Electronic interactions in
classroom
Saša Divjak
Classroom responder systems
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Smart Response
Classroom Performance Systems (Clickers) in the Classroom
Report on Class reponders (clickers)
A fast and effective way to assess learning
Notebooks in classroom
Internet responders
Using WIFI
Interactive lectures (kliker)
Kliker on Internet
Students
Lecturer
http://Kliker.sio.si
Internet service
Platform independent(mobile devices..)
Independent of firewalls
Othing to download
Concept of “rooms”
WebSockets, jQuery,..
http://Kliker.sio.si/predavatelj.html
Kliker server, rooms and clients
KlikerServer.jar
Room1
Room2
Room n
Room1
Room n
Room2
Similar Internet applications
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Socrative
KlikPool
Kahoot
Lecture Tools
Socrative Student Response System
WEB
Socrative: guidelines
WEB
Get Started With Socrative in 60 Seconds:
Socrative Web: No download needed for the teacher application. Just go to
t.socrative.com, click registration, create a distinct virtual room number and you are
ready to go in 60 seconds! You can use this site on any web browser laptop, desktop,
or mobile device
Socrative Apps: You can run the lecture from your smartphone by downloading our
Android App. (iPhone, Blackberry, and Powerpoint Plugin coming soon.)
Instructions for your students:
Go to m.socrative.com and enter your virtual room number and click “Join room” ready to go in 10 seconds! They can also download our Android App. (iPhone and
Blackberry coming soon.)
Učiteljev zaslon
vstop:
http://t.socrative.com
Študentski zasloni
vstop:
http://m.socrative.com
QuickPool
Large number of students (ICT can help)
WEB
Student‘s viewpoint: Social networking
Spremembe v razredu
Študenti prinašajo svoje notesnike v razred
Študentje več sprašujejo
Alternativa odzivnikom
Kritika odzivnikom (glasovalnim sistemom)
Načrtovanje
Obseg vprašanj je omejen
Učenci ne morejo postavljati vprašanj
Niso integrirani z drugimi strategijami učenja
Uporaba
Učenci imajo vtis, da služijo le evidenci prisotnosti.
LectureTools alternativa klikerjem?
Anketa med študenti,kaj imajo raje:
Odziv študentov na LectureTools
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I really prefer the use of lecturetools compared to "the clicker".
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I feel that lecture tools is very efficient and really helps me stay
organized.
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I feel that lecturetools is a much more interactive system than the
clicker. It is very easy to access and use, and provides a multitude
of note taking options.
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Printing out 10 pages of slides for every class is a horrible waste of
paper. This system is extremely efficient and very well put together.
Odziv študentov:
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I only wish that I had more classes using this system as
it would save me a lot of money and a lot of headaches.
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I find the fact that I can ask questions directly to a GSI
and get an immediate answer (or read others' questions
and see those responses) to be really helpful
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My favorite feature, however, is the fact that this is all
available online, and for free, which is $35 less than "the
clicker."
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I think it's far superior to Quizdom. I've found that most
people seem to use Quizdom only as a way to check
attendance.
Interactive boards
• Smart IWB Video 1
• Promethean IWB Video 2
What is an Interactive Whiteboard?
• “An interactive whiteboard, or IWB, is a large interactive
display that connects to a computer and projector. A projector
projects the computer's desktop onto the board's surface,
where users control the computer using a pen, finger or other
device. The board is typically mounted to a wall or on a floor
stand.”
More about IWB
• Interactive whiteboards are being used in the corporate and
educational environments to allow for collaboration and
interaction amongst groups.
• IWBs are replacing chalkboards and white dry-erase boards.
• IWBs work off of electromagnetic (Promethean), infrared, or
special touch resistive (SMART) technologies.
• The idea of using an IWB is to allow the teacher and students
to interact with content directly from the board and not have
to stand next to the computer.
Uses of Interactive Whiteboards
• Save lessons to present to students who were absent
• Create video files to teach a software application, a lesson, or
as a review to be posted to the server or web. Example- How
to create a graph in Excel
• Use the built in maps to teach continents, oceans, countries,
or states and capitals.
• Present presentations created by student or teacher
• Have students create e-folios including samples of their work
and narration
• Teach whole group computer or keyboarding skills
• Brainstorming
Uses of Interactive Whiteboards (con’t)
• Use highlighter tool to highlight nouns, verbs, adjectives, etc.
• Teaching students how to navigate the Internet
• Illustrate and write a book as a class. Use the record feature to
narrate the text.
• Use the Interwrite software to create lessons in advance at home
or at school. Then save them for future use or to be shared with
other teachers
• Diagramming activities
• Teaching steps to a math problem.
Uses of Interactive Whiteboards (con’t)
• Graphics and charts with ESL learners and special ed
students.
• Electronic Word Wall
• Reinforce skills by using on-line interactive web sites
• Creating a project calendar
• Have students share projects during
Parent/Teacher/Student conferences
• Working collaboratively on writing and editing exercises,
math lessons, and science experiments.
Uses of Interactive Whiteboards (con’t)
• Accessing Web-based software (such as Google Earth) and other Web
resources further expands the potential for using interactive
whiteboards in class. Indeed, the list of possibilities is endless. Here
are just a few:
• Digital storytelling.
• Creating, viewing, and annotating student PowerPoint and multimedia
presentations in real time.
• Showing streamed or downloaded videos.
• Using online map and satellite imagery to teach geography.
• Displaying artwork or online museum presentations.
• Demonstrating moviemaking techniques.
• Viewing and analyzing competitive sports and physical education
activities.
• Teaching students how to conduct research on the Internet.
The Potential of the Interactive Whiteboard
Speed: access many varied sources of info quickly
Capacity: access, store and manipulate a lot of info
Automation: support/structure info handling, e.g. in a database
Communicability: send/receive/gather info easily and quickly
Provisionality: change/revise/re-sort/re-present info quickly and easily
Interactivity: decide how to access/sort/present info
Non-linearity: decide sequence of accessing/sorting/presenting info
Multi-modality: access/present info through a variety of media
Teacher Use and Student‘s Learning
Teacher use
Demonstrating
Modelling
Accessing & Analysing
Presenting &
Communicating
Testing &
Confirming
Student’s learning
Information processing
Reasoning
Enquiry
Creativity
Evaluation
Problem Solving
Communication
Exploiting the Interactive Whiteboard
in Mathematics
Exploiting the Interactive Whiteboard
in Mathematics
Categories of Problems
• Word problems (single and multi-step)
• Finding all possibilities
• Logic puzzles
• Diagram problems and visual puzzles
• Finding rules and describing patterns (reasoning
about numbers)
Simple Strategies for Using IWB
• Hide and Reveal – teachers can use simple animation or
layering techniques to hide answers, objects, pictures, etc.
• Flash Media – teachers can take advantage of the built in flash
activities in IWB software, such as the Lesson Activity Toolkit
in SMART’s Notebook software.
• Websites – there is a plethora of interactive educational sites
which are perfect.
Applying Experiences from
Classroom Presenter
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User Experience
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Student Feedback
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Nail the startup experience
Simplicity over features
Customized presentation interface
Anonymous Quick Polls in first release
More advanced student feedback in future
versions
Student Devices
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Achieving broad adoption requires support for
non-PC/tablet form factors
Clickers, browsers, mobile devices
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Networking
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No server requirement; user teacher’s
machine as hub
Invest in session discovery for startup
experience
Avoid multi-cast over wireless >> more
reliable, but leads to scaling challenges
– SDK for Extensibility
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Clicker Controller API
3rd Party Student Views
(WIFI or SMS)
http://classroompresenter.cs.washington.edu/
Value Proposition
Educators:
Heighten the
engagement and
interactivity of students
in class
Increases collaboration
and communication
process between
educator and student
Gain insight regarding
the need to adjust
instruction/change
instructor course of
action
Students:
Creates equal
opportunities for all
students to participate
and contribute
Changes rhythm and pace
of a lecture, which
enhances motivation for
participation
Have a consolidated set of
notes that match their
educators
Skrb šole:
1. Do kakšne stopnje uvajanje notesnikov v razred
uvaja odvračanje oziroma raztresenost?
2. Do kakšnje stopnje uvajanje notesnikov v razred
spreminja pozornost?
3. Do kakšnje stopnje uvajanje notesnikov v
razredu spreminja vključevanje?
4. Do kakšne stopnje uvedba notesnikov v razred
spreminja učenje ?
“In classes where you do not use a laptop, what
percentage of time do you estimate you are engaged in
tasks not pertaining to that course?”
“How do you feel that your use of laptops in this class
has changed the time you spend on tasks unrelated to
the lecture?”
What’s Changed?
“My attentiveness in this class has increased due
to laptop use”
“In this class laptops help me to be engaged
during lecture”
“Do you feel that the use of your laptop in class has
affected your learning?”
Povzetek
Laptops are a source of distraction:
1. Students admit that the presence of laptops in class adds
distraction.
2. Distraction appears to affect women more than men.
Regardless, laptops are viewed as positive
1. Students feel laptops help then be more engaged .
2. Students feel laptops help then be more attentive.
3. Students feel laptops have a positive affect on their
learning.
Electronic knowledge tests
Pomen elektronskega ocenjevanja
WEB
eXe Learning?
DEMO
Wondershare QuizCreator
DEMO
DEMO1
Hot Potatoes
Movie
Klasifikacija
načinov
elektronskega
ocenjevanja
Question Writer
IMS QTI
WIKI: QTI
QTIWorks
QTITools
QPlayer
QTImPlayer
A portable device running
Windows Mobile® 2005 or
2006 is loaded with a QTI
assessment application
for performing on-site
assessment. The
assessment tools can
include multiple-choice
questions, attached files
such as photos or video,
short-answer questions
and extended-answer
questions, for example.
Assessment Tiger
XQuestion
IMS QTI Guide
QTI in Moodle?
Uvoz kviza v Moodle
ExamView: več, demo
GIFT format
WEB
DEMO
Pa še kaj o goljufanju 
Some ways of cheating
• hiring proxies for papers or essays
• looking up answers while taking the exam
• purchasing papers from the Internet or other
students
• sharing exam questions and answers
• Someone else takes the whole class for them
• Backchannel sharing during tests (IM, texting)
• Testing from same location (no proctor)
• Technology sabotage/tampering
How to Prevent Cheating During an Online
Evaluation
The most common way for students to cheat
is by looking up the answer in a textbook.
The single most effective strategy for
eliminating it is to assign time-limits on tests.
A timed evaluation requires students to
answer the questions in a certain amount of
time. If the time-period is aggressive enough,
students won’t have time to look up all the
answers.
On average, you should allow 30 seconds per
multiple-choice question and 15 seconds per
true or false question.
Essay-type questions should be timed based
on the complexity of the topic and the
expected length of the answer.
Cheating with textbooks
Asking students to apply their knowledge to a unique situation
not covered in their textbook is also effective.
Application questions can’t be looked up. Students truly have to
understand the material in order to properly answer the
question.
While they may take the time to
read the textbook, they will still
need to truly understand what
they’ve read in order to
successfully answer the question.
Cheating with classmates
If students know each other, they may get together
(offline or online) and try to take the test together.
To eliminate this problem, randomize both the questions
and answers on your quiz. Additionally, only select a
subset of questions from a larger bank. Presenting
different screens to the students makes it very difficult for
them to cheat. This strategy coupled with a timed quiz
makes it virtually impossible.
Printing Questions and Answers
• Assume that students will print the questions. If you also provide the
answer to these questions (after the test is submitted of course!), also
assume students will print the results.
• Randomize the order of your questions and answers and only present a
subset of questions. If you're serious about preventing cheating, I
recommend having 10 times as many questions in your bank as you will
display on your test. If students can only print 10% of the questions at any
time, they will need at least 10-20 different copies in order to put together
a useful printout.
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• Additionally, configure the system so that each student can only take the
test once. Assuming that (a) not everyone in the class is a cheater and (b)
not all students know each other (which is typically true of online classes),
it will be practically impossible for a few individuals to print all of the
questions and answers.
Having Someone Else Take the Test
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Students will sometimes pay classmates to take online evaluations for them. To
eliminate current classmates from taking each other's test, only make them
available for a short time. For example, you could require everyone take a 30minute test within a 1-hour window. Since a 30-minute test usually takes 40
minutes to complete (by the time you log in, read the instructions, etc.), a single
classmate will not have time to take 2 tests within the window.
To prevent former students from taking an exam, use once again the randomized
question/answer strategy. If the former classmate hasn't taken the test in a few
months and the questions/answers are different then those he/she last took,
chances are this cheating strategy will not be successful.
To take it one step further (assuming all students live in a close geographic area),
have the test in a computer lab and warn the students that the exam might be
proctored, which means students need to show ID. Proctoring the exams even
occasionally will discourage students from having someone else take the exam in
their place.
Cheating in virtual classroom
A traditional classroom allows the supervisor to visually monitor
students during exams. While this is not possible in a virtual
environment, placing time restrictions for the completion of an
online exam can take care of the cheating woes in a virtual set
up.
The exam automatically gets submitted to the instructor, once
the time is up. This can restrict, if not completely eliminate
online cheating, particularly in a multiple choice quiz type
pattern of exam. Like, students will have no time on hand to look
up for answers if an exam comprises of answering 20 multiple
choice questions in 18 minutes.
Nitkan pogovor in goljufanje
Tools like threaded discussions allow the instructor to gauge the level of
understanding among students. Communication, discussion and debate on a
topic can be carried out in a threaded discussion.
Nitkan pogovor in goljufanje
• Being synchronous, they provide no time for the students
to cheat, since the responses too are expected in real
time.
• The writing style of the student as well as the flow of the
text gives away the fact whether plagiarism or cheating is
at work.
• Group chat will allow discussions and interaction between
students and the instructor, where they can assess the
students casually.
• Also the time commitment required for synchronous
communication is a deterrent for cheating.
Plagiarism in a virtual classroom
The easy availability and abundance of online term papers has
made it easier for students to plagiarize content. With a simple
click of the mouse, they can now copy and paste text in their
online papers. Copying from websites is another common
method of plagiarizing content. But, while this is largely
prevalent among the student community, detection of t is also
becoming easier by the day. Unlike in a traditional classroom, the
electronically submitted papers can be run through the
plagiarism detection softwares or websites.
Respondus
DEMO
VIRTUAL INVIGILATOR
it does not attempt to create a
perfectly secured testing environment
on an unsecured piece of hardware
nor does it attempt to directly
monitor the actual human that is
completing the exam using
technology. The students are allowed
to use their local computers in any
way they see fit and the monitoring of
human actions is left up to other
humans who can still notice
suspicious behavior better than any
proven and commercially
available computer system. The
Virtual Invigilator is instead acting to
detect cheating by watch the network
communications of a student.
LanSchool is clean, simple and easy-touse. Teachers love it.
It is reliable and uses significantly less
network bandwidth than other
solutions.
It is complete, no add-ons are required
to block the Internet, Applications,
Printing and USB drives.
It keeps working even when students try
to disrupt it.
It costs less and is better supported than
any other solution on the market.
It supports PCs, Macs, Linux and Thin
Clients such as NComputing, Terminal
Services and Citrix.
Google Docs in ankete
Google Docs: Forms
Priprava ankete
 Izberemo novo formo in jo poimenujemo.
 Prvi dve vprašanji sta lahko tekstovni: ime in priimek..
 Dodajamo vprašanja.
 Za vsakega napišemo besedilo in izberemo enega od
možnih tipov
−
−
−
−
Text and paragraph text.
Multiple choice (tudi kot true / false).
Scale (1 to 10)
Check boxes (Izberemo vse, ki so pravilni).
 Za vsako vprašanje lahko določimo, ali je odgovor
zahtevan ali ne.
Izvedba ankete
 You can share your
quiz…
− Through emails.
− By embedding it on
a web page (blog,
wiki, …).
 A sample quiz is up on
the PRSD tech
committee wiki:
http://prsdtechcomm.pb
works.com/Sample+For
m+-+May+12+LwICT
Obravnava odgovorov
 Odgovore lahko vidimo …
− Kot preglednico posameznih odgovorov
(uporabno pri ocenjevanju).
− Kot statistični povzetek.
Form Tools
SurveyMonkey