Issue link: http://educator.cta.org/i/619098
Matt Anderson rough the Learning Glass S A N D I E G O S T A T E U N I V E R S I T Y physics professor Matt Anderson didn't like turning his back on students in class while writing on a whiteboard — even though most of the 200 to 300 students in the auditorium and those online view him on a jumbo screen. He wanted to maintain eye contact with them. At one point, he even considered learning how to write backward. Anderson's solution: He created Learning Glass. With help from a few of the university's instructional technology engineers, Anderson developed a transparent glass "white- board." When he writes on the glass with neon dry-erase markers, LED side lighting causes the writing to glow. With the glass between him and the stu- dents, Anderson can look at them through the glass and write at the same time. Since the writing is backward from the stu- dents' point of view, he uses a mirror to reflect the image or a computer projection system to flip it digitally, enabling students to read along as he writes. "It helps me maintain a sense of connection," says the California Faculty Association member. "It absolutely enhances the auditorium setting. And online students love it." Anderson has his own YouTube channel and has created 300 videos about physics. In one of them, he's jumping off a cliff into water to describe velocity. His channel has 400,000 views and 1,700 sub- scribers. (His handle on YouTube is yoprofmatt.) In newer videos, he's using Learning Glass. Rather than patent it, Anderson is sharing it. Professors from the CSU and UC systems have embraced it. Instructions on how to create Learning Glass with mirrors can be found at its.sdsu.edu/tech/ learning_glass.html. Recently Anderson studied its effect in lecture halls and online classes. He found a "learning gain" when Learning Glass instruction was compared with traditional teaching. He thinks students are so engaged by the technology, they are less likely to look at their phones or text. "For me, it's changed the entire teaching experience," says Ander- son. "It would feel awkward to go back to a whiteboard not facing my students." celebration will be studied one day by future historians, who should note that an IFT grant from CTA helped make it possible. The yearlong school celebration included an archaeological dig of the nearby original 1915 school site with a local archaeologist. Grinding rocks on the school grounds — once used by Miwok Indians for grinding acorns — were sur- veyed by students, and the data was recorded in the state's database about grinding rocks. Common Core lessons integrated local history with math, science and English lessons. The school held a two-day fair open to Sonora residents, showcasing student work and the school's heritage, featuring old-time favorites like egg tossing, a dunk tank, sack races and country dancing. Students designed a geocache trail so participants could search for hidden treasures using GPS coordinates. They performed plays and sang, and opened a time capsule from 1973. The school band led a parade through the school parking lot. Students also created six panels of murals depicting world history over 150 years, with each panel representing 25 years. Nearly 70 students worked on the murals with a local artist. Students decided on the events and people to depict, including Vietnam, the Beatles, Neil Armstrong and Star Wars. "Our legacy is creating lots of smiles and a feel- ing of euphoria that we're doing something right," muses Miller. "School staff feel validated and united. Parents and community feel welcome. We have made strong connections. And we will con- tinue to build on these connections in the future." "It helps me maintain a connection. It enhances the auditorium setting. And online students love it." "I wanted something where everyone could come together and be part of something amazing." 25 December 2015 / January 2016