Introduction to e-Teacher

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  • Introduction to e-Teacher

    1. 2. Problem <ul><li>Millions of newbies join users community each year </li></ul><ul><ul><li>They all need to get used to basics of software use </li></ul></ul><ul><ul><ul><li>E-mail clients </li></ul></ul></ul><ul><ul><ul><li>Word processors </li></ul></ul></ul><ul><ul><ul><li>Spreadsheets </li></ul></ul></ul><ul><ul><ul><li>Personal finance management </li></ul></ul></ul><ul><ul><ul><li>Instant messengers </li></ul></ul></ul><ul><ul><ul><li>Photo editors etc. </li></ul></ul></ul><ul><li> Users blame software vendors for usability issues and not intuitive UI. </li></ul>
    2. 3. Problem <ul><li>Millions of unprofessional PC users need to be trained in use of corporate software in enterprises with high personnel turnover rates </li></ul><ul><ul><li>Call centers </li></ul></ul><ul><ul><li>Retail </li></ul></ul><ul><ul><li>Hospitality services </li></ul></ul><ul><ul><li>Logistic & warehouse management </li></ul></ul><ul><ul><li>etc. </li></ul></ul><ul><li> $ Billions get wasted every year . </li></ul>
    3. 4. Problem <ul><li>Millions of mid-level users need to change to newer version due to enterprise software update </li></ul><ul><li> Disappointment , waste of money </li></ul>http://www.pcworld.com/article/id,140583-page,2-c,techindustrytrends/article.html
    4. 5. Do solutions exist?
    5. 6. Books - The knowledge is power! The selection is too broad, it is unclear which one to choose. Maybe t is the same book under different covers? Users tend to buy them, but not read thoroughly.
    6. 7. Help system? Got it! … is not helpful . <F1> click click click click
    7. 8. E-Learning or computer-based trainings <ul><li>Better, but </li></ul><ul><ul><li>No true interactivity - all based on flipping slides and simple animations </li></ul></ul><ul><ul><li>Cannot enable students for real practice </li></ul></ul><ul><ul><ul><li>Best of breed simulations (e.g. at Microsoft Learning Manager) give students very exact directions and do not provide any freedom in how they do exersises </li></ul></ul></ul><ul><ul><li>Cannot correct wrong actions </li></ul></ul><ul><ul><li>Not focused on student’s pace of learning </li></ul></ul><ul><ul><li>Only primitive quiz-like check of knowledge </li></ul></ul><ul><li>Primitive... Not yet effective… </li></ul>
    8. 9. In-class trainings with teacher <ul><li>Good </li></ul><ul><ul><li>Answer questions </li></ul></ul><ul><ul><li>Provide practice , correct wrong actions and explain </li></ul></ul><ul><ul><li>Adapt to personal learning pace (in small groups only) </li></ul></ul><ul><ul><li>Comprehensive check of understanding and knowledge – through exams </li></ul></ul><ul><li>Bad </li></ul><ul><ul><li>Quite expensive (facilities, trainer, equipment etc.) </li></ul></ul><ul><ul><li>Students need to be present in a class room (schedule not flexible, waste time for driving, etc.) </li></ul></ul><ul><li>Suboptimal… </li></ul>
    9. 10. Solution is here: E-Teacher
    10. 11. Solution <ul><li>Computer program that behaves like a human teacher behind your shoulder </li></ul><ul><ul><li>Works with real software – no simulation, slideshows, screen-casts etc. </li></ul></ul><ul><ul><li>Uses mouse and keyboard to demonstrate lessons </li></ul></ul><ul><ul><li>Watches student doing exercises – looks at the screen, makes comments </li></ul></ul><ul><ul><li>Corrects when student does anything wrong </li></ul></ul><ul><ul><li>Notes individual progress and adapts teaching pace to it – “adaptive learning” </li></ul></ul>
    11. 12. Sample of an Etecher Lesson <ul><li>The lessons are done in six steps: </li></ul><ul><li>Introduction into the tasks </li></ul><ul><li>The teacher shows his way of solution </li></ul><ul><li>The student chooses his way </li></ul><ul><li>New task with same contents but without showing </li></ul><ul><li>Updating of student’s profiles </li></ul><ul><li>Selection of next lesson </li></ul><ul><li>http://www. electronic-teacher .com/videos.html </li></ul><ul><li>part 1 shows step 1 + 2 as video </li></ul><ul><li>part 2 shows step 3 as video </li></ul>
    12. 13. <ul><li>Introduction into the tasks ( demonstrated at a Calc sample) </li></ul><ul><li>The tasks are shown by comparison of the </li></ul><ul><li>raw data (upper part) and the aim data (lower part): </li></ul><ul><li>Reformat chart title to 15p, bold and red </li></ul><ul><li>Insert new headline ‘Quarter Sales’ to cell E3 </li></ul><ul><li>Define quarters sales as sum of monthly sales for 1. salesman </li></ul><ul><li>Transfer formula to other salesmen </li></ul><ul><li>Reformat sales figures to Euro currency </li></ul><ul><li>Reformat months and quarter sales to Italic </li></ul><ul><li>Generate chart for all data </li></ul>
    13. 14. 2. The teachers way <ul><li>The teacher shows his way to solve the </li></ul><ul><li>tasks – the student hears his comments </li></ul><ul><li>and sees all actions on his screen. </li></ul>
    14. 15. 3. The students way <ul><li>In his repetition the student may choose different sequences of actions and different solution ways as teacher – e. g.: </li></ul><ul><li>(T = Teacher / S = Student): </li></ul><ul><li>T: started with reformatting of the title </li></ul><ul><li>S: starts with the insertion of the new headline ‘Quarter Sales’ </li></ul><ul><li>T: does the sum formula using the Sum- button </li></ul><ul><li>S: does this typing the formula ‘= sum (B4:D4)’ defining the cell range B4:D4 by activating D4 and dragging to B4 – with slip-ups (but from Excel accepted) like ‘sum’ instead of ‘Sum’… </li></ul><ul><li>T: formats the title to bold using the Bold button </li></ul><ul><li>S: does this using the path Format / Cells / Bold </li></ul><ul><li>T: marks the range of the sales figures with Shift and hold </li></ul><ul><li>S: does the marking by dragging from start- to end cell </li></ul>
    15. 16. 3a. Reaction of Eteacher on faults of student <ul><li>If the student does faults he gets an intelligent warning – e. g. </li></ul><ul><li>F = Fault / R = Reaction: </li></ul><ul><li>F: He chooses 16p for the title instead of 15p (as the teacher did) </li></ul><ul><li>R: ‘This is not the right font size!’ </li></ul><ul><li>F: He forgets to reformat the months and quarter sales to Italic </li></ul><ul><li>R: ‘You forgot to format B3:E3 to Italic – compare with the aim data below!’ </li></ul><ul><li>After each fault comment the student can correct it or he can </li></ul><ul><li>- let the Eteacher show him the right way </li></ul><ul><li>- let the teacher redo the lesson with the </li></ul><ul><li>relevant parts </li></ul><ul><li>- let the Eteacher give a deeper </li></ul><ul><li>introduction into the relevant topic (in special cases) </li></ul>
    16. 17. 4. New task with same contents but without showing The teacher shows new raw and aim data which define new tasks that can be solved with the same teaching contents. The student is asked to solve these tasks without showing using being controlled as in the first part of the lesson. 5. Updating the students profile To the student’s knowledge profile all new contents of this lesson are added e.g.: - marking of cell compounds - reformatting to different font size, - style and – color … If the way the student solves the tasks doesn’t fit to his skill profile this is changed – e. g.: if he does too much errors his skill level is lowered. 6. Selection of next lesson Dependent on - the teaching aim and its aim profile and - his actual knowledge- and skill profile that lesson whose lesson profiles (knowledge and skills) fits best to the profile gap of the student is chosen as next.
    17. 18. The power of technology <ul><li>Applicable to wide range of client software from IM clients to spreadsheets and comprehensive CAD/CAM systems </li></ul><ul><li>Core engine invariant </li></ul><ul><ul><li>no dramatic redevelopment needed from app to app </li></ul></ul><ul><li>Lessons easy to record </li></ul><ul><ul><li>No difference to how teacher demonstrates in class </li></ul></ul><ul><ul><li>Most of technical work can be done by less qualified personnel </li></ul></ul><ul><li>Able to track student’s individual progress and adapt to it </li></ul>
    18. 19. Comparison with existing means Criteria E-teacher (remote access) Classroom (instructor-led) book Built-in help Computer-based Trainings (CD-ROM) e-learning (instructor-led, webinar) e-learning (webcast) e-learning (self-paced) Easy and flexible access (no need to schedule etc.) Yes No Yes Yes Yes No Yes Yes Need to travel No Yes No No No No No No Student is able to communicate with human teacher (ask questions, get answers etc.) No Yes No No No Yes No No Reading skills quite Necessary for student No No Yes Yes Mostly Sometimes Sometimes Yes Need broadband Internet channel Yes No No No No Yes Yes Sometimes Ability to skip unnecessary content to focus on improvement Yes, adaptive! No Yes Sometimes Yes No Sometimes Yes Student can practice (assignments) Yes Yes No Yes Simulation only No No No Student receives immediate feedback during an assignment Yes Yes No No Sometimes, quite primitive No No No Expensive and time-consuming to create and maintain No Yes Yes Yes Yes Yes Mostly Yes Ability to observe and adapt to student Performance (individual pace of learning, etc.) Yes No No No Quite limited No No No Expensive (trainer, facility, travel etc.) No Yes No No No Trainer only No No Effectiveness for students of widely-varying skill levels Yes No Limited Limited Limited No No No
    19. 20. Interested in more details? [email_address]

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