线上体育课堂在线人数的智能评估方法

由于线上教学时,学生与教师无法面对面交流,给教师监察学生行为与课堂表现造成极大不便,为此研究线上体育课堂在线人数智能评估方法.使用量化分析法采集在线人数学习行为相关信息数据,获得学习行为信息数据集;构建线上课堂在线人数信息处理系统,并利用可视化与平行坐标方法将学习行为数据进行分段评估处理,实现各段学习行为的准确评估.实...     

Learning and diagnosis of individual and class conceptual perspectives: an intelligent systems approach using clustering techniques

In a classroom, a teacher attempts to convey his or her knowledge to the students, and thus it is important for the teacher to obtain formative feedback about how well students are understanding the new material. By gaining insight into the students' understanding and possible misconceptions, the teacher will be able to adjust the teaching and to supply more useful learning materials as necessary. Therefore, the diagnosis of formative student evaluations is critical for teachers and learners, as is the diagnosis of patterns in the overall learning by a class in order to inform a teacher about the efficacy of his or her teaching. This paper investigates what might be called the “class learning diagnosis problem” by embedding important concepts in a test and analyzing the results with a hierarchical coding scheme. Based on previous research, the part-of and type-of relationships among concepts are used to construct a concept hierarchy that may then be coded hierarchically. All concepts embedded in the test items then can be formulated into concept matrices, and the answer sheets of the learners in a class are then analyzed to indicate particular types of concept errors. The trajectories of concept errors are studied to identify both individual misconceptions students might have as well as patterns of misunderstanding in the overall class. In particular, a clustering algorithm is employed to distinguish student groups who might share similar misconceptions. These approaches are implemented as an integrated module in a previously developed system and applied to two real classroom data sets, the results of which show the practicability of this proposed method.     

Behavioral modeling based on cloud computing and target user recommendation for English cloud classroom

The English cloud classroom learning system provides a simple and effective way to access cloud-based training and learning materials. Student records based on behavioral modeling and interactive volume are assumed that the degree of student participation in the course measure. Previous studies, typically the frequency of student activities while ignoring temporary information. Analysis of Students' Activities in the course over time. According to the online classroom activity data, similar behavior change with time students are clustered. These results are three different groups. A large majority of inactive students. Another group to active throughout the students. However, a group of students to the event, but their activity will be reduced throughout the course. These student groups exhibit different performance. Overall students more active, the better the results. In addition to these general trends, also identified a trend of alternative courses that can be found, for example, becomes an active group of students in the course. It suggests that students' behavior is identified from a single course of conduct than the more complex, multi-mode learning activities course. More research is essential. In this study, investigated the Portuguese teachers 'views on classroom management, the relationship between self-off and the efficacy of teachers' and teachers' perception of classroom behavioral teachers' perception of time. Use mediator and moderator variables on the cloud classroom management, and teachers of English teachers perceive the relationship between classroom conditions were cheating process analysis.     

基于Kinect的课堂教学状态监测系统

课堂上对学生听课效果进行评估的重点是捕捉学生听课行为.本系统利用Kinect传感器获取学生听课过程中的彩色、深度、骨骼点图像来分析学生的上课肢体状态、注意力方向,以此反映学生听课状态.同时,系统利用Kinect麦克风阵列采集到的声源信息来统计课堂回答问题的频度和声源位置.通过对上述信息的综合分析,获取学生上课状态的客观指标,从而对课堂教学评估提供数据支撑.     

Unpacking the black-box of students' visual attention in Mathematics and English classrooms: Empirical evidence using mini-video recording gadgets

With the technological improvements of innovative portable recording gadgets, augmented researchers' interest in exploring students' visual attention in their natural and normal occurring classrooms. The purpose of this study was to gauge students' visual attention in their Mathematics and English classrooms. This article reports on a study conducted in three schools in Santiago, Chile, where a sample of 113 randomly selected students wore a mini-video camera mounted on eyeglass in their Mathematics and English lessons. Using Google images, we automatically and objectively examined 723,600 frames from the recordings where the classroom teacher appeared in the students' visual field. The results show that students' visual attention varies depending on four factors: (a) gender of the student, (b) age of the students, whether students are low/high attainers and (d) whether students are in English or Mathematics lessons. Surprisingly, students significantly paid more visual attention in their Mathematics than in English lessons. High attainers were more visually engaged than their low attainers counterparts. Students appeared to be visually engaged differently at different stages in their education. Furthermore, girls were more visually engaged than boys. The results of this study can have enormous practical implications for teachers and teacher education, in order to be better visually engaged with students during teaching.     

Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.     

Learning in a u-Museum: Developing a context-aware ubiquitous learning environment

Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the digital world. Although learning outside of the traditional classroom is an innovative teaching approach, the two main problems are the lack of proper learning strategies and the capacity to acquire knowledge on subjects effectively. To manage these problems, this study proposes a context-aware ubiquitous learning system (CAULS) based on radio-frequency identification (RFID), wireless network, embedded handheld device, and database technologies to detect and examine real-world learning behaviors of students. A case study of an aboriginal education course was conducted in classrooms and at the Atayal u-Museum in Taiwan. Participants included elementary school teachers and students. We also designed and used a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT) theory to measure the willingness for adoption or usage of the proposed system. The experimental results demonstrated that this innovative approach can enhance their learning intention. Furthermore, the results of a posttest survey revealed that most students' testing scores improved significantly, further indicating the effectiveness of the CAULS.     

Embedded blended learning within an Algebra classroom: a multimedia capture experiment

This two‐group, pretest‐posttest, quasi‐experimental study compared secondary students' learning of Algebra II materials over a 4‐week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n = 32) or a live‐lecture classroom (control group; n = 24). For both groups, instruction was delivered in a normal classroom setting. A math test and a student survey were used to measure students' learning of Algebra II and satisfaction with the instruction. Students in the treatment group showed significantly greater gains in Algebra II test scores and evaluated their learning experiences significantly more positively than did the control group. The great majority (80%) of students in the treatment group preferred the embedded blended learning over traditional live lectures for future learning of math. Students' responses to open‐ended survey questions suggested that students in the treatment group appreciated the: (a) ability to control the pace of instruction; (b) new role of the classroom teacher; (c) lack of distraction in the blended learning environment; and (d) accessibility of the embedded multimedia lessons outside the classroom. This study suggests that screen‐capture instructional technology can be used towards establishing a teacher‐based, embedded blended learning environment within a secondary algebraic classroom.     

An intelligent system for monitoring students' engagement in large classroom teaching through facial expression recognition

Students' disengagement problem has become critical in the modern scenario due to various distractions and lack of student-teacher interactions. This problem is exacerbated with large offline classrooms, where it becomes challenging for teachers to monitor students' engagement and maintain the right-level of interactions. Traditional ways of monitoring students' engagement rely on self-reporting or using physical devices, which have limitations for offline classroom use. Student's academic affective states (e.g., moods and emotions) analysis has potential for creating intelligent classrooms, which can autonomously monitor and analyse students' engagement and behaviours in real-time. In recent literature, a few computer vision based methods have been proposed, but they either work only in the e-learning domain or have limitations in real-time processing and scalability for large offline classes. This paper presents a real-time system for student group engagement monitoring by analysing their facial expressions and recognizing academic affective states: ‘boredom,’ ‘confuse,’ ‘focus,’ ‘frustrated,’ ‘yawning,’ and ‘sleepy,’ which are pertinent in the learning environment. The methodology includes certain pre-processing steps like face detection, a convolutional neural network (CNN) based facial expression recognition model, and post-processing steps like frame-wise group engagement estimation. For training the CNN model, we created a dataset of the aforementioned facial expressions from classroom lecture videos and added related samples from three publicly available datasets, BAUM-1, DAiSEE, and YawDD, to generalize the model predictions. The trained model has achieved train and test accuracy of 78.70% and 76.90%, respectively. The proposed methodology gave promising results when compared with self-reported engagement levels by students.     

Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom

Teachers are important social agents who shape the quantity and quality of students' self-directed use of technology for learning outside the classroom. This study aimed to model the influence of teacher behaviors on learners' self-directed technology use. A conceptual model of three types of teacher support (affection support, capacity support and behavior support) that were reported to influence students' self-directed technology use for learning outside the classroom was generated based on interviews with 15 undergraduate foreign language learners. One hundred and sixty undergraduate foreign language learners were then surveyed to test the conceptual model. The path analysis of the survey data suggested that affection support influenced learner self-directed technology use through strengthened perceived usefulness, and that capacity support and behavior support influenced learner self-directed technology use through enhanced facilitating conditions and computer self-efficacy. The research findings highlight the importance of raising teachers' awareness of the different roles they can play and of enhancing their abilities to perform a combination of the roles to promote learner self-directed use of technology for learning outside the classroom.     

基于“雨课堂”的混合教学模式

针对C++程序设计基础课程的特点及传统教学模式存在的不足,使用智慧型教学工具“雨课堂”构建了“线上+线下”的混合式教学模式。这种模式实现了线上线下教学的无缝对接,既能构建生动立体的线下教学课堂,又能打造资源丰富的线上学习环境,并能够实现对学生线上学习的有效监督及管理。教学实践证明,基于“雨课堂”的混合教学模式能有效地保证课前、课上以及课后每一个环节的学习效果,提高师生互动性。     

Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools

In this study we present a professional development initiative aimed at helping urban teachers in low-income underserved schools in the U.S. learn how to utilize iPads (a representative mobile device) and educational apps (software programs that run on mobile devices) to support teaching and learning. Subsequently, we examine the ways in which four case study teachers utilized iPads and educational apps in their classrooms to support their students' learning experiences. Data included observations of professional development activities, classroom observations, teacher interviews, and student focus groups. Findings revealed that students used iPads and educational apps to (a) access online content, (b) create learning artifacts, and (c) reinforce content learning through personalized instruction. Findings also indicated that use of iPads and educational apps supported student academic growth and empowerment. Results have implications for mobile learning researchers, practitioners, and policy makers, particularly those charged with the design and implementation of professional development programs.     

基于物联网技术的智慧实验室近远程测控系统

针对物联网教学中理论实验管理一体化的趋势,提出一种基于物联网技术的智慧实验室近远程测控系统方案。方案中设计了一种可将理论教学、实验自学、安全管理三位一体化的智慧实验室测控系统结构,通过融合无线传感网、嵌入式网关、网络通信、数据库等多种物联网相关技术,实现了一个可实时近远程访问教学、实验测试、设备控制、维护管理的物联网智慧实验室测控系统。测试证明,该系统可良好实时地运用于理论实验管理一体化教学中,分别满足教师端、学生端、实验师端三方的教学、自学和管理需求,促进在线离线教育方式融合,为智慧课堂教学提供良好平台。     

Pedagogy embedded in educational software design: report of a case study

Most educational software is designed to foster students' learning outcomes but with little consideration of the teaching framework in which it will be used. This paper presents a significantly different model of educational software that was derived from a case study of two teachers participating in a software design process. It shows the relationship between particular elements of the teachers' pedagogy and the characteristics of the software design. In this model, the ‘classroom atmosphere’ is embedded in the human–computer interface scenarios and elements, the ‘teaching strategy’ in the design of the browsing strategies of the software, and the ‘learning strategy’ in the particular forms of interaction with the software. The model demonstrates significant links between the study of Pedagogy and the study of Information Technology in Education and has implications for the relationship between these two areas of research and consequently for teacher training. The model proposes a perspective on educational software design that takes into consideration not only learning theories, but also teaching theories and practice.     

Teacher-created video instruction in the elementary classroom—Its impact on students and teachers

Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher-created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher-created computer-based video instruction (CBVI) using iPads on students' academic, behavioural and affective learning in elementary classrooms. The study used a repeated-measures design with counterbalancing to measure the effects of CBVI during mathematics lessons on student achievement scores, time on-task and attitudes towards learning. Three year three classes (n = 49) completed three lessons, each using a different mode of instruction: CBVI created by the class teacher, CBVI created by a stranger, and a traditional live lesson delivered by the class teacher. Results were analysed using a Linear Mixed Model. No significant growth in performance was detected during video instruction, however a significant growth result was achieved for the traditional live teaching mode (p < 0.001), possibly attributable to the longer duration of experimental session. Behavioural engagement was considerably higher during CBVI lessons than live lessons and students preferred their teacher's voice during CBVI. Three teachers were interviewed to examine how CBVI affected teaching and learning, with two main themes emerging: (1) positive impacts of CBVI upon students; and (2) positive impacts on teacher wellbeing. This research indicates benefits for students and teachers when using teacher-created CBVI. Further research is needed to better understand the factors that influence cognitive development of students using CBVI and to also further explore the effect of CBVI on teacher wellbeing.     

EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips

Positioned in the context of situated learning theory, the EcoMOBILE project combines an augmented reality (AR) experience with use of environmental probeware during a field trip to a local pond environment. Activities combining these two technologies were designed to address ecosystem science learning goals for middle school students, and aid in their understanding and interpretation of water quality measurements. The intervention was conducted with five classes of sixth graders from a northeastern school district as a pilot study for the larger EcoMOBILE project, and included pre-field trip training, a field trip to a local pond environment, and post-field trip discussions in the classroom.During the field experience, students used mobile wireless devices with FreshAiR™, an augmented reality application, to navigate the pond environment and to observe virtual media and information overlaid on the physical pond. This AR experience was combined with probeware, in that students collected water quality measurements at designated AR hotspots during the experience. We studied the characteristics of learning and instruction using measures of student attitudes, content learning gains, and opinions teachers provided via written and verbal feedback. We observed gains in student affective measures and content understanding following the intervention. Teachers reported that the combined technologies promoted student interaction with the pond and with classmates in a format that was student-centered rather than teacher-directed. Teachers also reported that students demonstrated deeper understanding of the principles of water quality measurement than was typical on prior field trips without these technologies and that students had expanded opportunities to engage in activities that resemble scientific practice. Overall, results of the students' surveys and teacher feedback suggest that there are multiple benefits to using this suite of technologies for teaching and for learning.     

Teaching Practices That Can Promote the Authoritative Proof Scheme

Abstract

This article presents case studies of the classroom teaching practices of two algebra teachers. Our data consist of videotaped classroom observations during a single academic year. We identify and characterize specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. We suggest that these practices are likely to promote the development of the authoritative proof scheme in students. Our results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning and can be used as parameters to investigate teacher change.     

An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support

The aim of this study was attempting to investigate the outcome of critical thinking achievement of learners when its development is infused into subject teaching with pedagogical and technological support. A total of 124 junior secondary students participated in the three-year trial teaching in Integrated Humanities subject. Flipped classroom strategy was implemented to engage learners in online pre-lesson learning preparation, in-class group discussion inside digital classroom and after-class extended learning using social learning platform. The critical thinking tests found that the students had good performance in the tasks on hypothesis identification, induction and deduction; and some achievements in the tasks on explanation and evaluation. It was found that students needed more time to develop capacities of deduction, explanation and evaluation. The semi-structured interviews found that the teachers and students valued the pedagogical way of providing guidance for students' group sharing for fostering critical thinking skills development. Three implications are discussed to shed light on the infusion of critical thinking skills development into the process of domain knowledge learning, the deployment of appropriate pedagogy to mobilize learners to engage in learning process, and the use of appropriate technology to facilitate learning process inside and outside of classroom.     

Technology and its impact in the classroom

Recent findings have shown that at-risk students in grades k-12 are being deprived of challenges and of the chance to use complex thinking skills. The purpose of this study is to determine the effect that the level of computer technology use in the classroom has on at-risk students' grades and attendance. A teacher technology survey is used to measure teacher use, student use and overall use of technology in the classrooms. The sample for this study consists of teachers from a Northwest Ohio high school. Results of the study indicate that teachers' technology use, students' technology use, and overall technology use have no significant positive effect on the grades and attendance of at-risk students. In addition the study finds that technology use is low among the teachers in the sample. These results suggest that for technology to be effective and make changes in at-risk students' grades and attendance, schools must be prepared for technology use in the classroom. Leaders need to develop a model that would include a shared vision, entire school community involvement, specific training for staff and time for the training, a full time technology director and time for the staff to communicate and share among peers for technology to be an effective tool in the classroom curriculum.