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Using The Livescribe Pen

Using The Livescribe Pen. INTRODUCTION. How many Looked Good …. How many Looked this Good?. When you look good in the mirror…. THE CONFIDENCE WE HAVE IS MULTIPLIED 10 FOLD WHEN WE SEE A STUDENT WITH A NOTED DISABILITY SUCCEED. WE GIVE THEM THAT ENERGY. LIVESCRIBE CAN BE THAT ENERGY.

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Using The Livescribe Pen

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  1. UsingThe LivescribePen

  2. INTRODUCTION

  3. How many Looked Good …..

  4. How many Looked this Good?

  5. When you look good in the mirror… • THE CONFIDENCE WE HAVE IS MULTIPLIED 10 FOLD WHEN WE SEE A STUDENT WITH A NOTED DISABILITY SUCCEED. • WE GIVE THEM THAT ENERGY. • LIVESCRIBE CAN BE THAT ENERGY

  6. IT IS IN UNDERSTANDING AND APPRECIATING OURSELVES AND OTHERS THAT WE ALL GAINDIGNITY, PRIDE, SELF-RESPECT, AND ESTEEM.

  7. What is a Livescribe Pen?

  8. This is the…… • 411 of Livescribe

  9. Livescribe at ECU • Freshmen composition class • Spanish Dialogue • Note-taking at DSS • Self-efficacy study

  10. Teaching with the Livescribe Pen : English Composition

  11. @ • Students—Lecture Notes— Review Notes— Share Notes • Faculty—Pencasts— Embedded PDFs— Transcription

  12. DSS & Modified Spanish and Spanish Dialogue • 12 STUDENTS IN A COHORT • TRANSLATOR PROGRAM ON THE PEN • WHO ARE OUR STUDENTS…?

  13. DSS INTAKE OF STUDENTS • Intro of livescribe pen • How to use it • How to take notes • Success rate • Letters to Faculty for Academic Adjustments

  14. Influence of the Livescribe Pen on the Self-Efficacy of College Students with Disabilities Julie Westerhof MA/CAS student in School Psychology Graduate Assistant Disability Support Services

  15. What is Self-Efficacy? • Self-Efficacy is a person’s beliefs about his or her ability to complete a task • Self-Efficacy Influences • a person’s choice of what activities he or she will pursue • how much effort a person will put into an activity • how long a person will persevere

  16. Self-Efficacy and Students • People with a strong sense of self-efficacy: • View challenging problems as tasks to be mastered • Develop deeper interest in the activities in which they participate • Form a stronger sense of commitment to their interests and activities • Recover quickly from setbacks and disappointments • People with a weak sense of self-efficacy: • Avoid challenging tasks • Believe that difficult tasks and situations are beyond their capabilities • Focus on personal failings and negative outcomes • Quickly lose confidence in personal abilities Retrieved from:http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm

  17. Self-Efficacy and Academic Success • Academic Success (Multon, Brown & Lent, 1991) • 39 self-efficacy studies • Higher levels of self-efficacy revealed increased academic success • Perseverance(Komarraju & Nadler, 2013) • 407 undergraduate students • Increased self-efficacy led to perseverance with difficult academic tasks • Avoidance(Bandura, 1987) • People tend to avoid behaviors or activities when they don’t believe they possess the skills or abilities to successfully accomplish the desired outcome • Low academic self-efficacy could lead to avoiding academic tasks

  18. Students with Disabilities Self-Efficacy • Students with learning disabilities have lower self-efficacy than university students without learning disabilities. • Klassen (2008) • Note Taking • Student’s record only half of the notes presented orally in lectures • (Lock, 1977) • Students had difficulty determining what to write, writing quickly, and paying attention during course lectures. • (Hughes & Suritsky, 1993). • Students have difficulty making sense of what they had written when reviewing their notes • (Hughes & Suritsky, 1993).

  19. How to improve Self-Efficacy • Mastery Experiences • Performing a task successfully • Social Modeling • Watching someone else perform a task successfully • Social Persuasion • Encouragement • Psychological Responses • Excitement or nerves can impact how we perceive a situation (Bandura, 1977)

  20. Current Study • Purpose • to test the influence of using a smart pen for a semester on the self-efficacy for learning of students with academic disabilities. • Hypothesis • Students with ADHD or LD will have higher levels of academic self-efficacy after using a smart pen for a semester compared to their pre-treatment self-efficacy • Participants • 50 University students with ADHD or LD registered with Disability Support Services

  21. Current Study: Measure • Self-Efficacy for Learning Scale Form A (SELF-A) • Procedure

  22. Current Study: Design • Design • Experimental Design • Random Assignment of participants • Pre and post test for self-efficacy

  23. Current Study: Procedure • All participants fill out the SELF-A at beginning of semester • 25 participants are randomly assigned to treatment group and will receive a Livescribe smart pen and a training section with note-taking strategies • 25 participants are randomly assigned to control group and will receive general note taking strategies

  24. Current Study: Procedure 4) All students will be reminded to use note taking strategies half way through semester 5) All students will take the SELF-A at the end of the semester

  25. Current Study: Expected Findings • The difference between the pre and post test scores on the SELF-A will be calculated for each student • The mean differences between pre and post scores will be compared between the treatment and the control group • Expected Findings • Mean difference between pretest and posttest self-efficacy scores will be significantly greater for the treatment group compared to the control group.

  26. Livescribe and YOU! • www.livesribe.com

  27. @ “[The Pencast] has an added bonus of giving distance education students more personal input from their professor, something that is lacking in some distance education classes.” — Frank CampioneBusiness Major

  28. @ “I really liked how you were able to write and speak concerning my paper. Yes, this is perfect for DE students like myself! I felt that I had a face-to-face meeting.” — Pauly DaughtrySpecial Education Major

  29. @ “When I submitted a paper to you I received actual feedback and not a simple grade.  I knew what was good about it, what needed improvement, and what areas I needed to focus on in the future.  Few of your colleagues seem to understand the importance of this.” — Frank CampioneBusiness Major

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