Practicing comparisons with smart watch reviews

In my post of April 12th, I wrote about a debate my students had about the impact the smart watch will have on our lives in comparison to smart phones. Since my telecommunications students liked focusing on this particular topic, I decided to use texts about smart watches for some language work.

My part-time engineering students (who are working full time) often have to give business presentations in which they have to describe alternative product choices and compare advantages and disadvantages of those products. I wanted to give my students more practice in using language for these functions in English. I have found that reviews of smart watches are very useful for this. There is a lot of disagreement about which smart watch is best, and a lot of information available about their respective features.

As an example of a text that provides useful language, I will refer to the Smart Watch Review: Reviews and Comparisons that's on the website "Top Ten Reviews."

The link: http://smart-watch-review.toptenreviews.com/

The page also has bar graph comparisons of the overall rating, and a chart comparing features of design. These visuals provide very good practice in language describing information in graphs – which students also need when given business presentations.

Examples of linking words/phrases that provide comparison:

• Smartphones, on the other hand, should be used to crank out long emails, read articles or watch videos on the mobile web. 
• Instead, they act as an extension, offering you quick snippets of information. 
• They not only tell time, they also make a statement. 
• The perfect smartwatch shouldn't just look good, it needs to fit your wrist well and be comfortable, too. 
• Nearly every smartwatch tracks your steps, but not all have heart rate sensors. Also, most do not have a built-in GPS chip, so if you want to map out runs, you still need to run with your phone. 
• Some smartwatches even have built-in storage for music. 
• Most run Google's Android Wear software, but others have their own operating system. 
• For instance, an Android Wear smartwatch will not work with an Apple iPhone, and vice versa, the Apple Watch won't work with an Android device. 
• Some watches have an AMOLED (active-matrix organic light-emitting diode) display while others have a full analog face with a smaller screen … 
• Even screen shapes vary; some are round while others are square. 
• Since you will be wearing your watch practically every day, you want one that suits your style. 
• You can instantly see your pace and quickly switch songs (even though your phone is in your pocket) without having to stop. 
• Three top smartwatches … stood out in comparison to other smartwatches, mostly due to their design, battery life and wide range of features.

Examples of comparatives and superlatives:

• The best smartwatches reduce the number of times you remove your smartphone … 
• The obvious goal of smartwatches is helping to make your day easier, … 
• However, the biggest complaint with smartwatches is the battery life. 
• It's even more irritating when you check the time only to be greeted with a black screen. 
• The best smartwatches should last an entire day – minimum. 
• … nor was the methodology provided to any of the manufacturers in more detail than is available through reading our reviews. 
• A good smartwatch makes a person's day easier.

There are many websites, articles and graphics available on the internet that compare not only smart watches, but many other devices as well. So other choices of topic can be made for students in different areas of engineering.

Website dedicated to DIY & DIWO

A student of mine recently told me that he first became interested in making his own robotic models because of Make magazine. Now he is in a bachelor program for mechatronics/robotics engineering.

His colleagues and I were interested in learning more about this magazine, so I used the information in a lesson. The magazine has a very useful website that focuses on DIY (do it yourself) and DIWO (do it with others). The projects presented range from simple to complex, and can by used by an age range of from older children to adults.

From the website: "Maker Media is a global platform for connecting Makers with each other, with products and services, and with our partners. Through media, events and ecommerce, Maker Media serves a growing community of Makers who bring a DIY mindset to technology. Whether as hobbyists or professionals, Makers are creative, resourceful and curious, developing projects that demonstrate how they can interact with the world around them"

This description certainly fits my students, and probably all kinds of engineering students. The technology areas also focus on all kinds of engineering fields.

Make website and magazine: http://makezine.com/

The website sections are: Projects, News, Videos, Events, Contests, Shop, & Publications.

In the Projects section, there are:

• Electronics
• Workshop
• Craft
• Science
• Home
• Art & Design

Projects are rated by level of difficulty. Students can try a project - alone or in teams - and the teacher can use the information as model texts for instructions.

Under Videos there are many different types of themes. The description is: "Seeing is believing, and often the best way to learn how to do something is watching others do it first. Park yourself here and browse our extensive collection of ho-to and project videos."

This is certainly true of learning styles - often the best way to learn how to do something is to watch others do it first. Many engineering students have a learning style that reflect this. This is also useful when students are giving presentations or instructions, or as examples for presentations.

The length of the videos varies, but all I've checked are less than 10 minutes, with most around 5 minutes. Complete instructions for what is shown in videos are available on the website (the link is given at the bottom of the video - scroll down).

An example I used with my group is "Internet Speedometer" (3:30), which has very clear speaking by an American narrator. The text of instructions for this video provided a good example of clear instructions.

A bonus: students can sign up for the newsletter. The motivation to read this information would provide a good basis for developing their reading skills in English.

The smartwatch debate

 Now that the new Apple Watch is out, there are many articles about how it works and what it's like. There are also articles that discuss whether it's worthwhile, whether it will be successful or which one to choose (you can google "smartwatch debate" to see a sampling of topics).

But, interestingly, there are a number of articles that discuss whether the use of a smartwatch will cause people to use their smartphones less. These articles acknowledge that people who have smartphones use them a lot -- often to the extent of being rude to the people they're with (one article refers to a study that claims people take out their smartphones at least 100 times a day!).

The Apple Watch

I raised this question with a group of students who are studying information and communication technology, but they didn't think there was much support for the assumption that smartwatches would lesson time spent with smartphones.

So, to give them more ideas to work with, I found 3 articles that discuss this question. I divided the class into 3 groups, and each group got a different article. They had to read the article for homework, and make note of the arguments presented for and against.

In addition to reading the text, students had to make note of vocabulary of comparison (smartwatch vs. smartphone) or of change (before the smartwatch vs. with a smartwatch).

The three articles and the question each considers:

1)  Will the Apple Watch make us happier?
http://takingnote.blogs.nytimes.com/2015/04/08/will-the-apple-watch-make-us-happier/

2)  Will the Apple Watch save us time?
http://techcrunch.com/2015/03/06/the-apple-watch-is-time-saved/#.nhxzoe:sIdh

3)  Will the Apple Watch make users be less rude?
http://www.charlotteobserver.com/opinion/opn-columns-blogs/peter-st-onge/article17976317.html

In the following lesson, the three groups first discussed their own article in order to consolidate their notes, and then the class had a "debate" about whether the smartwatch will make life better. This time, students had a lot of ideas for discussion -- not only ideas from the article they read, but also ideas that occurred to them after reading the article. They also used the vocabulary they had made note of while discussing the topic's pros and cons.

Some examples of this vocabulary:

Article 1:

• … promises to make users’ lives better
• …from helping them stay on schedule to tracking their physical activity.
• It might get us to quit staring at our phones.
• …the watch “could address some of the social angst wrought by smartphones.”
• … minimizing the amount of time they have to spend actually looking at the screen.
• …could usher in a transformation of social norms
• …“has made me more present. I’m less likely to absent-mindedly reach for my phone, or feel compelled to leave it on the table during supper.”
• … both report looking at the watch screen for shorter stints
• …getting more glued to their watch screens
• …will likely remain tied to their phones for now, since …
• Still, the device at least suggests an alternative to the status quo.
• …spend more time talking to friends and family
• …smartphone use is destroying society are overstating the case.
• But it’s worth asking if we actually enjoy all the time we spend with our phones, or if we might prefer to spend less.
• It’s distinctly possible that a less absorbing device might actually make us happier.

Article 2:

• ...the biggest recurring theme is how little you use your iPhone once you have one.
• ...they take their phones out of their pockets far, far less than they used to. 
• …a massively different interaction model than pulling out an iPhone 
• …they used to have it out and now they don’t 
• The Watch will have more context about you than a phone alone ever could. 
• The notifications are also different at an elemental level than the ones on your phone.
• There is that added bit of context 
• …time-sensitive notifications … become much more germane. 
• …allowing you to act on them without any sort of sliding, unlocking or other junk. 
• …actionable items that you can access without the obligations inherent in taking out your phone. 
• …you will be able to trigger smaller buttons and interactive elements fairly easily. 
• When your attention is on the Watch, you’re going to want to do more there than you think, rather than having to move over to your phone. 
• …you may find yourself reading short articles and other content on your wrist. 
• This could affect the way that publishers want to build their apps 
• Battery life is also much better than … 
• …helps when viewing on the smaller screen, as you’re not chasing the scroll with your finger. 
• … now has more friction for a weightier, higher-end feel. 
• But the Apple Watch can return some of that attention and, more importantly, time back to you. 
• If you argue the Watch isn’t going to sell or do well, … 
• …it could make you stop using your phone.

Article 3:

• Will the Apple Watch make use have better manners? 
• … a revolutionary new way to show off. 
• It will make us less rude. 
• Instead of reaching for your pocket at the buzz of a text or notification, you can cooly glance down at your wrist. 
• …isn’t that just exchanging one rude gesture for another? 
• The watch glance might even be a deeper diss than the smartphone glance. 
• It says there’s someplace I’d rather be, something more important out there than you. 
• …there’s something different going on with Apple Watch – something more active. 
• It also sends different vibrations for messages, emails and phone calls. 
• You can decide to be more polite. 
• With each gadget comes the question about whether it’ll bring us more than it will cost us. 

Of course, these arguments and this vocabulary can also be used for a discussion of the impact of the Apple Watch -- or of smartwatches in general.

I found that these articles provided a number of ideas that my students hadn't thought of, and also presented useful vocabulary that came in handy during the class discussion and debate.
 

Mobile Awards 2015

I wrote about the Mobile World Congress 2015 in my post of 9 February 2015. It took place in March in Barcelona, and on 3 March the winners were chosen.



Website of the Mobile World Congress: http://www.mobileworldcongress.com/

The winners: http://www.globalmobileawards.com/winners-2015/


The awards are given in 9 main categories:

1. The Connected Life Awards
2. Best Mobile Services
3. Social & Economic Development
4. Apps of the Year
5. Best Mobile Handsets & Devices
6. Best Mobile Technology
7. Government Mobile Excellence Awards
8. GSMA Chairman's Award 2015
9. Special Awards at Mobile World Congress 2015

Within each category there are 6 to 7 sub-categories. For example, the sub-categories for 3. Social & Economic Development are:

• 3a Best Mobile Product, Initiative or Service in Emerging Markets
• 3b Best Mobile Product or Service for Women in Emerging Markets
• 3c Best Use of Mobile in Emergency or Humanitarian Situations
• 3d Best Mobile App, Service or Initiative for Accessibility & Inclusion
• 3e Best Mobile Device for Accessibility & Inclusion
• 3f  The Green Mobile Award

In Category 4 (Apps of the Year) the final sub-category is "Judges Choice - Best Overall App."

Students can choose a category related to their engineering field (or area of interest) and can be "judges" by reading about the different winners in one category, and then choose "the best overall" of that category. They have to "defend" their choice with the other student groups in a discussion or by giving a short presentation. Or the groups can come together in a negotiation to choose the overall winner.

This activity would practice skills of reading, speaking, negotiation, persuasion and presenting.

In Category 9 there is a new award sub-category for 2015 - the 20th anniversary of the Mobile World Congress: The Young Mobile Innovator of the Year. 

This category is open to 18- to 25-year-olds who are working independently or in an organization, or are currently studying. This category might be most interesting to our students, since they probably fit the profile. There is not much information about the innovations of the 3 nominees this year, but a full list of the nominees is at: http://www.globalmobileawards.com/nominees-2015/.

Unfortunately, there are no links for more information. However, the awards brochure - with short descriptions of every innovation in each category - is available on the website:
http://www.globalmobileawards.com/awards-brochure-2015/ .

Problem - Solution - Impact

The Tech Museum of Innovation in San Jose, California, has a project: The Tech Awards, described as "an international awards program that honors innovators from around the world who are applying technology to benefit humanity."

What is particularly interesting about the innovations awarded is that the format of information is problem-solution-impact. This is how I have my students focus not only on the respective merits of innovations in their field, but also something to consider in their own projects - including the one they choose for their bachelor thesis.

Innovations are most useful when they solve a real-life problem and have a beneficial impact on the most people. The criteria to be met for The Tech Awards are:

• The project addresses a problem that is well defined and globally significant and uses innovative technology in one of five categories: Environment, Education, Young Innovator (born in 1988 or later), Health, or Economic Development.
• The technology and application are ground-breaking and stand out from existing solutions.
• The innovation is being used in the field and is measurably impactful.
• The organization's annual budget must be less than US$50 million.
• The technology application is in the field and has demonstrated a measurable benefit.

The Tech Awards website: http://thetechawards.thetech.org/

The categories and the 2014 awards:

Intel Environment Award

• Inventive Power*
• Source International

Microsoft Education Award

• Gooru
• Worldreader

Katherine M. Swanson Young Innovator Award

• Nanoly
• PAK-Energy Solution

Nokia Health Award

• Gradian Health Systems
• Operation ASHA

Flextronics Economic Development Award

• myAgro
• Sanergy

The website has information about each winning innovation, and each has an accompanying video (many in a language other than English, but with English subtitles).

*An example of the problem-solution-impact format from the website: Inventive Power (video is 2:21 - in Spanish with English subtitles):

Problem: Many industries need thermal energy provided by hot water or steam for their processes. Natural gas is the most common fuel source for generating industrial thermal energy, but many Latin American countries don't have widespread natural gas distribution systems. Both natural gas and a common alternative, liquefied petroleum gas (LPG), are fossil fuels whose combustion generates CO2, contributing to global climate change.

Solution: Inventive Power stripped down the parabolic trough solar thermal energy collector design used to generate high temperature steam for electrical power production. Their streamlined system is smaller and lighter, but generates water and steam temperatures of 180-400°F, which is more than adequate for most industrial thermal processes. The system can fit on the roof of most industrial facilities, and reduces fossil fuel consumption by up to 80%.

Impact: Inventive Power systems have been installed at numerous sites throughout Mexico. For the average customer, an installed system will reduce LPG consumption by more than 50,000 tons over the next 5 years - saving millions of dollars - and reduce CO2 emissions by over 130,000 tons over the same period.

This is certainly a good format for students to use when writing a text - or giving a presentation - that analyzes innovations. And there are many more good models on The Tech Awards website.

101 Science website

From the website's home page

Described as an "internet science portal to more than 20,000 science web pages," 101 Science is a free website focused on students -- but the material is of course very useful for teachers as well.

http://www.101science.com/



More than 30 subject headings listed include:

• astronomy
• biology
• earth
• electronics
• ethics
• geology
• nano technology
• robots
• scientific method
• space
• terminology
• transistor

Clicking one of the subject headings brings you to an explanation of the topic and links to a range of information, activities, experiments for students to try, and articles.

For example, in "robots" there are activities listed for beginning, intermediate, and advanced level knowledge of robotics, articles about many aspects of robotics, and links to further information about the electronics related to the field of robotics.

There is so much information here that it would be impossible to describe it all in this post -- but teachers of ESP in any scientifically related area would certainly find something here that's useful for students.

Consumer Electronics Show 2015

The International Consumer Electronics Show is a global consumer electronics and consumer technology tradeshow that takes place every January in Las Vegas, Nevada, USA. This year it was from 6-9 January.

The CES link: http://www.cesweb.org/

The show is described as "the ultimate recognition for the design and engineering of consumer technology products. Since 1976, this prestigious program has honored today's ground-breaking technology. The awards span 28 product categories and cover the most influential and innovative fields in the industry, from smart home to wearable technologies. Entries are evaluated on their engineering and design qualities: aesthetics, functionality and uniqueness."

The Product Categories are:

• 3D printing
• Accessories
• Audio
• Automotive electronics
• Communications infrastructure
• Computer hardware/software/services
• Content creation & distribution
• Digital imaging/photography
• Electronic gaming
• Fitness and sports
• Health and biotech
• Internet services
• Online media
• Robotics
• Sensors
• Smart home
• Startups
• Video
• Wearables
• Wireless devices / services

The CES website has a review of each of the winning awards, many with a short video. But the background music is a bit distracting. There are short (1-2 sentence) descriptions of the honorees in each category.

The website Tech Crunch has more information on the entries. The descriptions are texts of 1-2 paragraphs, and many descriptions have a video of a few minutes' length.

Tech Crunch: http://techcrunch.com/events/ces-2015/event-home/

Gizmag also has a report of the innovations: http://www.gizmag.com/best-ces-products-2015/35592/

The CES site also has a list of other news coverage: http://www.cesweb.org/News/CES-In-The-News

There are, of course, a variety of activities that could be done with engineering students. For example:

1) Students individually, in pairs, or in small groups can choose an innovation and prepare a short description for the rest of the class.
 2) A class or small group negotiation could be set up. Students can imagine that they are in a meeting to propose a new innovation for the group to invest in. Each pair or small group can choose an innovation and in the negotiation with the other pairs/groups, can try to convince the group that their innovation should be chosen for the investment.

3) A similar set-up as in 2 can be done for sales pitches. Students choose an innovation and try to "sell" it to the rest of the group. Or they can decide which kind of audience they would sell it to, and try out that pitch for the rest of the group.

4) Students can look through the list of websites given above for information about the innovations presented, and rank them according to various criteria. They could focus on the criteria used by the competition judges (engineering and design qualities: aesthetics, functionality and uniqueness) or any other type of criteria, such as:

• most useful
• most innovative
• most technologically inspiring
• most usable by most people
• most profitable
• etc.

An interesting alternative is to focus on the "worst" of the show. The following website has chosen the entries it thinks are the worst, and explains why. Students can do the same, and then compare their answers.
http://www.zdnet.com/pictures/ces-2015-meet-this-years-worst-tech-devices-gadgets/

Answers to what "You Asked"

Time magazine online has a weekly feature (every Wednesday) that started at the beginning of July 2014. It's called "You Asked: ..." followed by a question, and the short article answers the question.

I first became aware of this column through finding material on ESP topics as model texts for students' technical description essays and presentations. But the topics include not only questions about the latest technology, but also about health, nutrition and exercise.

The link: http://time.com/topic/you-asked/

The topics I'm focusing on are -

You Asked:

• How do virtual reality headsets work?
• How do driverless cars work?
• What is Yik Yak?
• How does the internet work?
• What is Venmo?
• What are podcasts?
• Do brain games really improve memory?
• Can computers really ruin my eyes?

Some articles have accompanying videos, but not all. For example, "How do driverless cars work?" has a video (1:20) of a news report about recent developments. The texts themselves are not too long, and are written simply enough for students at intermediate level and above.

This material is very useful for showing students how to explain technology and technological innovations to non-experts -- for example, people outside of their own field of study. Being aware of how to communicate with non-technical audiences will be essential for our students in their future careers.

For my students studying Information Technology and Telecommunications, I will use "What is Venmo?" For those of you who are not familiar with this (I wasn't), it's explained as, "a way to send money from person to person through the web."

I would first ask students to work in pairs or small groups to write a short explanation of what it is to me (a non-technical audience). Then we can compare answers to see which ones are the clearest and/or the most accurate.Which information should be included, and what can be left out? How can it be explained most clearly?

Then, after students read the text (in class or for homework), we will compare their answers with the text, and see what they have in common and what the differences are.

Since my students' curriculum includes giving presentations in which they must explain concepts to a variety of audiences, this seems like it will be very good practice.