input – output devices authorsdr. k. dimitriou, psychico college (haef), greece the creative...

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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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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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 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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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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During the third stage students •Discussed their questions and answers with the teacher•Took a writing test

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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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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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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 devicesThe CS starting page (CMS)

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Input – output devicesOn line test (articulate software)

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Input – output devicesHexCrawler Robot Kit and Board of education

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Input – output devicesSensors

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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


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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


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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


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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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Input – output devicesTeacher and School Information

HAEF

PSYCHICO COLLEGE 15 Stefanou Delta –

154 52 P. Psychico

TEL: +30 210 67.98.207FAX: +30 210 67.56.762

A big thanks to my students and to my colleague D. Georgiou

A big thanks to my students and to my colleague D. Georgiou

input – output devices authorsdr. k. dimitriou, psychico college (haef), greece the creative...

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