A Real-time Interactive Visualizer for Large Classroom

2021 ◽  
Vol 11 (1) ◽  
pp. 1-26
Author(s):  
Samit Bhattacharya ◽  
Viral bharat Shah ◽  
Krishna Kumar ◽  
Ujjwal Biswas
Keyword(s):  
Real Time ◽  
Classroom Environment ◽  
Critical State ◽  
Teaching And Learning ◽  
Matrix Representation ◽  
Learning Experience ◽  
Large Classes ◽  
Display Area ◽  
The Status ◽  
Large Classrooms

In improving the teaching and learning experience in a classroom environment, it is crucial for a teacher to have a fair idea about the students who need help during a lecture. However, teachers of large classes usually face difficulties in identifying the students who are in a critical state. The current methods for classroom visualization are limited in showing both the status and location of a large number of students in a limited display area. Additionally, comprehension of the states adds cognitive load on the teacher working in a time-constrained classroom environment. In this article, we propose a two-level visualizer for large classrooms to address the challenges. In the first level, the visualizer generates a colored matrix representation of the classroom. The colored matrix is a quantitative illustration of the status of the class in terms of student clusters. We use three colors: red, yellow, and green, indicating the most critical, less critical, and the normal cluster on the screen, respectively. With tap/click on the first level, detailed information for a cluster is visualized as the second level. We conducted extensive studies for our visualizer in a simulated classroom with 12 tasks and 27 teacher participants. The results show that the visualizer is efficient and usable.

Technology Tools for Teaching and Learning in Real Time

2019 ◽  
pp. 255-278 ◽  
Author(s):  
Emtinan Alqurashi
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Theoretical Frameworks ◽  
Online Classroom ◽  
Virtual Classrooms ◽  
Technology Tools ◽  
Use Of Technology

Digital technologies provide learners with the opportunity to be actively involved and engaged in the online learning experience. However, with the rapid growth of technology, it can be challenging for instructors to keep up with the changes and assess the effectiveness of new technologies within online learning environments. In order to successfully integrate technology, two theoretical frameworks are commonly used to evaluate instructional technology effectiveness: the SAMR and TPACK models. Although there are many studies that discuss theoretical frameworks for technology integration, there is still a need to discuss the practical use of technology tools in the live online classroom in higher education. This chapter provides instructors with a practical guide for evaluating and implementing synchronous tools to enhance the student experience and learning. It focuses on four components: virtual classrooms, individual activities, real-time assessments, and group work.

scholarly journals On the Key Factors in Higher Education Classroom Design: Physical Aspects of the Undergraduate Teaching and Learning Experience in Malaysia

2019 ◽  
Author(s):  
Laura De Pretto ◽  
Ching Lik Hii ◽  
Choon Lai Chiang ◽  
Sze Pheng Ong ◽  
Darlene Elizabeth Sin Yi Tan ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Design Principles ◽  
Undergraduate Teaching ◽  
Classroom Design ◽  
Learning And Teaching ◽  
And Shifts

The design, facilities and conditions inside a classroom play a significant role in the teaching and learning experience for both students and lecturers. Prior studies of primary schoolchildren indicate three design principles affecting student learning, namely: naturalness, individualisation and stimulation. The current study extends these investigations to Higher Education through a survey of undergraduate students and university lecturers aimed at determining the most critical factors in undergraduate classroom design. One-to-one interviews were conducted with students and lecturers (n. 31) at the University of Nottingham, Malaysia Campus. Interviewees were encouraged to express their opinions, comments, concerns and suggestions through open-ended questions. The interviews were recorded and then transcribed and coded using NVivo10. Results show a strong desire among lecturers and students for improved classroom equipment, greater flexibility in classroom arrangement, more attractive decoration and for the addition of natural elements to the classroom environment. Of the three design principles, individualisation and naturalness emerged most strongly from the interviews and appear to be more important factors for undergraduates than stimulation. These findings could make a novel and significant contribution to the physical aspects of classroom design in Higher Education settings. Educational institutions are increasingly employing non-traditional classroom designs, which are expected to provide for more flexible, collaborative, and active learning and teaching experiences. Taking into consideration the environmental psychology of teaching and learning, several of the reported design attributes can serve as benchmarks for upgrading current classroom design and facilities in the future, as institutions look to upgrade their physical infrastructures to meet the changing demands of teachers and learners arising from technological innovations and shifts in our understanding of the methods and purposes of Higher Education.

scholarly journals Teaching, Learning, and Assessment: Insights into Students’ Motivation to Learn

2017 ◽  
Author(s):  
Simon Walters ◽  
Pedro Silva ◽  
Jennifer Nikolai
Keyword(s):  
Learning Environment ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Motivation To Learn ◽  
Teaching And Learning Environment ◽  
Second Year ◽  
The Impact

This study draws upon the perspectives of sport and recreation undergraduate students in New Zealand who were involved in the design of their own assessments, and discusses the implication of the teaching and learning environment on this process. In a previous study, student criticism had emerged of current teaching strategies and assessment methods at their institution. The purpose of this current study was to directly address some of these concerns and for lecturers and students to work collaboratively to develop a more learner-centred teaching and learning environment. Students from a second-year sociology of sport paper were invited to design their own exam. A session was facilitated where learning outcomes and exam strategies were addressed. Students were then given the opportunity to create their own exam questions in a student-led classroom environment. Concurrently, students from a third-year sports coaching paper were invited to fully design their own assessments. Student experience was captured through focus group interviews. Self-determination theory (SDT) provided the theoretical lens used to examine the data, with a specific focus on how the basic psychological needs (autonomy, competence, and relatedness) of participants were either supported or thwarted. The findings suggest that the second-year students struggled with a perceived lack of teaching direction throughout the process. However, third-year students were extremely positive about the opportunity to have ownership of their learning experience, and analysis revealed an increase in intrinsic motivation to learn. This study highlights the importance of student voice, and encourages a process that allows students to contribute meaningfully toward the design and delivery of their own programmes of study. Additionally, it provides an opportunity for a co-leadership model of students’ learning experience to emerge. Furthermore, it allows for reflection from both staff and students regarding the impact of the learning environment on student motivation to learn.

The Impact of Implementing T.E.A.M Framework Towards Virtual Learning Effectiveness

2020 ◽  
Vol 1 (2) ◽  
pp. 57-77
Author(s):  
Cheryl Chan ◽  
Vincent Chan ◽  
Tai Hen Toong
Keyword(s):  
Classroom Environment ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Sampling Technique ◽  
Virtual Learning ◽  
New Learning ◽  
Teachers And Students ◽  
The Impact ◽  
Different Sources

The Covid-19 pandemic has resulted to virtual learning been implemented as a new norm of learning. Teachers must be able to interact with students using different sources in order to create new learning experience using virtual learning. The main discussion aims to recognise the impact of teaching and learning in introducing virtual learning to students. The problems some teachers and students face include too much workload or online assignment, technology dependent, vague instructions and de-professionalism. The impact of teaching and learning were measured using a framework created by Danielson for teaching and learning which are planning and preparation, classroom environment, instructions and professional responsibilities. The framework will guide teachers to identify their responsibilities and help students improve learning. An online survey was conducted among 41 lecturers using convenience sampling technique. The suggestions given were based on T.E.A.M. concept which consists of transmissions of knowledge and effective framework, establish teachers and students' improvements, assess students in learning and maintain professional development. The key finding of this paper is the impact of implementing T.E.A.M. framework towards the effectiveness of virtual learning.

A Cloud Based Solution for Smart Education

2020 ◽  
Vol 11 (2) ◽  
pp. 28-37 ◽  
Author(s):  
M. Afshar Alam ◽  
Anam Saiyeda
Keyword(s):  
Cloud Computing ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Educational Television ◽  
Smart Cities ◽  
Learning Experience ◽  
Learning System ◽  
Digital Learning ◽  
Smart Learning ◽  
Smart Cars

This article describes how in the current digital era, smart is the latest buzzword. From smartphones, smart homes, smart cars to smart cities every technological as well as traditional device is becoming smarter. In the field of education digital learning has always been present daring back to the educational television shows. Now it has evolved into e-learning, m-learning and now s-learning. Campuses are becoming smart with the use of latest technologies like IoT and cloud computing. Smart learning is the use of all these latest paradigms in order to optimize the teaching and learning experience. It enhances the traditional classroom environment to make learning more fruitful. Cloud computing is now invading all realms, as it reduces dependency on hardware and reduces cost and the headache of maintenance. Cloud technology can be integrated with learning to make learning smarter. We propose a solution to combine these both in order to get an optimized learning system which will help students in self-evaluation and will use cloud to provide its services.

Modifikasi Sistem Asistensi dan Responsi Kelas Kecil pada Praktikum Parasitologi Blok Digestif dan Hematoimunologi Fakultas Kedokteran Universitas Riau

2017 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Suri Dwi Lesmana ◽  
Esy Maryanti
Keyword(s):  
Large Class ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Small Class ◽  
Laboratory Practice ◽  
Large Classes ◽  
Average Value ◽  
Competency Based

Faculty of Medicine University of Riau has been implementing Competency Based Curriculum (KBK) with theProblem Based Learning (PBL) since 2007 with the implementation of teaching and learning activities of the systemconsists of a tutorial activities, skillab, expert lectures, independent and practical. However, there are still manyproblems in the implementation of the KBK on preclinic degree. One part of the block that is identified to be one ofthe causes of low graduation exam block is less efective coaching laboratory practice. Parasitology is one part of thetask is to provide laboratory practice in several blocks on the stage of preclinic especially digestive and hematoimunologyblock. This study aimed to compare the results of the evaluation of parasitology laboratory practice in hematoimunologyand digestive assistance and posttest in large classes with small class. Assistance and posttest in large class performedon the digestive block implementation and hematoimunologi in 2011 while assisting and posttest of small classes ona block implementation in 2012. Average value of small class digestive laboratory practice was not significantlylower than the large class but the proportion of the value of quality B and C more many in small classes. The meanvalue of the block hematoimunologi laboratory practice significantly higher on small class assistance and posttest aswell as the proportion of the value of quality A, B and C was higher in small classes than large classes.

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

Descriptive Research Design

2018 ◽  
Author(s):  
Peter Miksza ◽  
Kenneth Elpus
Keyword(s):  
Music Education ◽  
Research Design ◽  
Teaching And Learning ◽  
Observational Research ◽  
Descriptive Research ◽  
Entry Points ◽  
The Status ◽  
Scientific Endeavor ◽  
Design Options ◽  
Survey Designs

This chapter presents two of the most prominent approaches to the design of descriptive research in music education. Simply creating depictions of music teaching and learning experiences that are organized and illustrative of the variation that can exist in any given setting is a worthwhile scientific endeavor in and of itself. Descriptive research is most typically an exploration of what is, what exists, and/or the status of any given topic of interest. The first section deals with basic steps in observational research designs, and the second section outlines critical features of survey designs. These fundamental research design options are excellent entry points for emerging scholars and when employed imaginatively can yield many benefits for the profession.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

Aspects of Jewish Reception of the Ketuvim (Writings)

2018 ◽  
pp. 429-447
Author(s):  
Alan Cooper
Keyword(s):  
Teaching And Learning ◽  
The Status ◽  
The Individual

This chapter discusses three aspects of Jewish reception of the Ketuvim (Writings or Hagiographa): the status and authority of the Ketuvim in relation to the Torah (Pentateuch) and the Nevi’im (Prophets); the study and liturgical use of Ketuvim, focusing on the so-called Five Scrolls (hamesh megillot) and the Book of Psalms; and the character of traditional commentary on selected books, including recommendations for further reading. The Ketuvim were considered sacred and inspired, but at a lower level of inspiration than the Torah and the Prophets. They were regarded as diverting and edifying, but insufficiently authoritative to support the promulgation of law, which was the fundamental concern of rabbinic teaching and learning. On the whole, Jewish commentators seek to find consistency in the interpretation of the individual books, “taming” their originality in order to conform their meanings both to the rest of Scripture and to normative Jewish teachings.

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