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Assessing student learning outcomes when using a tablet PC for data collection in field-based classes in Archaeology and Ecology NERCOMP, 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 NERCOMP, March 11, 2008

“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

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

What is Mobile Mapping?

Digitizing

Land Use Data

Mobile Mapping Workshop for Vassar Faculty Members

Eight professors took the workshop. Two incorporated mobile mapping.

Using Mobile Mapping in Geomorphology

From: Menking and Stewart, 2007, Journal of Geoscience EducationMenking and Stewart, 2007, Journal of Geoscience Education

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

Using Mobile Mapping in Field Archaeology

Professor Lucy Johnson’s Field Archaeology class

A decorated clay pipe bowl is found, possibly the rest of the one found in 6N1E last week.

Using Mobile Mapping in Ecology

Professor Bob Fritz’s Ecology class

Garlic mustard

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

Evaluating Learner Outcomes

Top-Ten Teaching and Learning Issues , in Educause Quarterly 1.Establishing a Culture of Evidence 2.Demonstrating Improved Learning 3.Translating Learning Research into Practice

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

Formative Evaluation Both classes had a TA or support staff present Help with the technology Gain feedback

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

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?

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?

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.”

“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

Assessment Survey Results

KEY 1-I am confident in my technical background 2-I have a solid background which will allow me to learn new technologies in the archaeology field 3-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 discipline 5-I enjoy using technology in my work and play 6-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.

KEY 13-Map reading 14-Compass use in the field 15-Compass use with a map 16-GPS (Global Positional System) use 17-Collecting data in the field 18-The features of a Tablet PC computer 19-Attaching the Tablet PC to a docking station 20-Pen or stylus use with Tablet PC software 21-Entering data collected in the field into a computer 22-Taking digital pictures and transferring them to a computer

Final thoughts Questions? Meg Stewart, NERCOMP, March 11, 2008 Presentation will be available later today on our blog: