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Assessing student learning Assessing student learning outcomes when using a outcomes when using a tablet PC for data collection tablet PC for data collection in field-based classes in in field-based classes in Archaeology and EcologyArchaeology and Ecology

Vassar CollegeVassar CollegeNERCOMP, March 11, 2008NERCOMP, March 11, 2008

Meg Stewart Academic Computing Services

Keri Van Camp Vassar Farm Manager & Dept of Biology

Lucille Johnson Dept of Anthropology

Robert Fritz Dept of Biology

Virginia Jones Academic Computing Services

Vassar CollegeVassar CollegeNERCOMP, March 11, 2008NERCOMP, March 11, 2008

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“As academic technologists, we are increasingly expected to become more systematic and reflective in our approaches to transforming and assessing teaching and learning.”

in Top-Ten Teaching and Learning Issues, 2007 – Educause Quarterly, Number 3, 2007

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Project History

• HP 2004 Technology for Teaching grant to Earth Science and Geography department– 21 Tablet PCs, laptop cart, camera, mobile

projector, and some money

• We loaded GIS software, other standard software and browsers, and bought GPS receivers

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What is Mobile Mapping?

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Digitizing

Digitizing

Land Use Data

Mobile Mapping Workshop for Vassar Faculty Members

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Eight professors took the workshop.Two incorporated mobile mapping.

Using Mobile Mappingin Geomorphology

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VCVCFrom: Menking and Stewart, 2007, Journal of Geoscience Education

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Establishing an Evaluative Instrument

• Understand student confidence level with the technology

• Understand student learning outcomes

• Assess an increase (or a decrease) in student skill development

Learning Goals with Mobile Mapping

• Reduce transcription errors

• Increase consistency in learner observations

• Increase spatial literacy

• Reduce time spent collecting data

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Using Mobile Mappingin Field Archaeology

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Professor Lucy Johnson’s Field Archaeology classProfessor Lucy Johnson’s Field Archaeology class

A decorated clay pipe bowl is found, possibly the rest of

the one found in 6N1E last week.

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Using Mobile Mappingin Ecology

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Professor Bob Fritz’s Ecology classProfessor Bob Fritz’s Ecology class

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Garlic mustardGarlic mustard

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Photogrid

• Software designed to simplify the analysis of photographic data collected in ecological research programs

• Used to determine the density of species in the herbaceous layer

• Distributes random points over the entire plot photograph

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Evaluating Learner Outcomes

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Top-Ten Teaching and Learning Issues - 2007, in Educause Quarterly

1. Establishing a Culture of Evidence

2. Demonstrating Improved Learning

3. Translating Learning Research into Practice

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Observed Learner Outcomes

• Students learn at different rates and styles

• Tablet PCs increase confidence through the use of spatial learning and experiential learning

• Students enjoy using an emerging technology

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Formative Evaluation

• Both classes had a TA or support staff present

• Help with the technology

• Gain feedback

VCVCModified with permission from Jason Long and Keely Roen of Penn State University

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Written responses

1. What is the most important skill you will hope to develop in this course? Why do you think this skill is important?

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Written responses

2. What role do you believe technology plays in archaeology? Provide an example in which technology is helpful in archaeological studies.

3. What factors do you need to consider when supporting users on tablet PCs?

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Student comments“Technology is probably essential to all scientific disciplines in this day and age. GPS and GIS … allow surveying of land and storage and retrieval of spatial data of land being used during the course of a study or experiment.”

“A demonstration would be helpful to make sure that all students know how to use it.”

“Without the random scatter plot feature it would have been much more complicated to try to randomly sample the plots.”

“Need a longer-lasting battery.”

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• “I like the two scales of visualization – on the ground and from the aerial photograph in the tablet PC.”

• “It increased my confidence that the data collected were accurate.”

• “Being able to both type and write and draw illustrations in multiple colors was particularly useful. I don't think I will excavate again without one!”

Faculty Feedback

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Assessment Survey Results

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KEY1-I am confident in my technical background2-I have a solid background which will allow me to learn new technologies in the archaeology field3-I see value in working in a team and collaborating with other students on different tasks.4-I see value in working in a team with students from another discipline5-I enjoy using technology in my work and play6-I understand the role that technology plays in archaeology.7-I feel confident in my abilities to enter the archaeological field.8-I developed specific field skills in this course.9-I have learned to synthesize and apply what I have learned from lecture in the field.10-I have gained critical thinking skills through this course (e.g., ability to evaluate different field methods, apply them to different situations).11-Applying techniques we learned in lecture in the field was valuable to me.12-Using technology in the course (tablet PCs, GPS, GIS) was valuable to me.

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KEY13-Map reading14-Compass use in the field15-Compass use with a map16-GPS (Global Positional System) use17-Collecting data in the field18-The features of a Tablet PC computer19-Attaching the Tablet PC to a docking station20-Pen or stylus use with Tablet PC software21-Entering data collected in the field into a computer22-Taking digital pictures and transferring them to a computer

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Final thoughts

Questions? Meg Stewart, mestewart@vassar.edu

NERCOMP, March 11, 2008NERCOMP, March 11, 2008

Presentation will be available later today on our blog:http://gisatvassar.blogspot.com