Using SPARKvue to capture real-world data
|8th grade physics students need to know how to capture real-world data using SPARKvue on a mobile device.|
|This project will teach users how to install and use the SPARKvue app, including recording from local phone sensors, as well as connecting to Bluetooth based sensors.|
|The target group is 8th grade physics students. Most students have their own mobile device, but have little to no experience with capturing and analyzing data on their smartphone. Some participants will not have a mobile device and will need to borrow one.|
|Web-Based training. Users will be able to view tutorials on use of SPARKvue. Detailed screen-shots and written directions for the users will be provided. The tutorial will include a quiz to assess student learning.|
|Interviews and Observations||Learners possess knowledge about computer and smartphone usage. Learners have basic reading skills and will be able to follow written directions with minimal supervison/direction.|
|2. Prior Knowledge
of topic area
|Interviews and Observations||Learners have heard of wireless probes, but have no knowledge beyond knowing the vocabulary|
|3. Attitudes toward
|Interviews and Observations||Learners are students who enjoy any opportunity to use technology including computers and smartphones|
|4. Attitudes toward
|Interviews and Observations||The learners have a positive attitude towards web-based learning systems.|
|5. Motivation for
|Interviews and Observations||Learners want to learn the lesson in order to be able to teach and assist their students.|
|6. Educational and
|Interviews and Observations||All learners are proficient with computer usage and the english language. They use smartphones on a daily basis.|
|7. General learning
|Interviews and Observations||The learners prefer web-based training with in-person assistance. They learn by doing.|
|8. Attitudes toward
|Interviews and Observations||Learners have a positive attitude towards training organization|
|9. General group
|Interviews and Observations||Learners love any opportunity to use a smartphone.|
Learning Content / Performance Analysis
|Information Categories||Learning /Performance Context Analysis|
|1. Number/nature of sites
|2. Site compatibility with instructional needs
|• Instructional strategies:
Students will be given an introduction via Instructor and powerpoint, followed by self-led training and experimentation.
• Delivery approaches:
Teacher will introduce the training, giving background knowledge and vocabulary, pass out a reference sheet, provide assistance, wrap-up and review.
Training can be web-based because of the availability of the internet
Single session; 45 minutes
Instructor will need to reserve chromebook cart and Bluetooth temperature probes.
|3. Site compatibility with learners’ needs
Science classroom at Canyon Middle School
Students will be given hand-out for reference purpose.
Science Classroom with seating for up to 36 students.
Chromebook computer cart will be reserved by teacher
Computer with Microsoft Powerpoint
|4. Feasibility for simulating workplace
| • supervisory characteristics:
Instructors are Science teachers who will provide instruction after participating in a series of training meetings designed to impart the information and skills. Classrooms provide clear line of sight so teachers can determine if students are working.
• Physical characteristics:
Students will be learning with the devices they use on a daily basis, in the room they regular receive instruction.
• Social characteristics:
Students will work with a group of 3-4 students, but will also have the assistance of their teacher. Students will collaborate and help each other, thus sharing their different levels of ability and experience. Because of this tables are grouped such that students in a group face each other.