input output

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8 Δεκ 2013 (πριν από 3 χρόνια και 8 μήνες)

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Input


output devices

Authors

Dr. K. Dimitriou, Psychico College (HAEF) , Greece

The creative combination of various information and technological
systems for the comprehension of Input Output devices

Objectives

Microsoft SharePoint Server 2007
,
Microsoft Internet Explorer,
Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Articulate
Presenter, Articulate QuizMaker, Parallax software

Software

Description

Use of share Point server 2007 as a course management system
(CMS) in order to apply various blended learning methods and
techniques. Use of various technologies to amplify learning procedure.


Learning Areas

Computer science

Levels

Age level 15
-
18.
International Baccalaureate Diploma Program

Robotics, input output devices, computer science (CS)

Keywords



Project Overview

Input


output devices

Teacher Planning


Project description

The design of the teaching methodology combines and integrates


teaching objectives


learning objectives


creation of an appealing and pleasant learning environment


linkage of theoretical framework with an empirical case study


This learning project aims to develop an integrated learning
framework for the computer science topic input and output
devices


The subject of research is whether blended learning surpasses
conventional learning


The use of technology is not an end in itself but the vehicle for
integrated teaching

Teacher planning

Input


output devices

Teacher Planning


Project description

Microsoft Share Point Server 2007 is an ideal content
management system. This tool is used in this project as a
course
management system

(CMS) to facilitate:



Direct access to learning resources


Interactive learning


Collaboration between students and teacher


Direct exchange of data and information


Evaluation and assessment through internet/intranet


Replacement of lost class hours due to illness, celebrations etc

Teacher planning

Input


output devices

Teacher Planning


Project description

Lesson content


Keyboard


Mouse


Wimp


Graphics table


Light pen


Laser scanner


OMR


OCR


MICR


Automatic data entry


Sensors


Digital cameras


Speech recognition


Robotics


VDU


LCD


GDU


Printers


Plotters


Touch screens

Teacher planning

Input


output devices

Teacher Planning


Project description

Input Output procedures

systematic approach

Input
device

Processin
g

unit

Human or
data
collection

Interface
between
human and
device

Interface
between input
device and the
processing
unit

Human

Other
device

Processing
unit

Output device

Interface

Teacher planning

Input


output devices

Teacher Management


Teaching


During the first stage (stage 1) the students coped with input
output methods and devices in the classroom. They also did
some reading at home.


The power point was used for the lecture while students used
internet explorer to gather additional information from various
internet sites.

Teacher planning

Input


output devices

Teacher Management


Teaching

During the next stage

(2),

1.
Students searched the WWW for additional
information and then added their links to the CMS

2.
Students solved their exercises and then saved them
as word files in the CMS

3.
Students used the team discussion of the CMS to
solve their wonders and discuss about the lesson

4.
Teacher evaluated the original and the final document
of each student and published the right answers

Teacher planning

Input


output devices

Teacher Management


Teaching

During the third stage students


Discussed their questions and answers with the teacher


Took a writing test


Teacher planning

Input


output devices

Teacher Management


Teaching

The fourth stage is completely based on the CMS.


1.
Students developed their tests with multiple choice, multiple
response matching, fill in the blank, etc questions. Each
student knew only the questions of his own word document.


2.
Teacher chose questions from all tests and created with the
Articulate Quizmaker software an on line test. Students had to
take the test within a certain time period.

3.
The software automatically marked the tests and the results
plus the right answers were disseminated through the CMS.


Teacher planning

Input


output devices

Teacher Management


Teaching

During the last stage
(5)
the

HexCrawler Robot Kit

and selected
sensors were used in order to explore input output devices.



The

HexCrawler Robot Kit

is equipped with the Board
of Education programming board suitable for training,
education and research activities
.


This part of the project is developed in parallel with
the activities of the artificial intelligence and robotics
club of Psychico College.



Students assemble, program and analyze the
infraction of the robot with its environment.



The activities of the artificial intelligence and robotics
club are exhibited to the college fair.

Teacher planning

Input


output devices

Teacher Management


Teaching



PROJECT STAGES

STAGE
1

STAGE

2

STAGE

3

STAGE

4

STAGE

5

Period Of
Time

Six Hours

Weekend
-

Home

Four Hours

Two Hours
-
Home
-
School

Continuous
Process

Emphasis

Learning

Learning

Collaboration

Evaluation

Learning

Evaluation

Learning

Collaboration

Evaluation

Learning

Contribution
To College
Community

Teacher planning

Input


output devices

Teaching Resources


Teacher’s notes



Various books from the library


Some of WWW resources used


edweb.sdsu.edu/people/ARossett/eportfolio/eportfolio.asp


http://data.webjunction.org/wj/documents/17236.pdf


http://occ.ibo.org/ibis/occ/guest/home.cfm


http://tlc.ucalgary.ca/documents/chuck.doc


ibcomp.fis.edu
/


www.21stcenturyskills.org/documents/Frameworkflyer092806.pdf


www.hp.com/learn/microsoft


www.ib
-
computing.com/


www.learningcircuits.org/2002/aug2002/valiathan.html



www.microsoft.com/education/innovativeteachers.mspx


www.amanet.org/blended/white
-
papers.htm


www.microsoft.com/uk/education/schools/bsf


www.netg.com/NewsAndEvents/PressReleases/view.asp?PressID=75#top%20



www.parallax.com/Support/Downloads/tabid/477/Default.aspx


www.parliament.uk/edskills/


www.pcd
-
innovations.com/index.htm




www.pfeiffer.com/legacy/features/jb/btp/index.html



www.teachernet.gov.uk/_doc/6094/BSF%20Public%20Launch%20Document%
20Feb%202004.pdf

www.dest.gov.au/sectors/school_education/publications_resources/profiles/scho
ol_leadership.htm


www.unesco.org/en/competency
-
standards
-
teachers


www.webjunction.org/blendedlearNing


www.workforce.com/archive/feature/22/26/58/index.php%20


Teaching Resources

Input


output devices

The CS starting page (CMS)

Teaching Resources

Input


output devices

On line test (articulate software)

Teaching Resources

Input


output devices

HexCrawler Robot Kit and Board of education

Teaching Resources

Input


output devices

Sensors

Teaching Resources

Input


output devices

Assessment & standards


The students response was amazing. Students asked to adopt this
methodology to all Computer Science modules.


The overall design of this activity favors all students, helps absent
students and students with dyslexia or dysgrafia feel better and present a
better performance.


According to recent publications, outcomes of international conferences
and educational events
(
BETT 2007, 2008) the education seems to
adopt such methodologies and activities.

General evaluation

Input


output devices

Assessment & standards

The evaluation of the overall activity was made with the following criteria:


Comprehension


Teaching efficiency


Participation


Enthusiasm


Collaboration


Motivation to improve


The performance of this group of students to this module was compared
using the above criteria against:


The group performance to the previous modules


The performance to this module of the previous CS groups


The results were amazing and show the superiority of this approach.

Teacher’s evaluation

Input


output devices

Assessment & standards

Students believe that this activity presents
:


Combination of technology with learning


Direct and empirical application of their knowledge


Conversion of knowledge to experience and expertise


Dissemination of outcomes and results to the school
community


Contribution to the school community with high quality
educational material

Student’s evaluation

Input


output devices

Assessment & standards

Besides the direct benefits for the students some indirect benefits came
up during the process:


Contribution to the funds drive through the presentation of
the robot at the College fair.


Facilitation of students interested in elaborating an Extended
Essay in Computer Science. The IB students must complete
an extended essay in specific cognitive field.


Development of collaboration communication and agreement
among students.


Support team spirit among students


Simulation of academic environment


Rapid adjustment of any module to this methodology

Evaluation
-
indirect benefits

Input


output devices

Ib standards

All procedures followed in this project are compatible with the IB
philosophy:


IB
-

DIPLOMA PROGRAMME
-
COMPUTER SCIENCE
-

OBJECTIVES
(IB, 2004)

At the end of either the standard level (SL) or higher level (HL) computer
science courses, students will be expected to fulfill the following
objectives.

1.
Demonstrate an understanding of:
terminology, concepts,
processes, structures, techniques, principles, systems and
consequences (social significance and implications) of computing.

2.
Apply and use:
terminology, concepts, processes, structures,
techniques, principles and systems of computing.

3.
Analyze, discuss and evaluate:
terminology, concepts, processes,
structures, techniques, principles, systems and consequences (social
significance and implications) of computing.

4.
Construct:
processes, structures, techniques and systems of
computing.



Assessment & standards

Input


output devices

Teacher and School Information

HAEF

PSYCHICO COLLEGE

15 Stefanou Delta



154 52 P. Psychico


TEL: +30 210 67.98.207

FAX: +30 210 67.56.762





A big thanks to my
students and to my
colleague D. Georgiou

A big thanks to my
students and to my
colleague D. Georgiou