DyKnow User's Group meeting 2007

While the 2007 DyKnow User's Group meeting at DePauw is history, I want to post the PowerPoint version of my presentation here for your comments. The presentation called Problem Based Learning in Econometrics with Supporting Technology reports on my successful use of Problem Based Learning in econometrics in a 1:1 environment where each student had (for about 6 weeks) exclusive use of a Tablet PC and classes were conducted using DyKnow Vision software.

I would enjoy hearing your feedback directly to myers@uakron.edu since we will try this experiment again in the Fall 2007 term. And a public word of thanks to Laura Small, Dave Burque, Frank Gilbert and others who made the conference such a fun time. And yes Jim we are going to apply in your next round!

Notice the graphic in this post, while it's only 8 students, look at how their opinion of the cost of adopting a Tablet PC in class changed from before they knew they were getting one to after they had used one. I hope this convinces a few to shift to Tablet PCs if their reluctance is their fear of the learning curve.

Podcasting has no 'inherent' value, but no technology has 'inherent' value.

Campus Technology 2007 reports "Consensus: Podcasting Has No 'Inherent' Pedagogic Value." What is cited is a report by Ashley Deal from Carnegie Mellon: Podcasting: A Teaching with Technology White Paper, June 4, 2007. Reporter Paul McClosky states "Podcasting does not contain any inherent value. It is only valuable inasmuch as it helps the instructor and students reach their educational goals, by facilitating thoughtful, engaging learning activities that are designed to work in support of those goals." However, far from being negative and suggesting that all of us throw out our podcasts and give up, we are reminded that we need to first define our learning goals, then design technology to enhance or reach these goals.