input – output devices authorsdr. k. dimitriou, psychico college (haef), greece the creative...
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Input – output devices
Authors Dr. K. Dimitriou, Psychico College (HAEF) , Greece
The creative combination of various information and technological systems for the comprehension of Input Output devices
Objectives
Microsoft SharePoint Server 2007, Microsoft Internet Explorer, Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Articulate Presenter, Articulate QuizMaker, Parallax software
Software
Description Use of share Point server 2007 as a course management system (CMS) in order to apply various blended learning methods and techniques. Use of various technologies to amplify learning procedure.
Learning Areas Computer science
Levels Age level 15-18. International Baccalaureate Diploma Program
Robotics, input output devices, computer science (CS)Keywords
Project Overview
Input – output devicesTeacher Planning – Project description
The design of the teaching methodology combines and integrates•teaching objectives•learning objectives•creation of an appealing and pleasant learning environment•linkage of theoretical framework with an empirical case study
This learning project aims to develop an integrated learning framework for the computer science topic input and output devices
The subject of research is whether blended learning surpasses conventional learning
The use of technology is not an end in itself but the vehicle for integrated teaching
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Input – output devicesTeacher Planning – Project description
Microsoft Share Point Server 2007 is an ideal content management system. This tool is used in this project as a course management system (CMS) to facilitate:
•Direct access to learning resources •Interactive learning•Collaboration between students and teacher•Direct exchange of data and information•Evaluation and assessment through internet/intranet •Replacement of lost class hours due to illness, celebrations etc
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Input – output devicesTeacher Planning – Project description
Lesson content
•Keyboard•Mouse•Wimp•Graphics table•Light pen•Laser scanner•OMR•OCR•MICR•Automatic data entry
•Sensors•Digital cameras•Speech recognition•Robotics•VDU•LCD•GDU•Printers•Plotters•Touch screens
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Input – output devicesTeacher Planning – Project description
Input Output procedures –systematic approach
Input device
Processing unit
Human or data collection
Interface between human and device
Interface between input device and the processing unit
Human
Other device
Processing unit
Output device
Interface
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Input – output devicesTeacher Management – Teaching
•During the first stage (stage 1) the students coped with input output methods and devices in the classroom. They also did some reading at home. •The power point was used for the lecture while students used internet explorer to gather additional information from various internet sites.
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Input – output devicesTeacher Management – Teaching
During the next stage (2), 1. Students searched the WWW for additional
information and then added their links to the CMS2. Students solved their exercises and then saved them
as word files in the CMS3. Students used the team discussion of the CMS to
solve their wonders and discuss about the lesson4. Teacher evaluated the original and the final document
of each student and published the right answers
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Input – output devicesTeacher Management – Teaching
During the third stage students •Discussed their questions and answers with the teacher•Took a writing test
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Input – output devicesTeacher Management – Teaching
The fourth stage is completely based on the CMS. 1. Students developed their tests with multiple choice, multiple
response matching, fill in the blank, etc questions. Each student knew only the questions of his own word document.
2. Teacher chose questions from all tests and created with the Articulate Quizmaker software an on line test. Students had to take the test within a certain time period.
3. The software automatically marked the tests and the results plus the right answers were disseminated through the CMS.
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Input – output devicesTeacher Management – Teaching
During the last stage (5) the HexCrawler Robot Kit and selected sensors were used in order to explore input output devices.
• The HexCrawler Robot Kit is equipped with the Board of Education programming board suitable for training, education and research activities.
• This part of the project is developed in parallel with the activities of the artificial intelligence and robotics club of Psychico College.
• Students assemble, program and analyze the infraction of the robot with its environment.
• The activities of the artificial intelligence and robotics club are exhibited to the college fair.
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Input – output devicesTeacher Management – Teaching
PROJECT STAGES
STAGE1 STAGE 2 STAGE 3 STAGE 4 STAGE 5
Period Of Time
Six Hours Weekend- Home
Four Hours Two Hours-Home-School
Continuous Process
Emphasis Learning LearningCollaborationEvaluation
LearningEvaluation
LearningCollaborationEvaluation
LearningContribution To College Community
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Input – output devicesTeaching Resources
•Teacher’s notes
•Various books from the library
•Some of WWW resources used•edweb.sdsu.edu/people/ARossett/eportfolio/eportfolio.asp•http://data.webjunction.org/wj/documents/17236.pdf•http://occ.ibo.org/ibis/occ/guest/home.cfm•http://tlc.ucalgary.ca/documents/chuck.doc•ibcomp.fis.edu/•www.21stcenturyskills.org/documents/Frameworkflyer092806.pdf•www.hp.com/learn/microsoft•www.ib-computing.com/•www.learningcircuits.org/2002/aug2002/valiathan.html •www.microsoft.com/education/innovativeteachers.mspx•www.amanet.org/blended/white-papers.htm•www.microsoft.com/uk/education/schools/bsf•www.netg.com/NewsAndEvents/PressReleases/view.asp?PressID=75#top%20 •www.parallax.com/Support/Downloads/tabid/477/Default.aspx•www.parliament.uk/edskills/•www.pcd-innovations.com/index.htm • www.pfeiffer.com/legacy/features/jb/btp/index.html •www.teachernet.gov.uk/_doc/6094/BSF%20Public%20Launch%20Document%20Feb%202004.pdfwww.dest.gov.au/sectors/school_education/publications_resources/profiles/school_leadership.htm•www.unesco.org/en/competency-standards-teachers•www.webjunction.org/blendedlearNing•www.workforce.com/archive/feature/22/26/58/index.php%20
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Input – output devices
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•The students response was amazing. Students asked to adopt this methodology to all Computer Science modules. •The overall design of this activity favors all students, helps absent students and students with dyslexia or dysgrafia feel better and present a better performance. •According to recent publications, outcomes of international conferences and educational events (BETT 2007, 2008) the education seems to adopt such methodologies and activities.
General evaluation
Input – output devices
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The evaluation of the overall activity was made with the following criteria:• Comprehension• Teaching efficiency• Participation• Enthusiasm• Collaboration• Motivation to improve
The performance of this group of students to this module was compared using the above criteria against:
• The group performance to the previous modules• The performance to this module of the previous CS groups
The results were amazing and show the superiority of this approach.
Teacher’s evaluation
Input – output devices
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Students believe that this activity presents :• Combination of technology with learning• Direct and empirical application of their knowledge• Conversion of knowledge to experience and expertise• Dissemination of outcomes and results to the school
community• Contribution to the school community with high quality
educational material
Student’s evaluation
Input – output devices
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Besides the direct benefits for the students some indirect benefits came up during the process:
• Contribution to the funds drive through the presentation of the robot at the College fair.
• Facilitation of students interested in elaborating an Extended Essay in Computer Science. The IB students must complete an extended essay in specific cognitive field.
• Development of collaboration communication and agreement among students.
• Support team spirit among students• Simulation of academic environment • Rapid adjustment of any module to this methodology
Evaluation-indirect benefits
Input – output devicesIb standards
All procedures followed in this project are compatible with the IB philosophy:
IB- DIPLOMA PROGRAMME-COMPUTER SCIENCE- OBJECTIVES (IB, 2004)
At the end of either the standard level (SL) or higher level (HL) computer science courses, students will be expected to fulfill the following objectives.1. Demonstrate an understanding of: terminology, concepts, processes, structures, techniques, principles, systems and consequences (social significance and implications) of computing.2. Apply and use: terminology, concepts, processes, structures, techniques, principles and systems of computing.3. Analyze, discuss and evaluate: terminology, concepts, processes, structures, techniques, principles, systems and consequences (social significance and implications) of computing.4. Construct: processes, structures, techniques and systems of computing.
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