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152
A walk on the WILD side: How wireless handhelds may change CSCL
- International Journal of Cognition and Technology
, 2002
"... Designs for CSCL applications usually presume a desktop/laptop computer. Yet future classrooms are likely to be organized around Wireless Internet Learning Devices (WILD) that resemble graphing calculators or Palm handhelds, connected by short-range wireless networking. WILD learning will have physi ..."
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Cited by 128 (9 self)
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Designs for CSCL applications usually presume a desktop/laptop computer. Yet future classrooms are likely to be organized around Wireless Internet Learning Devices (WILD) that resemble graphing calculators or Palm handhelds, connected by short-range wireless networking. WILD learning will have physical affordances that are different from today's computer lab, and different from classrooms with 5 students per computer. These differing affordances may lead to learning activities that deviate significantly from today's images of K-12 CSCL activities. Drawing upon research across a range of recent handheld projects, we suggest application-level affordances around which WILDbased CSCL has begun to organize: (a) augmenting physical space, (b) leveraging topological space, (c) aggregating coherently across all students, (d) conducting the class, and (e) act becomes artifact. We speculate on how CSCL research may consequently evolve towards a focus on kinds of systemic coupling in an augmented activity space.
Increasing interactivity in lectures using an electronic voting system
"... Increasing interactivity in lectures using an ..."
Livenotes: a system for cooperative and augmented note-taking in lectures
- In Proceeding of CHI 2005
, 2005
"... We describe Livenotes, a shared whiteboard system and educational practice that uses wireless communication and tablet computing to support real-time conversations within small groups of students during lectures, independent of class size. We present an interface design that enables group members to ..."
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Cited by 50 (1 self)
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We describe Livenotes, a shared whiteboard system and educational practice that uses wireless communication and tablet computing to support real-time conversations within small groups of students during lectures, independent of class size. We present an interface design that enables group members to interact with one another by taking lecture notes cooperatively, as well as to augment student note-taking by providing instructor slides in the background to annotate over. Livenotes was designed to facilitate more efficient, stimulating modes of learning that other collaborative approaches do not. We report how the system impacts cooperative learning in an undergraduate class and how students interacted with background slides in the workspace. We conclude with directions for improving the system and learning practice.
Peer instruction versus classwide discussion in large classes: a comparison of two interaction methods in the wired classroom
- Studies in Higher Education
, 2003
"... comparison of two interaction methods in the wired classroom ..."
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Cited by 44 (3 self)
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comparison of two interaction methods in the wired classroom
Designing effective questions for classroom response system teaching
- Australasian Journal of Educational Technology
, 2006
"... Abstract: Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an ex ..."
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Cited by 39 (2 self)
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Abstract: Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response systemtabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four "makeovers" to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system.
Learning Theories and Education: Towards a decade of synergy
- In
, 2006
"... Our goal is to provide an overview of important aspects of human learning that are particularly relevant to educators. Doing so represents an exciting but difficult challenge because human learning is a highly complex topic. Different theories have emerged as researchers have focused on different ki ..."
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Cited by 30 (3 self)
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Our goal is to provide an overview of important aspects of human learning that are particularly relevant to educators. Doing so represents an exciting but difficult challenge because human learning is a highly complex topic. Different theories have emerged as researchers have focused on different kinds of learning. Some have focused on the acquisition of skills such as learning to type, write and read (e.g., Anderson, 1981; Bryan & Harter, 1897;
The effect of web-based homework on test performance in large enrollment introductory physics courses.
- Journal of Computers in Mathematics and Science Teaching,
, 2002
"... This study compares the effect of web-based homework (WBH) and paper-and-pencil homework (PPH) on student achievement as measured by exam performance. Various offerings of two large introductory physics sequences were examined over a three-year period, with some courses taught with PPH and some wit ..."
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Cited by 26 (0 self)
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This study compares the effect of web-based homework (WBH) and paper-and-pencil homework (PPH) on student achievement as measured by exam performance. Various offerings of two large introductory physics sequences were examined over a three-year period, with some courses taught with PPH and some with WBH. We found that WBH offerings led to higher overall exam performance; the mean difference between WBH and PPH courses was about one-third of a typical exam standard deviation. In one WBH-PPH comparison, where there were matched final exams, the difference in exam performance was statistically significant. In addition, significant cost savings were realized in moving from PPH to WBH. Several mechanisms to explain the differential performance in favor of WBH are proposed. Web-based homework (WBH) systems are proliferating in the teaching of large introductory physics courses 1 nationwide. With the downsizing of both science faculty and teaching assistants, many universities have abandoned time-intensive approaches to homework, such as collecting and grading paper homework and conducting small discussion sections where instructors go
An overview of teaching and learning research with classroom communication systems. Paper presented at
- the Samos International Conference on the Teaching of Mathematics, Village of Pythagorion, Samos
, 1998
"... Over two thousand years ago, Socrates realized that people understand more by answering a question, than by being told an answer. Now, science has helped to explain reasons behind this counter-intuitive idea, and shown why it works so well. But, there is a problem with Socratic teaching: it works we ..."
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Cited by 22 (0 self)
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Over two thousand years ago, Socrates realized that people understand more by answering a question, than by being told an answer. Now, science has helped to explain reasons behind this counter-intuitive idea, and shown why it works so well. But, there is a problem with Socratic teaching: it works well only in small classes. The CCS is an invention which ameliorates this problem and makes (forms of) Socratic teaching effective in classes of any size. This paper briefly summarizes five years of CCS research with pedagogical techniques in a range of disciplines, educational levels, and institutional settings.
Classroom Response and Communication Systems: Research Review and Theory.
- In Annual Meeting of the American Educational Research Association.
, 2004
"... ..."
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Exploring the Potential of Mobile Phones for Active Learning
- in the Classroom’, Proceedings of the 38 th SIGCSE Technical Symposium on Computer Science Education
, 2007
"... Research has shown that educational technology can broaden and enhance the use of active learning in large classrooms. An educational technology platform often relies on students to bring laptops or specialized wireless devices like clickers to interact through the system. Mobile phones are an attra ..."
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Cited by 20 (0 self)
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Research has shown that educational technology can broaden and enhance the use of active learning in large classrooms. An educational technology platform often relies on students to bring laptops or specialized wireless devices like clickers to interact through the system. Mobile phones are an attractive alternative, as most students already possess them, they have more capabilities than dedicated clickers, and yet are small enough to minimize interference with note taking on a classroom desk. This paper presents the design and use of a mobile phone extension to Ubiquitous Presenter, which allows students to submit solutions to active learning exercises in the form of text or photo messages. In an exploratory study, students found that text messaging worked well for exercises with multiple choice or short answers. Entering symbols common to computer science was difficult. Many problems were more suitable to photo messaging of a handwritten answer, although image quality must be managed. The phone’s small size left space for the use of a notebook. The students had concerns about the message charges that would accrue in use. In conclusion, we offer recommendations to instructors and system designers interested in leveraging mobile phones to increase communication in the classroom.
