Applying Wireless Technology For Coordinating Collaboration In Distributed Un...Jari Laru
Laru, J., Järvelä, S. (2003). Applying Wireless Technology For Coordinating Collaboration In Distributed University Teachers’ Team. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL) 2003 (pp. 77-79. Dordrecht: Kluwer
Applying Wireless Technology For Coordinating Collaboration In Distributed Un...Jari Laru
Laru, J., Järvelä, S. (2003). Applying Wireless Technology For Coordinating Collaboration In Distributed University Teachers’ Team. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL) 2003 (pp. 77-79. Dordrecht: Kluwer
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
The PGCE AV/ Ed Tech component takes a "learning by doing" approach to developing teachers understandings of ICT. The seven tasks her will hopefully asssist a teacher to integrate ICT into their class administration, professional development and perhaps even their teaching
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Using innovative social networking tools to foster communities of practice eLearning Papers
Authors: Yvonne Diggins, Ann Marcus-Quinn, C Bruen
The National Digital Learning Resources Service (NDLR), funded by the HEA, is an open educational resource service, providing an open online repository and community portal, shared between the seven Universities and the fourteen Institutes of Technology in Ireland. The NDLR uses innovative technologies and social networking tools to foster over thirty active communities of practice.
First “Basic Computer Literacy – Part 1” training session for teachers.Conducted in GPS Matta Nilishang, Battagram, Pakistan from April 03, 2012 to April 05, 2012 by MIED in partnership with PPAF
The omniproject, a term coined by Latin stem-savvy 6th graders, is a project-based approach to interdisciplinary learning. Rather than thinking of 21st Century skills as "more to cover," learn how to break the content-driven paradigm by creating authentic student learning situations that address multiple standards across the curriculum. Hear from students who thrive in this rich learning environment.
Presentation at Design Futures Council, 2011 finalCannonDesign
The Design Futures Council Leadership Summit on Sustainable Design is hosted annually by Design Intelligence. One hundred delegates from the world’s most influential A/E/C firms convene to identify change drivers, analyze emerging data, and explore innovation in sustainable design at this unique meeting.
Improving Classroom Dynamics: Click’N’Gage, a Mobile Audience Response SystemIvo Neskovic
The problem in communication between students and lecturers in large classrooms has increased substantially in last couple of years because many students do not participate in classroom discussions. To engage students into dynamic classroom participation, universities often encourage students to use audience response systems (ARS). By increasing the interactivity between lecturer and students, the dynamic student participation improves and the learning outcome is expected to rise.
The progress in the mobile technologies has influenced new approaches in developing ARS. In this paper, we discuss the need for mobile ARS and we propose a new architecture for developing those systems. Furthermore, we present details from our reference implementation of the proposed architecture, named Click’N’Gage, together with some of the crucial design decisions we took while developing the system. The paper closes with a short evaluation of the system, together with few ideas on how the system could be improved in the future.
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
The PGCE AV/ Ed Tech component takes a "learning by doing" approach to developing teachers understandings of ICT. The seven tasks her will hopefully asssist a teacher to integrate ICT into their class administration, professional development and perhaps even their teaching
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Using innovative social networking tools to foster communities of practice eLearning Papers
Authors: Yvonne Diggins, Ann Marcus-Quinn, C Bruen
The National Digital Learning Resources Service (NDLR), funded by the HEA, is an open educational resource service, providing an open online repository and community portal, shared between the seven Universities and the fourteen Institutes of Technology in Ireland. The NDLR uses innovative technologies and social networking tools to foster over thirty active communities of practice.
First “Basic Computer Literacy – Part 1” training session for teachers.Conducted in GPS Matta Nilishang, Battagram, Pakistan from April 03, 2012 to April 05, 2012 by MIED in partnership with PPAF
The omniproject, a term coined by Latin stem-savvy 6th graders, is a project-based approach to interdisciplinary learning. Rather than thinking of 21st Century skills as "more to cover," learn how to break the content-driven paradigm by creating authentic student learning situations that address multiple standards across the curriculum. Hear from students who thrive in this rich learning environment.
Presentation at Design Futures Council, 2011 finalCannonDesign
The Design Futures Council Leadership Summit on Sustainable Design is hosted annually by Design Intelligence. One hundred delegates from the world’s most influential A/E/C firms convene to identify change drivers, analyze emerging data, and explore innovation in sustainable design at this unique meeting.
Improving Classroom Dynamics: Click’N’Gage, a Mobile Audience Response SystemIvo Neskovic
The problem in communication between students and lecturers in large classrooms has increased substantially in last couple of years because many students do not participate in classroom discussions. To engage students into dynamic classroom participation, universities often encourage students to use audience response systems (ARS). By increasing the interactivity between lecturer and students, the dynamic student participation improves and the learning outcome is expected to rise.
The progress in the mobile technologies has influenced new approaches in developing ARS. In this paper, we discuss the need for mobile ARS and we propose a new architecture for developing those systems. Furthermore, we present details from our reference implementation of the proposed architecture, named Click’N’Gage, together with some of the crucial design decisions we took while developing the system. The paper closes with a short evaluation of the system, together with few ideas on how the system could be improved in the future.
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
Teaching can be supplemented, supported, adopted and integrated with technology so as to actively engage students in the learning process and better understand the subject matter. To fully realize technology’s potential for improving learning, Davies & West (2013) suggested that addressing : one-to-one computing initiatives, integration of open educational resources, various methods of teacher professional development, ethical issues affecting technology use, emerging approaches to technology integration that emphasize pedagogical perspectives and personalized instruction, technology-enabled assessment practices, and the need for systemic educational change.
HSci2010 - 7th International Conference on Hands-on Science
July 25 - 31, 2010 - The University of Crete campus at Rethymno - Greece.
Hands-on Science: Bridging the Science and Society gap
Science and Technology Literacy is fundamental for the welfare of modern, technology dependent societies. Because, in modern technology dependent societies, more and more of the everyday life regulations are based on the advances in Science and Technology, the basic constituent of democracy, i.e. citizens" participation, makes Science and Technology Literacy a necessity. In this sense, Science and Technology Literacy becomes a "right to democracy".
The utilization of virtual learning environment (vle) to improve mathematics ...STEPHEN ONUH OLA
TITLE PAGE
THE UTILIZATION OF VIRTUAL LEARNING ENVIRONMENT (VLE) TO IMPROVE MATHEMATICS EDUCATION STUDENTS’ ACHIEVEMENT AND INTEREST IN MATHEMATICS IN FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI
BY
OLA STEPHEN ONUH
(UE/24294/12)
A RESEARCHWORK PRESENTED TO THE DEPARTMENT OF SCIENCE EDUCATION, FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI, BENUE STATE.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE EDUCATION DEREEIN BSC(ED) MATHEMATICS/STATISTICS.
Virtual Collaboration in the Context of Teaching and Learning With Interdisci...IJITE
Online virtual environments where students can learn and interact somewhat realistically have great
potential for engineering studies, such as course resources, tools, and software that support learning and
educational practice. Here, we present a collaborative virtual environment for interactive learning and
immersive visualization with an interdisciplinary perspective. It allows users to visualize and sample
complex scenarios' structures and dynamics and interact with other users in the same virtual environment.
A series of controlled studies have been made in which participants were tasked with various emergency
decision goals. Moreover, it can also support the following integrated functions: 3-D spatial analysis, 3-D
visualization for spatial process, and 3-D spatial decision-making. The performance evaluation results
confirmed the proposed virtual environment's higher usability and user satisfaction. This approach will be
able to express opportunities for extending interdisciplinary knowledge in engineering education and
support the students in their creativity and collaboration skills.
Virtual Collaboration in the Context of Teaching and Learning With Interdisci...IJITE
Online virtual environments where students can learn and interact somewhat realistically have great potential for engineering studies, such as course resources, tools, and software that support learning and educational practice. Here, we present a collaborative virtual environment for interactive learning and immersive visualization with an interdisciplinary perspective. It allows users to visualize and sample complex scenarios' structures and dynamics and interact with other users in the same virtual environment. A series of controlled studies have been made in which participants were tasked with various emergency decision goals. Moreover, it can also support the following integrated functions: 3-D spatial analysis, 3-D visualization for spatial process, and 3-D spatial decision-making. The performance evaluation results confirmed the proposed virtual environment's higher usability and user satisfaction. This approach will be able to express opportunities for extending interdisciplinary knowledge in engineering education and support the students in their creativity and collaboration skills.
VIRTUAL COLLABORATION IN THE CONTEXT OF TEACHING AND LEARNING WITH INTERDISCI...IJITE
Online virtual environments where students can learn and interact somewhat realistically have great
potential for engineering studies, such as course resources, tools, and software that support learning and
educational practice. Here, we present a collaborative virtual environment for interactive learning and
immersive visualization with an interdisciplinary perspective. It allows users to visualize and sample
complex scenarios' structures and dynamics and interact with other users in the same virtual environment.
A series of controlled studies have been made in which participants were tasked with various emergency
decision goals. Moreover, it can also support the following integrated functions: 3-D spatial analysis, 3-D
visualization for spatial process, and 3-D spatial decision-making. The performance evaluation results
confirmed the proposed virtual environment's higher usability and user satisfaction. This approach will be
able to express opportunities for extending interdisciplinary knowledge in engineering education and
support the students in their creativity and collaboration skills.
The journey from pre-service to practice: Exploring the connections between p...Vrije Universiteit Brussel
Teachers are increasingly expected to integrate technology in their teaching practice – and to do so in innovative ways. This leaves teacher training institutions with the responsibility of preparing future teachers for this. However, despite the various approaches that are currently being explored and implemented by teacher training institutes around the world, research findings still suggest that beginning teachers typically make little or no use of technology in their instructional practice (e.g., Russell et al., 2003; Gao, Wong, Choy & Wu, 2011). There is a growing body of research that attempts to understand and explain this limited use by identifying the factors that support and/or hinder technology integration by beginning teachers (Bullock, 2004; Slaoui & Barton, 2007; Dawson, 2008; Starkey, 2010). Besides factors like, for example, access to technology (Dexter & Riedel, 2003) and teachers’ attitudes towards technology (Bate & Maor, 2008), one major factor that has been identified concerns the amount and adequacy of beginning teachers’ pre-service training (Drent & Meelissen, 2008), and more specifically the opportunities it provides them to gain experience with the use of technologies to enhance student learning in a particular subject domain (Dawson, 2008; Starkey, 2010).
Recent studies have tried to understand whether or not beginning teachers feel prepared to integrate technology in their teaching practices (e.g. Slaouti & Barton, 2007; Dawson, 2008). However, less attention has been given to the purposes and the quality of beginning teachers’ use of technology (Dexter & Riedel, 2003), and to how these relate to their prior learning experiences. The ultimate goal of the current study is to address this lacuna by analysing the connections between Flemish beginning teachers’ pre-service learning experiences (both formal and informal) and the ways in which they use technology to support instruction during their early career. Specific research questions guiding the current study are: (1) What (formal and informal) pre-service learning experiences are regarded by beginning teachers as meaningful for supporting the integration of technology in their instructional practice?, and (2) in what ways are beginning teachers using technology, and how is this shaped by their prior (formal and informal) learning experiences?
As mentioned above, pre-service training is only one of many factors involved in the uptake of technology by beginning teachers. Moreover, from literature it is known that various factors interact with each other (Slaouti & Barton, 2007). Therefore, besides identifying the specific connections between pre-service learning experiences and technology integration, we believe that we should not close our eyes for such other factors – and especially for how they affect the connections under study here. Hence, a third research question concerns: (3) What (other) factors influence the ways in which beginning teachers inte
Intelligent tutoring systems (ITS) for online learningBrandon Muramatsu
Kurt VanLehn's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1.4 modern child centered education - mahatma gandhi-2.pptx
Read/Write Lectures
1. Read/Write Lectures
Fostering Active Participation and Increasing
Student Engagement in the Lecture Hall
Kai Michael Höver, Michael Hartle
Technische Universität Darmstadt
Germany
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver |
2. The dilemma of the traditional
lecture format
“The prevalent content tyranny [...] encourages faculty to push
through as much material as possible in a given session“ [1]
§ Traditional lectures are thus commonly used because,
§ they provide a convenient and swift way to impart knowledge [2]
§ a large amount of learning material can be presented in a relatively short
time [2]
§ “the instructor has a great of control and the classroom events are
predictable“ [3]
[1] Prince, M., 2004, Does active learning work? A Review of the Research, A Review of the Research. Journal of Engineering
Education, 93(3), pp. 223-231.
[1] Michel, N., Cater, J. & Varela, O., 2009, Active versus passive teaching styles: An empirical study of student learning outcomes,
Human Resource Development Quarterly, 20(4), pp. 397-418.
[3] Miner, F., Das, H. & Gale, J., 1984, An investigation of the relative effectiveness of three diverse teaching methodologies, Journal of
Management Education, 9(2), pp. 49-59.
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 2
3. Classroom architecture
§ The traditional lecture format
intends an one-to-many
communication
§ The architecture of a lecture
halls supports this intention
Flusser‘s theater communication model [1]
[1] Flusser, V., Bollmann, S. & Flusser, E., 1998, Kommunikologie, Fischer Taschenbuch Verlag
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 3
4. Problems of the traditional lecture
But does the traditional lecture format
really help to impart as much
knowledge as possible?
§ drop of attention after 10-15 minutes [1,2]
➡ students start talking among themselves, chat
➡ browse the Web
➡ play computer games
➡ twitter how boring the lecture is
➡ or even worse: drift off to sleep and snore ;-)
[1] Stuart, J. & Rutherford, R.J.D., 1978, Medical Student Concentration during Lectures, The Lancet (2), pp. 514 - 516.
[2] Hartley, J. & Davies, I.K., 1978, Note-taking: A critical review, Innovations in Education & Training International, 15(3), pp. 207-224.
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 4
5. The traditional lecture format is
paradox
§ lack of student attention [1,2]
➡ 70% of the first 10 minutes
➡ 20% of the last 10 minutes
§ Students fail to retain as much material in comparison to classes
taught in an active environment [3]
The traditional lecture is well suited for pushing
through as much material as possible but with little
success regarding student retention !?
➡ Active-engagement methods in the classroom are important !!! [4]
[1] Stuart, J. & Rutherford, R.J.D., 1978, Medical Student Concentration during Lectures, The Lancet (2), pp. 514 - 516.
[2] Hartley, J. & Davies, I.K., 1978, Note-taking: A critical review, Innovations in Education & Training International, 15(3), pp. 207-224.
[3] Michel, N., Cater, J. & Varela, O., 2009, Active versus passive teaching styles: An empirical study of student learning outcomes, Human Resource
Development Quarterly, 20(4), pp. 397-418.
[4] Hake, R., 1998, Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics
courses, American Journal of Physics, 66(1), pp. 64-74.
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 5
6. Systems that address the problem of
students‘ passiveness in lectures (I)
Classroom/Ubiquitous Presenter [1,2]
16 C. Liao et al. PaperCP [3]
Instructor
pen-based Tablet PCs.
Despite the digital solu-
tions’ advantages in data
transfer and archiving,
some drawbacks are
associated with these
systems: a degraded
reading and writing ex-
perience due to limited
screen size and screen Fig. 1. (Left) The original Tablet PC interface of a digital Active
resolution, the cost of the Learning infrastructure. (Right) The new equivalent interface,
PaperCP, based on Anoto technology, which consists of Blue-
devices, and the limita- tooth digital pens and printouts.
tions imposed by battery[1] Anderson, R. & Linnell, N., 2009, Promoting Interaction in Distance
Education, eLearn, 2009(8).
life. To ease the tension
Students
[2] Wilkerson, M., Griswold, W.G. & Simon, B., 2005, SIGCSE '05: Proceedings of
between physical and digital affordances, symposium on Computer science education,
the 36th SIGCSE technical a natural solution is to integrate them to
create a better overall user experience. increasing student access and control in a digital lecturing
Ubiquitous presenter:
Public display
In this paper, we environment. ACM, pp. 116-20. the advantages of physical artifacts
investigate how to combine
[3] Liao, C. et al, 2007, Human-Computer Interaction – INTERACT 2007,
like paper with the convenience of an electronic communication and archiving infra-
Figure 1. Classroom Presenter.The system runs on instructor, student, and public displays, each PaperCP: Exploring the Integration of Physical and Digital Affordances for Active
with its own user interface. In the scenario shown here, the instructor presents a slide Specifically, based on a communication model for Active Learning, we
structure. with an Learning. pp. 15-28.
propose a new Anoto [5]-based paper interface, PaperCP (Paper Classroom Presenter)
activity.The students write solutions to the activity on their Tablet PCs and submit their
answers to the instructor.The instructor can preview the student solutions in a film1), for Classroom Presenter, aimed at addressing the interaction and cost-
(Figure strip (shown
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 6
on the right of the instructor view) and then selectively show student answers on the public of the fully digital system. Our physical interface allows students to
benefit problems
display for class discussion. use Anoto-enabled slide printouts as an input interface, so that users can still enjoy the
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Livenotes: A System for Cooperative and Augmented Note-Taking in Lectures. ACM, pp. 531-40.
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8. r is responsible for the transfer of the data one for student-initiated content (such as questions and evalu-
tion clients to the server. We are currently ation), and the other for educator-initiated content, especi-
es for compatibility reasons. ally quizzes. The division in two parts separates the logical-
Systems that address the problem of
stem extendable, it is also split into plug-ins
hogonal to the layers. Plug-ins and modules
ly different elements. Additionally, both tabs are less crow-
ded and easier to use by the separation between incoming
students‘ passiveness in lectures (III)
a central core component. This core is awa- feedback and responses to prepared quiz questions. Figure 3
plug-ins and modules and decides whether shows them as tabs in a tabbed pane.
ng requests or not. Whereas each plug-in
§ TVremote (Digital
all modules are mandatory. However, even
replaced by a different implementation of
Lecture Hall) [1]
ctionality.
ionality realized by a module is the authen-
§ Instructor can take
ng purposes, we provide an implementation
polls
password validation, so that any user can
us use, this implementation can be repla-
§ Students can provide
h makes use of an external authentication
nother feedback provided by a module
functionality
bsystem.
§ Students can send
nteraction are handled by plug-ins. The fi-
question or comments
developed allow students to answer multi-
s, to evaluate parameters of the lecture, to
sages such as questions, to retrieve textual
to retrieve the current slide.
clients for use during lectures Figure 3: Educator client for in-lecture interaction
to offer the use of the interaction on note-
nd mobile phones. Figure 2 shows that the
The activated tab shows the students’ text messages at
ent consists ofHäußge, G. & Rößling, G., 2007, ITiCSE '07: Proceedings of the 12th annual SIGCSE conference on Innovation
[1] Bär, H., a simple menu and an inter-
the top. The educator can choose a message, show it on the
eraction technology in computer the application, An Integrated System for Interaction Support in Lectures. ACM, pp. 281-285.
and type. Before using science education,
projector and discuss it with the class. The presentation is
authenticate. By doing so they receive a
shown below on the left. A control of a presentation softwa-
led 06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 8
token, which is also stored on the ser-
re has to implement a certain interface to be integrated. We
mes the application is started, the token can
used the OpenOffice API, which does not support buttons
9. Systems that address the problem Various Content Types Available in DyKnow
Figure 2. of
students‘ passiveness in lectures (IV)might choose to write or type these defin
On the other hand, if the teacher orally defined tree terminology such
"parent", and "sibling," the students
their private notes margin. Figure 3 shows the DyKnow interface. The thick in
left-hand pane was drawn by the teacher and the thinner ink was added by a stud
right pane shows the student's private note area. As explained more fully in sec
§ DyKnow [1,2] at the end of class students can print or save their notebook for later review an
§ add private annotations to material
§ pull a student‘s panel and present it on a
public display
§ polling
§ shared workspace
§ monitor students‘ screens to see what they
do e.g. play games Figure 3. DyKnow Collaborative Note Taking Interface
DyKnow teachers often share prepared content with students following a
practice, and disclose" pattern that we call progressive disclosure. This te
encourages students to contribute to the shared artifact notebook, thereby helpi
to think about content as it is being presented. For example, a teacher might pro
class with a DyKnow page that poses a short programming problem. The teach
[1] Berque, D., 2006, An evaluation of a broad deployment of DyKnow software to support note taking and
interaction using pen-based computers, J. Comput. Small Coll., 21(6), pp. 204-16.
[2] Johri, A. & Lohani, V.K., 2008, ICLS'08: Proceedings of the 8th International conference for the learning
sciences, Creating a Participatory Learning Environment in Large Lecture Classes using Pen-Based Computing.
International Society of the Learning Sciences, pp. 398-405.
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 9
10. Limitations of presented systems
§ The opportunities to participate and contribute are very limited
§ Mostly restricted to the exchange of
§ ink strokes
IJKLM
§ text notes/messages DEFGH WXY
ABC STV
NOPQ
R
§ Students react rather than act
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 10
11. Read/Write Lectures: System
Architecture
Student PC Student PC
VNC VNC
Lecturer PC
Projector Projector
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 11
12. The lecturer‘s control panel
connect to a
student‘s screen
freeze screen to
annotate
take control of
student PC
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 12
13. Benefits of the approach
§ Students become real co-creators of a lecture
➡ Read/Write Lecture
§ Broad range to express themselves
§ Economical (system only needs a (wireless) network & projector)
§ Students need to install VNC server software (free, and already
installed with Ubuntu and Mac OS)
§ Students can use their favorite tools when presenting
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 13
14. Future Work
§ Java Webstart VNC server (or)
§ support of remote desktop support already available in the
operating systems (RDP, X11)
§ Add voice support (voice over VNC)
§ Evaluation !
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 14
15. Conclusions
§ We presented a system that extends
possibilities to participate so that they
become co-creators of a lecture
(read/write lecture)
§ The traditional lecture will probably
invested time in minutes
survive, but we need to augment it with
new elements that foster active learning,
participation and student engagement
Ǧ-
§ This is very important as continuos Students with
good marks
learning is very important for learning Ǧ
Students with
success. Thus we need to keep students bad marks
at learning. This can be achieve by
actively engage them and sparking their
days
interest.
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 15
16. Thank you for listening!
Questions?
06/07/2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 16