The impact of high definition projection in the classroom - Webinar 29 November 2016
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Transcript of The impact of high definition projection in the classroom - Webinar 29 November 2016
T e x a s I n s t r u m e n t s D L P ® P r o d u c t s P i l o tR e s e a r c h & P r o f e s s i o n a l D e v e l o p m e n t P r o g r a m m e
T I D L P R e s e a r c h P r o j e c t H i g h D e fi n i ti o n P r o j e c t o r s i n t h e c l a s s r o o m
S h a r i n g e x p e r i e n c e s a n d r e s u l t s w e b i n a r
h tt p : / /f c l . e u n . o r g / d l p - p i l o t 2 9 t h N o v e m b e r 2 0 1 6
HD research - sharing experiences and results webinarAgenda:TI DLP Research Project: High definition projects in the classroom
1. Future Classroom Lab – TI DLP High Definition project Bart VerswijvelFCL Pedagogical Adviser
10 mins
2. Teacher Panel Q&A: sharing experiences from HD research project
Teacher researchers panel 30 mins
3. Evaluation results of HD research Roger BlamireEUN Senior Adviser
15 mins
• Please post your questions in the chat box .• Presentations, links to teacher’s scenarios and results are posted here: h tt p : / / f c l . e u n . o r g / d l p - p i l o t
• to understand and strengthen the value proposition of TI DLP technology in education,
particularly around the benefits of HD projectors including
• sharpness of text, and
• good readability to support teaching and learning.
High Definition project – research goals
Overview of the ProjectB a r t Ve r s w i j v e l - @ B a r t Ve r s w i j v e l
2-ENRIC
New technologies arrive at school. . .
2-ENRIC
New technologies arrive at school. . .
2-ENRIC
New technologies arrive at school. . .
2-ENRIC
New technologies arrive at school. . .
Holistic approach to mainstream innovation
2-ENRIC
New technologies arrive at school. . .
High definition 1080p TI DLP® projector
Future Classroom Lab1 1 p a r ti c i p a n t s f r o m 6 c o u n t r i e s ( C Z , D E , F R , P L , S E , U K )
Future Classroom Lab
W O R K S H O P S1 1 - 1 2 J a n u a r y 2 0 1 62 3 - 2 4 M a y 2 0 1 6
1 1 p a r ti c i p a n t s f r o m 6 c o u n t r i e s ( C Z , D E , F R , P L , S E , U K )
Future Classroom Scenario
Process invo lves stakeholders
Future Classroom Scenario
Upsca l ing of innovation
Process invo lves stakeholders
Future Classroom Scenario
Upsca l ing of innovation
Responds to (pedagog ica l ) t rends
Process invo lves stakeholders
Future Classroom Scenario
Upsca l ing of innovation
Responds to (pedagog ica l ) t rends
Process invo lves stakeholders
Focuses on matur i ty progress
Future Classroom Scenario
Upsca l ing of innovation
Responds to (pedagog ica l ) t rends
Process invo lves stakeholders
Focuses on matur i ty progress
Ambitious but achievable
F u t u r e C l a s s r o o m To o l k i t
H o l i s ti c a p p r o a c h t o m a i n st r e a m i n n o va ti o n
fcl .eun.org
S c e n a r i o b u i l d i n g
TOOLlearningdesigner.org
Scenarios and more...fcl.eun.org/dlp-pilot
Scenarios and more...fcl.eun.org/dlp-pilot
Scenarios and more...fcl.eun.org/dlp-pilot
Scenarios and more...fcl.eun.org/dlp-pilot
A t s c h o o l …
I n t e g r a t e p r o j e c t o r i n i n n o v a ti v e s c e n a r i o s
I n s p i r e c o l l e a g u e s
L e a d p r o c e s s o f c h a n g e
Our international team of teacher researchers from ….. CZ, DE, FR, PL, SE, UK
Jan Roza, Základní škola Mládežnická, Czech Republic
Discussing - demonstrating biology on video in HD quality
Question: How did you use the HD to inspire students and improve their understanding of biological processes?
TEACHER RESEARCHER PANEL : Q&A
Ringo Plöger, RS “F. Myconius” Gotha, Germany
Discussing - supporting simulations in other subjects
Question: Tell us about a project involving other subjects?
TEACHER RESEARCHER PANEL : Q&A
Jenny Callin, Vikskolan, Sweden
Discussing - moving to HD
Question: Can you compare HD versus interactivity?
TEACHER RESEARCHER PANEL : Q&A
Malya Coqueret, Secondary School Charles Bruneau, France
Discussing - moving from the front of the classroom
Question: Give an example of your students reactions?
TEACHER RESEARCHER PANEL : Q&A
Jolanta Grzywnowicz, Gimnazjum w Psarach, Poland
Discussing - involving students in the teaching
Question: In what way are your students more involved now?
TEACHER RESEARCHER PANEL : Q&A
Marie-Hélène Escourolles, Collège Sainte Thérèse, France
Discussing - supporting cross-curricular projects
Question: Tell us about the students reaction to the bigger screen, and how is it useful for the school as a whole?
TEACHER RESEARCHER PANEL : Q&A
Jan Cerva, ZS J.A.Komenskeho Louny, CZ
Discussing - better and more modern teachers
Question: How have you involved other teachers in the HD project?
TEACHER RESEARCHER PANEL : Q&A
Richard Fisher, Abingdon School, UK
Discussing - testing HD to full capacity
Question: How did you test the added value of HD?
TEACHER RESEARCHER PANEL : Q&A
Siegfried Maillard – Collège les Eyquems, Mérignac, France
Discussing - developing interactivity with data
Question: How has the process helped change your teaching style?
TEACHER RESEARCHER PANEL : Q&A
S i e g f r i e d M a i l l a r d , C o l l è g e l e s E y q u e m s ,
M é r i g n a c , F r a n c e
How has the process helped change your
teaching style?
New pieces of furniture and new spacial organisation
Standing tablesCushionsMore tools for teaching and learning
More « learning how to learn » than learning
Computers
More creativity, sense of responsibility, autonomy and
leadership for students
Beata Olszewska-Rybka, Gymnasium no 1 Jozefow, Poland
Discussing - triggering change in school
Question: For a school that had very little ICT, what has changed?
TEACHER RESEARCHER PANEL : Q&A
• Roger Blamire, Senior Adviser, EUN Knowledge Team
Impact : evaluation of HD
A im o f the eva lua t i onAim: to answer the following questions
• How was the projector set up and used?
• What was the ‘learning return’ for the effort, time and resources invested?
• What was the impact of the workshops and scenarios?
• What difficulties were encountered?
• Was the project worthwhile?
Evidence sources:• Blogs and learning diaries• 1:1 interviews with project partners• Online student surveys• Scenarios shared on Schoology, Google docs etc.
1 : Se tup• Variety
• Countries: CZ, FR, DE, PL, SE, UK• Schools: lower and upper secondary, small
(261) to large• Teachers: all STEM• Classes: up to 30 students, age 11-16• Classrooms: small to large (10 - 15m)
• Installation: ceiling or portable, wired connection usually
• Replaced a classic projector or an interactive whiteboard in every case
• Display• Specially painted wall, light grey to maximise
contrast• Pull down screen• Permanent screen: 2-3m across
2 : Benefits - f o r t eachersImproved learning environment
• Large bright sharp display appreciated• Can show HD movies, small text, connect
microscope• Show datasets and spreadsheets and zoom in
• All students can see display• Particularly useful in large, long rooms• No need to black out the room any more• Noticeable difference between old and new projectors• Flexible and robust• Quick start-up, no focusing needed• Easily moved, no bulb or component failures
“The sharpness, ‘beautiful colours’ and brightness really have a big impact.”
“Plug in and go; no worrying about the focus or leaving to stand and cool after use.”
“I never used to project small text. Now I can project more exercises with multiple pages, and there is no need to make photocopies, so saving paper.“
“Better view of text at the back of the room”
“I don’t have to move things”
2 : Benefits - f o r t eachers• Digital teaching end to end
• Saves time at home and school• Shared and reused resources and lesson plans• Convenience and ease of use• Projector used more than classic projectors• But interactivity missed, difficult to annotate in some setup
• Changed teaching and learning• Layout of room• More student choice
“Changed my point of view of teaching. In every lesson we can now show something.”
“A kind of revolution in my class”
“All my lessons are on the computer”
“The school bought tablets for students to use”
2 : Benefits - f o r s tudents
Students…• Noticed the difference• At the back of the room could see everything• With dyslexia could read more easily• Could connect own devices easily
“Better understanding of mathematical formulae”
“More active participation of students”
“Like in a cinema”
“Wow, I can see such small letters now!”
Student su rveyOver 500 students completed pre- and post-installation surveys• E.g. before 59% had problems viewing formulae
and diagram details from the back, after 4% didAfter:• Visibility almost perfect everywhere• 95% said their teacher used the projector in all or
most lessons• 95% said students used the projector a lot or
sometimes• 21% said connecting their own device was easy,
but 30% said it was difficult
High levels of satisfaction with the new projectorBut some connectivity problems
BEFORE
AFTER
at the front of the classroom?
in the middle of the classroom?
at the back of the classroom?
-10% 0% 10% 20% 30% 40% 50% 60%
0.0426829268292683
How clearly can you see formulae and diagrams when sitting...
3 Difficult 4 Often difficult 5 Impossible
At the front
In the middle
At the back
0% 10% 20% 30% 40% 50% 60%
15%
21%
30%
3%
16%
24%
2%
2%
5%
How clearly can you see formulae and diagrams when sitting...?
3 Difficult 4 Often difficult 5 Impossible
Student su rvey:
Before and after survey in one school:• “I can’t see text when sitting at the back of the classroom”
• Before 71% agreed, after 0% agreed• “I can’t see formulae and diagrams”
• Before 84% agreed, after 0%• ”The display is the right size”
• Before 1% agreed, after 94% agreed
Likely to be true for large numbers of schools in Europe?
Ease o f use by s tudents
Student su rvey: changes• Changes in College Ste Therese (n=79)
from • Sitting at the back of the classroom
• Text: before 72% said it was impossible, after 0%
• Formulae: before 84%, after 0%• Display size
• Before 91% said it was too small, after 94% said it was just right
• Ease for students to use the projector• Before 25% said no problem,
after 53% said no problem
BEFORE
AFTER
Student su rvey: pos i t i ves
Wow! Even with the sunlight we can perfectly see As I can see better, it is less tiring for me
I feel more interested in the content makes us participate more in the lessons
We can write on the screen-board.
It helps our learning to have good quality videos, images and texts to illustrate what the teacher explains
it's easier to show our work to the other students
We can see more clearly from anywhere in the room.
I like to visualise what is explained, the good image quality of the new HD projector helps me with my learning.
it is easier to concentrate on the lesson and to learn
We don't have to bother on finding out what is shown on the screen, we can concentrate only on the meaning of things
It's livelier than in the textbook
Student su rvey: improvements?
Nice not to need a cable to connect devices
To add an interactive module.
At one spot of the screen, there is a zone with light reflections disturbing.
It would be nice if we could connect our tablets directly to the projector without any wire
To have a touchscreen
To have 3D images.
a larger screen with large letters
3 : Workshops and scenar i os • Workshops had a major impact on
pedagogy• Exposure to other styles of
teaching• Work with science teachers
from other educational cultures
• Discovering new apps and tools
• Scenarios used extensively• Learning Designer particularly
appreciated• Also Schoology, Graasp
“Changed how I teach”
“Learning Designer helped me change the balance between teacher and student-led activities”
“Share styles of teaching”
4 : I s suesUse:• Interactivity of smartboard lost
• But ‘it was getting out of date anyway’ so ‘I don’t miss it’• Differences between makes and models of projector• HD end to end needed• Educational value of having a single large screen as the classroom
focus?• Sound must also be high quality: classroom acoustics issue
Supply and installation• Multiple suppliers (Acer, NEC, Optima, Benq…)• Local suppliers not used to working with schools• Delivery and installation delays • Incomplete installation: wrong screen, missing cables…
Management:• Before making your investment consider: interactivity, size of the
screen, connectivity both in terms of HD-ready laptop and also connectors, where to place your projector (short throw, long throw), fixed/mobile, single classroom/benefit more classes
• Curriculum areas? Drama?
5 : Reflec t i ons on the p ro jec t• Raised major issues about classroom
displays and acoustics• Not surprising that students at the back may
lack engagement• A ‘rich experience’ for everyone
In the future?• More research into the physical learning
environment when technology is used• More than one teacher per school?• More schools?• Different subjects, e.g. potential in drama
lessons
To conc ludeThis small scale exploratory project showed that:1. A HD projector provides a big return for a relatively small investment
Importance of HD from end to end: content –> laptop –> projector -> display
2. The projector is particularly valuable in a large room and if the display is large
3. All – teachers, students, parents and head teachers – were overwhelmingly impressed by the sharpness, colours and brightness of the images projected
4. Students were more engaged in lessons, particularly those at the back of the room and were able to focus on the content of lessons
5. Teachers acted as researchers, designing learning activities, recording changes, surveying students and reflecting on impact
6. The introduction of the projector – as part of the pedagogical process – acted as a catalyst to help teachers become digital teachers and innovate
7. It was important to contextualise the technology within planned learning scenarios and activities
8. International face to face workshops succeeded in inspiring and networking teachers
9. Teacher blogs were an effective way to record learning, inform and disseminate
10. Texas Instruments gained insights into the unique education market and the practicalities of supplying and supporting schools.
Thank you fo r your a t ten t i on !
• Final questions
• Thank you for:• Your participation• Our teacher researchers• TI DLP for sponsoring research
• All presentations, learning scenarios, final results published in December here: h tt p : / / f c l . e u n . o r g / d l p - p i l o t
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