre- and post-installation surveys• E.g. before 59% had problems viewing formulae

and diagram details from the back, after 4% didAfter:• Visibility almost perfect everywhere• 95% said their teacher used the projector in all or

most lessons• 95% said students used the projector a lot or

sometimes• 21% said connecting their own device was easy,

but 30% said it was difficult

High levels of satisfaction with the new projectorBut some connectivity problems

BEFORE

at the front of the classroom?

in the middle of the classroom?

at the back of the classroom?

-10% 0% 10% 20% 30% 40% 50% 60%

0.0426829268292683

How clearly can you see formulae and diagrams when sitting...

3 Difficult 4 Often difficult 5 Impossible

At the front

In the middle

At the back

0% 10% 20% 30% 40% 50% 60%

How clearly can you see formulae and diagrams when sitting...?

3 Difficult 4 Often difficult 5 Impossible

Student su rvey:

Before and after survey in one school:• “I can’t see text when sitting at the back of the classroom”

• Before 71% agreed, after 0% agreed• “I can’t see formulae and diagrams”

• Before 84% agreed, after 0%• ”The display is the right size”

• Before 1% agreed, after 94% agreed

Likely to be true for large numbers of schools in Europe?

Ease o f use by s tudents

Student su rvey: changes• Changes in College Ste Therese (n=79)

from • Sitting at the back of the classroom

• Text: before 72% said it was impossible, after 0%

• Formulae: before 84%, after 0%• Display size

• Before 91% said it was too small, after 94% said it was just right

• Ease for students to use the projector• Before 25% said no problem,

after 53% said no problem

BEFORE

Student su rvey: pos i t i ves

Wow! Even with the sunlight we can perfectly see As I can see better, it is less tiring for me

I feel more interested in the content makes us participate more in the lessons

We can write on the screen-board.

It helps our learning to have good quality videos, images and texts to illustrate what the teacher explains

it's easier to show our work to the other students

We can see more clearly from anywhere in the room.

I like to visualise what is explained, the good image quality of the new HD projector helps me with my learning.

it is easier to concentrate on the lesson and to learn

We don't have to bother on finding out what is shown on the screen, we can concentrate only on the meaning of things

It's livelier than in the textbook

Student su rvey: improvements?

Nice not to need a cable to connect devices

To add an interactive module.

At one spot of the screen, there is a zone with light reflections disturbing.

It would be nice if we could connect our tablets directly to the projector without any wire

To have a touchscreen

To have 3D images.

a larger screen with large letters

3 : Workshops and scenar i os • Workshops had a major impact on

pedagogy• Exposure to other styles of

teaching• Work with science teachers

from other educational cultures

• Discovering new apps and tools

• Scenarios used extensively• Learning Designer particularly

appreciated• Also Schoology, Graasp

“Changed how I teach”

“Learning Designer helped me change the balance between teacher and student-led activities”

“Share styles of teaching”

4 : I s suesUse:• Interactivity of smartboard lost

• But ‘it was getting out of date anyway’ so ‘I don’t miss it’• Differences between makes and models of projector• HD end to end needed• Educational value of having a single large screen as the classroom

focus?• Sound must also be high quality: classroom acoustics issue

Supply and installation• Multiple suppliers (Acer, NEC, Optima, Benq…)• Local suppliers not used to working with schools• Delivery and installation delays • Incomplete installation: wrong screen, missing cables…

Management:• Before making your investment consider: interactivity, size of the

screen, connectivity both in terms of HD-ready laptop and also connectors, where to place your projector (short throw, long throw), fixed/mobile, single classroom/benefit more classes

• Curriculum areas? Drama?

5 : Reflec t i ons on the p ro jec t• Raised major issues about classroom

displays and acoustics• Not surprising that students at the back may

lack engagement• A ‘rich experience’ for everyone

In the future?• More research into the physical learning

environment when technology is used• More than one teacher per school?• More schools?• Different subjects, e.g. potential in drama

lessons

To conc ludeThis small scale exploratory project showed that:1. A HD projector provides a big return for a relatively small investment

Importance of HD from end to end: content –> laptop –> projector -> display

2. The projector is particularly valuable in a large room and if the display is large

3. All – teachers, students, parents and head teachers – were overwhelmingly impressed by the sharpness, colours and brightness of the images projected

4. Students were more engaged in lessons, particularly those at the back of the room and were able to focus on the content of lessons

5. Teachers acted as researchers, designing learning activities, recording changes, surveying students and reflecting on impact

6. The introduction of the projector – as part of the pedagogical process – acted as a catalyst to help teachers become digital teachers and innovate

7. It was important to contextualise the technology within planned learning scenarios and activities

8. International face to face workshops succeeded in inspiring and networking teachers

9. Teacher blogs were an effective way to record learning, inform and disseminate

10. Texas Instruments gained insights into the unique education market and the practicalities of supplying and supporting schools.

Thank you fo r your a t ten t i on !

• Final questions

• Thank you for:• Your participation• Our teacher researchers• TI DLP for sponsoring research

• All presentations, learning scenarios, final results published in December here: h tt p : / / f c l . e u n . o r g / d l p - p i l o t