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Hybrid Approach of Augmented Classroom Environment with Digital Pens and Personal Han
dhelds
Hybrid Approach of Augmented Classroom Environment with Digital Pens and Personal Han
dhelds
Motoki Miura Susumu KunifujiJapan Advanced Institute of Science and Te
chnology （ JAIST ）http://css.jaist.ac.jp/~miuramo/
KES2006 ＠ Bournemouth
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Outline
“Augmented Classroom” project System “AirTransNote”
What is “AirTransNote” ? What was lacking for “learning support syst
em”? How we changed the system?
What’s the typical usage in lecture?
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What is “AirTransNote” Devices: Digital Pen and PDA(WLAN) Capture student’s handwritten note on paper, and transmit
to teacher’s PC immediately Share by Projecting Store, Analyze, and Review the note Student can get feedback via PDA
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ATN Mediator (student)(2) The sensors detect theultrasonic waves, and calculateposition data of the pen tip
(1) Tap the pen tip on the paper, ultrasonicwave is diffused
(3) The data is sent to PDA via infrared connection
(4) PDA transmits the data via wavelan
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ATN Manager (Teacher)
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Start video
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Purpose of AirTransNote Basic Functions ：
Capture students’ note and transmit Teacher can show the note with projector
Reduce times to re-write on Blackboard Purpose ：
Facilitate communication between class members Encourage active learning
A successor of response analyzer (ex. EduClick[Huang 2001])
8Feasibility Study40 1st-y high school students (15-16 yrs-old), Math class, March 2004
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Teacher’s Remote for direct note selection
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Our concept: “Augmented Classroom”
Enhance the ability of classroom with calm technology Based on ubiquitous/pervasive computing par
adigm KBD ， Mouse→Paper and Pen, RFID
However, we should focus on “learning effects” of the system
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Re-design of AirTransNotewith consideration of learning
Feedback/interaction is the key factor Shift to “Collaborative learning”
Limitation of feedback with paper-centered approach Make full use of PDA for giving feedback Complementary use PDA and Paper
→Improve the system to cover the shortages
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Four learning effects enhanced by AirTransNote
Student
Teacher
Mediator
Student
Interaction betweenteacher and Student
Interactionamong Students
Self Reflection
Interaction betweenSystem(Mediator) and Student
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Four learning effects enhanced by AirTransNote
Self reflection by student Re-check note on PDA
Interaction b/w system⇔student Feedback depends on student response
Interaction b/w teacher⇔student Recognition of student’s progress and learning statu
s Interaction among students
Sharing/Browsing notes with PDA Tagging/Annotating
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Checking note from PDA
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System improvenents Previewing with paper image context on PDA
Ease of checking Connect with handwriting recognition engine
Support for various responces Feedback editor for teacher We attached web server to teacher’s system
For checking progress (by teacher) For browsing student note images (by teacher/stude
nt)
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Advantages of Digitized note
△ Show idea with note drawing We can use document camera
○ Capture drawing alone Flexiblity of showing （ ex. overlap to compare ）
○ Capture time series of note Reproducing note with writing order
Ex. Check order of Chinese character Ex2. Show direction of electric current flow ( 電流方向 )
Writing order may reflect thinking process
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Experiment
(20 graduate students, geometry test and IQ quiz with sound feedback)
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Finding
Realtime feedback is accepted by student Feedback may alleviate stress
Student can know whether his/her answer is correct or wrong before making public.
Further experiment is required
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Conclusion
Re-design of AirTransNote System for facilitating communication in lectur
e Improved to support “collaborative learning”
Future work: Conduct experiment to check “active learning
mind” with various conditions
