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(IB) Best Practices in Educational Technology III
7/13/2022 | 9:10 AM to 10:10 AM
Room: CC: Grand Gallery B
Moderator: / Co-Organizer:
Session Code: IB | Submitting Committee: Committee on Educational Technologies / Co-Sponsoring Committee:
IB01 (9:10 to 9:20 AM) | Contributed | Simple Innovative Hybrid Teaching Model to Make Hands on Experience
Presenting Author: Ponnampalam Vijayakumaran, Jaffna National college Of Education, Kopay, Sri Lanka
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Best practice innovative simple Hybrid teaching model with assessment and evaluation technique were constructed to science teacher training regarding physics electronic experiments to deliver the hands-on experiences by using a Smart phone via zoom conferencing to overcome COVID 19 pandemic. Every participant was asked to buy necessary electronic components by WhatsApp group. The model was demonstrated to keep the smart phone fixed in such a way the back camera was focused to an A4 sheet. Circuit was built up under the camera. Check list and observation schedule were used as assessment tools both ongoing practical session and uploaded video clips in WhatsApp group. 24 small electronics experiments were done by using bread boards and evaluated among 58 science prospective teachers of Jaffna National College of Education. 47 participants level of achievement was in very satisfied level and Others were reach near to competency level. So, this is an efficient model.
IB02 (9:20 to 9:30 PM) | Contributed | Blended Lab Teams: From Pandemic "hack" to Online Innovation
Presenting Author: Roland Woodward, University of Wisconsin Oshkosh -- Fond du Lac
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When our university imposed strict social distancing restraints in response to the pandemic, I developed a technique to offer introductory physics labs at our two-year access campus, whereby exactly one student per lab team actually came to the lab room and operated the equipment, and the remaining team members joined remotely. All team members worked together in real time using a shared Google Sheet, while simultaneously viewing the apparatus and communicating with one another through Zoom. I assigned POGIL-style roles to foster authentic collaboration and work balance within each team (and checked the Sheet's edit history afterward to be sure). In this talk, I describe the implementation details and technological challenges of this technique; outline its post-pandemic continuation as a student accommodation mechanism; and explore its potential as an alternative to "bootcamp" labs for "mostly-online" lab course delivery.
[Additional information is available at https://www.thewoodwards.net/AAPT22SM.]
IB03 (9:30 to 9:40 AM) | Contributed | A Virtual and Interactive Learning Unit about Positron-Emission-Tomography
Presenting Author: Sarah Zoechling, CERN & University of Vienna
Additional Author | Julia Woithe, CERN
Additional Author | Sascha Schmeling, CERN
Additional Author | Martin Hopf, University of Vienna
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We have developed a new learning format to reach students around the world during the pandemic: virtual and interactive learning units. They consist of a unique combination of pre-recorded explanatory videos, interactive elements such as quizzes, screen experiments, and expert interviews. We consider interactive learning units to be very promising for incorporation into remote, blended, and face-to-face teaching and learning of physics. In this contribution, we present an interactive learning unit about Positron-Emission-Tomography created with H5P (cern.ch/petworkshop). PET is one application of particle physics in medical diagnostics, whereby particle detectors are used, for example, to locate a tumor. Empirical studies have shown that medical applications of physics are particularly interesting for students. We highlight the main components of the interactive learning unit about PET and provide ideas how to use the material in your physics lessons.
IB04 (9:40 to 9:50 AM) | Contributed | Replacing the LMS as an ADHD Professor and Web Developer
Presenting Author: Sam Hill, Adrian College
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When the pandemic forced most of us online, many teachers made use of their college’s Learning Management System. However, I have always found such systems to be slow and laggy, requiring way too many steps to update, and thus almost unusable to my ADHD brain. It was even more challenging during my wandering adjunct days when I might be teaching at multiple schools with their own systems and setups. Fortunately, I have dabbled in web development and was able to come up with an alternative. In this presentation I will describe some of the tools and practices I have created to replace the LMS with something more efficient for myself and my students alike.
IB05 (9:50 to 10:00 AM) | Contributed | Course Lectures: My Transition from Zoom to DaVinci Resolve
Presenting Author: Brian Woodahl, IUPUI
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During the pandemic, I changed from how I presented the virtual lectures in algebra-based intro physics 1 and 2. I initially presented the lectures synchronously using Zoom. But after one semester, I realized a better method was available. Video record my lectures using a two-camera set-up (one on my face and the other on my notepad), then edit using DaVinci Resolve and post on YouTube for asynchronous viewing by the students.
IB06 (10:00 to 10:10 AM) | Contributed | Application of the Arduino Platform in Education
Presenting Author: Lejla Jelovica, Faculty of Science, University of Split, Croatia
Presenting Author | Lejla Jelovica, Faculty of Science, University of Split, Croatia
Additional Author | Nataša Erceg, Faculty of Physics, University of Rijeka, Croatia
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Information and communication technologies in education offer a variety of tools for learning as well as learning assistance. An example is the Arduino computer platform, which offers an experimental settings for measuring different physical quantities combined with available sensors (eg temperature or humidity sensor). Like similar platforms, the Arduino stimulates students’ motivation and interest in conducting physical experiments in a more innovative way.
The paper presents an experiment in which the heat capacity of water is determined by real-time temperature change using the Arduino Uno platform and its components, temperature sensors and designed software, with a high percentage of precision. Unlike the classical experiment, this approach allows students to participate in the development of devices that can be used in a variety of research projects and the acquisition of program skills, and can be applied at the primary school, high school, and university levels.
Keywords – ICT; education; Arduino; experiment
The paper presents an experiment in which the heat capacity of water is determined by real-time temperature change using the Arduino Uno platform and its components, temperature sensors and designed software, with a high percentage of precision. Unlike the classical experiment, this approach allows students to participate in the development of devices that can be used in a variety of research projects and the acquisition of program skills, and can be applied at the primary school, high school, and university levels.
Keywords – ICT; education; Arduino; experiment
(IB) Best Practices in Educational Technology III
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