20140623-27 Overseas Chinese Physicists and Astronomers 23-27 June 2014 OCPA8 Invited Paper, Nanyang Technological University, Singapore Open Educational Resources from Performance Task using Video Analysis and Modeling - Tracker and K12 science education framework

https://arxiv.org/pdf/1408.5992.pdf

Physics Project. Recorded session: http://youtu.be/XgPIp6klPyA

Document Brief:
Title: Open Educational Resources from Performance Tasks Using Video Analysis and Modeling - Tracker and K12 Science Education
Event: Overseas Chinese Physicists and Astronomers (OCPA8)
Date: June 23-27, 2014
Venue: Nanyang Technological University, Singapore
Presenter: [Author's Name]

This document summarizes the invited paper presented at the OCPA8 conference, discussing how open educational resources (OERs) can enhance K12 science education through video analysis and modeling. The focus is on leveraging Tracker, a video analysis tool, for performance-based learning tasks.

Study Guide:

Objective:

• Explore the role of video analysis and modeling in science education.

• Demonstrate the effectiveness of Tracker as an OER tool for K12 students.

• Provide case studies of performance tasks implemented with Tracker.

Key Topics Covered:

1. Introduction to Open Educational Resources (OERs)

   • Definition and benefits of OERs.

   • Role of OERs in K12 science education.

2. Tracker: A Video Analysis and Modeling Tool

   • Overview of Tracker software and its features.

   • How video analysis can reinforce physics concepts.

   • Integrating Tracker into school curricula.

3. Performance Task-Based Learning with Tracker

   • Case studies from K12 science classrooms.

   • Examples of motion analysis, projectile motion, and conservation laws.

   • Student engagement and learning outcomes.

4. Challenges and Future Directions

   • Technical and pedagogical challenges in implementing Tracker.

   • Potential improvements and future research directions.

FAQ:

1. What is Tracker, and why is it useful for K12 education?

   • Tracker is an open-source video analysis tool that allows students to model and analyze motion in real-world videos, reinforcing physics concepts.

2. How does Tracker support inquiry-based learning?

   • By allowing students to collect, visualize, and interpret real-world data, Tracker encourages critical thinking and hands-on exploration.

3. What types of physics concepts can be taught using Tracker?

   • Motion, velocity, acceleration, projectile motion, collisions, energy conservation, and more.

4. Is Tracker suitable for all levels of students?

   • Yes, it can be adapted for elementary, secondary, and higher education levels with varying degrees of complexity.

5. How can teachers integrate Tracker into their lessons?

   • Teachers can design experiments where students record videos of physical phenomena, analyze them using Tracker, and compare findings with theoretical predictions.

6. Are there existing lesson plans using Tracker?

   • Yes, many open educational resources and online communities provide lesson plans and activities for different physics topics.

Conclusion:
The use of Tracker as an open educational resource offers an innovative approach to teaching physics through real-world applications. By leveraging video analysis and modeling, educators can enhance student engagement, deepen conceptual understanding, and promote scientific inquiry in K12 education.

This paper hopes to spur fellow colleagues to look into open education initiatives such as our Singapore Tracker community open educational resources curated on http://weelookang.blogspot.sg/p/physics-applets-virtual-lab.html  as well as digital libraries directly accessible through Tracker 4.85, EJSS reader app on Android and iOS and EJS 5.0 authoring tool-kit for computer models in Easy Java Simulation-Open Source Physics Project.


google doc version https://docs.google.com/presentation/d/1qy-0bnNiQE5EkwOdXwhtDOfHaNQ7wHwBE2v1wUZFLVQ/edit#slide=id.p27

 

 

Proposed Slides:

pptx: https://dl.dropboxusercontent.com/u/44365627/conference/2014OCPA8/OCPA8%2826june2014%29.pptx

 

 

video: https://dl.dropboxusercontent.com/u/44365627/conference/2014OCPA8/kinematics1/kinematics1.mp4

 

 

 

 

 

 

Talk:

I speculate I will be talking about physics education using
2 pedagogies

1. (simple for mass adoption) Inquiry supported by simulations and video analysis - 10 mins
2. (sophisticated, for deep pedagogy with technology) Constructionism: student as designers of computer and video modelling – 5 minutes.

Biography:

Loo Kang WEE Lawrence

Loo Kang Lawrence WEE is a senior specialist II at the Ministry of Education (MOE), Education Technology Division (ETD),Singapore. He obtained his B.Eng (Hons) from National University of Singapore, and his Masters in Instructional Design and Technology from National Institute of Education, Nanyang Technological University.
His current research focuses on designing computer models, also known as simulations and video analysis and modelling for physics education.
He is a member of American Association of Physics Teachers (AAPT) and International Research Group on Physics Teaching GIREP and also publishes in Physics Education journal.
His blog http://weelookang.blogspot.sg serves as a gateway to teachers and students to use and remix his simulations with the aim of benefiting all humankind. His contributed simulations are downloadable, creative commons attribution licensed, from Digital Libraries on the NTNU Virtual Physics Laboratory and Open Source Physics (OSP).
His teaching experiences include junior college physics and secondary school science and mathematics.
He was recognized for his research and development of innovative and effective “gravity-physics by inquiry” computer models by winning a Ministry of Education Innergy 2012 Gold Award, Singapore Public Service PS21 Best Ideator 2012 and Ministry of Education Best Innovator Award 2013 . He is also a recipient of numerous SPRING Singapore Excellent Service Award (EXSA), MOE Service Excellence Award (MSEA) and Public Service 21 (PSSSA) Distinguished Star Service Award 2014.

List of publication:Journal Papers

1. Wee L.K., Charles Chew, Samuel Tan, Darren Wong (201?) Using Computer Model to understand Forced Resonance Graph and Why Use Easy Java Simulation? ( in draft)
2. Wee L.K., Ning H.T. (201?) Vernier Caliper and Micrometer Computer Model using Easy Java Simulation XX(X), XXX (accepted) 
3. Wee, L. K., & Goh, G. H. (2013). A geostationary Earth orbit satellite model using Easy Java Simulation. Physics Education, 48(1), 72. doi: 10.1088/0031-9120/48/1/72 arXiv:1212.3863 [pdfhttp://weelookang.blogspot.sg/2012/05/wee-lk-charles-chew-goh-ghlee-tlsamuel.html" style="color: rgb(0, 158, 184); font-family: "Helvetica Neue Light", HelveticaNeue-Light, "Helvetica Neue", Helvetica, Arial, sans-serif; outline: none; text-decoration: none; transition: color 0.3s ease 0s; display: inline;">Wee L.K., Charles Chew, Goh G.H.,Lee T.L.,Samuel Tan (2012) Using Tracker as a Pedagogical Tool for Understanding Projectile Motion Physics Education, 47(4): 448. arXiv:1206.6489 [pdfhttp://weelookang.blogspot.com/2011/12/one-dimensional-collision-cart-computer.html" style="color: rgb(0, 158, 184); font-family: "Helvetica Neue Light", HelveticaNeue-Light, "Helvetica Neue", Helvetica, Arial, sans-serif; outline: none; text-decoration: none; transition: color 0.3s ease 0s; display: inline;">Wee, L. K. (2012). One-dimensional collision carts computer model and its design ideas for productive experiential learning. Physics Education, 47(3): 301.http://www.compadre.org/osp/items/detail.cfm?ID=11802 [Draft PDFhttp://arxiv.org/abs/1204.4964" style="color: rgb(0, 158, 184); font-family: "Helvetica Neue Light", HelveticaNeue-Light, "Helvetica Neue", Helvetica, Arial, sans-serif; outline: none; text-decoration: none; transition: color 0.3s ease 0s; display: inline;">arXiv:1204.4964 [pdfhttp://weelookang.blogspot.com/2011/03/wong-d-sng-p-p-ng-e-h-wee-l-k-2011.html" style="color: rgb(0, 158, 184); font-family: "Helvetica Neue Light", HelveticaNeue-Light, "Helvetica Neue", Helvetica, Arial, sans-serif; outline: none; text-decoration: none; transition: color 0.3s ease 0s; display: inline;">Wong, D., Sng, P. P., Ng, E. H., & Wee, L. K. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178.http://www.compadre.org/OSP/items/detail.cfm?ID=10817 [Draft PDFhttp://arxiv.org/abs/1207.0217" style="color: rgb(0, 158, 184); font-family: "Helvetica Neue Light", HelveticaNeue-Light, "Helvetica Neue", Helvetica, Arial, sans-serif; outline: none; text-decoration: none; transition: color 0.3s ease 0s; display: inline;">arXiv:1207.0217 [pdfhttp://ictconnection.moe.edu.sg/ictconnection/slot/u5034/Open%20Source%20Physics_PG58-63_lr.pdf" style="color: rgb(0, 158, 184); font-family: "Helvetica Neue Light", HelveticaNeue-Light, "Helvetica Neue", Helvetica, Arial, sans-serif; outline: none; text-decoration: none; transition: color 0.3s ease 0s; display: inline;">Open Source Physics, i in Practice 1(1), p. 58-63, Ministry of Education.[PDFhttp://ictconnection.moe.edu.sg/ictconnection/slot/u5034/i%20in%20Practice.pdf" style="color: rgb(0, 158, 184); font-family: "Helvetica Neue Light", HelveticaNeue-Light, "Helvetica Neue", Helvetica, Arial, sans-serif; outline: none; text-decoration: none; transition: color 0.3s ease 0s; display: inline;">Full PDFhttp://www.ntu.edu.sg/ias/upcomingevents/OCPA8/Pages/default.aspx" style="color: rgb(0, 158, 184); font-family: "Helvetica Neue Light", HelveticaNeue-Light, "Helvetica Neue", Helvetica, Arial, sans-serif; outline: none; text-decoration: none; transition: color 0.3s ease 0s; display: inline;">http://www.ntu.edu.sg/ias/upcomingevents/OCPA8/Pages/default.aspx

The OCPA8 Scientific Program Committee

Program is out!

http://www.ntu.edu.sg/ias/upcomingevents/OCPA8/Documents/Detailed%20Programme.pdf

 

  

https://weelookang.blogspot.com/2014/06/invitation-to-ocpa8-conference-phys-ed.html