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Crea%ng an Engaging Classroom Environment with Apps and Google
Technologies Andreas Dewanto
Email: [email protected] Faculty of Science, Na1onal University of Singapore
Block S16 Level 3, 6 Science Drive 2, Singapore 117546
6th Asian Associa%on of Schools of Pharmacy Conference (AASP 2013)
%nyurl.com/lecture-‐helpline
About myself • Graduated in 2005 (B.Sc. Honors) and 2008 (M.Sc.)
• Instructor, Physics Dept
• Assist. Director, Special Program in Science
• Resident Fellow, Temasek Hall, NUS
What are we going to do today?
• Who do we face in class? • Discussion: What is considered engaging in class?
• Various Apps • Google Apps • Hands-‐on prac%ce on Google Apps • Q&A and debriefing
The genera%on born in the 1980s and 1990s, comprising primarily the children of the baby boomers and typically perceived as increasingly familiar with digital and electronic technology [Oxford Online Dic%onary]. They are also coined “digital na%ve” [Prensky, 2005]
Genera&on-‐Y
21st Century Students
Retrieved from www.good.is/posts/atlanta-‐teacher-‐uses-‐angry-‐birds-‐for-‐physics-‐lessons
Retrieved from www.reuters.com/ar%cle/2011/01/17/us-‐singapore-‐ipads-‐idUSTRE70G0EK20110117
Group Discussion
This workshop is about using technology to create an engaging classroom. What is considered as an engaging classroom?
U%lity & Produc%vity Apps • Cloud storage: – Dropbox (www.dropbox.com) – Sugarsync (www.sugarsync.com)
• Remote connec%on: – Splashtop Remote (www.splashtop,com)
– Team Viewer (www.teamviewer.com)
• Document “on the go”: – Evernote (www.evernote.com) – Notability (www.gingerlabs.com/)
Applet or Flash-‐based Apps: Tom Greenbowe’s Simula%on
(group.chem.iastate.edu/Greenbowe/sec%ons/projeciolder/simDownload/)
theChemCollec%ve (www.chemcollec%ve.org)
PhET: Physics Educa%on Technology (phet.colorado.edu)
BioDigital Human (www.biodigitalhuman.com/home/)
WolframAlpha (www.wolframalpha.com)
A powerful search engine cum mathema%cal solver, powered by Mathema%caTM. You can use this to solve equa%on, plot func%on, or simply search for informa%on (e.g. chemical bond). It even knows the answer to “why does the chicken cross the road?” J
Google Apps (run on Google Engine)
• Google Docs, Google Calendar, Google Earth and Picasa
• Use in collabora%ve work (for group work, biodiversity field-‐trip, etc)
• Free (mostly) and convenient (Google maintains the server for you)
Create a free Google account to access various Google Apps
Google Docs is accessed via Google Drive
Google Documents: Free “Ms Office” in the Cloud
• Document resembles Ms Word.
• Presenta%on resembles Ms Powerpoint.
• Spreadsheet resembles Ms Excel.
• Form provides the user interface to survey the students and record the data in Spreadsheet.
Lecture Helpline The lecturer sets up Google Form as an online portal for students to leave ques%ons or comments during lecture. The entry to the Google Form is recorded automa%cally into Google Spreadsheet, where the lecturer has access all the %me during lecture.
Pre-‐tutorial Survey The lecturer sets up a Google Form for students to leave comments/ feedback on the tutorial ques%ons. The lecturer accesses the Spreadsheet prior to the tutorial class to an%cipate students’ difficul%es with the tutorial ques%ons.
In-‐class Assignment with Real-‐%me Feedback
Organizing Consulta%on Sessions
The lecturer sets up a Spreadsheet to manage students’ sign-‐ups for consulta%ons.
Hands-‐on Ac%vi%es What we are going to do: • Crea%ng a Google Account • Naviga%ng through various Google Apps • Crea%ng a Google Form and a Google Spreadsheet for a class survey
• Linking Google Spreadsheet to a webpage for visualiza%on
Some resources: • Reading: hop://%nyurl.com/google-‐chart-‐tools • Material: hop://%nyurl.com/some-‐files