ClassPal : An interactive Doubt clearance portal | Aug 2012 - January 2013
Done under the course in Interaction Design, developed an Interactive doubt posting/clearance
portal to enhance the learning experience for a lecture based classroom. Applied a User-centered
approach to come up with a system for the classroom and interface for individual student. The project
has been selected for publication in the journal Design for All, March ‘13 issue.
1. Direct instruction involves explicit explanations from the teacher in a structured format. It is effective for new subjects, facts, or low-achieving students but can be boring and rely heavily on the teacher.
2. Discussion allows students to consider different ideas and perspectives through questioning and arguing. It enhances knowledge and skills but may stray off topic if not properly structured and facilitated by the teacher.
3. Small group work allows students to collaborate in solving problems or examining topics. It enhances social and communication skills but the workload must be evenly distributed to avoid some students dominating or not participating.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
Shifting the Curriculum: Decentralization in the Art Education Experienceheidimay
Shifting the Curriculum: Decentralization in the Art Education Experience, by Heidi May, Art Education, Volume 64, No. 3 (pp. 33-41) copyright National Art Education Association (NAEA) 2011. www.arteducators.org
Introduction to professionalisation in education (PAMAOK003)Ernst Thoutenhoofd
This document provides an introduction to the course PAMAOK003 on professionalizing teachers and raising the quality of care. The course aims to address how learning can be taught and will focus on learning how to learn. It will use co-generative dialogues and assessment for learning to facilitate shared responsibility for learning outcomes among participants. Students will also complete learning contracts and write blog posts to reflect on course ideas and related research.
This document provides a matrix comparing different learning theories across definitive questions. It summarizes:
1) How learning occurs according to different theories such as behaviorism (observable responses), cognitivism (knowledge structures), constructivism (personal interpretations), social learning theory (observation, modeling), connectivism (within networks), and adult learning theory (reflection on experience).
2) Factors that influence learning according to each theory, including things like rewards/punishment, previous experiences, engagement, social/cultural contexts, diversity of networks, and motivation.
3) The key question addressed by each theory, such as observable behaviors, knowledge structures, personal understandings, social contexts, connections within
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
1. Direct instruction involves explicit explanations from the teacher in a structured format. It is effective for new subjects, facts, or low-achieving students but can be boring and rely heavily on the teacher.
2. Discussion allows students to consider different ideas and perspectives through questioning and arguing. It enhances knowledge and skills but may stray off topic if not properly structured and facilitated by the teacher.
3. Small group work allows students to collaborate in solving problems or examining topics. It enhances social and communication skills but the workload must be evenly distributed to avoid some students dominating or not participating.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
Shifting the Curriculum: Decentralization in the Art Education Experienceheidimay
Shifting the Curriculum: Decentralization in the Art Education Experience, by Heidi May, Art Education, Volume 64, No. 3 (pp. 33-41) copyright National Art Education Association (NAEA) 2011. www.arteducators.org
Introduction to professionalisation in education (PAMAOK003)Ernst Thoutenhoofd
This document provides an introduction to the course PAMAOK003 on professionalizing teachers and raising the quality of care. The course aims to address how learning can be taught and will focus on learning how to learn. It will use co-generative dialogues and assessment for learning to facilitate shared responsibility for learning outcomes among participants. Students will also complete learning contracts and write blog posts to reflect on course ideas and related research.
This document provides a matrix comparing different learning theories across definitive questions. It summarizes:
1) How learning occurs according to different theories such as behaviorism (observable responses), cognitivism (knowledge structures), constructivism (personal interpretations), social learning theory (observation, modeling), connectivism (within networks), and adult learning theory (reflection on experience).
2) Factors that influence learning according to each theory, including things like rewards/punishment, previous experiences, engagement, social/cultural contexts, diversity of networks, and motivation.
3) The key question addressed by each theory, such as observable behaviors, knowledge structures, personal understandings, social contexts, connections within
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
The document discusses the lecture method of teaching. It provides definitions of a lecture from various sources emphasizing it as a formal presentation of information to a large group. Advantages listed include presenting information to many students quickly and creating interest. Disadvantages include the passive role of students and inability to check individual understanding. Principles for effective lectures are outlined such as preparing students and using visual aids. The summary critiques the lecture method, noting it can interfere with learning and retention of information while consuming significant time.
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science a...Kelly Grillo
Recently, co-teaching in science and mathematics has largely been the result of accountability. Increased numbers of students with special needs placed in general education mathematics and science classrooms challenges educators to jointly deliver instruction to all students. This session provides practical tips aimed at inclusive science and mathematics learning outcomes.
The document discusses the author's experience participating in an online instructional technology program. It describes how the author initially felt tentative about participating in online discussions but came to enjoy the constructivist approach. The author analyzed discussion posts based on learning theories and saw changes in her own thinking from an objectivist to a more constructivist view of teaching. The author also compiled discussion posts related to implementing innovative programs in schools and informal learning within the online course.
Presented in the form of a 45-minute social studies class session, this workshop will utilize before,
during, and after reading strategies designed to actively engage learners in both content and skill instruction, providing participants with an opportunity to actively participate in hands-on literacy strategies that they can take back and use immediately in their own classrooms.
Distances et savoirs, fidèle à sa mission de mémoire et d’exploration, a souhaité
que ses lecteurs assistent, certes avec bien des distances notamment linguistiques, à
une conférence remarquable qui amenait à dialoguer trois des personnalités ayant
le plus profondément influencé la recherche sur l’enseignement à distance ces
dernières décennies : Børje Holmberg, Michael Graham Moore, et Otto Peters1.
Pour des raisons pratiques l’ensemble des propos édités sont dans la langue des
interventions, seul le professeur Michael Graham Moore s’exprimant dans sa
langue maternelle.
Le quatrième « atelier de recherche » du réseau European Distance and E-
learning Network (EDEN), sur le thème « Recherches sur l’enseignement à distance
en ligne et sur le e-learning : créer la différence » s’est tenu à Castelldefels,
Espagne, du 25 au 26 octobre 2006. Un des moments mémorables de cet atelier fut
la session spéciale à laquelle participaient les professeurs Børje Holmberg, Michael
Graham Moore, et Otto Peters, intitulée : « Théories et théoriciens : pourquoi la
théorie importe-t-elle pour la recherche ? » Une transcription spécialement éditée
pour Distances et savoirs en est présentée ici. Cette session était structurée afin que chacun de ces trois représentants majeurs
des théories concernant l’enseignement à distance s’expriment sur les questions
suivantes :
– une première question « qu’est-ce qu’une théorie ? » fut posée, avec la requête
que chaque intervenant ne parle pas plus de cinq minutes,
– Holmberg, Moore et Peters ont alors exprimé leurs vues concernant leur
propre théorie,
– il fut ensuite demandé à chacun d’entre eux de faire part de leurs réflexions
concernant les implications de leurs théories respectives pour la recherche sur
l’enseignement à distance en ligne et pour le e-learning, ainsi que pour le
développement des théories dans le domaine de l’enseignement à distance, en
évoquant les perspectives qu’ils envisageaient pour de futurs développements. Il ne
fut accordé que cinq minutes à chacun pour ces différents points,
– les auditeurs furent alors invités à une discussion générale et les intervenants
à conclure leurs propos.
Ulrich Bernath, ancien directeur du Centre pour l’enseignement à distance à
l’Université d’Oldenburg, Allemagne, et à présent Directeur de la « Fondation
Ulrich Bernath pour la recherche en Enseignement Ouvert et à Distance » et Albert
Sangra Directeur d’EduLab, Internet Interdisciplinary Institute, à l’Université
Ouverte de Catalogne (UOC) présidaient la session. Martine Vidal, co-rédactrice
en chef de Distances et savoirs, et Ulrich Bernath en ont édité la transcription ; des
références ont été ajoutées par les intervenants.
Joao Jose Saraiva da Fonseca
http://joaojosefonseca1.blogspot.com/
Ed psych - vigotsky theory - ait-taleb- jamaati- driouchAbdelaziz Aittaleb
The key differences between Piaget and Vygotsky are that Piaget emphasized individual construction of knowledge through stages of development while Vygotsky emphasized mutual/social construction of knowledge without defined stages and emphasized the role of social interaction and culture.
Pedagogy and andragogy in online classroomsmjforder
This document compares and contrasts online learning with traditional face-to-face classroom learning. While the learning goals are the same, online instructors act as facilitators rather than lecturers, employing strategies like the flipped classroom where students learn basic content on their own and apply it through active learning activities. This can include discussions requiring higher-order thinking, group work to develop skills, and exploring concepts across different learning domains. The document addresses common student questions about the role of the instructor, use of lectures, expectations for pre-work, and emphasis on collaborative and applied learning over passive learning.
This document discusses several theories and approaches related to educational technology and teaching and learning. It describes behaviorism, cognitivism, and constructivism as the three main theoretical frameworks that have been present in educational technology literature. It provides details on behaviorist learning theory and theorists like BF Skinner. It also discusses cognitive learning theories and constructivist teaching methods that emphasize problem-solving and social learning. Specific technologies like tutorials, simulations, and cooperative/collaborative software are described in terms of how they can support behaviorist, cognitive, and constructivist approaches to instruction.
This document discusses the non-technical aspects of education including the soul, relationships, and character. It references several works that examine inviting students through caring relationships, using technology creatively to engage students, and integrating character education. The document suggests that a teacher's own soul, character, and ability to care for students are important for nurturing students' personal development beyond just knowledge.
INNOVATIVE TECHNIQUES IN THE CLASSROOM-DR.DEEPIKA KOHLIDeepikakohli10
Dr. Deepika Kohli presented innovative techniques for engaging diverse learners in the classroom. Some of the techniques discussed included spaced learning, flipping the classroom, mind mapping, argumentation, micro-e-learning, peer learning, collaborative learning, and blended learning. These techniques encourage students to learn through a variety of interactive and participatory methods rather than passive lecturing alone. The goal is to keep students engaged with the material in a way that works for different learning styles and abilities.
This document summarizes a professional development study circle for adult education teachers. The study circle exposed teachers to early literacy practices used in K-2 classrooms. Key practices identified for use in adult education classrooms included establishing strong routines and common language for classroom activities, offering choice periods for literacy work, developing classroom libraries for independent reading, and using practices like reading aloud and text connections to boost comprehension. Through collaborative discussion and classroom observations, teachers gained insights on fostering independence and problem-solving skills in adult learners.
The document discusses teaching methods and outlines an editor's comments on launching a new year for a professional college. It provides details on:
1. The editor apologizes for missing new year's resolutions, which are published in the issue.
2. An article discusses how teaching needs to be outcome-driven and competency-based, using Bloom's and Fink's taxonomies to define learning objectives and outcomes.
3. Interesting links and teaching resources are shared, and the editor invites feedback on workshops and passionate people to work with the Teacher's Academy to change education.
The document discusses the importance of school libraries and their role in teaching 21st century skills to students. It introduces the American Association of School Librarians' Standards for the 21st Century Learner, which provide a framework to guide school library programs. The standards are organized around four themes - inquire, think critically, gain knowledge; draw conclusions; share knowledge; and personal growth. Objectives under each standard measure skills, dispositions, responsibilities, and self-assessment strategies. Examples are given of how some objectives could be taught at the Carmel Media Center.
The document discusses differentiated curriculum, which refers to teaching that is adapted to individual student needs and learning styles. It involves modifying curriculum, teaching structures, and practices to ensure instruction is relevant, flexible and helps all students achieve. Some strategies mentioned include allowing student choice and discovery, varied content and processes, grouping students collaboratively, and providing pacing that facilitates complex thought. The goal is to move beyond a one-size-fits-all approach and engage students through different approaches.
This document summarizes key findings from a research project that studied how early adopter schools in New Zealand implemented the New Zealand Curriculum (NZC). The research found that implementing NZC:
1) Catalyzed significant curriculum changes in schools' visions, values and focus on learning to learn.
2) Energized and sustained teachers' commitment to learners and learning.
3) Strengthened schools' continuous improvement processes supported by ongoing inquiries into shared practices.
However, the research also noted that fully implementing NZC took most schools at least two years and was an ongoing, cyclical process rather than a single change event. Sustaining implementation required ongoing professional learning and finding ways to
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
The prayer document requests guidance and wisdom from Heavenly Father as the class begins, and thanks Him for the opportunity to learn and grow in knowledge and understanding. It asks that students' minds remain open to new ideas and their hearts filled with understanding. [END SUMMARY]
The document summarizes reflections from participants in a workshop on enhancing teaching skills in small and large group settings. Key points include:
- Participants found reflecting on their teaching philosophies and styles through hands-on activities to be insightful and transformative.
- Discussions with others from different disciplines highlighted differences in approaches to teaching and provided new perspectives.
- While some group exercises were engaging, others lacked clear goals and focus, causing discussions to go off topic.
- Planning interactive lectures and considering strategies for small group teaching can help make lessons more engaging and support different learning styles.
The document discusses interactive teaching methods and classroom activities that promote student interaction. It describes how interactive tasks should simulate real-life communication, require students to exchange information to complete the task, and allow for unpredictability. Some example activities mentioned are information gap activities, conversation grids, ordering and sorting tasks, problem-solving discussions. The purpose of interactive activities is to provide language practice and opportunities for students to build language skills through meaningful communication.
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
The document discusses the lecture method of teaching. It provides definitions of a lecture from various sources emphasizing it as a formal presentation of information to a large group. Advantages listed include presenting information to many students quickly and creating interest. Disadvantages include the passive role of students and inability to check individual understanding. Principles for effective lectures are outlined such as preparing students and using visual aids. The summary critiques the lecture method, noting it can interfere with learning and retention of information while consuming significant time.
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science a...Kelly Grillo
Recently, co-teaching in science and mathematics has largely been the result of accountability. Increased numbers of students with special needs placed in general education mathematics and science classrooms challenges educators to jointly deliver instruction to all students. This session provides practical tips aimed at inclusive science and mathematics learning outcomes.
The document discusses the author's experience participating in an online instructional technology program. It describes how the author initially felt tentative about participating in online discussions but came to enjoy the constructivist approach. The author analyzed discussion posts based on learning theories and saw changes in her own thinking from an objectivist to a more constructivist view of teaching. The author also compiled discussion posts related to implementing innovative programs in schools and informal learning within the online course.
Presented in the form of a 45-minute social studies class session, this workshop will utilize before,
during, and after reading strategies designed to actively engage learners in both content and skill instruction, providing participants with an opportunity to actively participate in hands-on literacy strategies that they can take back and use immediately in their own classrooms.
Distances et savoirs, fidèle à sa mission de mémoire et d’exploration, a souhaité
que ses lecteurs assistent, certes avec bien des distances notamment linguistiques, à
une conférence remarquable qui amenait à dialoguer trois des personnalités ayant
le plus profondément influencé la recherche sur l’enseignement à distance ces
dernières décennies : Børje Holmberg, Michael Graham Moore, et Otto Peters1.
Pour des raisons pratiques l’ensemble des propos édités sont dans la langue des
interventions, seul le professeur Michael Graham Moore s’exprimant dans sa
langue maternelle.
Le quatrième « atelier de recherche » du réseau European Distance and E-
learning Network (EDEN), sur le thème « Recherches sur l’enseignement à distance
en ligne et sur le e-learning : créer la différence » s’est tenu à Castelldefels,
Espagne, du 25 au 26 octobre 2006. Un des moments mémorables de cet atelier fut
la session spéciale à laquelle participaient les professeurs Børje Holmberg, Michael
Graham Moore, et Otto Peters, intitulée : « Théories et théoriciens : pourquoi la
théorie importe-t-elle pour la recherche ? » Une transcription spécialement éditée
pour Distances et savoirs en est présentée ici. Cette session était structurée afin que chacun de ces trois représentants majeurs
des théories concernant l’enseignement à distance s’expriment sur les questions
suivantes :
– une première question « qu’est-ce qu’une théorie ? » fut posée, avec la requête
que chaque intervenant ne parle pas plus de cinq minutes,
– Holmberg, Moore et Peters ont alors exprimé leurs vues concernant leur
propre théorie,
– il fut ensuite demandé à chacun d’entre eux de faire part de leurs réflexions
concernant les implications de leurs théories respectives pour la recherche sur
l’enseignement à distance en ligne et pour le e-learning, ainsi que pour le
développement des théories dans le domaine de l’enseignement à distance, en
évoquant les perspectives qu’ils envisageaient pour de futurs développements. Il ne
fut accordé que cinq minutes à chacun pour ces différents points,
– les auditeurs furent alors invités à une discussion générale et les intervenants
à conclure leurs propos.
Ulrich Bernath, ancien directeur du Centre pour l’enseignement à distance à
l’Université d’Oldenburg, Allemagne, et à présent Directeur de la « Fondation
Ulrich Bernath pour la recherche en Enseignement Ouvert et à Distance » et Albert
Sangra Directeur d’EduLab, Internet Interdisciplinary Institute, à l’Université
Ouverte de Catalogne (UOC) présidaient la session. Martine Vidal, co-rédactrice
en chef de Distances et savoirs, et Ulrich Bernath en ont édité la transcription ; des
références ont été ajoutées par les intervenants.
Joao Jose Saraiva da Fonseca
http://joaojosefonseca1.blogspot.com/
Ed psych - vigotsky theory - ait-taleb- jamaati- driouchAbdelaziz Aittaleb
The key differences between Piaget and Vygotsky are that Piaget emphasized individual construction of knowledge through stages of development while Vygotsky emphasized mutual/social construction of knowledge without defined stages and emphasized the role of social interaction and culture.
Pedagogy and andragogy in online classroomsmjforder
This document compares and contrasts online learning with traditional face-to-face classroom learning. While the learning goals are the same, online instructors act as facilitators rather than lecturers, employing strategies like the flipped classroom where students learn basic content on their own and apply it through active learning activities. This can include discussions requiring higher-order thinking, group work to develop skills, and exploring concepts across different learning domains. The document addresses common student questions about the role of the instructor, use of lectures, expectations for pre-work, and emphasis on collaborative and applied learning over passive learning.
This document discusses several theories and approaches related to educational technology and teaching and learning. It describes behaviorism, cognitivism, and constructivism as the three main theoretical frameworks that have been present in educational technology literature. It provides details on behaviorist learning theory and theorists like BF Skinner. It also discusses cognitive learning theories and constructivist teaching methods that emphasize problem-solving and social learning. Specific technologies like tutorials, simulations, and cooperative/collaborative software are described in terms of how they can support behaviorist, cognitive, and constructivist approaches to instruction.
This document discusses the non-technical aspects of education including the soul, relationships, and character. It references several works that examine inviting students through caring relationships, using technology creatively to engage students, and integrating character education. The document suggests that a teacher's own soul, character, and ability to care for students are important for nurturing students' personal development beyond just knowledge.
INNOVATIVE TECHNIQUES IN THE CLASSROOM-DR.DEEPIKA KOHLIDeepikakohli10
Dr. Deepika Kohli presented innovative techniques for engaging diverse learners in the classroom. Some of the techniques discussed included spaced learning, flipping the classroom, mind mapping, argumentation, micro-e-learning, peer learning, collaborative learning, and blended learning. These techniques encourage students to learn through a variety of interactive and participatory methods rather than passive lecturing alone. The goal is to keep students engaged with the material in a way that works for different learning styles and abilities.
This document summarizes a professional development study circle for adult education teachers. The study circle exposed teachers to early literacy practices used in K-2 classrooms. Key practices identified for use in adult education classrooms included establishing strong routines and common language for classroom activities, offering choice periods for literacy work, developing classroom libraries for independent reading, and using practices like reading aloud and text connections to boost comprehension. Through collaborative discussion and classroom observations, teachers gained insights on fostering independence and problem-solving skills in adult learners.
The document discusses teaching methods and outlines an editor's comments on launching a new year for a professional college. It provides details on:
1. The editor apologizes for missing new year's resolutions, which are published in the issue.
2. An article discusses how teaching needs to be outcome-driven and competency-based, using Bloom's and Fink's taxonomies to define learning objectives and outcomes.
3. Interesting links and teaching resources are shared, and the editor invites feedback on workshops and passionate people to work with the Teacher's Academy to change education.
The document discusses the importance of school libraries and their role in teaching 21st century skills to students. It introduces the American Association of School Librarians' Standards for the 21st Century Learner, which provide a framework to guide school library programs. The standards are organized around four themes - inquire, think critically, gain knowledge; draw conclusions; share knowledge; and personal growth. Objectives under each standard measure skills, dispositions, responsibilities, and self-assessment strategies. Examples are given of how some objectives could be taught at the Carmel Media Center.
The document discusses differentiated curriculum, which refers to teaching that is adapted to individual student needs and learning styles. It involves modifying curriculum, teaching structures, and practices to ensure instruction is relevant, flexible and helps all students achieve. Some strategies mentioned include allowing student choice and discovery, varied content and processes, grouping students collaboratively, and providing pacing that facilitates complex thought. The goal is to move beyond a one-size-fits-all approach and engage students through different approaches.
This document summarizes key findings from a research project that studied how early adopter schools in New Zealand implemented the New Zealand Curriculum (NZC). The research found that implementing NZC:
1) Catalyzed significant curriculum changes in schools' visions, values and focus on learning to learn.
2) Energized and sustained teachers' commitment to learners and learning.
3) Strengthened schools' continuous improvement processes supported by ongoing inquiries into shared practices.
However, the research also noted that fully implementing NZC took most schools at least two years and was an ongoing, cyclical process rather than a single change event. Sustaining implementation required ongoing professional learning and finding ways to
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
The prayer document requests guidance and wisdom from Heavenly Father as the class begins, and thanks Him for the opportunity to learn and grow in knowledge and understanding. It asks that students' minds remain open to new ideas and their hearts filled with understanding. [END SUMMARY]
The document summarizes reflections from participants in a workshop on enhancing teaching skills in small and large group settings. Key points include:
- Participants found reflecting on their teaching philosophies and styles through hands-on activities to be insightful and transformative.
- Discussions with others from different disciplines highlighted differences in approaches to teaching and provided new perspectives.
- While some group exercises were engaging, others lacked clear goals and focus, causing discussions to go off topic.
- Planning interactive lectures and considering strategies for small group teaching can help make lessons more engaging and support different learning styles.
The document discusses interactive teaching methods and classroom activities that promote student interaction. It describes how interactive tasks should simulate real-life communication, require students to exchange information to complete the task, and allow for unpredictability. Some example activities mentioned are information gap activities, conversation grids, ordering and sorting tasks, problem-solving discussions. The purpose of interactive activities is to provide language practice and opportunities for students to build language skills through meaningful communication.
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
New doc roles and functions if educational technologyMarie Aro
The document discusses three key principles for 21st century education:
1. Instruction should be student-centered through open-ended, collaborative and hands-on learning. Student-centered approaches have been shown to be superior to traditional teacher-centered instruction.
2. Education should be collaborative through cooperative learning in small groups where students can share strengths and develop skills through team projects. This improves understanding and interpersonal skills.
3. Learning should have context by focusing not just on factual recall but a deep understanding of ideas. Knowledge is better retained when learning is done through personally meaningful projects and problem-solving rather than just for testing.
The document discusses the Constructivist Approach to Language Teaching and Learning based on Vygotsky's theory. It provides an overview of key aspects of Vygotsky's social constructivism, including: (1) the role of social learning and interaction in developing language skills; (2) the relationship between thought and language; and (3) the Zone of Proximal Development and scaffolding as ways of supporting learners within their potential level of development. The document also discusses how Vygotsky's theory informs constructivist teaching approaches in the classroom, such as assessing students' ZPD, exploiting the ZPD, using more skilled peers to provide guidance, and encouraging private speech.
Staffordshire University Conference 2008Lydia Arnold
Online work-based inquiry led learning provides benefits for learners including:
1) Conducting research projects within their workplace to directly apply their learning.
2) Participating in an online community provides peer support and focuses discussion on course content.
3) Using a "patchwork" approach including multimedia and reflection allows for personalized and relevant learning.
Active learning(jigsaw method)1 mergedshaziazamir1
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
This document discusses constructivism and its implications for promoting active, collaborative, inquiry-based learning in a virtual environment. It provides examples of how interactive tools, virtual manipulatives, online discussions, and collaborative projects can support constructivist learning principles. While constructivist methods may improve higher-order thinking, they do not necessarily boost performance on traditional tests, so a variety of teaching strategies is recommended.
This document summarizes a study on student engagement in fully online masters degree programs. The study found that:
1) Online learning environments triggered students to take responsibility and express reflexivity when facing uncertainty.
2) Different levels of engagement were seen based on variations in reflexivity needed for mutual progress.
3) Engagement was also shaped by task-related practices, social practices, beliefs and student dispositions.
4) There is potential for disconnect between what an online environment expects of students and their individual profiles and abilities.
The document discusses the inquiry approach in social studies. It defines inquiry as a process of asking and answering questions to explore a topic. The inquiry approach is student-centered and focuses on asking questions. It encourages students to ask their own meaningful questions and helps them discover knowledge themselves rather than simply providing them with facts. Benefits include developing problem-solving skills, critical thinking, and building self-directed learning abilities. The inquiry approach has positive effects on social relationships, cognitive development, achievement, and student motivation to learn.
Constructivism is a learning theory that posits that people actively construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Key people associated with constructivism include Jean Piaget, Lev Vygotsky, and John Dewey. Key points of constructivism are that students learn by doing, learning is an active process where knowledge is constructed from experience, social interaction is important, and meaning is constructed by individuals. Classroom implications include using hands-on activities, group work, field trips, and technology to facilitate student-centered, active learning experiences.
Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses Jerome Bruner's constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and past knowledge. It emphasizes that learning should involve exploring large concepts, inquiry-based learning, and making connections between ideas. According to constructivism, knowledge is temporary, culturally mediated, and developed through language. The roles of the teacher involve posing problems, structuring learning around core concepts, seeking student perspectives, and adapting instruction based on student understanding.
The document discusses the constructivist theory of learning. It defines constructivism as a philosophy that individuals construct their own understanding through experiences and reflection. Key aspects of constructivism include: (1) knowledge is actively constructed rather than passed on, (2) learning requires meaningful engagement and interaction, (3) prior knowledge influences new learning. The document contrasts traditional and constructivist classrooms, noting constructivism emphasizes interactive, student-centered learning over repetition. It provides examples of applying constructivism such as encouraging student questions and critical thinking.
This document outlines key aspects of constructivism theory. It discusses prominent constructivist theorists including John Dewey, David Kolb, and Jean Piaget. Dewey believed knowledge emerges from meaningful experiences, while Kolb emphasized integrating concrete experiences with reflection. Piaget's principles of adaptation and organization suggest the mind assimilates events and converts them to existing mental structures. Constructivists believe learning depends on the learner's prior knowledge and experiences, and that students should construct their own understandings rather than simply memorizing facts. The implications for classroom teaching are that teachers provide experiences for student-led exploration and experimentation.
This document discusses key ideas for supporting learning in higher education, including phenomenography, social constructivism, constructive alignment, situated learning, deep and surface approaches to learning, and threshold concepts. It provides explanations of these concepts and discusses how they relate to teaching practices and student learning. Examples are given of activities that teachers can use to align their practices with these frameworks and encourage deep learning.
The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
1. Interaction Design Project Report
ClassPal : the Classroom Assisting System
Jatin Pherwani Vikas Luthra Bhasker Sharma
10020518 10020544 10020512
Abstract We chose to explore and do research on the
In this paper we describe the process and related topics of personality traits like
outcome of our work developing an Interactive introverts and extroverts. The learning
doubt clearance portal to enhance the learning techniques preferred by the students had
experience for a lecture based classroom. enough variety, which allowed us to search
During the project we have learned about the for a problem area which might be present in
various forces playing part in effective learning the rigid methods of teaching, which exist
ranging from discussions in the class to effect throughout classrooms in a school. While we
of personality traits on the participatory explored the area of interest, there were
activities. findings that indicated how learning is
primarily a social activity and participation
Keywords in the social life of the school is central for
effective learning to occur. We set ourselves
Introvert learning, Doubt Clearance, out to come up with a solution that would
Interactive Assistance help maintain the balance of social and
individual learning at the same time not
disturb the various complex dynamics of
Introduction individual personality traits.
ClassPal is the name of our concept portal
which will help enhance the learning
experience of a traditional lecture classroom.
Many different features of this application are
inspired from real life experiences such as
Doubt clearance, Quiz attempt and Student
feedback. We started our process by choosing
the topic of Education and confining it to the
domain of learning experience in a classroom.
Another area that fascinated us was the variety
in personality traits that exist within students
and teachers, how these make the The portal as discussed, will
phenomenon of learning an even more have an experience of
interactive classroom by
complex process. making use of network
technology and social
interactions
2. Research Phase
The project demanded a lot of research to be
done since our areas of interest were too wide
and had to be connected logically. Since we as
students have been through the situation of
learning in the classrooms, there were many
decisions where we were tempted to use our
own discretion and act as the user. However
that would not be the way a designer works to
solve such a problem. Thus there was extensive
literature study done to get the concepts
related to personality types and their
effects on learning right.
The famous ted talk by Susain Cain
describing the nature of introverts and why
Secondary Research the society can’t afford to ignore them.
Reading research papers cleared our Ref. www.ted.com
assumptions about the factors playing role in
learning in a classroom for different
individuals. We chose to concentrate on four The following is an abstract from a paper
topics mainly. First, the learning activity for a called Reflections on Being an
classroom based environment. Secondly, the Introvert in the Classroom
types of personality traits that exist and their by Jeanne Briggs, '96
behavior towards an activity like learning. “If I offer my idea in class, however, I feel as
Third, the different researches that have been though it is unconnected and makes no sense
done to support demarcations in learning in the conversation. For this reason I often
styles of extroverts and introverts. Fourth, the keep my ideas to myself. I sometimes end up
various interactive platforms that exist to speaking at the end of class, when I have fully
enhance the classroom learning experience. processed all of the ideas that have been
Learning at school requires students to pay presented and therefore feel able to
attention, to observe, to memorize, to contribute my opinion, but by then it is
understand, to set goals and to assume usually too late. My preference for an
responsibility for their own learning. These introverted learning style does not mean that
cognitive activities are not possible without I never speak in class or that I don't like to
the active involvement and engagement of speak in class. I actually enjoy participating in
the learner. A few ways the teacher can a lively, thought-provoking discussion, as
assure this of are : long as it is structured in a way that allows me
• avoid situations where the students are to contribute. “
passive listeners for long periods of time. “Eysenck’s theory places assumption on the
• Provide students with hands-on activities, difference in the nervous system of people with
such as experiments, different personality traits. Introverts are
observations, projects, etc. assumed to have a weak neural inhibition
• Encourage participation in classroom That the stimulation of senses easily prompts
discussions and other collaborative activity in the brain, while extroverts have
activities strong neural inhibition making it difficult for
- Elmore, Peterson & McCarthy, 1996; sensory stimulations to activate the brain.”
Piaget, 1978; Scardamalia & Bereiter,
1991. -Introverts and Extraverts require
3. different learning environment
Ronald Schmeck and Dan Lockhart 1983
“Most students are neither totally introverted
nor totally extraverted. They require both quiet
as well as stimulating learning environments.
The challenge thus is one of
(1) Providing the majority of students with an
environment that may sometimes be too
stimulating for the teacher. School of One is one radical initiative that
(2) Providing a little extra stimulation for the aims at Reimagining the classroom to
extraverted children. meet the needs of every student
(3) Keeping all this stimulation from interfering
with the learning of extremely introverted
students.”
-Introverts and Extraverts require
different learning environment
Ronald Schmeck and Dan Lockhart 1983
The Office of LYCS Architecture is
typically extroverted: light, open, and
airy to facilitate collaboration.
A Playground for Leif by Designliga
A playful environment designed specifically for introvert toddlers.
4. Primary Research Survey
The first step was to identify the range of
The User research was done within the
personality traits in a typical classroom in
premises of our campus, IIT Guwahati.
the college. The questionnaire was
The students and teachers can serve as a
carefully designed to serve two main
reflection of many higher education
purposes. One, to identify the personality
institutes and universities in our country.
trait of a student and secondly a few
The strategy followed for research were
opinion questions to know about their
divided into two phases. First to get a wide
problems with the existing methods of
range of general opinion on the context, we
teaching and interaction in class.
carried out surveys for a large group of
people. Second phase was done to get the in The survey research was done with 94
depth knowledge of the matter and freshmen in the lecture theatre after the
included activities like observations, user class. The method followed was to modify
interviews and expert interviews and focus an approved personality test, to suit our
group study. purpose. Items were drawn from the
Eysenck’ personality questionnaire which
is a simple test with 15 multiple choice
Observation
questions to help determine the person’s
We conducted observation sessions in two traits on a fair range of introversion.
types of classrooms to see the activities of
students and teachers. There were many
interesting findings from this method.
Techniques like Shadowing, and Fly on
the wall were used to observe and record
behavior of students without interfering in
their activities. A time lapse video and our
own notes recorded the useful
observations which were used in further
analysis.
Students filling in the survey
questionnaire
Subject Matter Expert (SME) Interviews
The matter of classroom learning required
knowledge of knowing different social
Frames from the Photographs and time factors influencing a participatory activity
lapse videos as a part of the activity like doubt asking. We consulted Dr. Naveen
observation. Kashyap a professor of Psychology
department at IIT Guwahati. We asked
5. him about the experience a student goes
Focus Group/ Discussions
through in the class and the problems they
might face in interaction sessions or doubt Without much analysis, one may infer that
clearance. teachers/instructors are an essential part
of learning in the classroom. As a part of
carrying the research, we interviewed a
User Interviews few of the very experienced professors at
IITG to know their side of the context with
We have till now interviewed 8 students
interactivity in a classroom. An informal
as a part of the research. We chose these
session carried out in a relaxed
people from the result of their surveys.
environment helped ignite many sparks of
Having done the analysis of the scores in
ideas for the concept and motivated us to
the personality questionnaire, we picked a
the right path.
sample size of 8 people who reflected the
extreme and moderate personality types
for getting to know the different
perspectives and experience. Questions
were asked in a friendly manner to make
the students as comfortable as possible (so
as to get the natural responses). Their
responses for having a more interactive
classes were quite apparent however a few
insights were more of findings.
Group discussion with
teachers at IITG.
User
interviews
being
conducted.
6. Research Analysis Phase
40
Secondary Research
35
After the research done at secondary level 30
Sample Size: 94
(mostly reading research papers), it was
25
implied that the introvert students face
No of students
problems in a gathering of people to share 20
their ideas or ask doubts. Where many findings 15
from secondary research also indicated that a 10
quiet personality may not be the only 5
restriction for an individual get his/her idea 0
through the social barrier. A few very crude
exterme extrovert low introversion and high introversion and extreme introvert
high extroversion low extroversion
conclusions and ideas that came after Question: I don’t like over stimulating environment?(
I am not comfortable in going for horror movies or
secondary research were : roller coaster ride or loud rock concerts)
Question: Do you prefer studying on your own
than having group studying session?
• The establishment of a fruitful collaborative 40
35 35
and co-operative atmosphere is an essential 30
25
30
25
part of school learning at any level.
20 20
15
15
10 No of Students
10 No of Students
5
5
0
0
• It is essential to create circumstances for
students to interact with each other, to
express their opinions and to evaluate other Question: I am often able to share my ideas with Question: Do you often ask doubts in a class ?
group of people effectively and easily ?
students’ arguments.
40
50
35 45
30 40
• Where a platform for sharing of ideas and 25
20
35
30
25
opinions /asking doubt may be
15 20
10 No of Students 15
10 No of Students
5 5
advantageous for the students who like to be 0 0
in their shell, it is not going to hamper the
learning style of an extrovert student.
Focus Group and Discussion session
• Social networking and blogging was an
activity the student section of society is very As mentioned earlier, a group session with
active in, this can be incorporated within the three very experienced teachers at IITG was
classroom scenario too. done to get their take on our idea and an
insight on their side of problem. They
expressed concern over the diminishing
Survey Analysis trend of discussions and idea sharing
The survey brought results of 94 students and within the class. Through the discussion,
we were able to identify the students, with we were intimate about the following
whom we should interact with for further important issues :
research. Also from the analysis we were able
to get the opinion of freshmen on the teaching • The class hours have been shrinking
methods and the idea of doubt clearance over the years, because of which
within the class. discussions and doubt clearance within
the class is not promoted. However the
doubts are entertained via email after
the class.
7. • Their might be issues of breaching the
discipline through the portal if it Flow Model and Affinity Analysis
supported anonymity , also students After the intimation of all the different factors
may not concentrate on the instruction. involved in the activity of doubt clearance
• The teachers backed the idea to be within the class, we developed a flow model to
implemented in tutorial and problem reflect the system.
solving sessions since they are not all
about grasping concepts by the means of
instruction.
User Interviews
In a question answer session carried with 10
primary users i.e. the students, their were
many insights developed and got to know the
problems they came across while sharing ideas
or asking a doubt. All the sessions were a very
open and we tried to promote the sharing of
experiences with us. Where many common
findings were recorded, we analyzed all user
statements and then prepared a chart to get the
clear understanding.
Affinity Analysis
Flow Model
Doubt Clearance in a REFERENCE
SOURCES
classroom
Left Disregarded Left Disregarded
INSTRUCTOR PEER
DOUBT
Feedback/
Attention Clearance
Instruction Noise/Distraction
STUDENTS
8. Chart of the User Interview analysis
Observation Inference Opportunity
Instructor assumes that the There is a feedback in A system for better
concept taught has been some form from the feedback from the students
grasped well by the students but lacks assurity. can be made.
students but not sure.
Students prefer a concept, The learning of a new The student may have an
repeated multiple number concept strengthens on option of going back and
of times. repetition. repeating the concept for
himself.
Teacher seemed the most Doubt clearance is most Need of an instant system
interested during the class likely to be entertained with the features of having
regarding the topic. well by the instructor doubts cleared within the
during the class. class.
Verbal Interaction during a A sudden break/change in A change in the media of
class is always appreciated the course of a instruction, a dialogue with
by students. monotonous lecture is the instructor, an idea
good to bring back interest. shared.
Majority of students have Speaking in a gathering is A platform to share the
many times not asked a mainly not welcome, with doubt and have less
doubt due to the fear of personality type playing a influence of speaking in
public speaking. small role. public.
Doubt asking was not If not very important or A discussion platform
entertained within the supported well, asking the where all the doubts get
class due to lack of time doubt may cause a break in accumulated and
with the teacher. the class flow and waste entertained by the
precious class time. instructor after the class.
Students do express their It is easier for all the A platform where students
opinions and ideas on individuals to have can post their ideas,
platforms like social discussions on the internet opinion in public or
networks and blogs. which if not equally, is very communities and initiate a
effective to an interaction discussion.
‘in person’ .
9. Brainstorming Problem Statement
After an intensive research analysis we sat Interaction and doubt asking in classrooms has
down to join the parts of the problem that we been on a decline over the past years. This is
knew. The Brainstorming session was purely supposed to increase interest in the class and
done to draw relations and associations have participatory learning. A medium can be
between the concepts we were working on. provided in the classroom and tutorial sessions
for the college students (IITG students here)
As the associations were made, we derived which allows them to ask doubts and share
what and where the problem can be solved via ideas within the class without any hesitation or
design intervention. fear which is ubiquitous amongst a large
audience.
We decided to consolidate our problem here to
build an in class portal for the students at IITG Vision Statement
which shall assist in class interaction in To Design an interactive networking portal for
particularly doubt asking. This will cater the the students of IITG which allows Idea sharing
needs of the shy and the introverts while build and Doubt clearance within the class such that
in an interactive and interesting lecture which the students get actively involved in the
brings back the lost excitement of a lecture existing topic and build interest in class .
class.
Writing the observation Observation and Inferences
of Classroom
Design concept of the background system.
10. Scenario Persona Building
Deriving the insights from user interviews and The user statements reflected a general
analysis of all the research, we represent the character of the students for class
present situation in the form of a scenario. interactions. Keeping the opinions in mind
Having different instances that often occur and applying our own insight, we developed a
during a general class with a lot of gathering. persona. This was referred to at all stages of
designing the platform.
Name : Harshit Gupta
Age: 20
Occupation : Undergraduate student
at Guwahati University
Gender : Male
Nationality : Indian
Likes :
• To read books
• Write blogs, social networking and
• internet surfing
Ramesh enters the classroom, he has not • Study and learn through online websites
Ramesh inquires from a nearby batchmate
attended the last two classes. He had inquired
about the on goings in the course and a few • Playing Music
from his friend the current topic of discussion,
updates about an upcoming exam, syllabus etc.
and decided to attend the class. He takes a
backseat so that he doesn’t feel crowded.
Dislikes:
• Going out to parties
• Giving presentations/addressing people
• Taking part in cultural activities.
Motivations :
Harshit is a curios and shy person. He attends lectures in the
college daily and makes notes during the class. He generally
faces many doubts during a lecture, which he usually gets
cleared from his friends or batchmates. He doesn’t ask doubts
from the professor in front of too many people due to the
fear of public speaking and embarrassment. If a doubt bothers
him much, he may go to the concerned instructor during
office hours or search it online.
As the instruction session proceeds Ramesh The topic is taught, Ramesh is able to follow. Goals:
encounters a doubt in understanding the order There occurs another doubt in his mind • To have a good job and excel in it
of differential equation. Before approaching the regarding the method taught to solve a second • To write a book on his life
instructor, he chooses to ask his batchmate and order equation, he thinks he has a better way • To do substantially good projects at
the doubt is cleared. The topic was taught in of doing it. Again, before approaching the
the last class which he didn’t attend. instructor, he chooses to ask his batchmate.
Needs: college
This is might be a new way of solving this, his • To learn from fruitful interactions within the class.
friend is impressed and thinks Ramesh should • To have his doubts cleared and feel motivated to learn
ask the instructor about his idea. • To have interesting lecture.
Name : Rahul Mishra
Age: 19
Occupation : Undergraduate student
Jorhat Engg. College
Gender : Male
Nationality : Indian
Likes :
• Debating
Out of the motivation which his friend The instructor listens to his idea and • Write blogs, social networking and
provided, Ramesh dares to interrupt the acknowledges it however his may not be the • internet surfing
teacher and raise his hand to ask the doubt. method they would be taught and deal with for
• Socializing, partying
all equations. He regards the doubt as a silly
one and continues with the lecture. Ramesh is • Listening to rock Music
left puzzled and a little demotivated.
Dislikes:
• Reading books
• Giving presentations/addressing people
Motivations : • Taking part in cultural activities.
Harshit is a curios and outgoing person. He doesn’t attend
lectures in the college daily and borrows notes during the
exam time. He generally faces many doubts during a lecture,
for which he usually doesn’t take any initiative. However
during exam time he wishes to have hi doubts cleared. He
doesn’t have much fear of public speaking and embarrassment
but would rather not ask the doubt. If a doubt bothers him
much, he may go to the concerned instructor during office
hours or search it online.
Ramesh after the class feels a little Goals:
demotivated however his idea of solving the • To have a good job in the advertising industry
equation is very much in his mind and he
decides to search it on the internet. Bingo!
• To write a book on his life
What Ramesh had suggested during the class • To make friends and have a large social circle.
was a classic way of solving the problem called Needs:
Murrs anaylsis. He feels confident again and
writes an email to the instructor about his
• To learn from fruitful interactions within the class.
doubt and the new discovery he had made • To have his doubts cleared and feel motivated to learn
within the class. • To have interesting lecture.
12. Information Architecture
Home
Today’s Course
highlight Material
Chemistry Maths Physics
Tutorial Lab Instruction Notice Board
Lecture* Lecture* Lecture*
Chemistry Discussion
Doubt Portal Lecture Slide Calendar
Course Forum
Promoting the Commenting /
Posting a Searching an
existing Answering the
doubt answer
doubts existing doubt
Paper Prototype
13. Prototype
Scenario Wireframes
The following screens show the
wireframes of the platform for a simple
task of posting a doubt.
Login Screen Doubt Portal Screen
• Enter User Name Student taps on the white
• Enter Password Space to write his/her doubt.
• Tap on Login Button
Home Screen Doubt Portal Screen
The page shows today Student types his/her doubt
Schedule for a student through the keypad.
Like today’s lecture
Labs, Tutorial and notice
Board where mails,
Updates are available.
Doubt Portal Screen
Home Screen
Question/Doubt get posted on
• Student taps on which students can promote if
• chemistry to go they have same doubt or
to current lecture . comment if they know the
answer. User’s question is
differently coloured.
Current Lecture Slide
At top left side have 4
buttons. First icon takes
you to doubt portal where
student could ask doubt r
elated to current lecture
going on. Student taps
on doubt portal icon.
Doubt Portal Screen
Left section of the screen
Shows all the doubts asked
by the students. Doubts
blows up with increasing
number of likes. (Which
Implies many students have
the same doubt.) Right
section gives student a
chance to post his/her
question.
14. Conclusion References
The project done is a part of generic
problem solving. As students faced the
problem of not having their doubts cleared Introverts, Extroverts, and
within the class or have a fruitful discussion. Achievement in a Distance Learning
The matter is required to be addressed and Environment
we explored it and made an attempt at its -Baruch Offir, Rachel Bezalel, and
solution via design intervention. The Ingrid Barth 2007
problem was treated to provide an Bar-Ilan University, Israel
interactive portal which was truly a job of an
interaction designer.
Reflections on Being an Introvert in
the Classroom
During the project we learned to apply
by Jeanne Briggs, '96
different Interaction design methods and
techniques. The framework of our project
-Introverts and Extraverts require
had research as its important component.
different learning environment
We learned about field studies, how to carry
Ronald Schmeck and Dan Lockhart 1983
out observation, how to conduct user
research and make sure it is useful in the
end solution. The analysis of data gathered -Personality type and Online versus
by research was an interesting stage where in class Satisfaction
many insights started to develop and we Richard Daughenbaugh, Lynda
were able to picturize a solution in our head. Daughenbaugh, Daniel Surry and
Mohammed Islam 2003
There is still a lot of scope for development -
of this initial concept and many features Relations Between Personality
need to be consolidated with more research. Traits, Language Learning
However, our next step will be to test the Styles.
solution proposed till a satisfactory result is İsmail ERTON 2010
gathered about the system loopholes and -
usability of the interface. Designing Class Participation
Experiences for the Introverted
Student
By: Jeanne Merkle Sorrell, DAEd Hazel N.
Brown, EdD