Tablet-based Learning in Math and Physics via Student Exemplars

 

Louisiana State University in Shreveport

Departments of Physics and Math

Shreveport LA, USA

Dr. Cynthia Sisson (PI), Dr. Paul Sisson (co-PI)

 

PROJECT ABSTRACT: We use Hewlett-Packard tablet computers to turn classrooms into student-centered learning environments in which individual and group work is presented to the class as exemplars. These exemplars take the form of handwritten solutions and mathematical images, annotated with instructor comments. The courses immediately impacted are an upper-level Math topics class (Wavelets and Mathematical Art) and lower-level Introductory Physics classes (both algebra-based and Calculus-based).

 

IMPACT ON STUDENT LEARNING: The common theme of both sides of this project is the use of tablet computers in the classroom to promote student interaction with the material, to allow professors to immediately evaluate student work, and to choose exemplars to present to the class, and to archive these exemplars in a Class Management System for use by the students throughout the semester. 

 

In Physics our goal is to increase the problem solving skills of introductory physics students by presenting exemplars that help students model problem solving skills such as how to break a complex physics problem into solvable pieces and how to present those pieces in a logical sequence. To this end, we changed one class meeting of three each week into a tablet-based recitation section in which students worked in groups on physics problems.  Results:  We have seen significant positive outcomes in three different areas after implementing the tablet-based recitations.  In the Calculus-based physics courses, problem solving skills rose by 11% as measured by a final exam matched to one given a prior year.  In the algebra-based physics class, students showed a 7% increase in conceptual understanding compared to prior years as measured by a widely used concept inventory covering mechanics topics.  And finally, both courses showed significant increases in student success (determined as the percent of students earning a C or better out of the total 14^th day enrollment).  First semester calculus-based physics showed a greater than one-standard deviation increase over the historical 5 year average to 67% student success;  first semester algebra-based physics showed a greater than two-standard deviation increase over the 5 year average to nearly 80%.   Other than one minor change (adding recitation grades to other in-class participation grades), the respective syllabi for each class were unchanged from prior years.  We feel confident that the increases in student success are the result of learning and community building that arose through the tablet-based recitations. 

 

In Math our goal is to increase the enrollment of high school and community college mathematics teachers in graduate math classes and increase the mathematical and technological literacy of these graduate students. LSUS benefits from these efforts when their students arrive with better technical and mathematical skills. Results: A new course, Wavelets and Mathematical Art was introduced as a project-based course centered around student use of Mathematica on tablet computers.  In the two years of this project, a total of 11 graduate students have taken the course, most of whom have been high school or community college teachers. 

 

In Other Areas, in particular in Biology and Chemistry, faculty have become interested in the technology and either have or are planning on using the tablet computers in upcoming courses.  LSUS students have already or will soon be using these tablet computers in courses ranging from Chemical Literature, Organic Chemistry, Ecology Lab, Genetics and more. 

 

IMPACT ON TEACHING:

The classroom set of tablets has allowed us to switch one day of lecture into a problem-solving session in a way that has the strongest possible impact on all students.  Attempting to do this without the ability to instantly view student work and pick out the exemplars would be much less efficient and much less effective. Using tablets gives us the ability to teach physics courses in a much more interactively engaged way for students. 

 

 

TECHNOLOGY INTEGRATION:  We are running DyKnow Vision on 21 tablet computers to allow for collaboration via the LSUS wireless network.  Student exemplars (mostly good examples, but sometimes anonymous incorrect submissions) are presented to the class at intervals.  Student and faculty work is saved both to the LSUS DyKnow server and also uploaded to the course management system Moodle for future reference. 

 

QUICK FACTS:

Courses Impacted: Physics 251 and 252, College Physics I and II; Physics 261 and 262, Calculus-based Physics;  Math 490/690, Wavelets and Mathematical Art.

# Students Impacted: approximately 150

# Faculty Involved: 2

 

This project is funded in part by a 2007 HP Technology for Teaching grant.

 

CONTACT US:

PI: Dr. Cynthia Sisson Professor of Physics and Chair, Department of Chemistry and Physics 1 University Place Louisiana State University in Shreveport Shreveport LA 71115 (318) 797-5246 cynthia.sisson@lsus.edu

co-PI: Dr. Paul Sisson, Provost and Vice Chancellor for Academic Affairs Professor of Mathematics 1 University Place Louisiana State University in Shreveport Shreveport LA 71115 paul.sisson@lsus.edu