Smart Board Live Application: Super Complete Online Learning Platform for Effective Online Learning

Online learning in Indonesia currently has many obstacles. Some of the obstacles are less supportive learning device, participants find it difficult to download various applications to support online learning, and the difficulty of educators when explaining calculation material and formulas online. So, we provide solutions in the form of user interface design in the application that we design, namely Smart Board Live. This paper is made using quantitative descriptive data and literature studies. The design of this application will provide all the features needed to support teaching and learning activities. In this application there are some menu; Live Board, Attendance List, Exam, Collection of Materials, Student Assignment, and Account. The Live Board menu is the main menu in the form of an interactive digital whiteboard that can make interconnect users, brainstorm, write, draw, visualize ideas, record, share documents, and share editing and additions made on the board.

Cartographic narratives: the teaching of mathematics and ICT

Talking about information and communication technologies (ICT) in education is not new, much less when it comes to discussions for integrating digital resources. Researchers such as Costa & Prado (2015), Santos & Vasconcelos (2018), Abar (2020) and Santos & Silva (2020), evidence this fact. Faced with this scenario, the following problematic question arises, which digital technologies are being increased more frequently in the teaching of mathematics? Bearing this question in mind, the present study focuses on investigating the frequency with which digital technologies are on school premises in the municipal network of Coruripe-AL, considering that this locus of investigation is a reference in the Basic Education Development Index (IDEB) in the state of Alagoas and Brazil. The research is of the qualitative type using cartographic inspirations; the field diary, semi-structured interview, documents and observations were used for data collection. In this work, it exposes the findings of one of the participants named P6. The findings demonstrate that digital technologies are gradually entering school premises, with emphasis on the use of smartphones and the interactive computer with a digital whiteboard.

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions.

Getting started with screen recording

Overview Ever watched a YouTube video to solve a software problem? For example, ‘How do I set up Presenter View in PowerPoint? Well, you are watching a screen recording, also known as screencasting and video screen capture. This is a video recording with audio narration; not to be confused with screenshot/capture, which is a still photo. For educators, screen recording is ideal for: recording your presentations in a controlled environment, recording feedback on student work with real teacher presence, explaining course and LMS navigation, explaining and annotating images such as digital microscopy, radiology, graphics, as well as recording a digital whiteboard for hand drawn mathematics equations or diagrams. Outcomes At the end of this 90 min mini workshop you will have created and shared your first screen recorded video, and will be able to do it again. Major features to be investigated Structured into 6 steps, discussion and demonstration of pros and cons of Hardware – laptop/desktop vs mobile device Software – free vs paid Microphone – inbuilt vs USB Recording technique – record/pause segments Upload -video hosting Share - links Session organisation 5 tables. 4 participants per table. Maximum 20 participants. Mac users grouped together, and Windows users grouped together Time (mins) Activity Content 10 Icebreaker Table group introductions, share experience with screen recording and intended uses, table group discussion and whole group Post-it notes . 10 Demonstration Introduction and use cases. Downloading software. 15 Pair programming Participants access free software. Windows users: Screencast-o-matic or Zoom Mac users: QuickTime 10 Demonstration and printed set up sheet Settings for video, webcam, audio. Recording tips and techniques. 15 Individuals or pairs Set up software, and microphone. Open one of your previous PowerPoint presentations or other resource, make a 2 sec recording of desktop screen. 5 Break 10 Demonstration Save, upload, share 15 Pairs Participants create a 1 min video, save and upload, share link by email with partner. Self critique and partner feedback using a structured framework. 5 Discussion Revisit how you might use screen recording in your teaching. Table group discussion and Post-it notes. 5 Evaluation Survey QR code to online survey on phone Resource links. Resources for distribution We will be using free software, either inbuilt or accessed online. One page printed step by step guide. Expectations and requirements of participants You need to bring your own laptop to participate, or pair with someone who has. Although screen recording is possible on a tablet or phone, you will have to install different Apps.

La elaboración y aplicación de un juego didáctico digital utilizando una pizarra digital interactiva de bajo costo / The Elaboration and Implementation of a Digital Educational Game Using a Low Cost Interactive Digital Whiteboard

ABSTRACTThe teachers’ interest for creating an innovative and interactive learning approach has fostered the curiosity for creating Learning Objects in the form of interactive games that can be adapted to any topic and educational level by using digital resources such as Interactive Whitebords (IWBs).Taking into consideration that using the traditional IWBs involves a high economic investment, same that leads to a limited availability for teachers, a low-cost alternative has been found that can replicate the same features of interactivity that can be found in the leader commercial brands of IWBs. Such implementa-tion was carried out in conjunction with the development of a Learning Object (LO) in the form of a digital interactive game, which was the result of a final draft of the 'design of learning objects' class belonging to the Faculty of Education and Educa-tional Innovation of Universidad Autónoma de Baja California, in Mexicali, Baja California, Mexico.RESUMENEl interés de los docentes por generar un aprendizaje en forma innovadora e interactiva con sus alumnos ha incentivado la inquietud de elaborar Objetos de Aprendizaje (OA) en forma de juegos interactivos que puedan ser adaptados a cualquier tema y nivel educativo, utilizando recursos tecnológicos tales como las denominadas Pizarras Digitales Interac-tivas (PDI). Tomando en consideración que hacer uso de las tradicionales PDI implica generalmente una alta inversión económica, misma que conlleva a una limitada disponibilidad para los docentes, se presenta una alternativa de bajo costo que permite replicar las mismas características de interactividad que se podrían encontrar en las marcas comerciales líde-res en PDI. Dicha implementación se llevó a cabo en conjunto con el desarrollo de un Objeto de Aprendizaje (OA) en forma de juego digital interactivo, producto de un proyecto final de la materia llamada diseño de objetos de aprendizaje pertene-ciente a la Facultad de Pedagogía e Innovación Educativa de la Universidad Autónoma de Baja California, localizada en la ciudad de Mexicali Baja California, México.

COLLABORATECOM SPECIAL ISSUE ANALYZING DISTRIBUTED WHITEBOARD INTERACTIONS

We present the digital whiteboard system Tele-Board, which automatically captures all interactions made on the all-digital whiteboard and thus offers possibilities for a fast interpretation of usage characteristics. Analyzing team work at whiteboards is a time-consuming and error-prone process if manual interpretation techniques are applied. In a case study, we demonstrate how to conduct and analyze whiteboard experiments with the help of our system. The study investigates the role of video compared to an audio-only connection for distributed work settings. With the simplified analysis of communication data, we can prove that the video teams were more active than the audio teams and the distribution of whiteboard interaction between team members was more balanced. This way, an automatic analysis can not only support manual observations and codings, but also give insights that cannot be achieved with other systems. Beyond the overall view on one sessions focusing on key figures, it is also possible to find out more about the internal structure of a session.