Mobile technologies in the classroom

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Mobile technologies in the classroom

• Chrisina Draganova
• School of Computing and Technology

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Motivation

• Enhance student learning
• Improve student attention and motivation
• Give students an opportunity to reflect on the
  presented content
• Provide an opportunity to every student to
  participate in the classroom interaction
• Promote active learning environment
• Provide feedback for the lecturer to adjust
  teaching approaches

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Outline

• Related studies
• Objectives of our system
• User Requirements and Questionnaires Results
• Prototype of the system
• Exploring other available systems
• Summary

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Interactive classroom technologies - 1

• Bluetooth based systems
• TV remote system (Bär H et. al. 2006)
• submission of text messages
• submission of feedback
• submission of answers to decision polls or
  multiple choice questions
• retrieving information
• browsing through a current set of messages
• graphical overviews of correct and incorrect
  answers to multiple choice quizzes

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Interactive classroom technologies - 2

• SMS/MMS systems
• TXT-2-LRN (Scornavacca E., Marshall S., 2007) -
  submit questions or comments to the lectures
  laptop via SMS, submit answers to multiple choice
  quizzes
• Mobile Phone Extension to Ubiquitous Presenter
  (Lindquist D et. al. 2007)- text message
  submission, photo submission of hand written
  answers and/or graphics via MMS to mathematical,
  code writing and diagrammatic problems
• Pls Turn Ur Mobile On (Markett C. et. al., 2004)

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Interactive classroom technologies - 3

• Turning Point Technologies (www.turningtechnolog
  ies.com)
• Integrate with MSOffice
• Collects and organise student response data
• Alter the sequence of slides according to student
  responses
• Instant feedback for lecturer
• Integrates with Learning Management Systems
  (WebCT and Blackboard)

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Main objectives of Mobile Active Learner system

• To enable interaction during a lecture session
  using mobile phones via free of cost connection
• To provide opportunities to every student to
  become actively engaged through the use of
  appropriate activities
• To analyse the submissions from students using
  relevant data analysis software
• To provide instant individual feedback to each
  student sent to their mobile phone
• To provide instant aggregated feedback to the
  lecturer about the level of understanding of the
  students via suitable interface

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Advantages of the proposed system

• Flexibility
• Using devices and software that is already
  available
• Integrating intelligent data analysis that is
  already developed and initially tested in SCOT.
• Providing diagnostic feedback to students

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Diagnostic Feedback Objectives

• Feature Discovery contributes to precise,
  detailed model of key features in the students
  responses
• Providing diagnostic feedback which is automatic,
  immediate and individual to large number of
  students based on intelligent analysis of real
  data (Snap-Drift NN Palmer-Brown Sin Wee,
  2005)
• Encouraging independent and deeper learning
• Providing a tool for self-assessment accessible
  anywhere and anytime

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E-Learning System

• The features of the system can be surmised as
  follows
• Log in by student ID which allows the data to be
  collected and analysed.
• Select a quiz related to a particular topic from
  a number of options.
• Quiz page with questions in a multiple choice
  format
• Classifications of the student response.
• Displaying the corresponding feedback
• Saving in a database the student ID, answers,
  topic ID and time of completion of the quiz.
• Help which provides assistance to using the system

Lee, S. W. D. Palmer-Brown and C. Draganova
(2008). Diagnostic Feedback by Snap-drift
Question Response Grouping,
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Questionnaires results (1)
Survey carried out in collaboration with Johnnes
Arreymbi
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Questionnaires results (2)
Survey carried out in collaboration with Johnnes
Arreymbi
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Prototype - Student Interface 1
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Prototype Student Interface 2
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Prototype Lecturer Interface
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Txttools
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Summary

• Evaluation of related studies
• A questionnaire survey
• Similarity in the views of students and lectures
• Students more positive and enthusiastic
• Lecturers concerned about the perceived use and
  benefits derived from using mobile phone
  technologies.
• Initial prototype demonstrating some of the main
  functionalities
• Experiments with other available systems