Summary
This PD introduces the use of Swivl™ robots in the classroom. Participants will go through the process of setting up the bot, recording video, uploading video to the cloud, and accessing previously saved videos. Additionally, participants will discuss possible uses of Swivl bots both for instructional purposes in the classroom and for professional development. Finally, participants will generate some possible uses of their own.
Essential Question
How can technology be used to improve an instructor's reflective practice?
Materials
Presentation Slides (attached)
ABC Graffiti handout (attached; one per participant)
Swivl™ robot kit
Sticky notes
Computer or device with internet access
Learning Goals
Identify professional and classroom uses of the Swivl™ robot.
Discuss the bot’s role in the reflective teaching process.
Generate ways to incorporate the bot into an upcoming lesson or activity.
Snapshot
5 Minute(s)
Engage
Participants assess their familiarity with Swivl™ bots and watch a video showing how they are used in a classroom.
Explore
Participants create/log into their personal Reflectivity account and practice skills with Swivl-related vocabulary.
Explain
Participants brainstorm ways to use Swivl in their classrooms, using the ABC Graffiti template to organize their ideas.
Extend
Participants highlight some of the positive ways that Swivl bots can be used in professional and classroom settings.
Evaluate
Participants use the How Am I Feeling? What Am I Thinking? strategy to reflect on the use of Swivl bots.
Preparation
10 Minute(s)
Each participant needs to have an account with Reflectivity by Swivl before beginning this exercise. Those who attended ADEPT recently may already have Swivl accounts—instruct these participants to log in to their accounts. Ask those who do not already have an account to go to Reflectivity and create an account.
Engage
5 Minute(s)
Introduce the topic and title of this PD using the attached Presentation Slides. Display slide 3 and review the essential question: How can technology be used to improve an instructor’s reflective practice? Next, display slide 4 and review the session learning objectives with participants.
Go to slide 5. Use the Fist to Five strategy to have participants rate their familiarity with Swivl™ bots on a scale of 1–5. Ask participants to hold up the requisite number of fingers to display their answers as follows:
1 = No knowledge
2 = Little knowledge
3 = Some knowledge
4 = Knowledge plus experience
5 = Could teach others how to use them
To show a Swivl bot in use in a classroom, go to slide 6 and play the “Swivl in Use” video.
Explore
25 Minute(s)
After watching the video, display slides 7–8. Ask participants to go to separate stations and work in small groups to complete the following tasks in order:
Task 1: Open the Swivl Capture app and log in.
If participants do not already have an account, ask them to select “Sign Up” and create an account. If the Swivl Capture app is not already installed on the device, have participants download and install it before continuing.
Task 2: Practice setting up the device with the Swivl Robot.
Place the device in the Swivl Robot, connect the marker, and check that the robot is tracking properly.
Task 3: Practice recording and uploading video.
Use the Swivl Capture app to record a short practice video, then upload the recording to Reflectivity.
Task 4: Practice accessing recordings in Reflectivity.
Have participants locate their uploaded recording in their Reflectivity library.
Once participants have had plenty of time to explore and complete the tasks, display slide 9 to provide an overview of the Swivl bot.
Show slide 10 to define key terms associated with Swivl, Reflectivity, and video-supported reflection.
Explain
10 Minute(s)
Display slide 11 and pass out the attached ABC Graffiti handout to each participant. Ask participants to use a hybrid ABC Graffiti/Chain Notes strategy to brainstorm ways Swivl can be used in the classroom.
Give participants 30 seconds to jot down their responses on the handout. Then, have them pass the sheet to the person on their right. Give the recipient an additional 30 seconds to add to their colleague's response. Repeat this process as time allows.
Extend
10 Minute(s)
Display slide 12. Invite participants to read the lists and discuss some of the different uses for Swivl bots in both professional and classroom settings. Highlight selected ideas from participants’ contributions, such as:
Personal and professional reflection
Remote observation of the classroom
Capturing video of a lab or lesson and sharing with another teacher
Conducting long-distance teacher evaluations
Evaluate
10 Minute(s)
Display slide 13. Have participants use the How Am I Feeling? What Am I Thinking? strategy to provide some insight into their perceptions about Swivl bots.
Ask participants to divide a sticky note in half with a line (vertical, horizontal, or diagonal). On one half, have them draw an image of how they are feeling about Swivl bots. On the other half, have them write a sentence that reflects what they think about Swivl bots.
Have participants place their sticky notes on a wall or a whiteboard. Invite participants to read their own notes or read them aloud as a heuristic for a discussion of this technology. This exercise also presents an opportunity to address individual concerns and questions.
Follow-up Activities
5 Minute(s)
Invite participants to use Swivl bots to teach a lesson or to record a learning experience over the next week or so. Ask them to reflect on their teaching practices after they have viewed one or more videos of their lessons.
Research Rationale
Video surveys expand teachers’ abilities “to analyze complex human interactions such as those found in the classroom” (Stigler, Gallimore, & Hiebert, 2000, 90). Video observation provides insights into teacher effectiveness and growth (Desimone, 2009, 191). Teacher growth has been shown to occur when robotic videographers, such as Swivl bots, have been used in conjunction with reflective practices (Franklin, O’Neill Mitchell, Walters et al., 2017, 188). Swivl bots have been shown to help provide an authentic lens to assess and develop real-life practicum experiences (McCoy, Lynam, & Kelly, 2018, 8).
Resources
Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://journals.sagepub.com/doi/10.3102/0013189X08331140
Franklin, R.K., O’Neill Mitchell, J., Walters, K.S., Livingston, B., Lineberger, M.B., Putman, C., … Karges-Bone, L. (2017). Using Swivl robotic technology in teacher education preparation: A pilot study. TechTrends, 62(2), 184–189. https://link.springer.com/article/10.1007/s11528-017-0246-5.
Great Hearts Academies. (2017, February 7). Swivl in Use. [Video]. YouTube. https://www.youtube.com/watch?v=QwebkHu8B3U
K20 Center. (n.d.). ABC graffiti. Strategies. https://learn.k20center.ou.edu/strategy/96
K20 Center. (n.d.). Chain notes. Strategies. https://learn.k20center.ou.edu/strategy/52
K20 Center. (n.d.). Fist to five. Strategies. https://learn.k20center.ou.edu/strategy/68
K20 Center. (n.d.). How am I feeling? What am I thinking? Strategies. https://learn.k20center.ou.edu/strategy/187
McCoy, S., Lynam, A., & Kelly, M. (2018). A case for using Swivl for digital observation in an online or blended learning environment. International Journal on Innovations in Online Education, 2(2). https://onlineinnovationsjournal.com/download/257b3bad622549a6.pdf
Stigler, J.W., Gallimore, R., & Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS video studies. Educational Psychologist, 35:2, 87-100, https://www.tandfonline.com/doi/abs/10.1207/S15326985EP3502_3