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  • hall 8:59 pm on November 27, 2011
    2 votes

    Hi Everyone, You can find my short, media-rich “elevator pitch” on Scienmalab, a social network at https://www.youtube.com/watch?v=MRuW8TFunF8 and a longer “venture pitch” at  https://blogs.ubc.ca/scienmalab/scienmalab-venture-pitch/ . I hope you will enjoy both.

    Continue reading Scienmalab, Social Network/Virtual lab Posted in: Week 13: Venture Forum
    • Kristopher 11:56 am on November 28, 2011 | Log in to Reply


      I reviewed your venture pitch and very much appreciated that you began with the solution (Scienmalab); the venture has an obvious need, which became much more apparent as you worked through the pitch. I also liked that you had sample screens that helped me to see how the product would be used. To improve on this pitch, you could include specific reference as to how you plan to integrate this venture into school (although your market was quite clear).


      • hall 5:15 pm on November 29, 2011 | Log in to Reply

        Hi Kristopher,

        Your critique is fear and I kindly note of your suggestion. Thank you for your feedback..

    • Jim 5:40 pm on November 28, 2011 | Log in to Reply

      I took a look at your pitch. I had a few suggestions for some ways to improve your elevator pitch. First, I think you idea is excellent but it is not distinct enough. There are already free web sites that provide science labs, virtual libraries and math manipulatives (e.g., http://nlvm.usu.edu/en/nav/vlibrary.html) There also also free educational social networks (e.g., http://www.edmodo.com/). I think you need to focus your idea on a core value that does not currently exist. If schools are going to pay for the use of your site, make sure you indicate what it is that is so valuable and that is not available elsewhere. Once you accomplish that, I think you will be set and ready to market your product!

    • Everton Walker 8:17 pm on November 28, 2011 | Log in to Reply


      Great concept! I am happy you actually took on a problem that needs immediate attention now. Our students are really having serious problems grasping science and math concepts and this is evident at all levels. Whenever, the results from our regional examinations are released, I am sad as I know our students can do better. I think we will have to be the element of change and come up with more ideas to reduce these problems. I am ready to invest bro.


    • Allie 5:41 pm on November 29, 2011 | Log in to Reply

      Hi Conroy,
      I think that you really make a compelling case for why Scienmalab is needed to improve student learning in Math and Science in the Caribbean. I’m just wondering what platform learners will access Scienmalab over? Given that there are issues with insufficient resources and space, I’m wondering whether schools purchasing the product will need to make a capital investment – such as more computers? I realize that this question may be answered in your VP, which I haven’t yet read.
      You may be interested in the virtual frog dissection app by Emantras; back when we did our founders parade a couple of months ago, I chose them and was really impressed by their virtual learning applications. http://frogvirtualdissection.com/
      best, Allie

    • Doug Smith 7:13 pm on November 29, 2011 | Log in to Reply

      I really liked your pitch. You made the venture seem important and almost indispensable. This is very important for investors. Investors can make all sorts of decisions based on data and numbers, but there are times when the investor simply has to rely on a gut feeling, and your pitch speaks to this part. I think I would have liked to hear a bit about the people behind the project, in order to give the venture more legitimacy, but overall I would say that it was a very good job done.


    • Tamara Wong 8:15 pm on November 29, 2011 | Log in to Reply

      Great pitch. You really emphasize the need for this technology and I found myself wishing I’d had something like this while I was in school learning science and mathematics. You state that it is a social network similar to something like facebook but from your explanation it seems that something like blackboard might be your closest competitor? Also, like Allie I feel that you could address the problem about your implementation of this program as you state there is a problem with a lack of resources and space and will schools be able to obtain the resources to implement your ideas?
      I think your idea is great and you really demonstrate it’s need, the only thing I feel you need to address is the implementation.

    • Juliana 7:19 pm on December 1, 2011 | Log in to Reply

      Hi Conroy,

      I thought I had posted this previously, but it seems to have gotten lost (today was a crazy day of too many interruptions):

      Pain Point/Solution: You describe the pain point and solution very well. You describe the gap that your product is directly addressing.

      Differentiation: You also describe how your product is different from the existing competition and why it is better. You also state that there is a big collaboration and interaction component to this product making it even more attractive. In addition, you also state how your product is different from existing social networks. I also like the fact that you were taking in the Non-English speaking countries too.

      Marketing: This was not clearly laid out in your analysis and I did want to find out more on how this was going to be marketed in the schools. For instance, if this is going to be targeted as school administrators how were you going to get the word out to them and all the other teachers about your product.

      Championship: I was curious about who were going to champion this venture. Even if you were not the CEO, but you were going to propose this product to your administrator, I wanted to know who was involved with creating it and running it. Also I wanted to know how they were making sure that the private conversations were being kept private.

      Competition: You did a good job about talking about the different social networks that do exist out there. I was also thinking you could also include competing school sites, databases and other educational products that were out there. Most of these products require some sort of licensing or yearly fees and you could have further used that as your competitive edge.

      The Ask/Return: I know that we are not required to discuss figures in this particular projects, but I was curious about how much it would cost to develop such a venture.

      If you have any questions or comments about what was written, please let me know.


    • Juliana 8:44 pm on December 1, 2011 | Log in to Reply

      Hi Conroy,

      I also wanted to let you know that I am going to be voting for your venture, but the pulse voting does not seem to be working for your post right now. I have forwarded the issue to our instructor who has forwarded to UBC IT. Hopefully they will have it fixed before the end of the class, but I just wanted to let you know that you will be getting a vote from me.


      • hall 7:13 pm on December 3, 2011 | Log in to Reply

        Hi Juliana,

        Thank you. I am happy that you find my venture interesting.

    • carmen 10:51 am on December 2, 2011 | Log in to Reply

      Hi Conroy,

      Your pitch made it clear the pain points that you are addressing. Sometimes the resources and time required to prepare lab materials cause a teacher to hesitate about doing labs. Sometimes virtual labs are even better than real ones not only because it lowers the cost and saves teacher’s prep time, but also allows students to repeat experiments as many times as they like to test their theories. I believe that having these virtual labs/ simulations are great tools to help student learn math and science.
      I wonder how this is related to the library that you mentioned in your pitch. Sharing resources between teacher is great, but it seems to me that you could’ve separated the two into two different ventures.


      • hall 7:12 pm on December 3, 2011 | Log in to Reply

        Hi Carmen,

        Thank you for your suggestions, they were fair. However, in my view I think a comprehensive system would add market value to my product.

    • themusicwoman 7:40 pm on December 3, 2011 | Log in to Reply

      Dear Conroy,

      I really enjoyed the layout of your venture pitch: clear, concise, to the point with pertinent information. There is something to be said for a clean presentation – whether it be a multimedia or the old fashioned paper one. Thank you.

  • hall 12:17 am on November 25, 2011
    0 votes

    This is my first exposure to learning analytics. I found the learning analytics to be very useful for educational and social purposes. Learning analytics can help the learners to understand his or her behaviour and contexts so that changes can be made to optimize learning. Also they could help lecturers to see when particular students […]

    Continue reading Activity # 2 Posted in: Week 12: Social Analytics
    • Everton Walker 7:26 am on November 25, 2011 | Log in to Reply


      Very useful indeed. More like an online policing app. The one I am currently using is called “who’s online”. It provides me with great data about my students’ visits to the site and how long they stay on. Yesterday I was able to point out those in class who are not visiting the sit often enough.


  • hall 3:19 am on November 18, 2011
    0 votes

    Mlearning can be viable market option for many institutions that provide distance learning. However there a few challenges of using mobile phones need to be addressed so as ensure that mobile to grow in the learning market. These include: 1. Cost- Most mobile phones that allow internet connectivity are very expensive. Also the internet plans […]

    Continue reading Day 4 Posted in: Week 11: Mobiles
    • Keisha Edwards-Hamilton 5:22 am on November 18, 2011 | Log in to Reply

      Conroy, I agree with all points. First, consider the cost. An iPod for example may not be affordable for all students and of course the screens are generally too small to use sophisticated applications or to read quantities of text. I really hope this will probably change in future versions as this can be a huge deterrent in the teaching and learning process.


    • David William Price 6:49 am on November 18, 2011 | Log in to Reply

      These are all great points but they raise some pretty important questions.

      Why do mobiles have to be expensive? Even simple feature phones offer most of the same affordances as the high-tech smartphones.

      Why do they need Internet connectivity for mlearning? Apps require a single download, perhaps over WIFI or even over a PC connection. Apps allow for unlimited use without constant data transmission.

      There seems to be a focus on using mobiles for reading. Why is doing a lot of reading necessary for learning? Mobiles can provide bite-sized refreshers of previously-learned information, guide or coach learners through using what they’ve learned while doing activities in the real world, capture data like photos audio and video (even my ancient cheap feature phone does this).

      32GB seems like acres of room to me. My iPad has plenty of apps and barely uses a few GB. A simple feature phone is able to store plenty data in far less space. Comparing storage requirements for desktop applications to mobile applications may cause some confusion about hoe much space is required. Most of that space is used up by video.

    • hall 8:37 am on November 18, 2011 | Log in to Reply

      Hi David,

      Thank you for the feedback on my post. I find it very informative.

      • David William Price 9:34 am on November 18, 2011 | Log in to Reply

        Don’t get me wrong… I’m not advocating the concept. I found researching the topic helped break down a lot of my own misconceptions about m-learning and opened up some pretty interesting opportunities to stretch my thinking… opportunities being the key focus for “educational ventures”.

    • kstooshnov 10:35 am on November 19, 2011 | Log in to Reply

      Hi Conroy,

      Projector pen computer image

      I agree that the inbuilt projector would make life a lot easier for mobile users when it come to typing and to increasing the screen size. I got really excited over a year ago when I saw the SixthSense presentation on TEDtalks, but now I’m wondering what happened to this wonderful, useful technology.

      I kind of suspect somewhere in an Apple lab, designers are working on a solution to make use of digital projection for the iPhone 5 (let’s face it, they have always been leading the smartphone innovation wave, and it isn’t like Apple doesn’t have the money to buy out Pranav Mistry’s company). It seems, however, that Google (Apple’s rival) has already got their hand in the cookie jar with this innocuous post on sixth sense. Probably will be another year before we see any further development.


  • hall 3:08 am on November 16, 2011
    0 votes

    I have gotten myself a blackberry phone since November 2010 and it has being tremendously useful to me in searching for content materials for my students and UBC MET courses. Hence I would regard myself engaged in mlearning, although at the time I started using blackberry phone I was not aware of this term. As […]

    Continue reading Conroy’s Views for Day 1 Posted in: Uncategorized, Week 11: Mobiles
    • David William Price 8:34 am on November 16, 2011 | Log in to Reply

      Thanks for your post!

      It seems you use your mobile for:

      – convenience (email)
      – performance support (dictionary, maps)

      How do you use your mobile to explain course content? Do you mean by answering emails?

      How do you take digital images of math/physics phenomena? Is that with a camera out in the real world? Tells us more!

  • hall 4:33 pm on November 12, 2011
    0 votes

    I have used several PBA emerging market tools. Those I used the more frequently include wiki, prezi, toondoo and blog. I have used wiki and blog in the teaching of mathematics and physics prior to starting this MET program. Since I have being enrolled in this program, I have used toondoo and prezi to make […]

    Continue reading Conroy’s Final Post Posted in: Uncategorized, Week 10: Product-Based Assessments
    • khenry 8:05 pm on November 12, 2011 | Log in to Reply

      Hi Conroy,
      Like you i have also introduced many other PBA emerging market tools after experiencing or being exposed to them in the MET programme. I think also that more PBA tools indeed should be used but I think even more so by the students themselves in creating and assessing products. I would like to see PBAs that directly reflect and/or support the product/products.


    • Everton Walker 9:36 pm on November 12, 2011 | Log in to Reply


      That is true but the sad thing is that a lot of educators are not aware of these tools. I think we will have to go on a public education drive to get the message across.


      • kstooshnov 10:27 pm on November 12, 2011 | Log in to Reply

        Hi Everton,

        Sad, sort of… As a relatively new teacher on call still hoping to land a permanent position, I am counting on a majority of the teachers not being aware of the latest tech tools. Having a MET degree will be an advantage over the good teachers who unfortunately struggle setting up a digital projector and don’t know what to do with a SMARTBoard.

        Once hired, of course, I would want every one of my peers to be technologically savvy :-1


        • Doug Smith 9:23 am on November 13, 2011 | Log in to Reply

          I’m planning on doing some in-school lunch sessions later this year, to showcase various web2.0 tools that teachers can use. Many teachers will be aware of some of these tools, and for others it may be the beginning of a new journey. But let’s always keep the pedagogy in mind and at the forefront!

  • hall 12:52 am on November 9, 2011
    0 votes

    Prior to the MET program I was introduced to PBA in other programs. However, this MET program is very helpful to me in clearly understanding the effects of PBA. The product based assessments that were a part of the courses I have completed including the first assessment of this course have proven very helpful to […]

    Continue reading The Benefits of PBA in MET Posted in: Uncategorized, Week 10: Product-Based Assessments
    • verenanz 9:07 am on November 9, 2011 | Log in to Reply

      Hello hall!
      I think that you have mentioned a key factor of PBA which keep us all motivated – you have learned by “doing”. The examples that you cite exemplify using your strengths as a learner in different ways – in order to reach a common goal …learning something new! It sounds like the PBA learning that you explored encouraged an authentic learning experience for you.

      When you developed material in moodle, did you try using PBA methods? Were you using moodle 1.9 or moodle 2.0? With moodle 2.0 it seems that there is a lot more opportunity for designing “PBA” courses….especially with all the new bells and whistles, (blogs, language workshops, portfolios etc).
      Thanks for your comment,
      Verena 🙂

      • jenaca 10:48 am on November 10, 2011 | Log in to Reply

        I agree!! You definitely hit the mark on PBA…Keeping us all motivated! I think this is one of the best ways of learning!

      • hall 8:51 pm on November 10, 2011 | Log in to Reply

        Hi Verenanz,

        Yes, I tried PBA method. I think used Moodle 2.0 for the assignment. I spent countless hours on the internet to teach myself the procedure to setup the online course. The most challenging aspect of the project was the creation of a splashing page. I felt I was walking on muddy ground and farther I walk the more I sunk until one night I got the break through. I found out how to create the splashing page.

    • Juliana 9:22 am on November 9, 2011 | Log in to Reply

      Hi Everton,

      Great synopsis. I agree with you in that PBA really does give us a way to demonstrate our abilities. We not only put our technology skills on display, but we also show how we incorporate our pedagogical, andragogical and constructivist abilities into our project. We also get to show how we have evolved through the program and grown through our reflections.


    • Angela Novoa 5:06 pm on November 9, 2011 | Log in to Reply

      Hi Conroy,

      I really enjoyed your post, specially your phrase: “It allowed me to develop independency and tenacity to work on projects outside of jobs”. The fact that we were required to solve different kinds of problems through the assessments and activities required in the MET courses forced us to develop autonomy and tenacity. It also fostered collaboration among peers. Fostering originality and creativity is a key of PBAs, and, from my point of view, it is linked with problem solving.



  • hall 3:20 am on October 27, 2011
    0 votes

    I have being using cloud technology for over ten years. I can vividly remember being introduced to cloud technology as students at university; it was an exciting time because it would erase my traditional ways of carrying out certain functions. In recent time my use of cloud technology has significantly increased. It is part of […]

    Continue reading Cloud Technology being a Vehicle Posted in: Week 08: Files in the Cloud
    • Everton Walker 1:24 pm on October 27, 2011 | Log in to Reply


      I guess security is the major issue here. Then again, what is really private? I am of the view that once your thoughts are presented in print or uttered then it becomes public materials. If I trust banks with all my money then I will continue to work with cloud technology.


    • hall 3:34 am on October 29, 2011 | Log in to Reply

      Hi Everton,

      That is an excellent idea but most banks are regional or national but not international like cloud computing. Also in cloud computing, your ideas can be sold to persons without you knowing, with your money is different.

  • hall 9:28 pm on October 18, 2011
    0 votes

    I started using blog since 2010. I have used both WordPress and blogger with my Physics and Mathematics students. But sadly since this semester, I have not used blogging with my students. I realized that whenever I used blogging with my mathematics students for the first time, they infrequently blogged. They only post comments and […]

    Continue reading Blog in Mathematics and Physics Classes Posted in: Uncategorized
    • bcourey 2:25 am on October 19, 2011 | Log in to Reply

      I wonder if others who blog in the classroom have some suggestions about getting greater participation?

    • jenaca 4:09 am on October 19, 2011 | Log in to Reply

      I have also found that blogs can help students and even adults feel more comfortable than replying face-to-face and that they feel more confident in their writing skills.
      I too am also curious as to how we can create a greater participation rate amongst the students…

    • jarvise 12:47 pm on October 19, 2011 | Log in to Reply

      Hi Conroy,

      I totally agree that this works great to get kids writing about math. Its amazing how often I’m trying to get kids to write a response to a math prompt, and their answer is, “I know how to do it, but I don’t know how to say it.” Getting them to the point of being able to ‘say it’ – enhanced with other content if they wish – takes them to that next conceptual level.


      • hall 3:45 am on October 20, 2011 | Log in to Reply

        Hi Emily

        I think the blog helps students express themselves more explicitly. I have being teaching adults math for the past ten years and realized that they behave just as kid in terms of their responses to the explanation of mathematics concepts.

    • Karen Jones 5:55 pm on October 19, 2011 | Log in to Reply

      Hi Conroy,
      Getting students to participate is a tough sell especially with more theory-based content, isn’t it? Having to impose structure in the way of marks, and templates in the way of required responses is necessary to get all to participate, but lacks spontaneity. So do students get better at blogging, or do they rebel when it’s used regularly? From my experience in science, most of them prefer an “easy” way out, which often means objective closed-ended assignments. Your thoughts?

      • hall 4:05 am on October 20, 2011 | Log in to Reply

        Hi Karen

        I agree with you that “having to impose structure in the way of marks, and templates in the way of required responses is necessary to get all to participate, but lacks spontaneity”. But mathematics students in my country do not like to write and read which is common across all age. I have found that students will get very good grade son the mathematics courses that involve many calculations rather than those that involve explanation. For example, my mathematics students always performed poorly on Applied Mathematics examination rather than Linear Algebra because of the number of worded questions. In both math and physics I found that most students prefer most of them prefer an “easy” way out, which often means objective closed-ended assignments. I also agree with you on this point.

  • hall 1:53 am on October 14, 2011
    0 votes

    Over past four years, I have been using eBooks with my students in Physics and Mathematics. These are free eBooks that I downloaded from the Internet. These books have helped my students tremendously in saving for other urgent needs because they do not need to buy the text books which are very expensive.  As result […]

    Continue reading Ebooks the ultimate reading materials for students Posted in: Uncategorized
    • schiong 11:20 am on October 14, 2011 | Log in to Reply

      Very interesting information about the CRT monitors. I have not read the article … I will check it out. My guess it could be due to refresh rate.
      Imagine reading a book… then a friend would cover the page you are reading for 1millisecond and he does this every 2 minutes. I think for most readers would find this annoying and disturbing. I am guessing CRT’s refresh rate is that friend’s hand 🙂 just a thought.

    • Keisha Edwards-Hamilton 6:17 pm on October 20, 2011 | Log in to Reply


      I share your view. I think that ebooks are cost effective and makes life much more easier for students since they can gain access to ebooks even for free. Personally I normally search the internet for free ebooks that my students can use as reference and these really helped. On a few occasions I also found free ebook versions the required text. Amazing!


  • hall 2:23 am on October 6, 2011
    0 votes

     I think the playing of games is a very good activity. I have being playing games as far I can remember, both board and electronic games. I remembered playing an electronic car game as a teenager which has helped in driving skills, decision making and avoiding collisions. Since recently, I have being playing three electronic […]

    Continue reading Chess, Monopoly and Chinese Checker Posted in: Week 05: Game-Based Learning
    • Chess, Monopoly and Chinese Checker | ETEC 522 | Chess IQ 7:24 am on October 6, 2011 | Log in to Reply

      […] Chess, Monopoly and Chinese Checker | ETEC 522 Filed Under: Chess, General, NIC Tagged With: checkers-which, chess, chinese, […]

    • jarvise 9:37 am on October 6, 2011 | Log in to Reply

      You make some really great points, Conroy. As a math teacher, the ultimate skill needed by students is perseverence. How often do I have a student who can’t solve a problem quickly, gets frustrated and does not want to continue trying. Being able to work at something with no quick, obvious solution is one of the foundations of mathematics. Great post!


    • Keisha Edwards-Hamilton 7:24 am on October 7, 2011 | Log in to Reply


      Games are great. Using activities and games in class encourages active learning, as well as collaboration, and interactivity. Games help and encourage learners to sustain their interest and work. These also provide intense and meaningful practice and also promotes life long learning. For example, a student will always remember a skill that was taught while playing a game embedded in a lesson at school.


    • Everton Walker 10:39 am on October 7, 2011 | Log in to Reply


      Good work man! Games really have the power to move us and keep us thinking. It was just yesterday I told my year two practicing teachers to explore the power of games in the classroom when they go out in a few weeks’ time. I have even encouraged them to play games too as I am noticing that they tend to ignore instructions on the blog and during exams. A game is all about following instructions and executing so I hope they will adopt that procedure.

    • Doug Smith 5:37 pm on October 7, 2011 | Log in to Reply

      Conray, that’s really interesting that you have seen a correaltion between gaming and performance in your courses. Perhaps it helps the students to move away from “plug and chug” questions, or move away from decoding questions to really trying to understand them.

    • Tamara Wong 6:06 pm on October 7, 2011 | Log in to Reply

      Great points! This explains my consistently bad scores between chess and math. I’m glad you mentioned how games help even with your relationship and stress levels. I imagine things like that might also transfer to our students.

      • hall 7:08 pm on October 8, 2011 | Log in to Reply

        You are welcome. I am glad that I was some help to you. I really think that the playing of games is a very useful problem solving tool.

    • Deb Kim 6:16 pm on October 8, 2011 | Log in to Reply

      Although I’m a secondary Math teacher, I’ve never played Chess or Chinese checkers.
      I know that It requires some (mathematical) strategies and males are usually better at these kinds of games. I haven’t seen any of my femal friends play Chess or Chinese checkers.
      Come to think of it, whenever I give my Tech Immersion students free time, I always see boys playing online games and girls watching YouTube music videos or working on their homework. I wonder if playing games has something to do with a differnece between sexes.


      • hall 7:13 pm on October 8, 2011 | Log in to Reply

        Hi Deb,

        That is a very good observation. You have caused me to become more alert in observing males and females attitudes towards the playing of games. Maybe that can explain why males normally perform better than females in mathematics and science.

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