How is using robotic telepresence in the classroom different from videoconferencing? Ken Frank and his students know at least one way – agentive movement – and they recently used it in class as part of a “living algorithm” learning experience. Dr. Ken Frank is an MSU Foundation Professor of sociometrics and one of the leading […]
Design Studio’s SLATE Research Group and MSU’s College of Engineering are collaborating to study how augmented reality tools can help beginning engineering students master spatial reasoning problems. First year engineering students in EGR 291, which is focused on teaching students spatial skills, have recently agreed to participate in a study where they learn these skills using an augmented […]
EPET Students use robots to attend, present at SITE 2016 Annual Conference A number of students and faculty in EPET recently participated at the Society of Information Technology and Teacher Education (SITE) Annual Conference in Savannah, Georgia. But not everyone had to travel to Savannah to do it. Instead, a couple of students used a Beam […]
Over the past year, members of the Design Studio have worked with faculty and students to explore and understand the impact of robotic telepresence technologies for learning and instruction. Our experiences have given us new insights on how to support our Hybrid students with greater presence and autonomy in the classroom. And to be honest, students coming to class on robots is just plain cool! But what about using these technologies outside of class?
Using telepresence devices to bring online and face-to-face students closer Watch an interview with Chris Greenhow and the students of CEP 901b as they reflect on the use of robotic telepresence devices like the Kubi and the Double in synchronous shared hybrid learning experiences.”That’s what we’re trying to explore here,” Greenhow says, “and I think we’re one of […]
Hybrid courses are starting to come in all shapes and sizes in the College of Education and if Dr. Chris Greenhow’s CEP 901b course is any indication, that means innovating the ways in which online and on-campus participants interact.
This semester Chris is teaching a course with 12 students online and 1 student face-to-face. Her interaction strategy for each class mixes large group seminar discussions with small group sessions based on student research teams. The question is, how do Chris and her students move between these two styles of in-class interaction without losing focus on the content of the course (or each other)?