Initial In-class setup activity Stage
A teacher logs into the S3 portal and selects the "problem solving and tagging" activity from the teacher admin screen. That's a curnit
The teacher selects the "upload questions from the repository" option of the screen and a second window opens, with a drop down subject menu from which he selects "Physics" - in a text box below he types in a set of tags (Newton's 2nd Law, Two Body Motion, Friction) and presses "Find Questions". A list of questions appears on the screen with thumbnail images, the full list of tags, uploader (himself or another teacher), and a brief description of the questions and its answer (written by uploader), and a check box beside each. The teacher goes through the list and checks 3 questions that he wants to use in the class, and clicks "Upload Questions". The system closes the pop up window and reloads the teacher activity window with the questions now loaded up on the authoring window. The teacher clicks "Publish" and the activity is live, and sends an email to all the students in the class letting them know that the homework is now available.
the "WISE 4" version:
teacher creates run of a "curnit"
run gets set up - generates a run key
teachers e-mail run key to students.
students log into physics app, enter run key, and then get sent off to a web page where they are assigned to groups or whatever.
if a student logs out and back in, s/he doesn't have to know that run key any more - because the portal remembers them being attached to that run.
(they could be attached to more than one run - and would see those runs as a list to choose from).
the "teacher assigns students" version:
same deal with teacher setting up a run, but the teacher assigns the students to all the groups, etc, so when the students log into the physics app, they are just told what to do and where to go, etc.
Both are good, and both are doable.
The students complete the activity and before class the teacher logs into the teacher portal to review the students' answers. The teacher notices a few conceptual misunderstandings within the class but also sees some good insight from several members of the class. The teacher clicks on the "group formation" button on the teacher portal, which loads a screen with the class list on it. Believing that a random mix is best given the answers of the students, the teacher first selects the number of groups from a dropdown menu to "5" then clicks on the "Set student groups Randomly" button, and the system then automatically sorts the students into 6 groups, displaying each group visually on the screen. The teacher clicks on the "Done" button and is brought back to the portal page, where he clicks "Publish" to set the run for in class.
The students come into class and sees their name listed on one of the 5 large displays in the classroom - each student goes to the place in the room where their name is with the rest of their group. The teacher waits until every student is in the class does a few introductory remarks and then asks the students to start the activity. One member of the group touches (clicks depends on the screen type) "Go" under their team list and the first homework question comes up with the histograms and answers for each question shown. The students complete the activity similarly as they did for homework (except in groups) until all questions are complete. Once finished the teacher brings up their specialized visualization and takes up all the questions in the class.
Once completed the teacher begins a discussion with the class about the problems they just did about the kinds of challenges they had in solving them, what equations they used to get those answers, and some more broad probing questions about these theories and how they can be applied to the real world. During this activity the students develop a list of concepts (a much broader definition of elements here than what we use during the tagging exercise), which the teacher lists on their tablet and is projected on the large main screen - pieces are added and removed as the class discusses the issues, other ideas are folded together as the students openly discuss and debate them. Once the list is completed the teacher clicks on "Upload Brainstorm" on his tablet and page is generated with the list and is emailed to every student.
Informal data collection Stage
Out of school each student has a handheld device, which they log into using their unique ID and Password. A list pops up of the current activities they are assigned to and they choose the one from their Physics class (would have the name set by the teacher during the run scripting). The handheld's screen has three buttons on it labels "Concept List", "My Examples", and "Capture Examples". The student first clicks on "Concept List" to review the list generated by the class. The student then goes about their daily business until they find an example of something in the "real world" that they think exemplifies one or more of the concepts in the list. The student brings up the "Capture Examples" screen, which has a large viewfinder and the option picture/video. The student sets the camera to video mode and captures a brief 10 second example of a ball rolling down a hill (or something similar), and then clicks "accept image", which brings up two text fields, one labeled "Tag" and the other "description". The student lists the tags that they feel the captured example exemplify, and then writes a brief (under 250 characters) description of the example and why it's relevant, and clicks "submit" (the program also collects added information such as the GPS coordinates and time of capture in the background). The student repeats this several times over the next few days, building up a list that they can review and edit at any time prior to the class.
In class visualization interaction stage
Back in the classroom the teacher logs into the room rom their laptop/handheld and selects the "Group Visualization" activity from the teacher portal, and then selects the class ID from a list of active datasets (in this way I'm thinking that all the students interactions from the last stage would be identified by some sort of runID), and clicks "Go", and all of the collected student examples are displayed in the room randomly. The students come into the room with their handhelds, log in and launch the "barcode data collection" program. On each student's handheld is the list of concepts that were generated during the earlier activity, and as the students walk through the classroom they can touch the different examples to enlarge (and animate if they are a video), display its description, and show a unique barcode for the example. If the student feels that example fits one of the concepts they touch the concept from the list on their handheld, bringing up a barcode capture viewfinder that they use to add the example to their list. The list updates by turning that item on their handheld green and they continue throughout the class until all the concepts have an example.
Tabletop aggregation stage
Once all students are done in their teams from the "Setup Stage" they gather around one of the tabletops in the classroom and place their handhelds on the table. The handhelds register over the network with the table, and the table displays all of the captured examples for each student as floating "bubbles" around their handhelds. Working together the students drag examples that they feel are connected (or contrast each other) into the shared workspace box in the middle of the table, select which of the concepts "tie" the examples together, and then in a small window in one corner of the shared workspace provide a brief rationale as to the connection between them, then click "Submit" to send their work to the system. The students continue this activity until they can't find any more connections between their collected examples.
While the students are doing this activity the screens around the room are broken up to represent all of the concepts from the activity. As students complete each step connection they "pop up" on the screen with the group number (or name) in the center bubble and the selected examples around it. When the connecting activity is done the teacher engages the class in a discussion around the different clusters - the teacher can click on the group bubble, which will bring up the rationale that the group gave for that connection.