Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum

8/14/2019 Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital

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3rd Redesigning Pedagogy International Conference 2009.http://conference.nie.edu.sg/2009/

Leveraging on Easy Java Simulation tool and open source computer simulation

library to create interactive digital media for mass customization of high school

physics curriculum

Loo Kang WEEMinistry of Education,

Education Technology Division

Singapore, Singapore

[email protected]

Wai Keong MAKCentre for Applied Research

SiM University

Singapore, Singapore

[email protected]

Figure 1. Ejs Applet View of the interative digital media and virtuallaboratory.

This paper sought to highlight the diverse possibilities in the

rich community of educators in the Conceptual Learning ofScience (CoLoS) and Open Source Physics (OSP) movement toengage, enable and empower teachers and students to create

interactive digital media through computer modeling. The

concept put forward revolves around a paradigmatic shift

towards participatory learning through immersive computer

modeling, as opposed to use of technology for transmission of

information.

We aim to introduce this tool kit, Easy Java Simulation (Ejs)

with its learning community, to engage high school educators

to develop themselves professionally adding a creation and/or

customization of simulation to their arsenal of educationalstrategies.

Ejs allows educators to be designers of learning environments

through modifying source codes of the simulation. Educators

can plan lessons that allow for students learning by doing

using these interactive digital simulations. The educator can

rapidly enhance the simulation through changing the source

codes personally, with support from Ejs community. Ejs

toolkit, library of simulations and dynamic community

contributed simulation codes, in a Web 2.0 environment,

potentially allows rapid proliferation of such interactive digital

simulation, while achieving mass customization of learning

simulations. Ejs also presents a possible unified approach in

the building virtual laboratories.

This paper highlights a way of enabling teachers and students

to learn and modify existing source codes to achieve finer

customization of interactive digital media for enhancing

learning in physics curriculum. The impediment to use this

method is discussed.

Keywords- easy java simulation physics education teacher

professional development integrated e-learning applet learning

community open source self directed learning collaborative ICT

masterplan 21stcentury skills modeling

I. INTRODUCTION

In the continued effort to enrich and transform thelearning environment in and outside formal schooleducation, we sought to highlight the diverse possibilities in

the rich community of educators in the Conceptual Learningof Science (CoLoS) [1] and Open Source Physics (OSP) [2]movement to engage, enable and empower teachers andstudents to create interactive digital media through computermodeling.

The concept put forward revolves around a paradigmaticshift towards participatory learning for deep and immersivecomputer modeling, as opposed to use of technology fortransmission of information.

While we recognize the prerequisite knowledge andeducational pedagogy necessary for such learning is suitedfor undergraduate learners, attempts to bring this technologyenabled pedagogy to high school learners will be exciting.

We decide on a more pragmatic approach of introducing

this wealth of knowledge, its learning community and toolkit to engage high school educators to develop professionally

by creating and/or customizing simulations to their arsenal ofeducational strategies.

Leveraging on open source-creative commons licensingof codes, a modeling-authoring toolkit like Easy JavaSimulation (Ejs) [3] and its community, teachers around theworld can customize the existing library of interactive

physics simulations to suit their curriculum learning needs oftheir learners.

PAP591 DAY 2 Tuesday, 02 Jun 2009 NIE5-01-TR45 PAPER SESSION III 13:30 - 15:00 hrs
http://conference.nie.edu.sg/2009/http://conference.nie.edu.sg/2009/http://conference.nie.edu.sg/2009/


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3rd Redesigning Pedagogy International Conference 2009. http://conference.nie.edu.sg/2009/

This paper highlights a legal and free way of enablingteachers and students to learn and modify existing sourcecodes to achieve finer customization of interactive digitalmedia for enhancing learning for physics curriculum.

The Easy Java Simulations is the exclusive copyright ofits author, Francisco Esquembre who distributes it under aGNU GPL license[4]. EJS itself and its JAR library files can

be copied and distributed freely.Authors can distribute any simulation that they create and

remix using EJS, preserve original author and contributors ofthe source codes and link to the official Web page for EJS:http://fem.um.es/Ejs.

In addition, educators like Fu-Kwun Hwang licensed hissource codes under Creative Commons Attribution 2.5Taiwan License[5], which means anyone is free to share andremix the source codes under the condition of attribution oforiginal author.

These innovative licenses aim to lower barriers tocollaborate in this media rich and highly internet networkedworld that we live in. Free and open source educationresources are necessary nurturing conditions for spreading ofresources, and co-creation and co-authorship of learningresources that can develop educators as designers of learningenvironments. Now, teachers and students can stand on theshoulders of giants and learn about simulation building bytinkering creative commons license source codes.

II.INSTALLATIONOF EASY JAVA SIMULATIONSANDLEARNINGACTIVITIES

New readers to Easy Java Simulations (Ejs) may want torefer to the website to download the latest version of EJS andJava Runtime Environment (JRE). Additional materials likeModeling Science Textbook Chapter 2: Introduction to EasyJava Simulations [6], Modeling Science Textbook Chapter 3:

Ejs and Java Concepts [7] and Modeling Physics with EasyJava Simulations [8] are valuable starter learning activities.

III.MOTIVATIONFORUSING EJS

The teaching of concepts in conservation of momentum and

conservation of kinetic energy in perfectly elastic and

inelastic collisions have being difficult concepts to

understand for many A level Physics students. Ejs allows

educators to be designers of learning environments to allow

for learning by doing, inquiry learning etc. A customized

interactive digital learning environment can be amanipulative tool to be used by the learners. Educators in

class can easily pilot the use of these interactive digitalsimulation, listen to the users feedback and improve the

interactive digital simulation without always relying on

difficult enhancement processes such as paying vendors to

build and add modifications later. Ejs creative commons and

open source codes on Web 2.0 platforms, allow nurturing of

ecology of educators to rapidly proliferate of such

interactive digital simulation. Mass customizing of learning

digital media, both the process as well as the interactivedigital simulation itself, can serve to meet the needs of

learning in twenty-first century education. Ejs also presents

a possible unified approach in the building virtual

laboratories [9].

IV.LEARNING JOURNEYOFMODIFYINGSIMULATIONS

Easy Java Simulations (Ejs) is an authoring tooldeveloped for the conceptual learning of science. As highschool educators, we are able to design, create or modifyscientific simulations, especially with the examples in Ejsitself, ComPADRE Digital Library [10] and Web 2.0community online forum like NTNUJAVA Virtual PhysicsLaboratory [11]. We are able to concentrate our effort inwriting and refining the relations in the underlying scientificmodel. Rapid prototyping allows us to improve learners userexperience, build in scaffolds and hints for sense making.Through modifying or creating simulations, we are engagedin constructive modeling, improving our understanding andexperiencing computer enabled pedagogy [12]. Much of our

journey, require us to be self directed as well as to workcollaboratively in the Ejs learning community. We strengthenour ability to integrate ICT effectively to enrich andtransform the learning environments of our students, alignedwith Third Masterplan for ICT in Education [13].

V.JOURNEYDESIGNINGAONEDIMENSIONALCOLLISIONVIRTUAL

LABORATORYFORA-LEVEL PHYSICSTOPIC LINEARMOMENTUMANDITSCONSERVATION

In our exploration on Ejs as a tool for teaching and learning,we have already create a few examples of remixing and

customizing existing source codes into useful interactive

digital media [14].

After Ejs is downloaded from the Ejs website, unzip it into a

directory of your choice, for example

D:\Shared\EasyJavaSimulation.

Figure 2. Example of Ejs console with options setting.

Executing the EjsConsole.jar file in the

installation directory will launch the console and the

http://www.um.es/fem/EjsWiki/index.php/Main/Authorhttp://www.gnu.org/copyleft/gpl.htmlhttp://www.gnu.org/copyleft/gpl.htmlhttp://fem.um.es/Ejshttp://www.phy.ntnu.edu.tw/ntnujava/index.php?action=profile;u=2http://creativecommons.org/licenses/by/2.5/tw/deed.enhttp://creativecommons.org/licenses/by/2.5/tw/deed.enhttp://creativecommons.org/licenses/by/2.5/tw/deed.enhttp://www.compadre.org/portal/index.cfmhttp://www.compadre.org/portal/index.cfmhttp://www.compadre.org/portal/index.cfmhttp://www.um.es/fem/EjsWiki/index.php/Main/Authorhttp://www.gnu.org/copyleft/gpl.htmlhttp://fem.um.es/Ejshttp://www.phy.ntnu.edu.tw/ntnujava/index.php?action=profile;u=2http://creativecommons.org/licenses/by/2.5/tw/deed.enhttp://creativecommons.org/licenses/by/2.5/tw/deed.enhttp://www.compadre.org/portal/index.cfm


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building interface.

Figure 3. Example of Ejs interface.

Choose to open the file found depending on where the

installation are unzipped, it will probably be located at

D:\Shared\EasyJavaSimulation\EJS_4.1_090215\EJS_4.1\w

orkspace\source\users\murcia\fem\physics\mechanics\Collis

ion1D.xml.

It is a suitable source file for remixing into a virtuallaboratory environment for A-level physics. This is one of

the many simple models made for teaching Ejs as a

modeling tool and as an introduction to Ejs open

programming capability.

In our paper, we will assume the reader has some

knowledge about Ejs so refer to [6], [7] and [8] for more in

depth discussions. After examining the variables, evolution,simulation view, analyzing and tinkering with the codes, toget an idea of how to model works, we pose ourselves the

question: how can we build on this existing expert source

codes? We then conceptualize and design how this model

can be remixed legally into a virtual laboratory learning

environment with us, the teachers as designers of learning

environments.

Use the Save As icon on the Ejs taskbar to create a

copy of this file in your own working directory, for example

EJS_4.1_090215\EJS_4.1\workspace\source\users\your_org

anisation\your_name\Collision1Dyour_name.xml.

Designing a virtual laboratory environment is a non-linear

process but we will discuss in brief some of the key stages

in an order that is we hope capture the essence.

A. Look and Feel

Figure 4. Example of Ejs Property for Shape body1 with variables inputs.

We visualize the simulation space to be mimic the real lifecollision carts setup so by exploring the existing property of

body1, the concepts of position x and y, size of the object inx and y direction, style, fill color, we can begin to tinker andchange the visual property of cart 1.

Figure 5. Example of Ejs Property console with variables inputs for Shapewheel01 with variables inputs..

By adding the wheels to the carts, we learn about relative position in order for the position of the wheel to be inrelation to the variables x1 and y. It is now possible to groupthe items under a 2D group, and input the position parts ofthe cart1 referencing that 2D group relative positions.

By shifting the position in the tree ofelements, we learn about the role offoreground and background like layersconcept in most drawing tools, in orderto achieve the look of the carts with the

wheels in front of the cart instead

of behind it .

Figure 6. Example of Ejs Tree of elements in VIEW for drawing Panel.



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Figure 7. Example of Ejs Property for Arrow velocity1 with variables

inputs.

The y position of the velocity vector when taught in sometextbook, we can customize according to our students

previous mental representation of velocity being drawnabove the object by adjusting the Pos Y y+2*radius1

.

Figure 8. Example of Ejs Property for Text mom22 with variables inputs.

We design pedagogical hints into the simulation view bydetermining the position x and y for it to appear, the visible

when hintmom (Boolean variable) is true, the text to appear%s_mom2%, offset in the position NORTH if needed and fillcolor set to magenta.

The steps seem very programming-like but the codes areavailable in source codes shared by the community, we needto copy it with accreditation and adapt to our needs.

Page:

// this code has to do with displaying the number 2.3

//instead of 2.300000001 when using % %

// donated byFu-KwunHwang

double dv;

public String double2String(double v,double divider){

if(v>0)dv=0.5; // if v>0 2.3 become 2, 2.5 become 3

else if(v


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For ease of user interaction, 2 circle tick boxes are designed

for the legal state of the collision types.

if ( elastic == true ) {

inelastic = false;

e = 1.0 ;}

if ( inelastic == true ) {

elastic = false;

e = 0.0 ;

}

We exercise creative problem solving and thinking, apply

some simple logic and programming syntax in java to allow

only one state to be selected and assign the suitable values

coefficient of restitution, e.Ejs 4.1 has a code wizard to facilitate code syntax

compliance which aims to help beginners.

Figure 10. Example of Ejs Code Wizard scaffolds.

C. Evolution

The equations of evolution are already in the sample sourcecodes provided in the Ejs download,

They are defined in the usual first order differentialequations:

Figure 11. Example of Ejs Equations View in Evolution Page.

Inside the Events tab, there is a zero condition to return the

value to.

Figure 12. Example of Ejs Event for Ordinary Diffierential Equations in

Evolution Page.

We learn to use the information on the internet [15] and

adapted to our coding variable assignment, engaging in

contextual problem solving.

21

211221

).()1(

mm

memuumev

+

++=

21

121112

).()1(

mm

memuumev

+

++=

Here, we apply what is typically not taught to A-level

physics students, but it may help students learn beyond the

curriculum syllabus and apply to a programmingenvironment for meaning making and deep learning.

We had to look at the existing codes, make sense of it,

device a way to implement the formula in physics textbooks

in the coding. The immediate feedback from the Ejs tool

allow us to reflect, tinker the codes, engage in deep problemsolving, communicate with community of experts in Web

2.0 forums and learn beyond what is intended by standard

curriculum.

By changing the codes for the pause condition, we learn the

condition of which the simulation will pause.

if (x1>(max-radius1) || x1max-

radius2 || x2


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D. Virtual Laboratory Design

For this learning environment to be used for inquiry

learning context, the simulation can be designed with simplesliders for variables with enough variation of values to

allow for pattern recognition and trends to emerge.

Figure 13. Ejs Slider control for variables in Applet.

The slider values can be selected to snap to closest, for ease

of values selection 1, 2, 3, 4, 5, 6, 7 kg for example instead

of 1.354 kg type of values.

Figure 14. Example of Ejs Property for Slider slider2 with variables inputs.

The variable is assigned to mass1s, minimum value of 1 and

maximum of 7, format is mass_1 = 0.0 kg (display will be

7.0, change to 0.00 if desired display is 7.00) , number of

ticks is 7, closest is true, enabled is true when enablebutton

(Boolean type) is true and on drag run function _initialize()

( to run the codes in the initialization page).

In the initialization page, we assign back to slider values inthe variable mass1, for the rest of the calculations.

// add code to make mass remember stored values

mass1= mass1s ;

mass2= mass2s ;

E. Dynamic graph plotting capability

Figure 15. Ejs Property for Plotting Panel with variables inputs.

In the plotting panel, this defines the quantities for the

plotting panel graph paper shown and is rather self-

explanatory.

Figure 16. Ejs Property for trace with variables inputs.

The trace defined what is to be drawn. The input X is

variable t, the input Y is mom1 for momentum of cart 1

depending on your assignment of variables, no repeat set to

true, connected set to true (false will give the data plottedlook like real data loggers), line color is assigned

body1color variable object (for ease of changing color),

stroke is 2 (thickness of line drawn) and marker shape isellipse.

In fixed relations

body1color = new java.awt.Color(0,255,0,255); //green is

0,255,0 with transparent 255

Figure 17. Ejs Plotting Panel Graph for momentum in applet.

We learn that Ejs is an easy tool to create visually accurate

and dynamically linked graphs with axes of our choice.

VI.ISSUESASSOCIATEDWITHUSING EJS

Established pen and paper education system andassessment, makes it a challenge to create learningexperiences through tinkering with the source codes, such asthose possible with Ejs. There is also the issue of difficulty to



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learn just physics, because Ejs definitely requires learning of physics content as well as other computer programmingskills, problem solving and critical thinking, which maymore able to prepare learners for the 21 st century workplacethan current educational practices.

School social culture, teacher pedagogical understandingof meaningful learning, technology maturity and modeling

skills are barriers to implementing these learning strategies.Steep learning curve on both the teachers and the

students is demanded for learning to modify codes in thisnew technology constructionism pedagogy. Perhaps the tasksneed to be scaffold will initially to very simple tasks, movingon to more challenging tasks.

Time need to be set aside for introduction of Ejs toteachers and students to allow for learning in formalclassroom setting. Not every teacher is familiar with someform of programming logic. Perhaps those who are moreinternet savvy may be able to pick up Ejs more quickly thanothers.

VII.CONCLUSION

It is today possible to engage in informal learning ofchanging or tinkering with codes and interact with the worldexperts in Ejs simulation building in Web 2.0 forumchampion by ProfessorFu-Kwun Hwang.

There is a growing number of educators using Ejs andsharing their source codes under creative commons licensesthat allows others who are still beginning to use Ejs to createderived works. These experts usually share their codes thatcan form the basic algothrim and teachers can laterunderstand, improve and redesign with customization to theirclassroom needs. This approach is less taxing on teacherscoding skills, and presents a possible way for teachers toleverage on open source Easy Java Simulation tool and

computer simulation library to create interactive digitalmedia for mass customization of high school physicscurriculum, contributing back to global movement for opensource and free education.

Efforts to use Ejs as a pedagogical technology tool arecurrently being implemented in the undergraduate physicseducation. Pushing the frontier of learning by constructionand modeling presents many challenges to transform physicseducation but a meaningful step towards learning by doingand modeling.

We view Ejs as an open tool for learning suited forundergraduate physics education, a possible way for teachersto customize learning virtual laboratory and simulations andan excellent modeling tool for high school students to learn

problem solving skills and other critical competencies anddispositions.

Creating the learning experiences where students engagein self directed and collaborative learning with world expertsthrough model creation, in formal and the informal spaces,may be a suitable proxy to the kind of learning they engagein later in their adult life.

The virtual laboratory is freely accessible on the internetas a standalone downloadable EJS jar file and the source

codes is available as downloadable EJS XML source [16],complete with worksheets for learning by doing.

ACKNOWLEDGMENT

We wish to acknowledge the contributions ofFranciscoEsquembre and Fu-Kwun Hwang for facilitating ourinformal professional development and providing valuablefeedback in co-creation of interactive digital media foreducation.

REFERENCES

[1] Esquembre, F. (2009). CoLoS Conceptual Learning of Science.Retrieved February 25, 2009, fromhttp://colos.org/.

[2] Christian, W. (2009). Open Source Physics. Retrieved February 25,2009, fromhttp://www.compadre.org/OSP/ .

[3] Esquembre , F. (2009). Easy Java Simulations Wiki | Main / HomePage. Retrieved February 25, 2009, fromhttp://www.um.es/fem/EjsWiki/ .

[4] The GNU General Public License - GNU Project - Free SoftwareFoundation (FSF). (2009). . Retrieved February 25, 2009, fromhttp://www.gnu.org/copyleft/gpl.html.

[5] Creative Commons Attribution 2.5 Taiwan. (2009). . RetrievedFebruary 25, 2009, fromhttp://creativecommons.org/licenses/by/2.5/tw/deed.en.

[6] Christian, W., & Esquembre , F. (2008). Modeling Science TextbookChapter 2: Introduction to Easy Java Simulations. Retrieved February25, 2009, fromhttp://www.compadre.org/OSP/document/ServeFile.cfm?ID=7306&DocID=479.

[7] Christian, W., & Esquembre, F. (2008). Modeling Science TextbookChapter 3: EJS and Java Concepts Documents. Retrieved February25, 2009, fromhttp://www.compadre.org/OSP/document/ServeFile.cfm?ID=7307&DocID=480.

[8] Christian, W., & Esquembre, F. (2008). Modeling Physics with EasyJava Simulations Documents. Retrieved February 25, 2009, fromhttp://www.compadre.org/OSP/document/ServeFile.cfm?ID=7284&DocID=454.

[9] Mria, L., & Frantiek, S. (2008). Easy Java As An EffectiveEnvironment For The Support Of Integrated E-Learning In Physics.Eszterhzy Kroly College Building A Hungary. Retrieved February25, 2009, fromhttp://didmattech.ektf.hu/index.php?page=presents&present=88.

[10] comPADRE.org - Resources for Physics and Astronomy Education.(2009). . Retrieved February 25, 2009, fromhttp://www.compadre.org/portal/index.cfm.

[11] Hwang, F. (2009). NTNUJAVA Virtual Physics Laboratory (JavaSimulations in Physics) - Index. Retrieved February 25, 2009, fromhttp://www.phy.ntnu.edu.tw/ntnujava/index.php .

[12] Brown, J. S. (2005). New Learning Environments for the 21st Century.Retrieved from http://www.johnseelybrown.com/newlearning.pdf.

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