Making Effort Visible: Wearable Tech in PE Class

dodgeball

In the last three years, adoption of wearable fitness technology has exploded.  According to the Consumer Electronics Association, adoption rate tripled from 2012 to 2013 and wearable fitness exhibitor numbers at the International Consumer Electronics Show (one of the world’s premiere technology showcases) increased by at least 30%.

One of the most powerful aspects of this technology is its ability to give personalized feedback that meets a person where he or she is, and to give that feedback regularly, allowing the individual to make incremental changes in order to improve.  Small goals and regular success is addicting — wouldn’t that be great in a PE class?

It’s this personalized, visual motivation that Dave Gauvain and Eric Brown, PE teachers at St. John Vianney High School, had in mind when they selected curriculum-specific technology for their department.  Instead of laptops or tablets, Dave and Eric chose the Polar GoFit program, an integrated way for students to keep track of their own progress during workouts and athletic exercises.

I caught up with Dave Gauvain during a dodgeball unit and he walked me through three elements of the technology he thought held the most merit.

Regular Feedback

“We want guys to learn what it feels like to be in their target heart rate,” Dave comments.  The longer and more regularly they stay in that target area, the easier it will become to maintain without the devices.  That’s the transfer goal: a physical perception our young men can work towards outside of class.

Each boy is outfit with a heart rate monitor on a chest strap and a wristwatch.  The boys put in their height and weight into the watch at the beginning of every period.  The heart rate monitor broadcasts to both the boy’s watch as well as to the iPad Dave carries throughout the period.  Teacher and student each have an easy way to measure a student’s effort in class.

Objective assessment 

The Polar GoFit program not only shows a real-time display of student effort – it also tracks this over time.  Each student’s performance throughout the period is graphed and stored in a password-protected online service.  On his iPad, Dave can see these graphs, and he periodically calls students over to chat about how much (or how little) they are working themselves on the field.  Off the court, students can log in to the Polar website to see their performance across multiple class periods.

While he’s not sure how the technology will impact his grading system just yet, Dave does believe he’ll begin using this data to inform how he judges how successful students are in his class, and how effective certain activities are at helping his students meet their heart rate goals.

Motivation

This objective measure of effort gives a different feel to a PE class.  “It allows students to feel good about their athletic work, even if they might not identify themselves as athletes,” Dave observes.

To an extent, it levels the playing field.  Students involved in regular athletic programs must work harder to keep their heart rates up.  Students who may not be involved in regular activity see incremental successes earlier and more often.

Polar even has special badges students earn for staying in the target heart rate area for certain amounts of time.  Students compete against themselves as well as others in the class for more badges, and the bragging rights are available to anyone who’s willing to put forth the effort.

Dave and Eric’s application of the Polar GoFit technology sends a positive message about the benefits that data and computing can have on our behavior and our health.  We are excited to see how our teachers use the GoFit to help our Griffins get fit and stay fit.

Trends and Technologies: A Review

Over the past few months, I have been reading a trilogy written for those looking to design or aid in the design of online courses or blended learning experiences. Grounded Designs for Online and Hybrid Learning, edited by Atsusi “2c” Hirumi and published by ISTE, consists of the following titles: Design Fundamentals, Designs in Action, and Trends and Technologies.

Trends and Technologies:

The final volume, Trends and Technologies attempts to describe larger movements in the online learning space. These are addressed in a brief overview of each of the four topics below:

  • Managing Large Online Courses
  • Podcasting
  • Virtual Worlds
  • Online Schools

I appreciated the narrative approach of the contributing author who wrote the chapter on managing online courses. His description of pitfalls, strategies, and successes read like an experienced advisor speaking to a new teacher. The other chapters are overviews of the remaining topics, with descriptions of related tools and technologies.

While I appreciate the topics themselves, I’m afraid the tools mentioned seemed to give these chapters a hint of obsolescence, as many were “new” at the time of drafting but are now well-used or no longer used by teachers in the k12 environments near me. I would have appreciated access to the authors’ thoughts on current technologies that relate to those they were observing in 2013. I believe this volume in particular could have benefited from digital supplementary material.

Overall, these three volumes represent a compendium of research on the topic of online learning.  In my opinion, they serve less as a guidebook and more as reference texts for teachers or designers who want to compare their progress with models and processes used in other online courses.

For the new designer, the middle volume may provide the most applicable, near-term guidance, while the bookends can provide a richer picture of the design process and factors affecting online learning.

My thanks to Education Plus and the METC ISTE Affiliate for the opportunity to review this series.

Designs in Action: A review

Over the past few months, I have been reading a trilogy written for those looking to design or aid in the design of online courses or blended learning experiences. Grounded Designs for Online and Hybrid Learning, edited by Atsusi “2c” Hirumi and published by ISTE, consists of the following titles: Design Fundamentals, Designs in Action, and Trends and Technologies. I’ll address each in its order.

Designs in Action:

Hirumi refers to this volume as “the heart” of the Grounded Designs series. I heartily concur. Of the three volumes, Designs in Action comes closest to a practicable guidebook for designing learning activities for an online course. The chapters may be grouped into three categories: general instructional models, subject-specific strategies, and general strategies.

General Instructional Models

Designs in Action includes descriptions and examples of four different instructional models: Gagné’s Nine Events of Instruction, the 5E Instructional Model, Guided Experiential Learning, and InterPLAY Learning Landscapes. Those familiar with the WHERETO instructional model within the Understanding by Design will find similar themes within and among these models. When talking about WHERETO, Wiggins and McTighe describe learning activity design in these words, “There is no ideology to it: do what works in Stage 3 to meet the objectives of Stage 1” (2005).

In my opinion, all of the above models moves my planning through a process that generates ideas and rewards creativity. For those who are looking for a model to spur their imagination or those who would like to examine the WHERETO acronym through a different lens, these chapters will reward the reader.

Subject-specific strategies

Curriculum specialists who support science or social studies may appreciate the chapters on the Scaffolded Vee Diagrams (Science) and Authentic Historical Investigations (social studies). Each approach scaffolds the professional practices of physical and social scientists into steps that students can manage. In addition to helpful question sets and design templates, these chapters also include effective, interesting lessons built with each respective strategy. I will be sharing many of the resources and tools mentioned in these chapters to colleagues teaching these subjects.

General strategies

Two additional general purpose strategies make up the remaining two chapters: Webquests and Game-based Learning. The Webquest chapter is detailed, reflecting the quantity of research available on this topic, but I was hoping for a deeper treatment of moving webquests into tasks that push higher order thinking. For someone new to facilitating a webquest with students, this may be a good introduction, but my one word of caution is that a webquest can quickly become an exercise in “seek and find” rather than synthesize and argue. Crafting meaningful tasks and challenging questions is critical when designing one of these activities.

The chapter on game-based learning is also an introductory chapter for what has developed into a leading topic among teachers and instructional designers. The contributing author mentions a number of case studies that are well-worth investigating, and I am especially interested to learn more about Ko’s Journey, a game-based approach to middle school math objectives.

Design Fundamentals: A Review

Over the past few months, I have been reading a trilogy written for those looking to design or aid in the design of online courses or blended learning experiences.  Grounded Designs for Online and Hybrid Learning, edited by Atsusi “2c” Hirumi and published by ISTE, consists of the following titles: Design Fundamentals, Designs in Action, and Trends and Technologies.  I’ll address each in its order.

Design Fundamentals:

This text provides a broad introduction to how instructional design principles might be transitioned into an online space, especially in post-secondary environments. For those familiar with the ADDIE instructional design framework, the topics addressed by the contributing authors will read more like a review than new information. For those in a k12 context, or unfamiliar with ADDIE, the number of tables and rubrics to fill out during this systematic design process might seem daunting. Regardless of context, I found at least three valuable tips for those looking to lead an online course.

Assumptions:

A regular reminder throughout the text is that the online environment is a persistently disorienting experience for students. Elements of the face-to-face classroom that most of us take for granted must be explicitly outlined, communicated, and assessed for comprehension within an online space.

No process or expectation should be taken for granted. From the process of turning in work to the protocols involved in crafting civil, productive discussion online, the professionals designing and facilitating an online course cannot afford to assume that participants will be able to step in to the course and succeed from day one.

Assessments:

A strength of the ADDIE design framework is its focus on assessment throughout the progress of a course. I appreciated the reminder that many and varied assessments are appropriate, including multiple choice, checklists, and rubric-based evaluations.

From a k12 perspective, I often forget that a checklist can be an empowering tool to help students see progress. With online courses, checklists are especially important to help students see processes that would be more implicit in the face-to-face classroom.

Learner Interactions:

The designer of an online learning experience must account for the sometimes invisible interactions that each learner experiences. Hirumi creates an exhaustive list of these interactions and the describes the effect their interplay has on the learning process.This resource alone would be a great help to the teacher working towards a positive learning experience for her students.

In addition to the resources and reminders above, this volume includes outlines collections of web resources available to the instructional designer, a helpful introduction to Universal Design principles, and planning templates for each stage of the ADDIE design process.

Crowdsourcing Field Trips

TechClubDanforth

I received a intriguing question from Brandon Lewis, a social studies teacher at Vianney, about how to crowdsource the archiving of an upcoming field trip sponsored by his History Club.

His question:

Drew,

     I am looking for an easy way for students to take pictures at the WW1 museum and for me to be able to catalog the day. I think that Twitter would be an easy way to do this by just creating a # for the day. For those students who do not have twitter do you know of a way to easily collect pictures?
Cataloging a field trip is an exciting way to allow others to participate in the experience with the class.  Whenever I would take classes out on a trip, there were always half a dozen students who could not make it for one reason or another.  With technologies like Twitter hashtags, teachers can now make these experiences more interactive, even for students who might be in the classroom back at school. Building a collection from a Twitter hashtag in Tweetdeck or through Storify works great, but not every student has created a Twitter profile. What other options are out there?
 

My recommendations:

 
Guidebook is an app that’s built to organize events. With attendees less than 200 people, you can get by with a free account that allows you to build one “guidebook”, complete with maps of the building and a shared photo album.
 
Benefits:  Free.  Plenty of people allowed to the event, considering the size of a typical field trip attendance.  Teacher has the ability to “mail” students information during the trip (though it doesn’t create a push notification on the free plan).  Students have maps of the location at their fingertips.
 
Constraints: Students must have smartphones with a data plan (or access to open wifi at the location).  Students must also create an account with Guidebook.com.
 
 
Eversnap and Strudel are strictly photo sharing services.  Users download one of the apps and then upload their pictures to a secure album.
 
Benefits:  The primary benefit of these two apps is their “Live Photo Wall” feature, where all the pictures captured by participants happen in real time.  This generates participation as people see their own photos display on the screen, or, in the case of a field trip, where kids who could not make the experience can see what’s happening “on location”.
 
Constraints: The free version of these apps allow up to 20 people to participate in the shared album.  Students must have smartphones with a data plan (or access to open wifi at the location).  Students must also create an account with Guidebook.com.
 
 
PicShareParty has similar features as Eversnap and Strudel, but instead of connecting through an app, studnets upload pictures (or video) through texts.
 
Benefits: No account creation necessary for students to participate.  Teacher has the ability to vet all photos before sharing the gallery link to the group.  Students do not need a smartphone to participate, but will need the ability to text pictures and / or video.
 
Constraints: The free version only accepts 30 pictures.  This might be a great option for a very, very short field trip, or a teacher with thirty kids could ask each student to share his / her best photo of the day.
 
 
DropEvent allows a teacher to set up a shared album, like the services above.  The difference with this service is that uploads happen through the browser of the device.
 
Benefits:  Students do not need to create an account with the service.  They do need an e-mail address, but this can be a mailcatch address if necessary.  There is no published cap on the number of people contributing photos or the number of photos accepted for the event.  There is a 1 GB cap on the album as a whole, which will limit the number of photos at some point.
 
Constraints:  DropEvent generates revenue through advertisements displayed on the website.  These display on each page of the upload process, and I had to do some considerable zooming on my browser in order to complete the upload process.
 
Regardless of the method, I am excited to see how this field trip is enhanced by a photo-sharing experience.
 

Googlish Classrooms at Vianney

If you’ve been listening to the buzz around our school the last few months, you may have heard students and teachers talking about Google’s new learning management system, Google Classroom. For a brief introduction and a view into a Classroom course, check out Jared Weber’s use of the tool below:

 

As you can see, Classroom focuses on doing a small number of things really, really well. It is especially good at …

  • Organizing: Google Classroom gathers and organizes Google documents that your students produce as part of an assignment
  • Turning in work: Google Classroom creates a workflow that’s very similar to one you’d find in the physical classroom. A teacher creates an assignment, maybe distributing “copies” of a template that students fill out. The students complete the assignment in some fashion (documents, videos, drawings, etc.) and then “turn in” their work. The same workflow occurs in Classroom.
  • Grading: Google Classroom arranges student work in an easy-to-read, gradebook-like format that allows teachers to leave feedback quickly on documents and other artifacts.

 

Most often-asked question: So, does this replace Schoology?

Answer: Well, maybe. It depends on how you were using Schoology.

 

A quick feature break-down

Feature
Schoology
Classroom
Assignments
Assignment system involves uploading or connecting, and giving
feedback involves a system separate from Drive
Amazingly efficient, as the workflow is built for Google Drive from the
ground up.
Course Materials
Folders and subfolders mimic arrangement of unit materials typical
in the planning process
No support for folders yet, though you can create something akin to
folders by attaching Google Docs to the “About” tab.
Discussions
Quickly assess small-group or full-class discussions for who
participated and how well
The classroom “stream” is more similar to that of Facebook.
Posts and replies are nicely indented, but you might have to do a bit of
scrolling to check in on participation.
Assessments
Full-featured assessment engine allows for free response and multiple
choice, and can import quizzes from ExamView.
No testing engine yet, though Forms and Flubaroo do allow for
auto-grading of multiple choice assessments.

 

If you were using Schoology primarily to deliver and collect digital student work, Classroom is a fantastic option.  The single sign-on option, ease of feedback, and intuitive work flow is hard to beat.  If you were organizing class materials, discussions, and assessments so students could return to those at different points in the course, you might find a conventional learning management system better meets your needs, or you can combine other Google tools with Classroom, building your own LMS environment.

Google continues to roll out new features for Classroom, as well as for Forms (it’s closest assessment offering).  Check out the Google for Education blog for updates.

Interested to know more or to give Classroom a try? Touch base with me or chat with any of the following teachers for more information: Jillian Hoge, Brandon Lewis, Carrie Mitchell, Keith Touzinsky, Sean Scanlon, and Jared Weber.

Beg to differ with the feature break-down?  Using Classroom and didn’t see your name above?

Sound off in the comments below!

(Cross-posted on Vianney Learning)

#GTAATX submission

This past October, three teachers and I crafted essays and videos for submission to the December 2014 section of the Google Teacher Academy, #GTAATX.  My essays and video are posted below. While my application was not a successful bid for the Academy (this time), my greatest joy was creating these pieces together with a group of gifted, passionate teachers.  The dialog we had about what drives us to coach students towards personal success was a great reminder of the quality of people I have the privilege to serve.  My hope was that one of us would make it, and how fantastic was the news when Adam Hamilton, science teacher and football coach at Vianney, got the coveted tap to attend #GTAATX.

I’m looking forward to applying for the 2015 Academies, repeating the process of reflection and playful creation that marked October’s experience.

Video:

Essays:

Tell us about how you’ve navigated ambiguity or hardship.

When I began teaching, my classroom was full of ambiguity, because it was full of people. I was flustered, stretched, and lonely at times, so I invited every principal, developer, and teacher I could into my room. I knew that I wasn’t the one who could solve this puzzle on my own. I could only form questions and share them. As my responsibilities have changed, now I think about the ambiguity in all our classrooms, and I’ve found that conversations remain my most effective strategy. Instead of providing quick answers, I help my colleagues form questions. We talk about ideas, then tools, then networks that can help them. Forming the question has helped me own my personal search for answers, and that same approach helps bring a sense of control and success to the teachers I support.

Tell us about what inspires you to be a part of the GTA Program

I’m inspired to be part of the GTA program because I can’t think of a more passionate group of teacher coaches that I’d like to join. My love for the work and burdens of teachers motivates me each day to ask, listen, and encourage. I ask questions first because I’m genuinely interested in people and the curriculum taught here. I also ask questions in order to provide space for a teacher to reflect. The pace of our profession crowds out time for reflection, but the well-placed, sincere inquiry gives teachers an excuse to admire and tweak their efforts in the classroom. I love this part of my job, and I know I can grow in it. I’d like to add my strength to the accomplished efforts of Google Certified Teachers and learn from theirs so I can better serve my own school, city, and network.

To see Adam’s winning entry, as well as the great videos created by David Petersen and Brandon Lewis, check out this playlist.

Stop Making Sense in Social Studies Class

When you walk into Don Owens’ classroom (“Coach O” as he’s fondly known around here) on a select Friday, you might notice that his students aren’t dressed in their usual attire.  All of them have donned a white t-shirt emblazoned with the words “Stop Making Sense”.  Interesting … especially for a history classroom, where things ought to make sense.

“That’s just the point,” Coach says.  “These guys come in here with the idea that it’s all going to be handed to them.  They’ve lost the power of imagination.  But that’s not what we want here.”

What Coach O, who teaches every freshman at Vianney, wants his students to know is that learning is about a lot more than what’s written on the page.  “I want them to collaborate, to use their imaginations so that they can engage in what we’re doing here.  I want them to think outside the box.”

With that driving force, Coach went on a hunt for inspiration, and he found it in David Byrne, the leader of the 1980s rock group, the Talking Heads. “Byrne is a guy that’s always looking to break the mold, and he’s always looking to partner with someone else to make that happen.  That’s what I want our guys to do.  Forget the routine.  What’s possible here?  What’s really going on?  Ask questions.  Work with each other.  Get outside your comfort zone. Think!”

So how does that translate into his class? For a portion of class time on selected Fridays in the semester, students work on “outside the box” activities.

Things like:

  • Wear the shirt – Students gather as a team with an atypical dress code for atypical work.  This helps Owens set a tone of novelty and anticipation in his classroom.
  • Analyze video clips — Students have been analyzing selections of Byrne’s on-stage performances and discussing what’s happening on stage, what’s in the mind of the musician as he designed how things happen, and what motivates Byrne to be unique.  With the study of history, it is tempting to simply take people and events at face value, but true historians ask probing questions to learn what’s really going on.  Owens’ students develop these type of questioning patterns as they work through Byrne’s unique performances.
  • Pull apart song lyrics —  Historians process through primary documents with a fine-tooth comb.  Owens encourages his students to do the same, with material that’s charged with political and social themes from the modern world.  What does the singer mean by these lyrics?  What’s going on other places during that time that might inform his work?  As the boys move through these questions, they lay the foundation for similar work with ancient sources that touch on similar issues.

“I’m seeing better work out of my guys,” Coach says.  “They’re getting out of the habit of rote memorization.  Right now, I tell them ‘We’re on a road to nowhere’ during these ‘Stop Making Sense’ times.  But we won’t stay there.  We’re moving to that other road soon, where they need to start making making connections for themselves.  ‘Start the Change’ is going to be where we say, ‘Let’s stop talking about things, and let’s do them.’”

For students in Owen’s classes, the “Stop making Sense” activity has engaged their imaginations.  Now, Coach will be devoting that same time to opportunities where students will, like Byrne, work through the creative process to display what they know and how they know it.

Cross-posted on Vianney Learning

#TechTuesdays Summer 2014: Google Apps

Last summer, teachers met to collaboratively work through the Vianney Learning 2.0 development, getting a sense of a piece of what’s out there on the web.  This summer, we dove deep, walking through the intricacies of the core of Google Apps for Education.  These face-to-face and online hangouts were designed to introduce teachers to the content of the Google Educator Certification course in a more personable, engaging way than simply plowing through the material.

Session agendas can be found on our wiki, and the hangout events are embedded in the playlist below (direct link).

Chromebooks and Collaboration

This morning I had the opportunity to work with teachers at Holy Cross Academy – Annunciation as they prepared for their first year of a 1:1 Chromebook deployment.  We had an informative visit about the number one benefit of Chromebooks in the classroom: collaboration.

Prezi presentation (direct link)

fleeting thoughts about education and technology