Presentation at E-Learn 2010

1. Q&A 2.0
A System to facilitate interaction
during and after a lecture
‣ Kai Michael Höver
‣ Jochen Huber
‣ Max Mühlhäuser
Department of Computer Science
Technische Universität Darmstadt
Germany
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver |

2. Lectures, the prevalent
teaching format
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 2

3. It is important to ask questions...
§ Asking questions is important for
comprehension, personal
knowledge construction, and
academic achievement [1]
§ Also valid for preset questions [2]
[1] Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221.
[2] Hamaker, C. (1986). The effects of adjunct questions on prose learning. Review of Educational Research, 56(2), 212-242.
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 3

4. ... and to answer these questions
§ If questions are not answered and students are
not able to follow a lecture
➡ students develop a certain helplessness
➡ students loose interest
➡ students stop following
Norman, D. A. (2002). The design of everyday things. New York: Basic Books.
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 4

5. Lecture hall architecture
§ The traditional lecture format
intends an one-to-many
communication
§ The architecture of a lecture
halls supports this intention
Flusser‘s theater communication model [1]
[1] Flusser, V., Bollmann, S. & Flusser, E., 1998, Kommunikologie, Fischer Taschenbuch Verlag
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 5

6. Asking questions during a lecture
can be a challenge
§ Students can easily be
overlooked
§ It‘s hard to hear a student
without a microphone
§ Students may be too shy and
fear to embarrass themselves
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 6

7. Problems with the traditional
lecture format
§ lack of student attention [1,2]
✤ 70% of the first 10 minutes
✤ 20% of the last 10 minutes
§ Students fail to retain as much material in comparison to classes
taught in an active environment [3]
§ Active-engagement methods in the classroom are important [4]
[1] Stuart, J. & Rutherford, R.J.D., 1978, Medical Student Concentration during Lectures, The Lancet (2), pp. 514 - 516.
[2] Hartley, J. & Davies, I.K., 1978, Note-taking: A critical review, Innovations in Education & Training International, 15(3), pp. 207-224.
[3] Michel, N., Cater, J. & Varela, O., 2009, Active versus passive teaching styles: An empirical study of student learning outcomes, Human Resource
Development Quarterly, 20(4), pp. 397-418.
[4] Hake, R., 1998, Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics
courses, American Journal of Physics, 66(1), pp. 64-74.
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 7

8. Classroom Presenter
Classroom [1]/Ubiquitous Presenter [2]
16 C. Liao et al. PaperCP [3]
Instructor
pen-based Tablet PCs.
Despite the digital solu-
tions’ advantages in data
transfer and archiving,
some drawbacks are
associated with these
systems: a degraded
reading and writing ex-
perience due to limited
screen size and screen Fig. 1. (Left) The original Tablet PC interface of a digital Active
resolution, the cost of the Learning infrastructure. (Right) The new equivalent interface,
[1] Anderson, R.based on Anoto technology, which consists of Blue-
PaperCP, & Linnell,
devices, and the limita- tooth digital pens andN., 2009, Promoting Interaction in Distance
Education, eLearn, 2009(8). printouts.
tions imposed by battery
Students [2] Wilkerson, M., Griswold, W.G. & Simon, B., 2005, SIGCSE '05:
life. To ease the tensionProceedings of the 36th SIGCSE technical symposium on Computer
between physical andscience education, Ubiquitous presenter: increasing studentthem to
digital affordances, a natural solution is to integrate access
Public display
create a better overall usercontrol in a digital lecturing environment. ACM, pp. 116-20.
and experience.
[3] Liao, C. et al, 2007, Human-Computer Interaction – INTERACT
In this paper, we investigate how to combine the advantages of physical artifacts
like paper with the 2007, PaperCP: Exploring the Integration of Physical and Digital
Figure 1. Classroom Presenter.The system runs on instructor, student, and public displays, each convenience of an electronic communication and archiving infra-
Affordances for Active Learning. pp. 15-28.
structure. Specifically, based on a communication model for Active Learning, we
with its own user interface. In the scenario shown here, the instructor presents a slide with an
activity.The students write solutions to the activity on their Tablet PCspropose atheir Anoto [5]-based paper interface, PaperCP (Paper Classroom Presenter)
and submit new
Oct 19, 2010 | Department of Computer Science |(Figure 1), for Classroom Presenter, aimed at addressing the interaction and cost-
answers to the instructor.The instructor can preview the student solutions in a film strip (shown
Telecooperation | Kai Michael Höver | Slide 8
on the right of the instructor view) and then selectively show student answers on the public
benefit problems of the fully digital system. Our physical interface allows students to
display for class discussion.

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10. n phones. Only 4 out of 72 were willing to do so. To offer a
o free of charge solution, we installed a Bluetooth access point
- in one of our lecture halls and extended the client application
s for Bluetooth use [1].
n
, TVremote for use during lectures
3.2 Educator client
The educator uses a client which is divided into two parts:
a one for student-initiated content (such as questions and evalu-
y
§ Instructor can take polls
ation), and the other for educator-initiated content, especi-
ally quizzes. The division in two parts separates the logical-
s ly different elements. Additionally, both tabs are less crow-
ded and easier can provide feedback incoming
Students to use by the separation between
s §
- feedback and responses to prepared quiz questions. Figure 3
r § shows them as tabs insend question or comments
Students can a tabbed pane.
n
n
f
-
n
n
-
n
e
-
-
Bär, H., Häußge, G. & Rößling, G., 2007, ITiCSE '07: Proceedings of the
o 12th annual SIGCSE conference on Innovation and technology in
l computer science education, An Integrated System for Interaction
Support in Lectures. ACM, pp. 281-285.
Figure 3: Educator client for in-lecture interaction
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 10
-

11. Active Class
§ students can ask questions during a lecture and
participate in polls
§ students can also view questions and vote for them
UCSD CSE technical report #CS2002-0715 5
Fig. 2. The admin’s and user’s Question pages. The admin’s page has more features, like lock,
Ratto, M., Shapiro, R. B., Truong, T. M., & Griswold, W. G. (2003). The activeclass project: Experiments in encouraging classroom participation.
In Proceedings of computer support delete, hide, reveal. The list can be sorted by vote count or by time.
for collaborative learning 2003.
Truong, T. M., Griswold, W. G., Ratto, M., & Star, S. L. (2002). The activeclass project: Experiments in encouraging classroom participation.
Technical report CS2002-0715, UC san diego, department of CSE.
again before they leave the class (Figure 4). Waiting a minute, the first time becomes
the clear winner and he announces that as the review time.
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 11
Now that class is over, Professor G. clicks Save to Warehouse on the Session
page to capture today’s questions. Thinking that one question was good, he goes to the

12. MRAS
§ Microsoft Research Annotation System
§ Learners can add questions and answers to lecture videos
§ These posts are anchored with timestamps of the video
Bargeron, D., Grudin, J., Gupta, A., Sanocki, E., Li, F., & Leetiernan, S. (2002). Asynchronous collaboration around multimedia applied to on-demand education. Journal of Management
Figure 2: Web-based MRAS interface.
Information Systems, 18(4), 117-145.
Oct 19, 2010 | Department of Computer System Features and Functions | Kai Michael Höver | Slide 12
4.4 Annotation Science | Telecooperation
The video in the upper left of the browser window in Figure 2 is displayed with a standard media player. The

13. Session T2H
Authoring on the fly/AWS
he client with the server. On
e transmitted via the SOAP
icons or hidden altogether (e.g., if they cover too much of the
original document).
ent to the Annotation Web With these two views, it is possible to follow the
here are new annotations on discussion thread note by note, or to follow it from the
§ allows learnersperspective of the document and view the notes anchored at
t to the client. to add text notes on slides of
he system can retrieve all specific regions of the artifact. Both views are interlinked: by
with lecture recordings
their current lecture double-clicking an annotation in the thread view, a user can
them. They can then create navigate directly to the respective location of the document
§ text notes can where that note is anchored and, for example, start replay from
y replying to existing notes) be linked with each other so that
discussion threads can be created
h their co-learners. there.
Recordings
WWW
CD
Local
repository
FIGURE 4
Lauer, T., Trahasch, S., & Zupancic, B. (2005). Anchored discussions of multimedia A LECTURE RECORDING WITHeducation, 2005. FIE '05. Proceedings 35th annual conference.
ANCHORED DISCUSSION OF lecture recordings. In Frontiers in AOFJSYNC
HTTP, FTP
Oct 19, 2010 | Department of Computer Science | to the two views, Michael Höver | Slide 13
Analogous Telecooperation | Kai the user has also two
er possibilities to create new notes. A new annotation can be

14. Limitations of presented systems
(a) Questions and comments cannot always
be made in a learning material context
(b) Systems focus on the time either during
or after a lecture
§ However, it is important to enable students
to continue interaction after a class/lecture
§ New questions may arise after a lecture
§ Questions posted during a lecture might be
refined after a lecture
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 14

15. Q&A 2.0 Architecture
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 15

16. Q&A 2.0 User Interface
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Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 16

17. Summary and outlook
• We presented the concept of a system that
• supports asking, answering, and assessing questions in
context
• support of interaction between students themselves and the
educator (learning as a social process)
• enables students to continue or start new interaction during
and after a lecture
• Next steps:
• How to apply the system
• pedagogical scenarios
• Evaluation!
• Goal: support/improve students‘ learning (good vehicle?)
• How do they use such a system? Interplay of in- and
post-lecture interaction
• How do lecturers‘ accept such a system?
• Re-design
• running in Web browsers
• connection to existing forums
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 17

18. Thank you
for listening!
Questions?
Oct 19, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 18