Towards 1:1 Digital Classroom:Starting from Interactive Response SystemPhD: Steven Liang

Advisor: Prof. Tak-Wai ChanDepartment of Computer Science and Information Engineering, NCU

Introduction

3

ICT in School Infrastructure Trend

Computer classroom School network Computer(s) into ordinary classroom Student computer …

Purposes of Computer in Ordinary Classroom Computer skill training Management and data collection Presentation (PPT, CD Title, Web…) Learning activity supporting tool

4

1:1 Educational Computing

Every student in a class has a learning device to participate in learning activities

These devices are mobile and equipped with wireless communication capabilities

Hypothesis In approximately ten years, more and more students will

bring a range of computing devices into the classroom for learning (www.g1on1.org)

Ultimately these devices will become indispensable educational tools like pens, papers or chalkboards

Digital technology will spread into every classroom, transforming everyday educational activities

5

Digital Classroom Environment (DCE) A kind of system environment Supports 1:1 educational computing Inside classroom Include a set of hardware/software

tools to support application models

6

Motivations How to using one computer in ordinary classroom? How to help teacher applying IT into their ordinary

instruction activities? Beside one way presentation, do we have other

choices? Bringing only a computer into a classroom may

not help much more For supporting interaction and expanding more

possibilities on enhancing instruction and learning, relevant devices may needed

Is there a design framework of DCE could support above criteria?

7

Overview of All Works

DCE 1(IRS/EduClick)

DCE 2(WiTEC)

DCE 2.1(ELMD)

DCE Framework

Extend 1st version DCE with more powerful device

Propose a design framework of 1 : 1 DCE

Design and evaluate 1st version DCE to explorer DCE basic features

DCE 3

DCE 1 -- EduClick

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Interactive Response System (IRS) A technology-enabled learning environment for

enhancing learning interactivity by transferring, collecting, processing, and displaying students’ responses in an ordinary classroom.

10

1. A set of signal transmitters

2. Response signal receiver(s)

3. Large-size display

4. Classroom computer

IRS Environment

Large-Size Display

ClassroomComputer

Visual Broadcast

Response Signal Receiver

Projector

Signal TransmittersResponses

…….

Students

Teacher

Large-Size Display

ClassroomComputer

Visual Broadcast

Response Signal Receiver

Projector

Signal TransmittersResponses

…….

Students

Teacher

11

EduClick

1st (1999) 2nd 3rd 4th

Wireless IR Card size Numerical

keypad 20M distance Low cost

(USD4) Add teacher’s

transmitter

Teacher’s Student’s

12

Options

Multimediaattachment

Timer

Red Light: responded

Gray Light:out of range

Giving response

Question Stem3

6

1

2 4

5

7

1

2

3

4

5

6

7

EduClick Main Screen

13

General Features of IRS Device accessibility – enabling many people

to co-use one computer via the signal transmitter (1:1)

High efficiency – reducing teachers’ time- spending and workload

Common response display – showing students’ response status and statistic results

Anonymity – sending responses privately

14

EduClick Improvement Hardware

Low cost IR wireless technology Longer distance Collision reduction Multiple receivers

Software Remote controlling Multiple application modes Resource server solutions Connected classroom

15

Interaction-supporting Functions of EduClick

Quiz Functions Multiple-Choice Match-up Quiz Competition Quiz Buzz-in Quiz Ad-hoc Quiz Self-paced Quiz

Statistical Functions Show-all Responses Show Frequency Chart Show Correct Answer Show Scoreboard

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Self-paced Quiz

Buzz-in Quiz

Ad-hoc Quiz

Competition Quiz

Multiple Choice

Flexibility

Organized

Contentpreparation

Teacherexpertiseneed

Application Features of Quiz Functions

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Basic Flows of Integrating Interaction-supporting Functions

Curriculum Design

Multiple-Choice

Quiz

Match-upQuiz

Ad-hocQuiz

CompetitionQuiz

Buzz-inQuiz

Engagement Actions

Oral Feedback & Discussion

Instruction(Presentation)/Learning

Content Preparation

Classro

om

Learn

ing

/Instru

ction

Activity

Report Analysis

Show-AllResponses

Show-Frequency

Chart

Show-CorrectAnswer

Show-Scoreboard

Implementation and Findings

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Adapting EduClick into Classroom Phrase 1 (1999)

3 classrooms Phrase 2 (2000)

61 classrooms Model

Basic Flow

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Evaluation of Adapting EduClick in Classroom Instruction Quantitative evaluation Questionnaires: single group pre- and post-test

experimental designs 42 primary school teachers who had used a classroom

computer for at least one year Participants applied EduClick in real classroom

situations for six weeks 38 out of the total 42 participants took both the pre- and

the post-tests

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Quantitative analysis Does EduClick increase the utility

time of classroom computers?

Paired Difference

95% M SD M SD

Lower Upper

t

After adoption of EduClick 6.56 4.46 Average number of periods of using

classroom computer in teaching

Before adoption of EduClick

2.46 2.99

4.11 (0.79)

4.89 2.50 5.71 5.14***

*** p<.001 (n=38)

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Quantitative analysis Does EduClick improve the quality

of teaching and students’ motivation and attention?

Paired Difference 95% M SD

M SD Lower Upper

t

After application of EduClick 4.18 .83 Promoting The Quality of Teaching Before application of EduClick 3.74 .72

.44 (.13)

.80 .19 .71 3.47***

After application of EduClick 4.31 .84 Motivating Students to Learn Before application of EduClick 3.74 .64

.57 (.10)

.64 .37 .79 5.56***

After application of EduClick 4.39 .82 Intensifying Students’ Attention Before application of EduClick 3.81 .69

.58 (.10)

.64 .37 .79 5.56***

*** p<.001 (n=38)

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Special Learning Activities

Group Project Learning Self-evaluation and peer-

evaluation Voting Millionaire Game Classroom management

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Group Project Learning Flow

G1

G2

G3 G4

1 2 3

4

5

Tasks Assignment

Clea n

Powe

r

Group

Group instruction

Info Gathering & Group Discussion

Co-construction of presentation & questions

6 Peer- evaluations

Presentation & quiz

7 Conclusions

Other Models

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同儕教學法Peer Instruction 1991 年

哈佛大學物理系 Eric Mazur 教授提出

一種教育方法能夠讓學生主動參與教學過程

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大班物理課堂

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背景大班物理課堂

教授忙著傳送資訊給大班裡的學生，而學生則是被動的接收

大部分的學生並非物理系

問題 :學生到底學會多少所教導的東西沒有 ?

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更深層的問題

傳統的考試問題 :

1. 請計算 :(a) 2-Ω 電阻的電流(b) P 和 Q 的電位差

解決這個問題需要使用克希荷夫定律處理兩個方程式

記憶還是理解 ?

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更深層的問題記憶還是理解 ?

概念性的問題 :當按下 S 開關時，下面這些狀況是增強、減弱還是不變 ?(a) A 和 B 的亮度(b) C 的亮度(c) 電池輸出的電流(d) 每個燈泡兩端的電位差(e) 整個電路的總功率

這需要簡易電路的基礎知識

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Sample Question A container of water rests

on a scale. If you dip your hand into the water, without touching the container, what will happen to the reading on the scale? 1. Decreases

2. Remains the same

3. Increases

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33

Peer Instruction

課前預習 上課中 : 著重在深層重要概念 , 而非廣泛的知識

教授的內容用幾個關鍵重點來取代詳細講述教科書的全部內容 每個 “關鍵重點” 講述完後就緊接著做概念測驗

概念測驗 針對剛剛教過的內容做個概念題測驗 讓學生積極參與教學過程

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步驟 1:問概念性問題 學生運用彩色紙卡回應 學生運用閃示卡回應

學生運用 IRS 系統回應

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步驟 2:說服旁邊的同學

學生經由下列方式學習 自我解釋 同儕討論解釋

更深層且中肯的問題會由討論中引出

學生基於自己的理解來解釋以說服別人認同他的答案

釐清想法最好的方式就是解釋給別人聽

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步驟 3: 再問相同或類似的問題 學生運用彩色紙卡回應 學生運用閃示卡回應

學生運用 IRS 系統回應

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流程圖1. pose question2. think3. first answer

answercorrect?

4. convince-your-neighbors5. second answer

answercorrect?

6. explain7. go to next topic

slow down,re-address topic

majorityminority

35% - 70%

> 70%< 35%

Reflections

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Constrains of EduClick

Quiz activities only Limit feedback information Limit question type Can not support after class learning Can not support individual learning

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運用 EduClick 應避免的方式 連續單純下一題、下一題測驗達 5 分鐘以上 學生作答後沒有顯示統計資訊 , 也沒有做解釋 學生作答後沒有根據整體結果做教學調整之因應 過度的強調分數成績，並在不適當的時候揭露成績排名 沒有考慮學生的心理狀況 , 逕行翻牌公佈回應結果 未經修改 , 直接將測驗卷的總結性評量題目用在課堂的形成性評估中

運用系統來處罰同學 讓 IRS 變成考試為主的工具，直接採計成績

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運用 EduClick 的好方式 短時間，重點式的使用評量模式，約占 1 成的課堂時間使用

系統 運用 Peer Instruction 概念於科學課程中 每月實施一次學藝問答比賽 題目經過特別設計或修改，適用於全班回答與討論 用於形成性評估時，題目內容是核心概念，而且預估為中等

的通過率 用於診斷先輩知識時，題目內容能連貫課程結構的重要概念

點，且有助於釐清本課程所需的必要概念 使用搶權模式來鼓勵與引發題目內容的討論 對於答題的同學給予加分的鼓勵 充分了解所有題目，並使用跳題功能適時調整題序

Next Try: DCE 2.1 ELMD

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ELMD System Motivation

Electronic dictionary is very popular in Taiwan, China and Japan

Learning English is in high priority Goal

At least provide EduClick benefit Break through the constrains of EduClick Support whole-day-long English learning Link in-class and after-class English learning

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HIC Module

HIC Module

HIC Module

Wireless comm.chip(RF)

Flash memory(learning program, data)

ELMD module card

Pocket electronic dictionary

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Posting list

Student status

Question options

Free type-in

Function buttons

Lesson name

Correct answer

Statistical chart

Question stem

Select question

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At home1.student doing homework2.parents check thecommunication book

3.parents check the studentslearning portfolio

4.e-dictionary

At home1.student doing homework2.parents check thecommunication book

3.parents check the studentslearning portfolio

4.e-dictionary

On the bus1.practice2.e-dictionary

On the bus1.practice2.e-dictionary Enter classroom

1.sync. with the Resourceand Class ManagementServer to upload homeworkand download learningmaterials

2.practice

Enter classroom1.sync. with the Resourceand Class ManagementServer to upload homeworkand download learningmaterials

2.practice

In class1.teacher presentation andfree type-in

2.teacher conductsinteractive activities

3.text-based conversationbetween students

In class1.teacher presentation andfree type-in

2.teacher conductsinteractive activities

3.text-based conversationbetween students

After class1.download homework2.download communication book

After class1.download homework2.download communication book

On the way home1. review todays learningOn the way home1. review todays learning

Resource and ClassManagement Server

teacherteacher

parentsparents

wireless

comm

unicationw

ireless com

munication

wireless communication

thro

ugh

Inte

rnet

Daily Cycle

DCE Framework

48Student

3.Classroom shared display 4.Teacher’s

device

Teacher

3.Communication network

1.Student device

6.Device management system

5.Classroomserver

Six Major Components of DCE

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Educational Computing Devices Palm-held device Laptop devices

Application specific devices Response

pad* Cellular

phone

Learning

machine

Electronic

dictionary*

Graphical

calculator

PDA WebPad* Notebook TabletPC* Educational

computing

devices

Size &

weight

Small Small Medium Medium Medium Medium Large Large Large

Price Cheap Fair Fair Fair Fair Fair Expensive Expensive Luxury

Screen size None/Tiny Small Medium Medium Medium Medium Large Large Large

Keyboard

input

Numeric

Numeric

& weak

alphabet

Depend

on model

Fully

support

Fully

support

Screen

Emulation

Screen

Emulation

Fully

support

Fully

support

Handwriting None Typically

none

Depend

on model

Typically

none

Typically

none

Fully

support

Fully

support

Typically

none

Fully

support

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DCE Series

DCE 1 Response pad, IRS:EduClick, Components 1-4

DCE 2 Web pad, WiTEC, Components 1-5

DCE 2.1 Electronic dictionary, ELMD, Components 1-5

DCE 3 Tablet PC, DCE3, Components 1-6

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Communication Affordances

Affordance: A relationship between an actor and physical objects, reflecting possible actions performed on those objects (Gibson, 1977)

Educational communication affordance consisting of two attributes: communication mechanism and educational application

Example: Response-Collecting

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Basic Communication Affordances

I: Individual learning T: Teacher directed learningG: Small group learning

Communication

affordance

Examples of educational applications

Response collecting Engaging question and answer activity (T)

Posting Posting report (I)

Retrieving and demonstrating students’ reports (T)

Delivering group report slides (G)

Pushing Delivering learning content (T)

Assigning task for each group (G)

Controlling Disabling student’s devices to gain their attention temporary (T)

File-Exchanging Delivering exercises, receiving teacher’s review (I)

Co-working with shared worksheet (G)

Instant-messaging Exchanging ideas with peer in other group (G)

-

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Educational Computing Devices Support Communication Affordances

N: Not supported W: Weakly supported R: Reasonably supported F: Fully supported

Palm-held device

Application specific device

Devices

Communication

Affordances

Response

pad Cellular

phone

Learning

machine

Electronic

dictionary

Graphical

calculator

PDA

Laptop

computer

Response-collecting R W W F F F F

Posting N W N W W F F

Pushing N W N W N R F

Controlling N N N W N F F

File-exchanging N N N W N R F

Instant-messaging N R N W N F F

Conclusions

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Conclusion

This study implemented, explored and evaluated 1st DCE: EduClick (IRS)

This study extended 1st DCE to DCE 2.1 (ELMD)

This study propose a design framework of DCE Six major components Classification of student devices according to a set of

features Major communication affordances Serve as a guide for future 1 : 1 DCE

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Conclusion

EduClick forms the basic design and application models of DCE series

EduClick enable teachers “flexibly” to integrate it into “various” learning and instruction activities

EduClick efficiently enhance the utility of the classroom computer and facilitate the integration of information technology into instruction,

Effectively improving students’ attentiveness and motivation to learn, as well as the quality of the teachers’ instruction

ELMD like system could support a whole-day-long learning process

Teacher and models are the keys to make DCE success

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Future Works

More evidence is required before it can be commonly adopted in classrooms Find out the key constrains of applying DCE in

real class instruction/learning process then solve it

Try out the most effective pedagogical models on DCE

Focus at special subject domain, prepare sufficient and quality contents for DCE

Online community integration Other possible devices integration

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Future Scenarios of DCE

In the short term Different student devices will evolve from very simple

forms to extremely sophisticated ones Students can learn individually, in small groups, in a

class, in a large online learning community, at school, at home, or outdoors

Students also can easily change the scale of learning participants or places.

In the long term An invisible computing era where embedded microchips,

immersed sensors, and access points, are ubiquitous. Visible classroom computing devices will become

invisible, embedded in our daily living equipment, such as walls, desks, books, pens, and even clothes.

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The Inspiration from MIT’s $100 Laptop One Laptop per Child (OLPC) 1000 million sets Laptops are both a window

and a tool for developing nations

http://laptop.media.mit.edu/

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Publications (journal papers) Published (4)

Liang, J., Liu, T., Wang, H., Chang, B., Deng, Y., Yang, J., Chou, C., Ko, W., Yang, S. & Chan, T. (2005). A few design perspectives on one-on-one digital classroom environment. Journal of Computer Assisted Learning, 21. pp. 181-189 (SSCI)

Lee, F. L., Liang, S., & Chan, T. W. (1999). An Attempt to Design Synchronous Collaborative Learning Environments. Journal of Educational Computing Research, 21, 2, 221-253

Liu, T., Wang, H., Liang, J., Chan, T., Ko, H. & Yang, J. (2003). Wireless and Mobile Technologies to Enhance Teaching and Learning, Journal of Computer Assisted Learning, 19, 3, 371-382 (SSCI)

Wang, H.Y., Liu, T.C., Chou, C.Y., Liang, J.K., Chan, T. W. & Yang, S. (2004). A Framework of Three Learning Activity Levels for Enhancing the Usability and Feasibility of Wireless Learning Environment. Journal of Educational Computing Research, 30, 4, 331-351

Submitted (1) Liang, J., Liu, T., Wang, H. & Chan, T. (2005).The Impact of Low Cost

Interactive Response System Technology on Classroom Interaction. Re-submitted to Journal of Computer & Education (SSCI)

61

Publications (patents)

Approved(3)陳德懷 , 梁仁楷 , 楊晃彰 (2001). 可識別式遙控互動

教學系統 . 中華民國發明專利第 144320號楊晃彰 , 陳德懷 , 梁仁楷 (2002). 多人遙控系統的信號傳送接收器 . 中華人民共和國實用新型專利第 ZL 01 2 26588 8 號

陳德懷、張立杰、王緒溢、梁仁楷、鄧易展 (2004), 可攜式電腦教室行動推車 (Portable cart for mobile computer classrooms). 中華民國發明專利第 199970 號

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Publications (conference papers) Published (11)

Huang, C.W., Liang, J.K. & Wang, H.Y. (2001) Educlick: a Computer-Supported Formative Evaluation System with Wireless Devices in Ordinary Classroom. In Proceedings of ICCE 2001. pp. 1462–1469 (best paper award)

王緒溢 , 梁仁楷 , 劉子鍵 , 柯華葳 , 陳德懷 & 黃智偉 (2001) 應用於教室內之動教學環境設計－無線測驗系統與網路教學資訊管理系統之整合應用 . In Proceedings of GCCCE 2001. pp. 1016-1023

Liang, J. K., Wang, H. Y., Liu, T. C. & Huang, C. W. (2001). Highly Interactive Instruction environment for classroom integration of wireless testing system and learning information management system. Learning across the Ages – Looking Back and Looking Forwards, pp. 311

Liu, T.C., Wang, H.Y., Liang, J.K., Chan, T.W. & Yang, J.C. (2002) Applying wireless technologies to build a highly interactive learning environment. In Proceedings of IEEE International Workshop on WMTE 2002. pp. 63–70

Chang, S.B., Liang, J.K., Wang, H.Y., Liu, T.C. & Chan, T.W. (2002) A Learning Strategy of the Across-Classroom Competition Supported for Event-Driven Learning. In proceedings of ICCE 2002. pp. 264-265

Liu, T.C., Liang, J.K., Wang, H.Y. & Chan, T.W. (2003) Embedding EduClick in Classroom to Enhance Interaction. In proceedings of ICCE 2003. pp. 117-125

Liu, T.C., Liang, J.K., Wang, H.Y., Chan, T.W. & Wei, L.H. (2003) The Features and Potential of Interactive Response System. In proceedings of ICCE 2003. pp. 315-322

雲首博 , 王緒溢 , 梁仁楷 & 楊接期 (2003) 無線環境下支援高互動學習之通訊機制設計 . In Proceedings of GCCCE 2003. pp. 166-171

Wang, H.Y., Liu, T.C., Chou, C.Y., Liang, J.K. & Chan, T.W. (2004) Implementation and Evaluation of Three Learn Activity Levels in Wireless Learning Environment. In Proceedings of IEEE International Workshop on WMTE 2004

Chang, S.B., Wang, H.Y., Liang, J.K., Liu, T.C. & Chan, T.W. (2004) A Contest Event in the Connected Classroom Using Wireless Handheld Devices. In Proceedings of IEEE International Workshop on WMTE 2004

Liang, J., Liu, T., Wang, H. & Chan, T. (2005). Integrating Wireless Technology in Pocket Electronic Dictionary to Enhance Language Learning. The 5th IEEE International Conference on Advanced Learning Technologies (ICALT 2005)

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Acknowledgements

I would like to thank following team members who worked together in this study Professors: Chan, T.W., Liu, T.Z., Ko, H.W., Yang, J.H.,

Yang, J.C., Chou, C.Y., Wang, Sams PhD: Chang, Ben PhD students: Chang, S.B., Deng, Y.C. Master students: Huang, Hitomi, Sun, K.S., Yun, S.B.,

Wang, T.C., Hu, M.T., Yu, C.H., Lin, C.H. Teachers in the ESTMTC Elementary School, Taipei City

Q & Athanks for your comments