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  • For our Assignment 3, we were tasked to improve the learning experience of students in Lecture Theatres using the different approaches to experience design taught. Our group members (in alphabetical order) consist of Loh Weiye, Nilar Aye, and Shen Weiwei

NM4210-Presentation NM4210-Presentation Presentation Transcript

  • NM4210 Assignment 3 Emotion design probe Improving learning experience in Lecture Theatres By: Loh Weiye (U061162E) Nilar Aye (U050024A) Shen Weiwei (U047212R)
  • Improving Learning Experience in Lecture Theatres
    • Emotion design probe from 3 perspectives:
      • Cultural Probe
      • Laddering
      • Ethnography Study
  • Cultural Probe
    • Convenient Sampling
      • Sampling size: 3
    • Probe Pack
      • Notebook x 1
      • Pen x 1
    • Period of experiment
      • 1 week (11 th to 15 th Feb’08)
  • Findings: Non-lecture related experience
    • Tiredness
      • Long travelling time to/ fro campus
      • Lack of seats on bus and trains
      • Lack of sleep
    • Morning rush
      • No time for breakfast before early lecture
      • I NEED MY COFFEE!!!
    (Source: http://blog.simplyjean.com/)
  • Findings: Non-lecture related experience
    • Day of the week
      • Monday blues
      • Mid-week crisis
      • It’s Friday! (Read let’s skip lecture and go out shopping)
    • Time of the year
      • We should have 1 week break for CNY
      • I’m so happy to see my friends after the break
    • Peer influence
      • My friend decided to skip lecture today, so I’m skipping it too
  • Findings: Lecture related experience
    • Lecturer
      • He/ She’s HOT/ NOT!!
    • Lecture Content
      • Uninteresting topic
      • Confusing topic
    • Lecturing Style
      • Monotonous lecturing
      • Reading off the slides
      • Incomprehensible accents
      • I love her French accent! C’est romantique beaucoup
  • Findings: Lecture related experience
    • Lecture Timing
      • Too early (8am – 10am)
      • Too late (7pm – 10pm)
      • Day of the week
    • Peer influence
      • The group behind me is irritating! Can’t stop talking!
      • The LT is so empty! Where’s everyone?
      • My friend is sleeping during lecture
  • Laddering – Questionnaires (1)
    • Participant is a third year student from FASS.
      • Interviewer: Please tell me something you like or dislike about learning in lecture theatre.
      • Participant: I don’t like the size of the lecture theatre.
      • Interviewer: What do you not like about the size?
      • Participant: The size is too big.
      • Interviewer: Why is it not good to have a big sized lecture theatre?
      • Participant: There are too many students and they sit scattered in the theatre.
  • Laddering – Questionnaires (2)
      • Interviewer: Why is having many students sitting scattered in the lecture a bad thing?
      • Participant: They talk very loud.
      • Interviewer: Why is talking very loudly a bad thing?
      • Participant: I get distracted from what the lecturer is saying.
      • Interviewer: Why is getting distracted from the lecturer’s a bad thing?
      • Participant: I paid for the class, not for hearing other people’s talking.
  • Laddering – Questionnaires (3)
      • Interviewer: Why does the fee matter?
      • Participant: It is very expensive.
      • Interviewer: Why is it important to listen to the lecture?
      • Participant: I AM IN CLASS!!!
  • The Ladder
    • Making full use of tuition Listening to lecture is very important Distraction from the students’ talking Talk very loud Many students sitting scattered Big size
  • Ethnography Study
    • Methodology
      • “Crash” a lecture
      • Observe
      • Collection information on everything exposed to
      • Make notes on everything seen and heard
      • However, don’t judge or think
  • Key Findings (1)
    • Students bring in their notebook computers and surf the internet during lecture
    • Students fill up the back row seats, and talk amongst themselves
    • Some students bring in food and drinks
    • Some students sleep
    • Students’ limbs and belongings keep crashing into the seats in front
  • Key Findings (2)
    • Lecture notes and writing materials almost falling off the writing tablets
    • Speakers have a hissing noise, drowning out the lecturer’s voice
    • Projector screen not focused enough, lighting casts a glare on it
    • Flipping and jostling of papers
  • Key Findings (3)
    • Lecturer gives too little pause to allow students to catch up writing; sometimes pauses too long and students start talking
    • When a student asks a question, everyone else strains to hear it; same with the lecturer’s reply
    • Lecture theatre half filled
    • Students cough and sneeze
  • Analysis – Common Problems (1)
    • LT Design Factor
      • Size too big – hence LT half filled
      • Hence, temperature too cold, makes people sneeze
      • People like to sit at the back
      • Those at the back talk, distract others
      • Lecturer’s voice cannot reach back of LT, students behind cannot hear those in front asking question
      • Space between rows too restrictive
  • Analysis – Common Problems (2)
    • Lecturer Factor
      • Lecturing style, speech/language, nuances, accents
      • “Crowd control” of inattentive/noisy students
      • Appropriate pauses for questions/taking down notes
      • Grooming, personal appearance
  • Analysis – Common Problems (3)
    • Student Factor
      • Poor time management, bad lifestyle, not getting enough sleep
      • Peer influence – talking/sleeping/eating, distract others
      • Insensitive to other students’ presence
      • Incorrect learning attitude, Monday blues etc
  • Solutions? (1)
    • Timetabling
      • Avoid lectures starting during peak hours – students either arrive late or frustrated or both
      • Avoid too many back to back lectures, resulting in students having to resort to eating in lecture
    • Students
      • Sleep early, wake up early, take earlier bus
      • Have a more positive attitude towards learning
      • Be more considerate and sensitive to others
  • Solutions? (2)
    • LT Design
      • Seminar style teaching, max 30 per class
      • Split up big class into smaller lecture groups
      • Eliminates the need for large LTs, resulting in cold temperature, lecturer not being heard etc
      • Lecturer can maintain better eye contact, students more involved and proactive
      • Regular maintenance for projectors and sound system
  • Solutions? (3)
    • Lecturers
      • Improve lecturing style, less monotonous, speak good English, do not read from slides
      • Proper crowd control
      • Grooming, appear more like a speaker and less like a sloppy scientist/engineer
      • Thought process – do not think so ahead, give students more time to catch up and take notes
      • Repeat students’ questions so that everyone can hear
  • The End