CMC3 South 2013
Online Learning Environments
Enhanced with
Smartpen Technology
and QR Codes
Lawrence Perez
Patrick Quigley
Department of Mathematics
Saddleback College
Copyright©2013
Introduction
• Presenters.
 Larry Perez
 Patrick Quigley
Video Presentation
The video with students reflecting on their negative affective experiences
is for live presentations only (by student request). Therefore the video
used in the NADE 2013 presentation is replaced with a dated video
describing the Algebra2go website.
www.Algebra2go.com
Affective Barriers
 What are affective barriers?
 What problems do they create?
 What are the causes?
 How do we use an online environment
to address them?
A Communications Model
Feedback
Source
Encoder
Channel
Decoder
Receiver
Conceptualization
of Message
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Bagin, D., Gallagher, D., & Moore, E. (2007).
The School and Community Relations (9th ed).
Boston, MA: Pearson Publishing
Feedback
Source
Encoder
Channel
Decoder
Receiver
Conceptualization
of Message
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
A communications model modified for a developmental
math classroom learning environment.
Instructor
Math Language
Individual
or Media
Common
Math Language
Student
Feedback
Source
Encoder
Channel
Decoder
Receiver
Conceptualization
of Message
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Note: Once the encoded message
enters the student learning
environment through the channel,
the source loses control of the
message.
Instructor
Math Language
We define this section of the communications
model as the Student Learning Environment.
Individual
or Media
Common
Math Language
Student Learning Environment
Student
Universal Design for Learning
Center for Applied Special Technology (CAST)
http://www.cast.org
A Communications Model
modified for a Developmental
Math Learning Environment
using Universal Design for
Learning
Feedback
Source
Encoder
Channel
Decoder
Receiver
Conceptualization
of Message
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Instructor
Math Language
Individual
or Media
Common
Math Language
Student Learning Environment
Student
Feedback
Source
Encoder
The
affective dimension permeates
Conceptualization
Form
of
the student’s
learning environment.
of Message
Message
Channel
Decoder
Receiver
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Individual
or Media
Common
Math Language
In situations where the student is uncomfortable, a
disruption in the communication process may
occur. This in turn may prevent the student from
decoding and/or conceptualizing the message
accurately. During assessment activities such as
exams and quizzes, the affect may significantly
Instructor
Math Language
impact student performance. Hence the design of
Affective Network
the assessment tool, and the channel by which it is
delivered, may directly relate to student
performance.
Student Learning Environment
Student
Feedback
Source
Encoder
Channel
Decoder
Receiver
Conceptualization
of Message
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Individual
or Media
Common
Math Language
Example: Student may not feel
comfortable
an online
Example:
Studentinmay
not belearning
familiar
where
the student
with environment
a pedagogical
technique
used
receives a message
to demonstrate
a concept.through a
computer screen.
Instructor
Math Language
Student Learning Environment
Student
Causes of Affective
Barriers
 Past experiences. (Audio)
 Societal influences.
Can we use an online
environment to
address affective
barriers?
Returning student perspective. (Audio)
Video Sample 2007
These tools are designed to function
individually of collectively to allow
students to choose their own
individualized learning scheme.
Sloan Consortium Effective Practice
Award
A free online
supplemental instruction
tool array.
Some students claimed that having the instructor talk directly to them
reminded them of past negative experiences in a math classroom.
Dialogue
Instructor
Student
Character
Social Emotional
Experience
Student Viewer
In this video design,Typical
the projection
instructional
of information
video format.
is seldom directed towards
the student viewer. This dynamic creates a social emotional experience connecting
the viewer to the learning experience.
Sample Video
Remote Coaching
Video taping a student
performing a learning outcome
may help instructors
understand how students
perceive and conceptualize
their lectures.
Next, the student and a faculty member
analyze
theisstudent’s
work and reflect
on the
A student
filmed demonstrating
a learning
outcomeverbal
while explanation
verbally explaining
work.
student’s
. Video (Nothe
Audio)
Solve for x.
4+x=-6
Capturing student learning outcomes on video can
easily be replicated using smart pen technology.
Students can hear and see themselves make mistakes.
The student can then analyze the smartpen
presentation with a trained professional to develop
intervention techniques to prevent common errors
observed in the student’s work.
Source: http://www.units.muohio.edu/servicelearning/node/316
Capturing student learning outcomes with smartpen technology allows the student to
judge their own work. This type of observation provides the student the opportunity to
move to higher levels of cognitive thought. It may be the case that these types of digital
recordings can capture a student’s progression through Bloom’s Taxonomy of Learning
using strategically designed worksheets. Sample Worksheet
Students helping students.
Solve for x.
4+x=-6
Top performing students can create pencasts that allow
struggling students to observe, analyze, and evaluate
correct work. Struggling students may adopt techniques
and/or observed strategies used by the top performing
students to improve their own performance. This
exchange of information from student to student, may
allow for better communication between the source and
receiver.
A Communications Model
Feedback
Source
Encoder
Channel
Decoder
Receiver
Conceptualization
of Message
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Student 1
Math Language
Individual
or Media
Common
Math Language
Student 2
A common math language improves signal transmission between source and
receiver. Students often share a common frame of reference. Thus, peer to peer
instruction can have some advantages over teacher to student instruction.
Karla Westphal
Department of Mathematics
Saddleback College
Hyperbolic Paraboloid
Frank Calderon
Math Faculty
Sloan Creek Middle School, Texas
Teacher Sample
Romeo Mercado
Student
Saddleback College
Student Sample
How can this technology
benefit educators?
Place value
Objective 1
Determine the place value of a digit in a
number.
The position of a digit in a number
determines its place value.
Video
View
Sample
Video Worksheet
Assessment
Example 1: Find a pattern for place value in a
whole number.
3 9 0 , 5 8 4 , 7 2 6.
One-millions place.
Ten-millions place.
Hundred-millions place.
Ones place.
Tens place.
Hundreds place.
One-thousands place.
Ten-thousands place.
Hundred-thousands place.
Smartpen technology allows instructors to add
additional layers of information to pdf documents.
How can this technology
improve communication
between educators and
students in the online
environment?
8
Graph y  x  2
y
4
-8
-4
4
8
x
-4
-8
Smartpens could possibly be used to deter academic dishonesty in online learning
environments. In cases of unproctored exams, students could be required to
verbally explain their approach to solving problems. This would provide instructors
a digital record of the students known voice and known penmanship which would
be used to identify the student.
More Pencast Samples
Unproctored Exams
Common Core Standards Sample
Form Completion Demonstration
Tutor Introductions
Smartpen Text
Professional Development - NADE
How to insert a watermark into
a pencast demonstration.
YouTube Video:
Pencast PDF Watermark Video
Pros: Easy to create, tech is portable,
relatively inexpensive, shallow learning
curve.
Cons: Can’t share files between pens,
flash based (some smart phones
unable to play file).
Worksheets
with
Assistive Media Portals
We often make worksheets to allow
students to practice learning
objectives we recently covered in
our classroom lectures.
Students may get stuck at a particular step within a problem. In this
case, the forgotten skill that prevents the student from moving forward
may be a skill that we lectured on earlier in the semester or from a
prerequisite math course.
In some cases, the student may use their cell phone to “phone a friend”
to get additional help. They may get the correct answer, but not learn
the correct process to apply to future problems.
Audio
With the use of QR codes, we leverage smart phone technology and
turn it into an assistive device that can help the student continue their
progression through the problem. But why stop there? We may also
want to include an audio file that walks them step by step through the
problem.
So how does this fit into the theory?
What a student cannot do
even with assistance.
What a student can
do with assistance.
What a
student
can do without
assistance.
Vygotsky’s
Zone of
Proximal
Development
pdf document
Unlike a video, we do not visually show them how to mechanically perform a
specific step within the problem. Instead we provide a definition and let the student
connect mechanical work to the definition.
pdf document
In some cases we may only provide the student with a visual cue allowing the
student to develop their own particular approach to performing a required
operation. In this case, the operation is multiplying a whole number to a fraction.
Online Learning Tool
Because of the touch screen capabilities of the smart phone, we can design online
interactive tools that students can kinesthetically manipulate to make connections
between learning objectives. In this case, students visually see the connection
between subtracting a negative number and adding its opposite.
An audio file is provided to walk
students step by step through
problem 1. At the end of the audio
file, the student is instructed to
perform problem 2 on their own to
see if they can get the correct
answer. The correct answer is
provided to the student at the end of
the audio file.
At given steps within problem 1,
students are provided with QR
codes or “assistive media portals”.
These portals allow smart phones
access to definitions or visual cues
that can assist students in their
progression to the solution.
Problem 2 is provided so that
students can reflect on their work in
problem 1 and apply their recently
mastered skills to a similar problem
of equal rigor.
A completed step by step solution is
provided for problems 1 and 2 to
allow students to check their work.
Additional problems with increased
rigor are provided and are to be
worked completed unassisted. This
is to ensure continued progression
through the Zone of Proximal
Development.
Smartpens and QR Codes
 Leverages existing technology.
 Portable / Scalable / Sustainable
 Addresses multiple learning
modalities.
 Applicable to all subject areas.
 An engaging experience.
YouTube Video: Creating QR codes with Qrafter
Website for generating QR Codes:
http://keremerkan.net
http://keremerkan.net/qr-code-and-2d-code-generator/
Sample Worksheets:
http://www.algebra2go.com/qr/
Larry Perez
Patrick Quigley
Saddleback College
LPerez@saddleback.edu
Pquigley@saddleback.edu
Rap up!
 It’s all about students!