Week+10+S09

=AI Meeting Agenda= to be updated = = Lab: Course mid-semester evaluation Showcase communication tools presentation M&M Inspiredata ePortfolio Stations (good management model)

Productivity Odio OneNote Mendeley ReadAloud programs Google Calendar

Rubistar (not in lab - but lecture) Doodle (send ePortfolio - ) Classroom website/Moodle/Blackboard (LAB WORKOUT) Data driven decision making LMS - Moodle/Blackboard Social networking (Ning)(Facebook) Cell phone/Technology for students AUP Classroom management (Synchronize) WebQuest (searching) Safety Ethical (downloading) Legal - Copyright/Plagiarism (Turn it in)(APA citation) PLN - personal/professional learning network

[|Data Collection and Analysis Cases]

=Week 10 - Data Analysis/Collection Workout= What we did this week? Please list both what you did for your workout this week, and what students submitted for this workout (see Week 8 for an example of how this should look)

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 * Susie creates eportfolio draft rubric. - []
 * e-Portfolio feedback data collection activity. Serdar has an example.
 * Here is the link. The first item after the name field is serving as an instruction for the likert-type scale questions.
 * http://spreadsheets.google.com/viewform?key=pZO4PBK4rYDRsa7CHpRctFQ&hl=en
 * (Pretend they are students - create student example) Use website to get data set and analyze the data

Lab Workout: Collecting and Analyzing Data in Excel The students were given a choice between two options. The first option was to create an [|Earthquake Map of the World]. In this option, students download a data set from the [|ANSS catalog], import the data into Excel, and graph recent global seismic activity. The second option was to create a [|sample gradebook]. In this option the students input students, assignments, and scores into their spreadsheet. They then explored some of the functions to find the minimum and maximum scores, averages, totals, and/or weighted averages. More advanced W200 students also constructed a Lookup table, which the spreadsheet used to associate a letter grade with a student's overall grade. Students were allowed to complete the workout individually or to work in pairs. The students uploaded their completed Excel files to their Artifacts page.

We then created the Google Form (though this is not part of the "Lab Workout" per se) to be used during e-portfolio peer review next week. Using the items in the e-portfolio draft grading rubric as a resource, the students composed a minimum of five questions in their Google Forms. They then e-mailed their live form web address to me. In the next lab, I will assign each student to review two e-portfolios and complete the Google Form surveys.

__Google Form Workout__: I imformed the due date of e-portfolio draft would be in 2 weeks and explained how googel form would be beneficial for both data collection and improvement for their e-portfolio as collecting peer feedbacks. I showed them how to use google form (create a question with various question types/ manage live form and editting form/ share the form) and the example of the sample questions (thanks Serdar). I also showed the rubric (thanks Susie) which I will grade their e-portfolio draft version. Then the students were asked to create a survey form to collect feedbacks for their e-portfolio based on the criteria in the rubric and share with me. I informed they will provide feedback to at least 3 peers' e-portfolios in the lab of next week and they need to improve their e-portfolios based on the peer feedback before due date of e-portfolio draft.

First, I had students go to Google Docs where they opened a template for a gradebook (right now, Google has only one template available). They were able to recalculated averages, max, min, total points, and grades on their own. Since the Google doc is not weighted, I had them open an Excel file that I modified from Nilfur. I taught students how create more advanced formulas such as =SUMIF and =VLOOKUP, which the majority of my students did not know how to do at all (only a handful were comfortable with =SUM and =AVERAGE). After we created a weighted gradebook, the students uploaded the file to their artifact page on their ePortfolio.

Students also created a form for Portfolio Review. They viewed the sample form created by Susie and I also showed them the rubric Susie created for the E-portfolio Draft. They were asked to include at least five questions addressing to the categories in the rubric. They had to include one open ended item for suggestions. Students emailed me the form and they will give feedback to each other next week in class. Each student will review have to review two peers' portfolio. They will write a summary of suggestions and revisions in two weeks.

Positives: Students learned quite a bit in the Excel activity since few (if any) of the students knew how to create advanced formulas. This was a positive because many students noted as a goal in their professional development plan that they wanted to learn how to use Excel better (so I thought that we were making progress as a group toward this goal).

Changes for next time: I think we need to have a discussion with students about critiques, which would help them in the creation of their form. For example, some students attempted to ask yes or no questions. I mentioned that much more information could be garnered with questions that used Likert based scales or open-ended questions.

First I walked them through an example data collection where they filled in a [|course goals survey form]. Then I showed them how I might do data analysis in the Google Spreadsheet or Microsoft Excel (basic graphs and calculations). The workout involved creating a feedback form for their ePortfolio. They first examined [|the rubric] (thanks Susie) and looked at an [|example (thanks Serdar)]. Then they created their own using a Google Docs Form. They submitted the workout by pasting the URL to live form into Oncourse Assignment Lab Workout 10. I'll give them feedback on their forms prior to an activity where they have their peers fill it in.

=Week 9 Lab Notes=