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Tuesday, July 19, 2011
MY NASA DATA Project
Hello Dr. Klett and Lin,
Thanks for the introduction. Nice to make your acquaintance Dr. Klett. What would you like to know about the CloudID app?
We created the first version of the app with Google App Inventor, a cloud based app creator. It's one of the best app creators that I've seen on the market--and there is no cost to use or create apps. They can be simple or complex, the process is very stream-lined.
I'd love to talk with you more about it and share a site with you where we have some beta/unofficial releases. Let me know what I can do for you.
Best regards,
Dan
-----Original Message-----
From: Chambers, Lin H. (LARC-E3)
Sent: Monday, July 18, 2011 8:08 PM
To: mklett@nmu.edu; Oostra, Daniel H. (LARC-E302)[SCIENCE SYSTEMS AND APPLICATIONS, INC]
Subject: Touch screens for teachers
Dr. Klett and Dan,
I wanted to connect you by email. I spoke with Dr. Klett at his poster today at the GLOBE meeting. He is doing a sabbatical from Northern Michigan to focus on how devices like ipads and smart phones can be used in the classroom. Dan, he is very interested in the cloud ID app, and I think we will be interested in a needs assessment he is doing to learn what teachers can actually use in this area.
Lin
--
Dr. Lin Chambers, Director
-------------------------------
MY NASA DATA Project
http://mynasadata.larc.nasa.gov
mynasadata@lists.nasa.gov
NASA Langley Research Center, MS 420, Hampton, VA 23681-2199
Thanks for the introduction. Nice to make your acquaintance Dr. Klett. What would you like to know about the CloudID app?
We created the first version of the app with Google App Inventor, a cloud based app creator. It's one of the best app creators that I've seen on the market--and there is no cost to use or create apps. They can be simple or complex, the process is very stream-lined.
I'd love to talk with you more about it and share a site with you where we have some beta/unofficial releases. Let me know what I can do for you.
Best regards,
Dan
-----Original Message-----
From: Chambers, Lin H. (LARC-E3)
Sent: Monday, July 18, 2011 8:08 PM
To: mklett@nmu.edu; Oostra, Daniel H. (LARC-E302)[SCIENCE SYSTEMS AND APPLICATIONS, INC]
Subject: Touch screens for teachers
Dr. Klett and Dan,
I wanted to connect you by email. I spoke with Dr. Klett at his poster today at the GLOBE meeting. He is doing a sabbatical from Northern Michigan to focus on how devices like ipads and smart phones can be used in the classroom. Dan, he is very interested in the cloud ID app, and I think we will be interested in a needs assessment he is doing to learn what teachers can actually use in this area.
Lin
--
Dr. Lin Chambers, Director
-------------------------------
MY NASA DATA Project
http://mynasadata.larc.nasa.gov
mynasadata@lists.nasa.gov
NASA Langley Research Center, MS 420, Hampton, VA 23681-2199
Saturday, July 2, 2011
A partnership for iPod pedagogy
This paper explores collaboration between researchers at the tertiary level, with primary school teachers and their students as iPods are integrated into learning experiences. Embarking on this partnership, it is our aim to weave value-added, mutually beneficial and collaborative relationships into our on-going professional interactions as we work towards the development of a pedagogical framework to support classroom teachers in using iPods and podcasting in their educational settings. Such collaborative relationships have been promoted as a way to foster professional relationships, provide learning opportunities for educators, encourage change and develop common understanding across contexts.
Appropriate pedagogy and procedures to assist educators in the incorporation of this technology within their classroom context have begun to emerge through professional
collaboration, observation of the students and interviews with both teachers and students. This study provides example for educators who collaborate with researchers to incorporate new technologies into their teaching. It also presents our experiences with team building and communication, which have proven valuable in the process of integrating iPods and podcasting into learning activities for children.
http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p111.pdf
Educational Uses of Handheld Devices: What are the Consequences?
Educational Uses of Handheld Devices
Handheld devices are being used increasingly in schools and higher education. Many researchers assume that the use of these devices will exert considerable impact on educational practices (Lai & Wu, 2006). However, to date, it appears that such use has not been sustainable and transferable (Song & Fox, 2007).The impact of educational uses of handheld devices does not yet seem apparent.
Conclusions
Current educational uses of handheld devices, more often than not, have been concerned with planned or controlled practices. Learners have had few chances to explore how handheld devices would benefit their learning. Second, in many cases, handheld educational uses merely replicate desktop computer practices. These new means for old educational practices usually have gone hand in hand with offsetting consequences. Classroom use of handheld devices together with other technologies usually has not only achieved limited interaction but required complicated design at the expense of other interactive practices. Third, innovative contextual uses of handheld devices such as context-aware applications and data collection are emerging, yet these applications have not achieved scale, due in part to technical constraints and design difficulties. In addition, more recent research findings show that using available features of handheld devices to support educational practices is feasible, plausible, and innovative, yet such applications remain underdeveloped. Finally, some constraints of the technology are inherent such as the screen size, inputting method, and computational power. Technical problems still exist. Therefore, in many cases, current handheld educational uses neglect contextual factors and merely provide an add-on experience for the students. This means that basically, these applications have brought about the first-level effects of handheld uses.
College Students on iPod Use and Hearing Health
Abstract:
Background:
The popularity of personal listening devices (PLDs) including iPods has increased dramatically over the past decade. PLDs allow users to listen to music uninterrupted for prolonged periods and at levels that may pose a risk for hearing loss in some listeners, particularly those using earbud earphones that fail to attenuate high ambient noise levels and necessitate increasing volume for acoustic enjoyment. Earlier studies have documented PLD use by teenagers and adults, but omitted college students, which represent a large segment of individuals who use these devices.
Purpose:
This study surveyed college students' knowledge about, experiences with, attitudes toward, and practices and preferences for hearing health and use of iPods and/or other PLDs. The study was designed to help determine the need, content, and preferred format for educational outreach campaigns regarding safe iPod use to college students.
Research Design:
An 83-item questionnaire was designed and used to survey college students' knowledge about, experiences with, attitudes toward, and practices/preferences for hearing health and PLD use. The questionnaire assessed Demographics and Knowledge of Hearing Health, iPod Users' Practices and Preferences, Attitudes toward iPod Use, and Reasons for iPod Use.
Results:
Generally, most college students were knowledgeable about hearing health but could use information about signs of and how to prevent hearing loss. Two-thirds of these students used iPods, but not at levels or for durations that should pose excessive risks for hearing loss when listening in quiet environments. However, most iPod users could be at risk for hearing loss given a combination of common practices.
Conclusions:
Most of these college students should not be at great risk of hearing loss from their iPods when used conscientiously. Some concern is warranted for a small segment of these students who seemed to be most at risk because they listened to their iPods at high volume levels for long durations using earbuds, and reported that they may already have hearing loss due to their iPods.
http://www.ingentaconnect.com/content/aaa/jaaa/2009/00000020/00000001/art00004
Background:
The popularity of personal listening devices (PLDs) including iPods has increased dramatically over the past decade. PLDs allow users to listen to music uninterrupted for prolonged periods and at levels that may pose a risk for hearing loss in some listeners, particularly those using earbud earphones that fail to attenuate high ambient noise levels and necessitate increasing volume for acoustic enjoyment. Earlier studies have documented PLD use by teenagers and adults, but omitted college students, which represent a large segment of individuals who use these devices.
Purpose:
This study surveyed college students' knowledge about, experiences with, attitudes toward, and practices and preferences for hearing health and use of iPods and/or other PLDs. The study was designed to help determine the need, content, and preferred format for educational outreach campaigns regarding safe iPod use to college students.
Research Design:
An 83-item questionnaire was designed and used to survey college students' knowledge about, experiences with, attitudes toward, and practices/preferences for hearing health and PLD use. The questionnaire assessed Demographics and Knowledge of Hearing Health, iPod Users' Practices and Preferences, Attitudes toward iPod Use, and Reasons for iPod Use.
Results:
Generally, most college students were knowledgeable about hearing health but could use information about signs of and how to prevent hearing loss. Two-thirds of these students used iPods, but not at levels or for durations that should pose excessive risks for hearing loss when listening in quiet environments. However, most iPod users could be at risk for hearing loss given a combination of common practices.
Conclusions:
Most of these college students should not be at great risk of hearing loss from their iPods when used conscientiously. Some concern is warranted for a small segment of these students who seemed to be most at risk because they listened to their iPods at high volume levels for long durations using earbuds, and reported that they may already have hearing loss due to their iPods.
http://www.ingentaconnect.com/content/aaa/jaaa/2009/00000020/00000001/art00004
The evolution of multimedia access in a mobile teaching context
Abstract:
The problem presented in this poster session is “How can a multimedia database be easily used as a teaching tool in the classroom?” This poster presents the iPad as a mobile handheld delivery tool for multimedia database components. Teaching strategies which utilize the iPad as a teaching tool benefit from several key affordances over previous iPod generations: easy of interaction (touch screen), increased screen size, controllable multimedia playback, significant volume, and various data collection capabilities. The teaching strategy described in this poster is the leading of mobile small group demonstrations using finely controlled multimedia playback. An overview of the process required to easily create a multimedia database on an iPad is presented as a critical component of successful use. This poster session describes a specific application of the iPad in the classroom and further research needs to explore iPad data collection capabilities
to extend the use into other educational contexts.
http://risal.cite.hku.hk/resources/proceeding_35046.pdf
The problem presented in this poster session is “How can a multimedia database be easily used as a teaching tool in the classroom?” This poster presents the iPad as a mobile handheld delivery tool for multimedia database components. Teaching strategies which utilize the iPad as a teaching tool benefit from several key affordances over previous iPod generations: easy of interaction (touch screen), increased screen size, controllable multimedia playback, significant volume, and various data collection capabilities. The teaching strategy described in this poster is the leading of mobile small group demonstrations using finely controlled multimedia playback. An overview of the process required to easily create a multimedia database on an iPad is presented as a critical component of successful use. This poster session describes a specific application of the iPad in the classroom and further research needs to explore iPad data collection capabilities
to extend the use into other educational contexts.
http://risal.cite.hku.hk/resources/proceeding_35046.pdf
Friday, July 1, 2011
http://ung.igem.org/Main_Page
http://en.wikipedia.org/wiki/IGEM
Competition details [Checking to see if hand helds work]
Student teams are given a kit of biological parts at the beginning of the summer from the Registry of Standard Biological Parts. Working at their own schools over the summer, they use these parts and new parts of their own design to build biological systems and operate them in living cells. Randy Rettberg, an engineer who has worked for companies including Apple, Sun and BBN, is the director of the iGEM competition.
Competition details [Checking to see if hand helds work]
Student teams are given a kit of biological parts at the beginning of the summer from the Registry of Standard Biological Parts. Working at their own schools over the summer, they use these parts and new parts of their own design to build biological systems and operate them in living cells. Randy Rettberg, an engineer who has worked for companies including Apple, Sun and BBN, is the director of the iGEM competition.
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