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This paper describes the fruits of a partnership between two academic departments: offerings of environmental science and resource management courses technologically enhanced with a classroom interaction system developed in the computer science department. The system allowed the instructors to adopt a style of teaching - by engaging the vast majori...
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... this level of analysis does not occur until the homework, and so students lose the opportunity to bring this deeper level of understanding to the rest of the lecture. Figure 3 shows an activity that the instructor asked the students to complete right after introducing them to the concept of a system. The students were asked to apply the concept of a system to a tree, identifying the inputs and outputs, two of the key components of a system. ...
Citations
... Elaboración Individual: donde el alumno aplica la información disciplinar, respondiendo al problema expuesto. Por ejemplo: elección de una respuesta desde un conjunto de alternativas (Crouch & Mazur, 2001); ejercitación con diferentes niveles de complejidad y sistema de autorregulación (Rosas, Nussbaum, Cumsille, Marianov, Correa, Flores, Lopez, Rodriguez & Salinas, 2003); o, elaboración colaborativa de una respuesta a partir de información previamente entregada (Linnell, Anderson, Fridley, Hinckle & Razmov, 2007). (Infante, Hidalgo, Nussbaum, Alarcón & Gottlieb, 2009); u, organización en la toma de decisiones (Zurita & Nussbaum, 2007). ...
Computer supports have diversified the possibilities for interactivity in classroom teaching. Collaborative games, response feedback systems and simulated participation are indicative of the wide range of activities for which these technologies have found application in classroom education processes. In this article, evidence is offered for the contributions made to classroom pedagogical processes by computer mediation. The bibliographic analysis conducted permitted the identification of 2 pedagogic processes generated, an inductive and a deductive one, were identified. The computer-mediated teaching activities associated with each process in this literature were then classified and analyzed. Finally, inferences were drawn regarding the advantages of computer mediation in this scenario, being the main contributions, structuring and gradual deepening of subject content, the strengthening of collaboration processes, the diversification of learning environments and increased student participation.
... Classroom Presenter extended the concept of a backchannel by allowing students to annotate a slide being discussed by the teacher; the resulting notes are publicly displayed in the classroom. This increased class participation in classes (Linnell, Anderson et al. 2007; see also Harvard Live Question Tool (Educause, 2011) and Fragmented Social Mirrors (Bergstrom, Harris et al. 2011). In prior research, we found that a classroom backchannel can also enhance sense of community in classrooms, and help students socialize with peers, make suggestions for course changes, share information, and seek help (Du, Rosson et al. 2009;Du, Jiang et al. 2010). ...
Abstract-We describe ClassConversations a prototype that integrates a synchronous classroom backchannel with an anchored discussion forum.
... This course was the first time that the classroom interaction component had been deployed in a distance class. The use of Classroom Presenter in single classroom settings has been reported previously [5,7]. ...
We present a case study of an international distance education course involving two sites in the US and one site in Pakistan. We use the case study to examine the elements of the distance learning environment, and specifically how those elements can be best used to promote classroom interaction. In particular we discuss the effectiveness of two software tools for distance learning that we have developed: ConferenceXP for video conferencing and Classroom Presenter to facilitate interaction across sites. We bring special attention to the use of student artifacts including digital ink and text, and their use in the presentation of design proposals, the facilitation of critiques, and in the promotion of general interaction.
... The teacher collects the feedback and reads it from a private display. Classroom Presenter is a Microsoft PowerPoint plug-in to allows students to write comments directly onto the digital slides with a stylus or a keyboard input using a tablet PC [11]. Exercises are broadcasted to the tablet PCs, and the students write their answers onto a blank space of the slide. ...
This paper describes an evaluation of a new game concept, Lecture Quiz, which can be used in lectures in higher education to promote strong student participation and variation in how lectures are taught. The lecture game uses the equipment and infrastructure already available in lecture halls like the teacherpsilas portable PC, a large screen and a video projector, network connections, and the studentspsila mobile phones. The main game runs on the teacherpsilas portable PC projected on a large screen, whereas the students will interact with the game using their own mobile phones. Lecture Quiz is a multiplayer quiz game, which offers a variation in game modes where unlimited number of players can play simultaneously. Games like Lecture Quiz are most useful for testing and rehearsing theory. As a bonus, the teacher will get quantitative data on how much of the theory the students actually have learned. The evaluation of Lecture Quiz was performed in a software architecture lecture where twenty students first played the game and then were asked to fill in an evaluation form. The focus of the evaluation was on usability of the system and the perceived usefulness of using Lecture Quiz in lectures. The results of the evaluation show that Lecture Quiz was easy to use and that it contributed to increased learning. Further, Lecture Quiz was perceived as entertaining, and half of the students claimed they would attend more lectures if such systems were used regularly.
... Tablet PCs are now an option that reduces this problem, by allowing students to handwrite their notes and annotate the class material with the pen (digitizer). Tablet PCs have a great potential to help transform presentation-based lectures into active learning, i.e., interactive activity-based learning experiences that not only engage students during class, but allow them to further explore and review the material after class as well [8]. ...
... The logistic contribution is primarily due to the easier way of distributing and collecting content materials between instructors and students, while the better integration is accomplished once instructors and students continuously interchange artifacts, bringing students closer to the discussion. Another main advantage of using technology in classrooms is that it allows both students and instructors to keep digital copies and archives of their work [8]. ...
This paper addresses the use of technology in the classroom, more specifically of pen-based devices such as Tablet PCs. It describes Cuizz, a Classroom Presenter plug-in that facilitates the teachers’ immediate assessment, during class, of the students’ learning. Cuizz allows the teacher to change the course of their class based on a quick, activity-based evaluation of the students’ learning of a certain piece of class material. It provides the additional benefit of helping to create a repository of questions, answers, and explanations about the class material that can be reused across classes and class periods. The selection of assessment questions can be made manually by the teacher or automatically by the system, which then adapts the questions presented to each student based on their previous performance, as an attempt to avoid boredom in more advanced students or lack of interest in students of poor performance.
... Studies using the TVREMOTE show that students generally appreciate a short explanation as to why a given answer is correct. Linnell et al. describes Classroom Presenter being a Microsoft PowerPoint plug-in developed at the University of Washington [11]. This plug-in allows students to write comments directly onto the digital slides with a stylus or a keyboard input using a tablet PC handled out at the beginning of the lecture. ...
This paper describes a new mobile game application, Lec-ture Quiz, which can be used within lectures in higher ed-ucation to promote strong student participation and enable variation in how lectures are taught. The new idea is to provide a lecture game using the devices and infrastructure already available in lecture halls like the teacher's portable PC, a large screen and a video projector, network connec-tions, and the students' mobile phones. The architecture of the game application consists of a server, a client for the students and a client for the teacher. The game is a multi-player quiz game with a variation in game modes where an unlimited number of players can play simultaneously. The main contribution of this paper is a description of a novel game concept for lectures and an evaluation of the applica-tion in use. The paper also reports technology choices we made when implementing the game and how we solved the problem of variation in latency between the server and var-ious mobile clients running on different wireless networks.
... Systems that allow text and digital ink to be submitted to the instructor are less restrictive and better at promoting self-initiated dialog between students and instructor. The University of Washington's Classroom Presenter uses networked Tablet PCs to allow students to electronically submit work, questions, and/or comments to the instructor who can then choose to display submissions and digital ink on lecture slides [2] [30]. Ubiquitous Presenter [50] and DyKnow [6] offer similar functionality, but with a web-based interface that requires no tablet (a laptop will do). ...
... Student surveys, focus groups, student and instructor artifacts, observational interviews with both instructors and students that focus on student perceived benefits seem to be the norm [6][15][20] [30]. Learning improvements, test scores, and grades may not be reliable measures because evaluations "in the wild" in actual classrooms will have too many confounding factors, including variability of students, instructor's teaching style and level of engagement, participation of other students in the class, time of day, and lecture topic. ...
Deaf and hard of hearing students experience barriers that make access to mainstream universities a challenge. Educational technology has the potential to better include these students in the academic mainstream. This paper begins by outlining historical trends in education for deaf students because understanding the unique characteristics and experiences of members of the deaf community will be crucial for successful design. We then discuss current trends in educational technology in general, especially those that will ultimately be made accessible or compatible with the needs of deaf students. Finally, this paper describes the author's proposed thesis work: the development and evaluation of a classroom platform for deaf and hard of hearing students to access remote interpreters and captionists, avoid visual dispersion, and facilitate classroom interaction.
... The teacher can then browse through the replies. Use of Classroom Presenter is illustrated in Figure 8 and The application is open source and has been used in over 100 courses, notably in courses teaching software engineering and algorithms [28,29]. ...
Environmental history has been practiced by professionals from various disciplines who are traditionally trained in history, anthropology, geography, and other social sciences or humanities. There are even environmental historians who have been trained as natural scientists. This has generated a paradigmatic dispersion: the issues addressed by environmental history generate a problem of cetacean dimensions. At the same time, the environmental sciences have dealt with similar problems, which is why, for the 21st century, the strategy proposed is that historians who become environmental historians study postgraduate studies in environmental sciences. Some advantages that this would bring to environmental history are discussed, and it addresses the example of the Programa Multidisciplinario de Posgrado en Ciencias Ambientales at the Universidad Autónoma de San Luis Potosí. This is with the intention of institutionalizing initiatives in Latin America and the Caribbean that experiment with this training path, and that environmental historians benefit from other organizational strategies presented.
Statement: To meet the learning needs of students involved in the new instructional initiatives within the College of Forest Resources (e.g., the new ESRM curriculum, the Urban Ecology IGERT, etc.), we see the coordinated development of the space formerly allocated to the Forest Resources Library serving two integrated, complimentary functions: (1) innovative instructional space meeting the student number needs of the core courses and (2) technologically advanced support of this specific instructional space as well as other College research and teaching functions. The melding of these two activities into one functional space will address major College deficiencies in instruction, space and technology. An innovative design that captures the synergism between active learning and diverse educational and computer technologies will allow us to best capitalize on current opportunities and simultaneously maximize efficient use of resources to meet multiple needs. For our college to succeed in its implementation of the newly approved ESRM curriculum, the College's flagship teaching and learning endeavor, the curriculum's core courses must facilitate class and studio sizes of 20-to-70 students in a highly collaborative, technologically enhanced setting that allows presentation (including live video), full class discussion (not just dialog with the instructor), and highly focused small group (4-6 student) discussions and data analyses. The architectural setting must be exciting, professional, and 'theatre like' in its feel. A teaching and learning facility with these characteristics will provide the College a cornerstone to become a truly world-class educational leader and the University with an observable unit that embraces an active learning pedagogy. Background: Our new curriculum, adopted by College faculty in 2003, is founded on teaching and learning innovations that-properly supported-will place the College as a national leader of environmental and resource science
