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Tsaap-Notes – An Open Micro-Blogging Tool for Collaborative Notetaking during Face-to-Face Lectures

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Full paper presented at the 14th IEEE International Conference on Advanced Learning Technologies - ICALT2014

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Tsaap-Notes – An Open Micro-Blogging Tool for Collaborative Notetaking during Face-to-Face Lectures

  1. 1. Tsaap-Notes – An Open Micro-Blogging Tool for Collaborative Notetaking during Face-to-Face Lectures Franck Silvestre, Philippe Vidal, Julien Broisin IRIT, University of Toulouse III, France ! ICALT 2014 July 7 2014 1
  2. 2. Context of research • Notetaking during face to face lecture 2
  3. 3. Context of research • Notetaking during face to face lecture • Collaborative notetaking 2
  4. 4. The challenge How to foster collaborative notetaking activity during lectures addressed to a large audience ? 3
  5. 5. Notetaking during lectures • 60 to 95% of students are used to notetaking • Covers all disciplines • A way to enrich the content of the lecture • Improves the retention of information 4 Steimle et al. 2007
  6. 6. Collaborative notetaking • Collaborative knowledge building • Better student engagement • May act as feedback for teachers 5
  7. 7. Kam et al. 2005,
  8. 8. O’Neill 2005 Kam et al. 2005,
  9. 9. O’Neill 2005 http://www.unishared.com/ Kam et al. 2005,
  10. 10. Drawbacks of current tools • « Single shared document» approach • No personalized views • Not designed for large audience - Student side: hard to contribute - Teacher site: hard to get representative feedback • No« intelligence » in the tool 7
  11. 11. How microblogging can help ? 8 Social network approach for sharing and building knowledges Cheng et Evans 2009
  12. 12. How microblogging can help ? • Personalized views • Designed for large audience • « learning analytics ready » 8 Social network approach for sharing and building knowledges Cheng et Evans 2009
  13. 13. Personal Response Systems (PRS) can help too! • All-round world champion in learner engagement and motivation • PRS improve learner outcomes • Designed to get feedback from a large audience • Good at triggering confrontations and discussions between learners and teachers 9 Gauci et al. 2009
  14. 14. Our goal Designing and experimenting a notetaking system built on a microblogging approach, extended with PRS features in order to overcome the limits of current tools 10
  15. 15. Tsaap-Notes 11 https://notes.tsaap.eu/tsaap-notes/
  16. 16. Tsaap-Notes 11 https://notes.tsaap.eu/tsaap-notes/
  17. 17. General features As a user I can • post notes with a max length of 280 characters • add Hashtags, mentions in my notes • answer to a note • mark a note as favorite • « follow » what’s happening on a scope • be notified by email 12
  18. 18. A scope ? What for ? 13
  19. 19. A scope ? What for ? 13 A way to link a list of notes to a course material published as a Web resource !
  20. 20. The concept of fragment • a fragment is an identifier of a part of a web resource • a note can be linked to a scope and to a fragment • a note can be linked to a sub-part of a course material published as a Web resource 14
  21. 21. Annotation of a Web slide 15
  22. 22. Note as a question 16
  23. 23. Note as a question 16
  24. 24. Display of the results 17
  25. 25. The first experiment • Master course of Computer Science, University of Toulouse III • Main topic of the course: collaborative development • 40 students • 62 slides presented during 4 hours of lecture 18
  26. 26. PRS impact on notetaking 19 Count of notes 23 Count of contributors 10 Mean count of notes per slide 0,37
  27. 27. PRS impact on notetaking 19 Count of notes 23 Count of contributors 10 Mean count of notes per slide 0,37 Proportion of students answering questions 78 % Proportion of notes taken on slides having question 65 % Mean count of notes per slide having question 3
  28. 28. Conclusion • Tsaap-Notes - collaborative notetaking system, microblogging, PRS • Encouraging initial results • Need more various and rigorous experiments 20
  29. 29. Perspectives • Semi-automatic generation of tests that use the student notes as feedback • Learner production metadata • The use of these metadata to improve adaptivity in learning management systems 21
  30. 30. • Thank you for your attention! • Questions?

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